We found 174 results that contain "inclusive"

This workshop is designed to help you prepare for your teaching roles by strengthening your pedagogical understandings of D2L. For us, this means understanding how to implement thoughtful, intentional, and inclusive practices. We will introduce GTAs to foundational skills and strategies necessary to create well-structured, engaging, accessible online learning experiences.  
Upon completing this session, GTAs will be able to: 

Identify key components and goals of the learner experience through design thinking exercises. 
Consider factors that may impact learners’ ability to fully participate in various modes of online learning, and develop strategies to gain a sense of learners’ digital learning contexts. 
Evaluate opportunities for asynchronous and synchronous connection, community-building, interaction, and engagement. 
Discuss and explore features for enhancing learning and improving accessibility.   
Identify resources and supports for technical aspects of D2L. 

Topic Area: DEI
Presented by: Anne Violin-Wigent, Matt Kanefsky
Abstract:
In recent years, there has been a push to supplement a communication-based approach to language teaching with a systematic inclusion of cultural content and cultural literacy. Most textbooks, however, fail to do so and restrict culture to a page or two at the end of each chapter or cultural vignettes sprinkled throughout, while remaining focused on grammar. For this project, Matt Kanefsky and I decided to develop teaching material that uses culture as the source and context for all learning. In addition, we seek to represent the diversity of the French-speaking world, to include material from and about various countries, and to give voices to minorities groups telling their stories. This is done in particular through the development of online learning activities since our program is hybrid/flipped.In this presentation, we will share how we chose to implement our focus on culture and diversity in deliberate, systematic, and cyclical ways in each aspect of the course. We will share a list of questions we used as guiding principles to make sure that we reach our goals and provide a truly inclusive representation of French speakers. Lastly, we will share preliminary experiences and feedback from both instructors and learners.
 

KeynotePresented By: Dr. Marita Gilbert
Abstract:
This talk offers reflections on the tumult on the past year, framed by a global pandemic on two fronts—COVID-19, a virus that aggressively attacks the body and systems of embedded racism perniciously attacking the body politic. Implications of both have been experienced widely and deeply. As many grappled with ways to characterize this experience, unprecedented, emerged as a common descriptor. Should it be? Is it accurate to frame the conditions of the last year as “never seen or experienced before,” as the denotation of this word implies? Or is this portrayal a matter of perspective? As the pandemic has thrust disparities in health, education, and justice into our central vision, we are challenged to develop strategies to address the inequities that result. This is an invitation for invitees not to avert their gaze but to consider their role in the work that lies ahead.On the home page of D2L (or through the content tab), you can access the schedule by day, to find details of each session (including abstracts, presenter information, as well as the full recordings).Note: you must self-enroll in D2L to access the schedulehttp://bit.ly/2021SpringConfEnroll 

Topic Area: Information Session
Presented By: Joyce Meier
Abstract:
Our international/multilingual students face unique challenges: not only differences in language and academic cultures, but also time differences, online communication blocks, visa issues, and the recent toxic nationalist movement in the U.S. Yet we need the diverse views that such students contribute. How can we ensure that these students feel welcome and included in our courses, even when the courses are on-line, and the students studying from 12 hours away? How can we encourage our multilingual students to participate more, both synchronously and asynchronously? What can we do to minimize any possible communicative gaps? How might our courses be reframed from a translingual perspective, so that the students’ languages and cultures are seen as assets that contribute to rather than detract from the course learning goals? Supported by a Creating Inclusive Excellence Grant, and winner of a Research-in-Progress Award at the recent Diversity Showcase, our team of three undergraduates, as mentored by two faculty, has produced a video examining these challenges ‘from the inside out.’ Surfacing the students’ concerns, our faculty workshop uses this video as a starting point to name challenges faced by these diverse learners, and for collaboratively inviting participants to propose solutions that work within their own teaching contexts.

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.

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

The below guidebook overviews intentionality and inclusivity in teaching as well as care-based pedagogy and strategies. 


24FA_Building Intentionality, Care, & Trust by Bethany Meadows