Location

Imholte 114

Event Type

Presentation

Start Date

14-6-2017 2:20 PM

End Date

14-6-2017 3:00 PM

Description

The importance of inclusivity work is backed by the Association of American Colleges & Universities, who in 2005 charged higher education institutions to work toward "inclusive excellence" by promoting a positive campus climate, establishing diversity as a core component in achieving desired student learning outcomes, linking diversity with quality, and rethinking and modifying pedagogy to reflect and support goals for inclusion and excellence (Williams, Berger, & McClendon, 2005). In addition, research conducted at higher education institutions have demonstrated that the extent to which students felt their institution had a nondiscriminatory environment positively impacted students' openness to diversity and taking on challenges (Pascarella et al., 1996).

In this session, presenters will define and make a case for the importance of inclusivity as a Universal Design strategy in the online classroom. Presenters will provide several examples of how the Rothenberger Institute (RI) currently practices inclusivity in their high enrollment online courses, during both course development and facilitation, as well as discuss other inclusive practices that instructors, instructional designers, and teaching or graduate assistants can implement. Presenters will discuss current identity-related and sensitive language and why it matters. Presenters will also discuss areas of opportunity to increase inclusivity, including course content, syllabus statements, media production, citations and sources, exam questions, survey design, grading rubrics, grading processes, course policies, and interactions with students. Finally, responses from course evaluations from students who reported directly benefiting from inclusive practices will also be shared.

Williams, D. A., Berger, J. B., & McClendon, S. A. (2005). Toward a model of inclusive excellence and change in postsecondary institutions. Washington, DC: Association of American Colleges and Universities.

Pascarella, E. T., Edison, M., Nora, A., Hagedorn, L. S., & Terenzini, P. T. (1996). Influences on students' openness to diversity and challenge in the first year of college. The Journal of Higher Education, 67(2), 174-195.

Multiple Audiences.

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Examples of Racial Microaggressions

HandoutInclusivityUniversalDesignStrategiesfortheOnlineClassroom.pdf (382 kB)
Inclusivity Handout

InclusiveLangaugeGuide.pdf (105 kB)
Inclusive Language Guide

PaperInclusivityUniversalDesignStrategiesfortheOnlineClassroom.pdf (146 kB)
Inclusivity: Universal Design Strategies for the Online Classroom Paper

RothenbergerInstituteInclusiveLanguageSyllabusStatement.pdf (57 kB)
Rothenberger Institute Inclusive Langauge Syllabus Statement

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Jun 14th, 2:20 PM Jun 14th, 3:00 PM

Inclusivity: Universal Design Strategies for the Online Classroom

Imholte 114

The importance of inclusivity work is backed by the Association of American Colleges & Universities, who in 2005 charged higher education institutions to work toward "inclusive excellence" by promoting a positive campus climate, establishing diversity as a core component in achieving desired student learning outcomes, linking diversity with quality, and rethinking and modifying pedagogy to reflect and support goals for inclusion and excellence (Williams, Berger, & McClendon, 2005). In addition, research conducted at higher education institutions have demonstrated that the extent to which students felt their institution had a nondiscriminatory environment positively impacted students' openness to diversity and taking on challenges (Pascarella et al., 1996).

In this session, presenters will define and make a case for the importance of inclusivity as a Universal Design strategy in the online classroom. Presenters will provide several examples of how the Rothenberger Institute (RI) currently practices inclusivity in their high enrollment online courses, during both course development and facilitation, as well as discuss other inclusive practices that instructors, instructional designers, and teaching or graduate assistants can implement. Presenters will discuss current identity-related and sensitive language and why it matters. Presenters will also discuss areas of opportunity to increase inclusivity, including course content, syllabus statements, media production, citations and sources, exam questions, survey design, grading rubrics, grading processes, course policies, and interactions with students. Finally, responses from course evaluations from students who reported directly benefiting from inclusive practices will also be shared.

Williams, D. A., Berger, J. B., & McClendon, S. A. (2005). Toward a model of inclusive excellence and change in postsecondary institutions. Washington, DC: Association of American Colleges and Universities.

Pascarella, E. T., Edison, M., Nora, A., Hagedorn, L. S., & Terenzini, P. T. (1996). Influences on students' openness to diversity and challenge in the first year of college. The Journal of Higher Education, 67(2), 174-195.

Multiple Audiences.