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This post provides an overview of problematic language as part of the Inclusive Pedagogy playlist.
Our language use is influenced by social and cultural factors. Those factors sometimes can make us unaware of the impact of our words. One way to prevent unintentional harm is to be more aware of inclusive language practices. However, inclusive language can be more than just avoiding offense or being “politically correct”; instead, it is a “communication style that is genuinely curious about how to talk to and about our fellow humans respectfully” (Acrolinx). Inclusive language use works to “honor the diverse identities of every person in the room and invites them to be part of the conversation” (Relias). 
When we prioritize an inclusive language environment, everyone feels more welcome and learning is more able to take place. Within this, we do not want to shame people when they make a mistake, as that would also not be welcoming. Rather, we try to gently reframe their language use, such as through the P.A.L.S. method.
Many inclusive language guides exist to learn more about certain problematic terms and legacies: 

MSU Brand Studio
MSU’s Gender and Sexuality Campus Center
MSU’s College of Natural Science Guide
University of Washington’s Information Technology
Pratt Institute Libraries’ article 
Writer’s Inclusive language in the workplace guide

Language is a living entity that changes for building common and shared understandings. Boston University curates a Living Language Guide. As a note of caveat, sometimes people claim that certain phrases and words were more socially acceptable in the past, but it is important to note that, generally, language use that is problematic usually has a longer legacy of harm that was problematic—even in the past. It is up to us now to make ourselves and others more aware of the impact of that language. Similarly, sometimes people find it difficult to “keep up” with understanding language, and that can feel really difficult. To counteract that, educators can build in time to practice more inclusive phrases with trusted people. In addition, it’s important to remember that the more one can learn and better understand harmful legacies of terms, then the more belonging learners will feel.
Some reflection questions for educators to reflect on their language and intentionality, include: 

How do I define and practice inclusive language in my classroom? How do I foster a classroom culture where inclusive language is encouraged among students?
What steps do I take to ensure my language includes all students, considering gender, race, ability, and additional identities? How intentional am I in using gender-neutral terms, pronouns, and respectful language? How do I incorporate diverse identities into my communication?
How do I ensure my language is respectful and accurate when discussing sensitive or identity-related topics?
How do I educate myself on terms related to various identities and groups? How can I stay informed and continuously adapt my language to reflect evolving societal and student needs?
How do I respond when non-inclusive language is pointed out, and how open am I to making changes?
What processes do I use to reflect on and improve intentional and inclusive language? How do I check for unintentional bias in my language and course materials?

Continue to read more about inclusive pedagogy in the next article on Inclusive Syllabi or return to the Inclusive Pedagogy playlist.

MSU Extension has developed a three-part document to guide employees in creating and delivering educational materials and programs as well as event planning in a way that reflects our values and commitment to diversity, equity and inclusion.

The first section focuses on considerations and strategies for facilitating, or delivering, programming.
The second section focuses on the development of educational materials, or products.
The last section focuses on event planning considerations.

An appendix of useful sites is also included, including a section on sources for diverse images.  This document can also serve to help outside trainers and contractors understand our values and how we expect them to play out in educational programming. https://www.canr.msu.edu/resources/dei-in-action-developing-planning-and-facilitating-educational-programs-and-events

The CTLI's Designing Your MSU Syllabus workshop and its resources are meant to introduce MSU educators to the role of the syllabus at MSU, its required and recommended components, and institutional resources for writing and improving syllabi. In August 2024, this hybrid workshop comprised part of our Semester Start-Up programming for MSU educators during the CTLI's first-ever Plan-a-thon, a day dedicated to course and assignment planning. The takeaways from these sessions were:

Think about your syllabus as a learning tool AND an agreement within your classroom community.
Some syllabus components are required while others are recommended (try not to overwhelm!)
Consider inclusion and flexibility
MSU and departments / colleges have many resources available to help support you build your syllabus

You can access the slide deck for this workshop here (requires MSU login) including links to many resources for course instructors, including sample statements and policy language. We also have an Creating Your Syllabus iTeach Playlist of further syllabus resources, including the CTLI's new Inclusive Syllabus Template created by Bethany Meadows.
The recording of this hybrid workshop is available below.
Feel free to reach out to Ellie Louson and/or Monica Mills in the CTLI if you have any questions about the Designing Your MSU Syllabus workshop or our syllabus resources.Photo by Blessing Ri on Unsplash

Introduction
In an age where technology can help to remove barriers and foster inclusivity, it is still quite common for users to encounter accessibility challenges in the digital space. The ChatGPT platform, while revolutionary in its capabilities, is not exempt from such hurdles. In this article we will discuss some known accessibility issues associated with the ChatGPT tool and its associated support site, and provide suggestions for making the platform more accessible for users with disabilities.
Current Issues and Potential Workarounds
In general, both the ChatGPT tool (chatbot) and associated documentation are accessible to most users, however, the platform does present barriers to users who access digital content using a screen reader, those who navigate using only a keyboard or alternative navigation tools, and users with color related vision issues or low vision.Note: This review lists issues observed as of December 2023. Please comment if you believe specific issues have been addressed and we will update the article as needed.
Both the Chat GPT tool and associated support website were tested against the W3C WCAG 2.0 AA standard in Windows and MacOS using NVDA and Voiceover screen readers and common browsers. The following information details which accessibility barriers were identified, how they may affect users, and some potential workarounds for helping to provide equitable access to the desired functionality.
Login Process
During the login process users are presented with the option to create an account or login using an existing Google, Microsoft, or Apple accounts. There are multiple issues with this process that may present barriers for users.


Issue:
Several elements associated with the login process do not meet minimum contrast requirements which will make the associated text difficult or impossible to read (e.g., elements using light green text on a white background and white text on a light green background).

Who this may affect:
Users with low vision or color related vision issues who rely on high contrast between text and the associated background may find the associated text difficult or even impossible to read.

Workaround:
Encourage users to log in using an existing Google, Microsoft, or Apple account, or consider providing written instructions detailing the login process and associated controls.


Issue:
  Focus indication for the login and account creation buttons is not sufficient. Some users may not be able to move past the account creation and login area without assistance.

Who this may affect:
Keyboard users who rely on clear and obvious visual indicators to track which element is currently selected when navigating a webpage.

Workaround:
Encourage users to log in using an existing Google, Microsoft, or Apple account, or consider providing written instructions detailing the login process and associated controls.


Issue:
During the account creation process, password requirements appear after the password creation field. Instructions and requirements for a form field should be presented prior to the user accessing that field. Also, there is no error indication for assistive technology users who enter a password that does not meet minimum requirements. The cursor simply remains in the password field with no feedback for the user. This also occurs if an incorrect password is entered during login.

Who this may affect:
Screen reader users may not be able to move past the account creation and/or login area without assistance.

Workaround:
Encourage users to log in using an existing Google, Microsoft, or Apple account, or consider providing written instructions detailing the account creation and login process. Include password requirements and an explanation of the application’s behavior when the password either does not meet the minimum requirements or is entered incorrectly.
Chatbot User Interface
Some elements within the ChatGPT chatbot user interface make the tool difficult to use and potentially confusing for assistive technology users. Issues we experienced include portions of the screen that cannot be accessed by keyboard-only users and numerous interactive elements that do not include descriptive names/labels causing them to be unusable by screen reader users.


Issue:
Not all buttons contain descriptive labels or information about their purpose or function (e.g., send message button, clipboard, and up/down vote icons).

Who this may affect:
Screen reader users who rely on clearly labelled buttons and interactive elements for navigating and interacting with an application. If a label is not provided or does not describe the purpose of the button or element, that button or element is essentially useless to screen reader users and will block their ability to effectively use the associated application. Example: the “Send Message” button is simply read as “button, group” by screen readers, giving users no indication of its purpose or functionality.

Workaround:
Screen reader users may require assistance navigating the user interface to help learn the functionality of interactive elements when initially using the tool. Consider not requiring the use of unlabeled elements such as the voting buttons.


Issue:
Elements of the main message and reply functionality are not presented in a logical order, a typical workflow would not have replies appearing above the message input box. This layout requires users to navigate back up the page to interact with chatbot replies/answers. There is no indication to assistive technology users that replies/answers have been generated or that they appear above the message input field.

Who this may affect:
Screen reader users require notification when information on a page is changed, when that change is complete, and where the new information is located. Lack of notification about when reply generation is complete and how to access the replies will make the tool difficult to use without assistance.

Workaround:
Screen reader users may require assistance navigating the user interface to help learn the main workflow and how to navigate the message and reply when initially using the tool. Consider providing documentation detailing the chatbot message and reply window to help assistive technology users more effectively use the tool.


Issue:
Under user account Settings and Custom Instructions some of the associated pop-up windows are not read in a meaning sequence (e.g., the Custom Instructions pop-up opens with focus on the “Ok” button and no indication that there is text/information above that button). These windows also contain unlabeled buttons (e.g., buttons used to close the pop-up windows).

Who this may affect:
Screen reader users rely on information being presented in a logical order. When a new window is opened the screen reader software should be told to start reading from the top of the new content, not set to a button or element at the bottom of the window. Also, lack of descriptive labels on buttons used to close the pop-up windows may prevent users from exiting the Settings windows.

Workaround:
Screen reader users may require assistance navigating the account related tool windows. Consider providing documentation detailing the Settings and Custom Instructions windows.
 
The Impact on Users
Barriers to access limit a platform’s usability for a wide variety of users. All students deserve equal access to information and opportunities, inaccessible technology widens the digital divide and hinders the ability of users to fully participate in online conversations and access valuable resources. 
The Importance of Accessibility
Addressing accessibility concerns is not just a matter of compliance; it is a moral and ethical imperative. Inclusivity should be at the core of technological advancements. As we work to provide the best possible learning experience for our students, we must ensure that no one is excluded or left behind. By acknowledging and actively working to overcome accessibility challenges we can create a more equitable and inclusive online space and experience for all users.

On March 22, 2024, MSU's Religious Observance Policy Implementation Committee, the College of Arts and Letters, the Office for Institutional Diversity and Inclusion, James Madison College, the College of Social Science, the Residential College of Arts and Humanities, International Studies and Programs, and the Asian Studies Center sponsored the "Webinar for MSU Faculty: Accommodations During Passover and Ramadan"The virtual discussion included insights on how students can/should be accommodated during Ramadan and Passover (including final exams on the first two days of Passover). The group also shared key information about the practices and significance of Passover and Ramadan more broadly. Associate Dean Sonja Fritzsche, Professor Yael Aronoff, Professor Mohammad Khalil, Professor Morgan Shipley, and Professor Laura Yares lead the discussion (the full recording is below). 



Here are some "quick facts" from the presentation:

The [Gregorian Calendar] dates that both Ramadan and Passover fall on, shift from year to year. Their occurrences are instead based on the Lunar Calendar (with Solar adjustments for Judaism).
Ramadan Kareem is a common greeting during Ramadan that means "may you have a generous Ramadan". You may also hear "Ramadan Mubarak" which means "may you have a blessed Ramadan". 
 Eid al-Fitr (festival of breaking the fast) is a special day Muslims, celebrated this year on April 10 (+/- one day).
Different demoninations of Judiasim celebrate Passover in different ways - one person's observance is one person's observance. never assume, let them tell you how they observe. 
The first observences of Passover start at Sundown on Monday April 22. The first two days and last two days (Chag/Yom Tov) have special rules related to doing labor or work... This includes things like checking email and utilizing public transportation, SO if you have important information for student, please be sure to communicate prior to sundown on April 22 or after sundown on April 24 AND prior to sundown on April 28 or after sundown on April 30

Be proactive to let students know you won't be emailing during this period so they don't feel conflicted between their MSU responsibilities and their religious observances.


Student may have to travel farther to access kosher foods during this time.
Large community and family celebrations are inherently times of heightened stress, without the added pressure of academic finals.

Remember, "Observences are always going to be somewhat idiosyncratic due to the customs of individuals, communities, and families." For more information on these holidays and MSU's Religious Observances guidance check out the items below:

MSU Religious Observance Policy
MSU general Religious Observance resources
Religious Observance FAQs
Fostering Inclusive Learning: MSU's Approach to Religious Accommodations
Ramadan at MSU: A Brief Guide for 2024
MSU Hillel Passover 2024
Eat at State: Passover Dining Options

Photo by Mohamed Nohassi on Unsplash

When changes to the learning environment occur, creating an inclusive and accessible learning experience for students with disabilities is a top priority. This includes providing accessible content and implementing student disability accommodations.
 
Faculty and students should be prepared to discuss accommodation needs that may arise. The team at MSU Resource Center for Persons with Disabilities (RCPD) will be available to answer questions about implementing accommodations.
 
Contact information for Team RCPD is found at https://www.rcpd.msu.edu/teamrcpd. Resources for creating accessible online course materials to ensure inclusive learning experiences are available at webaccess.msu.edu. You can also review the Accessibility Quick Tips below and find more details on webaccess:

Text Contrast: Use black text on a white background to ensure that the text stands out on the page.


Text Styles: Do not rely on color alone to denote differences in emphasis and content meaning.


Heading Styles: Use built-in heading styles to designate content organization.


List Styles: Use the built-in bullet or number styles for lists.


Alt Text: Provide a brief text alternative for images, graphs, and charts that answers the question: why is this image important?


Closed Captioning: Captioning your media provides greater student comprehension of the material covered and provides access to media for individuals with hearing impairments in compliance with federal regulations.

As you create media content for virtual teaching, we recommend that you upload it to Kaltura MediaSpace and order closed captions. 





Link Text: Use descriptive titles for link text, titles, and headers.



Tables: Use simple tables when possible, with column and row headers.

Understanding Pronouns for Educators
On Friday, June 21, I was invited to give a talk on "Understanding Pronouns for Educators" to the College of Agriculture and Natural Resources. 
The Slides
Below, you'll find some modified slides based on that presentation. You may also access the presentation slides via Google Docs.

Further Resources
This collated list of further resources includes resources for many realms, including:

Current Context
Impact of Using Correct Pronouns
Pronouns Overview
Gender-Inclusive Environments
MSU's Policies and Processes
Teaching and Classroom Resources


Understanding Pronouns for Educators © 2024 by Bethany Meadows is licensed under CC BY-NC 4.0. “Pronoun Stickers” by Harald Groven is licensed under CC BY-SA 2.0

Are you ready to level up your teaching game and promote equity in your classroom? Introducing Transparent Assignment Design (or TAD for short)! This powerful, yet easy to implement, framework not only makes your assignments crystal clear but also ensures inclusivity and fairness. By providing clear expectations and support, TAD helps level the playing field and gives every student a chance to shine. I have personally found that redesigning assignments using the TAD framework has led to (Mills, M.L. (formerly Rosen, M.L.) et al., 2022):

improved quality of student submissions
reduced requests for regrades
reduced late submissions
reduced student frustration

An assignment that utilizes the TAD framework includes three important sections:

Purpose - an explanation on how the knowledge and skills used in this activity are relevant to a student and their future.
Task - a detailed explanation of the steps a student needs to take to complete the assignment.
Criteria - an explanation for how student's submission of the assignment will be evaluated.

In the next set of articles in this playlist, we will expand on each of these sections by describing what a good Purpose, Task, and Criteria looks like. At the end of the playlist we will provide with a template to get you started.Resources:

TILT Higher Ed Examples and Resources
Transparent Assignment Design | Center for Advancing Teaching and Learning Through Research (northeastern.edu)
Quick Guide to Transparent Assignment Design (wsu.edu)