This session will focus on IDE teaching and learning strategies and how instructional technologies can be used to empower minoritized students, create opportunities to practice empathy and give learning choices, and provide individualized access to learning materials for a more equitable access to learning resources.
What is Diversity, Inclusion and Equity? How are they different from each other?
Diversity refers to differences among social groups such as ethnic heritage, class, age, gender, sexuality, ability, religion, and nationality. These differences are reflected in historical experiences, language, cultural practices, and traditions that ought to be affirmed and respected. (Adams and Bell 2016, p.3)
Inclusion describes the active, intentional, and ongoing engagement with diversity -- in people, in the curriculum, in the co-curriculum, and in communities (e.g. intellectual, social, cultural, geographic) with which individuals might connect. (Association of American Colleges & Universities. (n.d.) Making Excellence Inclusive)
Equity is the creation of opportunities for historically underrepresented populations to have equal access to and participate in educational programs that are capable of closing the achievement gaps in student success and completion. (Association of American Colleges & Universities. (n.d.) Making Excellence Inclusive)
Teaching Dimensions
Design: All of our design decisions need to come from a place of equity. Universal Design for Learning (UDL) principles are one key element; a careful analysis of situational factors of the class is another. For example, consider not only the obvious situational factors of time and location of the class and the most likely student population and their content expertise, but also be familiar with your institution's enrollment numbers (ethnicity, gender, age) and what the historical enrollment of this class can tell you about the types of students most likely to enroll. Think about what this diverse group of students sees when you walk into the classroom on the first day of classes or when they see you in your online class through the introductory video you created. Consider choosing tools that provide flexibility in submission types/submission times to create greater flexibility.
Content Delivery: We often see teaching as primarily content delivery. Whether this is a traditional lecture in the classroom, a set of readings in a textbook, a video, a podcast, an image, we as the content experts choose what is important for our students to know. UDL principles are essential when delivering content. Each of the following strategies allows more students to see themselves reflected in your class, creating a more inclusive learning situation. Think about
- Is your PowerPoint narrated?
- Do your short videos have captions?
- Can the names in your examples be more diverse and inclusive?
- Are the images in your presentation reflecting a diverse group of people?
- Are the readings/videos on your syllabus from a diverse group of authors?
Communication: Using online tools for communication has become the norm in higher education - whether this is email, the communication tools within the LMS, or a different system altogether, these tools make it easier for students to connect with you and among themselves.
- Do you ask students to introduce themselves in such a tool? If so, what do you ask them to share about themselves?
- Are they required to put up a photo or video of themselves to show the diversity of the class?
- What options do you give them if they are not comfortable posting a picture/video of themselves?
- Do you provide students with guidelines how to talk online, with tools that make academically acceptable writing easier?
Collaboration: We all recognize the value in learning how to collaborate with others, and we know that the industry highly values graduates who have had collaboration experience. However, we too often assume that students know how to collaborate or that it is not our job, in our course, to teach them how to do this. From group formation to clear guidelines and scaffolding to feedback and accountability opportunities, students need to be guided by you, the expert, in how to collaborate successfully. In this guidance, raising awareness about the differences between people and about the value of diverse groups leads to better outcomes is important, so that students practice empathy, careful and caring language, and recognition and respect of differences.
Assessment: Students take more than one course and need to be able to set priorities for their complex lives. Assessment thus needs to be transparent, clearly connected to the learning objectives, practice, and content of the course, and frequent to allow for mistakes and their correction. Assessment also needs to focus on the learning and the demonstration of acquired skills and knowledge, not necessarily on a particular format or arbitrary rules (like hard deadlines). Consider giving submission choices such as essay, video, poster. Think about different types of questions in your quizzes. Use technologies to make your grading more efficient. Remember that many more students than documented struggle with learning disabilities or mental issues, and consider not adding to their stress by insisting on rigid deadlines. Life happens, and we can all benefit from some leniency. Spell this out clearly to give everyone the same message. This is not about equal treatment but about equitable treatment. The other form of formative assessment necessary is your reflection of how you are teaching your students.
https://mcphs.libguides.com/centerteachinglearning/coursedesigndevelopment
Course management: Tightly connected to assessment is course management. You have rules for your classroom for good reasons - take a moment to reflect on what exactly these reasons are. For example, you may have a no device policy in place - but this exposes students who, as an accommodation, need to use a digital device. You may have a no tardy policy in place - but one student consistently comes late to class. Instead of insisting on these rules, consider reaching out to the late student to learn why this is happening. Instead of a no device policy, develop a process to allow devices for certain times but not others or incorporate them more clearly into your course. Consider setting deadlines not at midnight but earlier in the day to encourage more sleep and have flexible deadlines as needed.
Instructional Technology Tools and Diversity, Inclusion, Equity
Each instructional technology can be used to enhance diversity, inclusion, or equity. In a perfect world, you want to build for equity. This takes a lot of time and effort, and will not always be easy. It is about instruction, not about the tool you use.
Now it is your turn!
Please find a table that will grow with your contributions - please use the Qualtrics survey to share what instructional technologies you use in what way to achieve the dimensions of diversity, inclusion and equity.
How are you using instructional technologies for more diversity, inclusion and equity?
Resources
Adams, M., Bell, L.A (2016). Teaching for Diversity and Social Justice. 3rd edition. Routledge: New York.
Supporting Underprepared Students in the Online Classroom
Teaching Tolerance Classroom Resources
Who am I? A Strategy for Teaching about Power and Privilege
Contact Us:
Wiebke Kuhn, Associate Director, Biggio Center for the Enhancement of Teaching and Learning, Auburn University, kuhnwi1@auburn.edu
Shawndra Bowers, Lead Instructional Designer, Auburn Online, Auburn University
Betsy Gilbertson, Instructional Designer, Auburn Online, Auburn University
Garry Morgan, Special Assistant, Inclusion and Diversity Education, Office of Inclusion and Diversity, Auburn University
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