We found 89 results that contain "belonging"
Posted on: Center for Teaching...
Accessibility Considerations for Design and Presentations
This playlist works to address various realms of accessibility from composition design to presenting accessibly.
The playlist cover photo, mARTin.Hinterdorfer, is licensed under CC BY-SA 4.0, via Wikimedia Commons
The playlist cover photo, mARTin.Hinterdorfer, is licensed under CC BY-SA 4.0, via Wikimedia Commons
JUSTICE AND BELONGING
Posted on: Center for Teaching...
Inclusive Pedagogy
Creating an inclusive educational environment is essential for fostering equity and ensuring that all students feel valued and supported. This playlist series serves as a comprehensive guide for educators who seek to implement inclusive pedagogy strategies in their teaching practices. By addressing various aspects of identity and experience, this playlist aims to help educators create learning environments that are equitable, respectful, and responsive to the diverse needs of their learners.
JUSTICE AND BELONGING
Posted on: #iteachmsu
DEI & Student Belonging
The context of today... Pandemic + Social Justice Crisis
this means.. Greater Inequity in the Classroom such as:
access to adequate technology
financial impacts
health and safety concerns
emotional impacts
in turn impacting: belonging, ability to focus, balancing responsibilities, etc.
We are all feeling the weight of inconsistency and uncertainty. We must acknowledge what this means for our students, and particularly our students who hold marginalized identities. What is "diversity, equity, and inclusion"?
Diversity is a characteristic of a group of people where differences exist on one or more relevant dimensions
this means respecting and valuing people’s differences and treating them with the appropriate respect and dignity.
Equity is the quality of being fair and impartial
meaning everyone has the opportunity to be successful
Inclusion is a measure of culture that enables diversity to thrive
making sure people feel comfortable being themselves in the space, their identity is honored, they feel like they belong and do not have to assimilate in order to achieve this
Why should I care about DEI? The impact of belonging is linked to increased persistence, student satisfaction, and well-being. In our context, a student’s sense of belonging is related to improved retention, graduation rates, etc.
building belonging how?
Positive interactions with diverse peers
Peer mentoring, staff care & support
Attention to campus climate
read "How Colleges Can Cultivate Students’ Sense of Belonging" by Becki Supiano from The Chronicle of Higher Education for more
Take some time to reflect on your educator identity. What groups are you a part of? What identities do you think about most often? How about those you think about the least? Why might you think more about some of your group identities than others? What experiences lead you to think about the identities that are most salient for you? Which of these identities show up most often when you teach? Least often?
Source: Borkoski, C., Prosser, S.K., (2020) Engaging faculty in service-learning: opportunities and barriers to promoting our public mission. Tert Educ Manag 26, 39–55.
Cover Photo by Sam Balye on Unsplash
this means.. Greater Inequity in the Classroom such as:
access to adequate technology
financial impacts
health and safety concerns
emotional impacts
in turn impacting: belonging, ability to focus, balancing responsibilities, etc.
We are all feeling the weight of inconsistency and uncertainty. We must acknowledge what this means for our students, and particularly our students who hold marginalized identities. What is "diversity, equity, and inclusion"?
Diversity is a characteristic of a group of people where differences exist on one or more relevant dimensions
this means respecting and valuing people’s differences and treating them with the appropriate respect and dignity.
Equity is the quality of being fair and impartial
meaning everyone has the opportunity to be successful
Inclusion is a measure of culture that enables diversity to thrive
making sure people feel comfortable being themselves in the space, their identity is honored, they feel like they belong and do not have to assimilate in order to achieve this
Why should I care about DEI? The impact of belonging is linked to increased persistence, student satisfaction, and well-being. In our context, a student’s sense of belonging is related to improved retention, graduation rates, etc.
building belonging how?
Positive interactions with diverse peers
Peer mentoring, staff care & support
Attention to campus climate
read "How Colleges Can Cultivate Students’ Sense of Belonging" by Becki Supiano from The Chronicle of Higher Education for more
Take some time to reflect on your educator identity. What groups are you a part of? What identities do you think about most often? How about those you think about the least? Why might you think more about some of your group identities than others? What experiences lead you to think about the identities that are most salient for you? Which of these identities show up most often when you teach? Least often?
Source: Borkoski, C., Prosser, S.K., (2020) Engaging faculty in service-learning: opportunities and barriers to promoting our public mission. Tert Educ Manag 26, 39–55.
Cover Photo by Sam Balye on Unsplash
Authored by: Patti Stewart
Justice and Belonging
Posted on: #iteachmsu
Cultivating Community and Belonging in the Virtual and In-Person Undergraduate Classroom
Topic Area: DEI
Presented by: Sharon Combs, James Brinkmann, Erika Knapp, Liza Calisesi-Maidens, Lin Li, Hima Rawal, McKayla Sluga, Jonny Thurston-Torres, Joanna Bosse
Abstract:
With a focus on the scholarship of teaching and learning in the arts and humanities, the panelists (the 2020-21 RCAH Fellows) will explore the cultivation of community in the classroom. They will present the results from their ongoing original research projects on trauma-informed pedagogy, creating safe classroom spaces and cultures of care in the classroom, and generating students’ sense of belonging in both in-person and virtual learning environments. Furthermore, panelists will address the challenges of conducting research on teaching and learning in a pandemic, the value of interdisciplinarity in such research, and considerations for bringing the research back into the classroom to enhance student learning.
Session Resources:
Cultivating Community and Belonging (PDF)
Presented by: Sharon Combs, James Brinkmann, Erika Knapp, Liza Calisesi-Maidens, Lin Li, Hima Rawal, McKayla Sluga, Jonny Thurston-Torres, Joanna Bosse
Abstract:
With a focus on the scholarship of teaching and learning in the arts and humanities, the panelists (the 2020-21 RCAH Fellows) will explore the cultivation of community in the classroom. They will present the results from their ongoing original research projects on trauma-informed pedagogy, creating safe classroom spaces and cultures of care in the classroom, and generating students’ sense of belonging in both in-person and virtual learning environments. Furthermore, panelists will address the challenges of conducting research on teaching and learning in a pandemic, the value of interdisciplinarity in such research, and considerations for bringing the research back into the classroom to enhance student learning.
Session Resources:
Cultivating Community and Belonging (PDF)
Authored by: Sharon Combs, James Brinkmann, Erika Knapp, Liza Calisesi-Maidens, Lin Li, Hima Rawal, McKayla Sluga, Jonny Thurston-Torres, Joanna Bosse
Justice and Belonging
Posted on: Center for Teaching...
Unpacking Problematic Language: Overview
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.
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.
Authored by: Bethany Meadows
Justice and Belonging
Posted on: Center for Teaching...
Centering Intersectionality in Inclusive Pedagogy
This post provides an overview of intersectionality as part of the Inclusive Pedagogy playlist.
Intersectionality acknowledges that folks’ identities are multi-faceted and interconnected, influencing their experiences and interactions. Intersectionality is a framework to consider the ways that groups and individuals have unique combinations of privilege and discrimination. Within this, society has interlocking and overlapping systems of oppression. These systems create our institutions, which include education, banking, criminal justice and law, state welfare, media, housing, etc. (Kendall). Then, each of these systems not only interlock and overlap, but they create obstacles, harm, and oppression for anyone who does not have societally privileged identities (white, straight, cisgender, abled-bodied and able-minded, high socioeconomic status, thin body size, etc.). All identities (e.g., race, nationality, language use, gender, sexuality, religion, class, immigration status, trauma survivorship, etc.) are contextually specific to a place and time. These identities cannot be separated at that individual level. For instance, Crenshaw discusses how intersectionality helps to “account for multiple grounds of identity when considering how the social world is constructed” (1245). In other words, each identity interplays with one another to where they can’t be disentangled, such as a Black woman’s experiences may be an interplay of racism and sexism called misogynoir.
In considering these identity and institutional dimensions, there are many visual iterations of identities (Cabiness-Atkinson). The Northcentral University Diversity Wheel illustrates the various components of identity that are personal to self, such as gender, age, race, etc., to those that are developed by social influences and life as well as how that is affected by positionalities within institutions.
As educators, we must consider our own intersectional identities and how those interact with the systems of oppression and its institutions. To model this inclusive and intersectional pedagogy, it is recommended to (revised and adapted from Case 9):
Reflect and unpack on your own identities and biases and how that may “alter lived experiences of prejudice and discrimination, privilege and opportunities, and perspectives from particular social locations.” One way is to attend MSU’s Implicit Bias Certification course. Another avenue to reflect and unpack would be to engage with the University of Illinois' compilation of activities to raise awareness of biases.
Continue to unlearn and learn and continually strive to learn more about identities, privilege, and inclusive pedagogy. Some initial and/or continuing resources include Boston University’s Self-Guided Diversity and Inclusion Learning Toolkits.
Foster learner reflection and agency for their own un/learning. Some strategies for this are included later in this series’ Classroom Activities article.
Incorporate diverse social identities typically neglected in course curriculum, interdisciplinary ways of thinking, multiple pathways for learners, and an asset-based approach for thinking about learners.
In addition to the above, the next articles will continue to offer ways to become more inclusive and intersectional in education.
Continue to read more about inclusive pedagogy in the next article, “Unpacking Problematic Language” or return to the Inclusive Pedagogy playlist.
Intersectionality acknowledges that folks’ identities are multi-faceted and interconnected, influencing their experiences and interactions. Intersectionality is a framework to consider the ways that groups and individuals have unique combinations of privilege and discrimination. Within this, society has interlocking and overlapping systems of oppression. These systems create our institutions, which include education, banking, criminal justice and law, state welfare, media, housing, etc. (Kendall). Then, each of these systems not only interlock and overlap, but they create obstacles, harm, and oppression for anyone who does not have societally privileged identities (white, straight, cisgender, abled-bodied and able-minded, high socioeconomic status, thin body size, etc.). All identities (e.g., race, nationality, language use, gender, sexuality, religion, class, immigration status, trauma survivorship, etc.) are contextually specific to a place and time. These identities cannot be separated at that individual level. For instance, Crenshaw discusses how intersectionality helps to “account for multiple grounds of identity when considering how the social world is constructed” (1245). In other words, each identity interplays with one another to where they can’t be disentangled, such as a Black woman’s experiences may be an interplay of racism and sexism called misogynoir.
In considering these identity and institutional dimensions, there are many visual iterations of identities (Cabiness-Atkinson). The Northcentral University Diversity Wheel illustrates the various components of identity that are personal to self, such as gender, age, race, etc., to those that are developed by social influences and life as well as how that is affected by positionalities within institutions.
As educators, we must consider our own intersectional identities and how those interact with the systems of oppression and its institutions. To model this inclusive and intersectional pedagogy, it is recommended to (revised and adapted from Case 9):
Reflect and unpack on your own identities and biases and how that may “alter lived experiences of prejudice and discrimination, privilege and opportunities, and perspectives from particular social locations.” One way is to attend MSU’s Implicit Bias Certification course. Another avenue to reflect and unpack would be to engage with the University of Illinois' compilation of activities to raise awareness of biases.
Continue to unlearn and learn and continually strive to learn more about identities, privilege, and inclusive pedagogy. Some initial and/or continuing resources include Boston University’s Self-Guided Diversity and Inclusion Learning Toolkits.
Foster learner reflection and agency for their own un/learning. Some strategies for this are included later in this series’ Classroom Activities article.
Incorporate diverse social identities typically neglected in course curriculum, interdisciplinary ways of thinking, multiple pathways for learners, and an asset-based approach for thinking about learners.
In addition to the above, the next articles will continue to offer ways to become more inclusive and intersectional in education.
Continue to read more about inclusive pedagogy in the next article, “Unpacking Problematic Language” or return to the Inclusive Pedagogy playlist.
Authored by: Bethany Meadows
Justice and Belonging
Posted on: Center for Teaching...
Overview: Accessible Design Checklist
Accesible Design Checklist: Overview
This post provides an overview checklist for some digital composition accessibility requirements. This is meant to serve as a starting place, rather than a complete list or expert regulations. Accessibility should be considered throughout all parts of the design process, and designing accessible compositions benefits all people, not just those with disabilities. This post is the first part of the Accessible Design Checklist series:
Overview
Text and Content
Multimedia
Overall Design Accessibility
When looking at the design, composers should consider the overall structure and content.
Design FormatFor digital distribution, web pages with HTML or CSS are the most accessible. Other accessible options (when following the design checklist) are Word or Google Docs. PDFs are only accessible if they have been remediated correctly. DisplayInformation is set to be perceivable in either landscape or portrait modes. The design should not require users to scroll in both up/down and left/right. The design can be zoomed in without losing meaning. The design should be able to be navigated and interacted with using a keyboard alone. HeadingsHeadings use tagged heading structures with hierarchies. The headings do not skip levels. Use the Level 1 Heading designation only once per design.LanguagesThe design’s language is set to the primary language of the document. Any words or phrases in additional languages are set for those words as a different language. NavigationThe design allows for more than one way to find relevant pages within a set of pages. The design also provides content overviews with links so that users may bypass content.OrderThe design provides an easily understandable order to the content. When using lists, use bullet points and order the information logically, such as alphabetically or by data size.TitleThe design has a specific title. This title is displayed in the document name or the tab of a website.
References and Resources for Accessible Design
Level Access’ Must-Have Web Content Accessibility Guidelines (WCAG) Checklist
Michigan State University’s Create Accessible Content
University of Washington’s Accessibility Checklist
Web Accessibility in Mind’s WCAG 2 Checklist
Web Accessibility Initiative's Design and Develop Overview
Continue to read more about the checklist in the next part of the series, Accessible Design Checklist: Text and Content.Accessible Design Checklist: Overview © 2024 by Bethany Meadows is licensed under CC BY-NC 4.0. The cover photo, "Close checklist wooden surface" is marked with CC0 1.0.
This post provides an overview checklist for some digital composition accessibility requirements. This is meant to serve as a starting place, rather than a complete list or expert regulations. Accessibility should be considered throughout all parts of the design process, and designing accessible compositions benefits all people, not just those with disabilities. This post is the first part of the Accessible Design Checklist series:
Overview
Text and Content
Multimedia
Overall Design Accessibility
When looking at the design, composers should consider the overall structure and content.
Design FormatFor digital distribution, web pages with HTML or CSS are the most accessible. Other accessible options (when following the design checklist) are Word or Google Docs. PDFs are only accessible if they have been remediated correctly. DisplayInformation is set to be perceivable in either landscape or portrait modes. The design should not require users to scroll in both up/down and left/right. The design can be zoomed in without losing meaning. The design should be able to be navigated and interacted with using a keyboard alone. HeadingsHeadings use tagged heading structures with hierarchies. The headings do not skip levels. Use the Level 1 Heading designation only once per design.LanguagesThe design’s language is set to the primary language of the document. Any words or phrases in additional languages are set for those words as a different language. NavigationThe design allows for more than one way to find relevant pages within a set of pages. The design also provides content overviews with links so that users may bypass content.OrderThe design provides an easily understandable order to the content. When using lists, use bullet points and order the information logically, such as alphabetically or by data size.TitleThe design has a specific title. This title is displayed in the document name or the tab of a website.
References and Resources for Accessible Design
Level Access’ Must-Have Web Content Accessibility Guidelines (WCAG) Checklist
Michigan State University’s Create Accessible Content
University of Washington’s Accessibility Checklist
Web Accessibility in Mind’s WCAG 2 Checklist
Web Accessibility Initiative's Design and Develop Overview
Continue to read more about the checklist in the next part of the series, Accessible Design Checklist: Text and Content.Accessible Design Checklist: Overview © 2024 by Bethany Meadows is licensed under CC BY-NC 4.0. The cover photo, "Close checklist wooden surface" is marked with CC0 1.0.
Authored by: Bethany Meadows
Justice and Belonging
Posted on: #iteachmsu
Reporting and Making Referrals
Are you worried about a student?
In addition to referring students to CAPS directly, MSU offers additional resources for helping a student you have concerns about. Please consider best practices in making referrals:
Show empathy toward the student’s situation and let them know that you and MSU care about them.
Ask the student if they would like you to make a referral or a connection to a campus support system.
Email the unit contact and copy the student. If possible consider walking the student to the service.
Consider notifying the student’s academic advisor or other support systems in which the student is engaged (i.e., RCPD student = let RCPD know; international student = let OISS know, etc.); your unit advisor and/or Dean’s office staff can help you.
The Green Folder
CAIT created this guide to assist faculty and staff in recognizing and referring individuals who may need support. Individuals may feel alone, isolated, and hopeless when faced with academic and life changes. These feelings can easily disrupt academic and work performance or overall functions, which may lead to serious consequences, including dysfunctional coping.
Included in the Green Folder is a flow chart indicating who to contact, a list of resources, a definition of your role in this process, and a chart of possible indicators a student is in distress or is a threat to themselves or others.
In addition to referring students to CAPS directly, MSU offers additional resources for helping a student you have concerns about. Please consider best practices in making referrals:
Show empathy toward the student’s situation and let them know that you and MSU care about them.
Ask the student if they would like you to make a referral or a connection to a campus support system.
Email the unit contact and copy the student. If possible consider walking the student to the service.
Consider notifying the student’s academic advisor or other support systems in which the student is engaged (i.e., RCPD student = let RCPD know; international student = let OISS know, etc.); your unit advisor and/or Dean’s office staff can help you.
The Green Folder
CAIT created this guide to assist faculty and staff in recognizing and referring individuals who may need support. Individuals may feel alone, isolated, and hopeless when faced with academic and life changes. These feelings can easily disrupt academic and work performance or overall functions, which may lead to serious consequences, including dysfunctional coping.
Included in the Green Folder is a flow chart indicating who to contact, a list of resources, a definition of your role in this process, and a chart of possible indicators a student is in distress or is a threat to themselves or others.
Posted by: Kelly Mazurkiewicz
Justice and Belonging
Posted on: Center for Teaching...
Inclusive Pedagogy Overview
This post provides an overview of inclusive pedagogy. This post is the first part of the Inclusive Pedagogy series and playlist.
Inclusive pedagogy is an umbrella term that encompasses many frameworks for teaching (e.g., critical pedagogy, feminist pedagogy, culturally responsive pedagogy, universal design for learning). Many of these are defined and overviewed in Emory University’s Inclusive Pedagogy Guide. Across these frameworks, all center intentional pedagogical strategies working to make education where “all learners feel welcomed, valued, and safe” (Hogan and Sathy 5), particularly working to remove systemic barriers that have harmed learners.
It asks educators to consider, “Who might be left behind as a result of my practice? How can I invite those learners in?” (Hogan and Sathy 11). According to Cardon and Womack, inclusive pedagogy’s “approach is deeply contextual, personal, and political” (2). Within that, educators work to lifelong unlearning and learning as they raise critical consciousness to bias and systemic oppression while also supporting all learners equitably to feel agency, valued, and supported in their learning.
When diversity, inclusion, and equity are centered in education, learners have enhanced learning, success and retention, and feelings of belonging (University of Michigan). Moreover, inclusive pedagogy increases learners’ critical thinking, collaboration, and sense of “mutuality and reciprocity” (University of Chicago).
Continue to read more about inclusive pedagogy in the next article, “Centering Intersectionality in Inclusive Pedagogy” or return to the Inclusive Pedagogy playlist.
Inclusive pedagogy is an umbrella term that encompasses many frameworks for teaching (e.g., critical pedagogy, feminist pedagogy, culturally responsive pedagogy, universal design for learning). Many of these are defined and overviewed in Emory University’s Inclusive Pedagogy Guide. Across these frameworks, all center intentional pedagogical strategies working to make education where “all learners feel welcomed, valued, and safe” (Hogan and Sathy 5), particularly working to remove systemic barriers that have harmed learners.
It asks educators to consider, “Who might be left behind as a result of my practice? How can I invite those learners in?” (Hogan and Sathy 11). According to Cardon and Womack, inclusive pedagogy’s “approach is deeply contextual, personal, and political” (2). Within that, educators work to lifelong unlearning and learning as they raise critical consciousness to bias and systemic oppression while also supporting all learners equitably to feel agency, valued, and supported in their learning.
When diversity, inclusion, and equity are centered in education, learners have enhanced learning, success and retention, and feelings of belonging (University of Michigan). Moreover, inclusive pedagogy increases learners’ critical thinking, collaboration, and sense of “mutuality and reciprocity” (University of Chicago).
Continue to read more about inclusive pedagogy in the next article, “Centering Intersectionality in Inclusive Pedagogy” or return to the Inclusive Pedagogy playlist.
Authored by: Bethany Meadows
Justice and Belonging
Posted on: Center for Teaching...
Inclusive Assignments and Assessments
This post delves into inclusive assignments and assessment as part of the Inclusive Pedagogy playlist.
What are some strategies for inclusive assignments and assessments?
The assignments you give and how you assess them can work to be inclusive to all learners. Equitable assignments take into consideration how to help all learners succeed by incorporating flexibility, scaffolded learning, clarity, and inclusive assessment. Some specific strategies include:
Connect assignments to the course learning outcomes
Scaffold assignments to not only begin with low-stakes before moving to higher-stakes assignments, but also allow for practice, feedback, and revision
Design assignments that are authentic to the practical skills and norms that learners will need once they graduate
Allow for learners to bring in their cultural and lived experiences as well as incorporate examples and materials from diverse perspectives and authors. For instance, if you use case studies, these should include diverse perspectives and identities
Incorporate flexibility in options for learners to engage and compose in multiple means (e.g., essays, presentations, projects, audio, visual)
Develop Transparent Assignment Design (TAD) where you have clear, well-structured assignments and assessments
Provide assignment instructions in writing and verbally
Use inclusive and non-binary language in assignments and assessments and remove any problematic language
Consider the equity issues that arise when using proctoring and potential alternatives
If using tests, quizzes, or exams, provide ample time for it to be completed and account for learners’ testing anxiety by previewing exactly the realms they should study for
If using a rubric, share it ahead of time and answer questions learners may have on how you will asses it
Provide feedback throughout the assignment process and once their final submission is in that helps learners understand what they did well and areas to improve in
Consider assessing work in D2L’s anonymous mode to reduce implicit bias
Assess learners’ work when you are in a space to provide equitable and kind feedback and grades. For instance, if you have had a really bad day, your grading may be unconsciously harsher
How can I reflect on my assignments and assessments for inclusion?
Some reflection questions for thinking about inclusion in your assignments and assessments include:
How well do my assignments connect to the course learning outcomes, and how can I communicate this to learners?
How do I structure assignments to provide low-stakes tasks, practice, feedback, and revision opportunities before high-stakes assignments?
How do my assignments reflect practical skills and norms relevant to learners' future careers, and how can they be made more authentic?
How can I incorporate learners' cultural and lived experiences into assignments, and how diverse are the perspectives and examples I use?
What options do I offer for assignment completion (e.g., essays, presentations), and how can I expand these to better meet learner needs?
How clear and well-structured are my assignments for a learner perspective, and what feedback have I received from learners about this?
Do I provide assignment instructions in both written and verbal formats to ensure understanding?
How inclusive is the language in my assignments, and how can I improve it?
What equity issues might arise from proctoring tools, and what alternatives can I consider? How do I allocate time for tests and help learners manage testing anxiety and preparation?
How can I share grading criteria ahead of time and provide feedback that helps learners understand their strengths and areas for improvement?
How can I ensure I am in a positive and equitable mindset when grading, and what strategies do I use for providing constructive feedback?
Where can I learn more about inclusive assignments and assessments?
The resources below informed this article’s content. They are also great resources for learning more:
Columbia’s Assessing Equitably with All Learners in Mind
Denver’s Inclusive Assessment
Indiana University Bloomington’s Equitable Assignment Design
Indiana University Bloomington’s Proctoring and Equity
New York University’s Inclusive Curriculum Design and Assessment Practices
Reinert Center’s Creating Inclusive Course Assignments
Continue to read more about inclusive pedagogy in the next article on inclusive classroom activities or return to the Inclusive Pedagogy playlist.
What are some strategies for inclusive assignments and assessments?
The assignments you give and how you assess them can work to be inclusive to all learners. Equitable assignments take into consideration how to help all learners succeed by incorporating flexibility, scaffolded learning, clarity, and inclusive assessment. Some specific strategies include:
Connect assignments to the course learning outcomes
Scaffold assignments to not only begin with low-stakes before moving to higher-stakes assignments, but also allow for practice, feedback, and revision
Design assignments that are authentic to the practical skills and norms that learners will need once they graduate
Allow for learners to bring in their cultural and lived experiences as well as incorporate examples and materials from diverse perspectives and authors. For instance, if you use case studies, these should include diverse perspectives and identities
Incorporate flexibility in options for learners to engage and compose in multiple means (e.g., essays, presentations, projects, audio, visual)
Develop Transparent Assignment Design (TAD) where you have clear, well-structured assignments and assessments
Provide assignment instructions in writing and verbally
Use inclusive and non-binary language in assignments and assessments and remove any problematic language
Consider the equity issues that arise when using proctoring and potential alternatives
If using tests, quizzes, or exams, provide ample time for it to be completed and account for learners’ testing anxiety by previewing exactly the realms they should study for
If using a rubric, share it ahead of time and answer questions learners may have on how you will asses it
Provide feedback throughout the assignment process and once their final submission is in that helps learners understand what they did well and areas to improve in
Consider assessing work in D2L’s anonymous mode to reduce implicit bias
Assess learners’ work when you are in a space to provide equitable and kind feedback and grades. For instance, if you have had a really bad day, your grading may be unconsciously harsher
How can I reflect on my assignments and assessments for inclusion?
Some reflection questions for thinking about inclusion in your assignments and assessments include:
How well do my assignments connect to the course learning outcomes, and how can I communicate this to learners?
How do I structure assignments to provide low-stakes tasks, practice, feedback, and revision opportunities before high-stakes assignments?
How do my assignments reflect practical skills and norms relevant to learners' future careers, and how can they be made more authentic?
How can I incorporate learners' cultural and lived experiences into assignments, and how diverse are the perspectives and examples I use?
What options do I offer for assignment completion (e.g., essays, presentations), and how can I expand these to better meet learner needs?
How clear and well-structured are my assignments for a learner perspective, and what feedback have I received from learners about this?
Do I provide assignment instructions in both written and verbal formats to ensure understanding?
How inclusive is the language in my assignments, and how can I improve it?
What equity issues might arise from proctoring tools, and what alternatives can I consider? How do I allocate time for tests and help learners manage testing anxiety and preparation?
How can I share grading criteria ahead of time and provide feedback that helps learners understand their strengths and areas for improvement?
How can I ensure I am in a positive and equitable mindset when grading, and what strategies do I use for providing constructive feedback?
Where can I learn more about inclusive assignments and assessments?
The resources below informed this article’s content. They are also great resources for learning more:
Columbia’s Assessing Equitably with All Learners in Mind
Denver’s Inclusive Assessment
Indiana University Bloomington’s Equitable Assignment Design
Indiana University Bloomington’s Proctoring and Equity
New York University’s Inclusive Curriculum Design and Assessment Practices
Reinert Center’s Creating Inclusive Course Assignments
Continue to read more about inclusive pedagogy in the next article on inclusive classroom activities or return to the Inclusive Pedagogy playlist.
Authored by: Bethany Meadows
Justice and Belonging
Posted on: #iteachmsu
The Academic Advancement Network (AAN) works with all faculty, academic staff, and academic administrators at Michigan State University as they join the university, establish professional trajectories, and move through various stages of review, promotion, and growth. AAN offers many opportunities for Educators to grow in their professional development and meet one another. Check out more information here: https://aan.msu.edu/events/
Posted by: Makena Neal
Navigating Context
Posted on: #iteachmsu
What tools or strategies do you use to help your students feel a sense of community and belonging?
Posted by: Makena Neal
Pedagogical Design
Posted on: #iteachmsu
Exciting News! #iteachmsu is thrilled to introduce our latest category: ‘Justice and Belonging’! We want to hear from YOU! Share your ideas and help make MSU a place where everyone feels at home.
Posted by: David V. Howe
Justice and Belonging
Posted on: MSU Academic Advising
VIRTUAL Conference on Higher Education Values, Identity, Belonging and Purpose and Call for Proposals: https://seswps.umkc.edu/conference/index.html
Posted by: Dr. Q (she/her) Green
Justice and Belonging
Posted on: #iteachmsu
How are you finding your own community and building your sense of belonging?
Posted by: Makena Neal
Navigating Context
Posted on: Reading Group for S...
Well, we have reached the end of the road, at least for the 2021-2022 academic year. With that in mind, here is a list, no doubt incomplete, of possible ways we might foster and improvie student motivation, engagement, and success in the classroom:
* Digital Materials and Projects
* Provide Feedback (High Impact)
* Agency and (Assessment) Choice (Universal Learning Design)
* 21st Century Skills (Relevance and Usefulness)
* Collaborative Learning (High Impact)
* Critical (Deeper) Thinking (High Impact)
* Bloom’s Digital Taxonomy (Tasks and Feedback)
* Inclusive Pedagogy (Collaboration)
* Social Justice Pedagogy (Intersectionality, High Impact )
* Animated Explainer Videos
* Universal Design for Learning (Inclusivity)
* High Impact Practices (Feedback, Collaboration, Reflection, Capstone Project,)
* Project-based Learning/Problem-based Learning
* Digital Learning (Assessment, etc.)
* Reflective Learning
* Culturally Responsive Teaching (CRT) – Empower students and expand their capabilities through ownership.
* Create Accessible Content
* Cultivate DEI Practices (Foster a sense of belonging, instill respect, and promote tolerance for ALL members of the class and related ideas.)
* Envision and enact new ways of teaching (leading).
* Multiple Modes of Assessment.
* Continuous Improvement in Our Efforts and Course Design/Presentation
* Encourage students to adopt an interdisciplinary approach in their course projects.
Considerable overlap between some of these very broad points, but if we can incorporate even a few of these ideas into our work with undergrads, we might get just a bit closer to the pot of gold at the end of the rainbow when it comes to improved student motivation, engagement, and performance in our courses. Thank you for an interesting year everyone!
Stokes and Garth
* Digital Materials and Projects
* Provide Feedback (High Impact)
* Agency and (Assessment) Choice (Universal Learning Design)
* 21st Century Skills (Relevance and Usefulness)
* Collaborative Learning (High Impact)
* Critical (Deeper) Thinking (High Impact)
* Bloom’s Digital Taxonomy (Tasks and Feedback)
* Inclusive Pedagogy (Collaboration)
* Social Justice Pedagogy (Intersectionality, High Impact )
* Animated Explainer Videos
* Universal Design for Learning (Inclusivity)
* High Impact Practices (Feedback, Collaboration, Reflection, Capstone Project,)
* Project-based Learning/Problem-based Learning
* Digital Learning (Assessment, etc.)
* Reflective Learning
* Culturally Responsive Teaching (CRT) – Empower students and expand their capabilities through ownership.
* Create Accessible Content
* Cultivate DEI Practices (Foster a sense of belonging, instill respect, and promote tolerance for ALL members of the class and related ideas.)
* Envision and enact new ways of teaching (leading).
* Multiple Modes of Assessment.
* Continuous Improvement in Our Efforts and Course Design/Presentation
* Encourage students to adopt an interdisciplinary approach in their course projects.
Considerable overlap between some of these very broad points, but if we can incorporate even a few of these ideas into our work with undergrads, we might get just a bit closer to the pot of gold at the end of the rainbow when it comes to improved student motivation, engagement, and performance in our courses. Thank you for an interesting year everyone!
Stokes and Garth
Posted by: Stokes Schwartz
Pedagogical Design
Host: CTLI
Setting the Tone from the Start
The way a course begins is crucial for educators to establish an environment that fosters engagement, collaboration, and a sense of belonging. Join us for a one-hour hybrid workshop where Educator Developers with MSU's Center for Teaching and Learning Innovation will share actionable strategies that lay the groundwork for an engaging and inclusive course experience from day one including items related to syllabi, expectation setting and pedagogical transparency, checking in on learner needs throughout the term, and way to build a sense of classroom community.
In this workshop, we'll delve into practical techniques and approaches educators can employ to create a welcoming and motivating atmosphere that resonates with learners. The content in this workshop will be primarily targeted to classroom instructors and settings, but tools and strategies are relevant for adaptation and use by any educator in any context. Whether you're a seasoned educator or just embarking on your teaching journey this academic year, "Setting the Tone from the Start" is designed to equip you with actionable insights that will make a difference in your classroom.
Upon completion of this learning experience, participants will be able to:
learn how to craft an engaging and purposeful course introduction that communicates the course's relevance, objectives, and expectations
discover techniques for fostering an inclusive and supportive learning community, understanding how to encourage peer connections and embrace diverse viewpoints
be equipped with a range of interactive strategies, including icebreakers and technology tools, to effectively engage students and cultivate an active learning environment that persists throughout the course duration.
The in-person location for this session is the Center for Teaching and Learning Innovation. Please join us in the Main Library, Room W207. For directions to W207, please visit the Room Locations page..
Navigating Context
EXPIRED