We are measured by whom we include: Practical approaches to optimize learning for all students
Please join us virtually for lightning talks and discussions about practical ways for faculty to enhance classroom equity and inclusivity for our diverse and global student population.
This series is designed to enhance professional development for both fixed-term and tenure-eligible faculty in The College of Liberal Arts and Sciences at ASU, but all authenticated ASU Zoom users are welcome!
Each 30-minute session will include a short presentation followed by a discussion.
Participants will have the opportunity to earn a Badgr digital credential for each session.
This series is hosted and moderated by representatives in The College Dean’s Office: Linda Luecken, Miki Kittilson, and Kena Ray.
Session 1: Inclusive Images: A Framework to Determine If Your Slides, Simulations, and Content Are Inclusive
Friday, February 12, 12pm to 12:30pm
Watch the video of this session: https://youtu.be/Xok5PqydW-M
Presenter: Amy Pate, Associate Director, Teaching Innovation Center, School of Life Sciences
In this webinar, we'll share a rubric that will allow you (or your TAs) to review your course content for images that support our diverse student population at ASU. Thoughtful choice of images may lead to retention, student satisfaction with courses, a sense of belonging to our ASU community and to the profession to which they aspire.
Resources participants shared at this session
- Here’s a grad-student led initiative on inclusive academic images in the social sciences: https://anthroillustrated.com/
- For general images (not necessarily academic), I like this set of illustration options: https://www.humaaans.com/
- The gender spectrum collection by Vice is great: https://genderphotos.vice.com/
- ASU Librarian Anali Perry provides guide to open source images here: https://libguides.asu.edu/copyright/gfa#s-lg-box-15690972
- "Too many visual representations of women still support outdated stereotypes." -
Sofya Polyakov. Check out the Noun Project's Empowered Women photo collection and the Diversity in Tech photo collection.
Session 2: Adopting Student-Selected Choices into Course Syllabi
Friday, February 19, 12pm to 12:30pm
Watch the video for this session: https://youtu.be/VPcxgy4OC60
Presenter: Katie Hinde, Associate Professor, School of Human Evolution and Social Change, Center for Evolution and Medicine
Professor Hinde will present approaches and considerations for integrating student choice into our courses to enhance student experience, learning, and outcomes. Elements of student agency are scalable from exam design to assignment options to tracks within the syllabus.
Resources shared at this session:
- Institute for Humanities Research has an event coming up on Feb 25 on the “upgrading” concept by one of the key practitioners/thinkers in this area: Designing for Care and Embracing Ungrading with Jesse Stommel
- This is our new eLife paper on our educational outreach activity, but the last 3rd of the article is about why it matters to make students co-constructors of their learning. https://elifesciences.org/articles/65066
Session 3: Making Pedagogical Choices to Expand Voices
Friday, February 26, 12pm to 12:30pm
Presenter: Terry Shoemaker, Lecturer, Religious Studies, School of Historical, Philosophical and Religious Studies
This presentation spotlights one way to reimagine how information is delivered in online general education courses and a multi-disciplinary assignment that engages student's interests and developing expertise. In both cases, the framework of inclusivity is used to frame how instructors' choices impact course structures.
Resources shared in this session:
Shoemaker, Terry. World religion and fake news: A pedagogical response in an age of post‐truth.
Susskind, Richard E.,; Susskind, Daniel. Oxford : Oxford University Press 2020
Podcast of the Plague Year (links to Spotify)
Friday, November 6, 12pm to 12:30pm
Session 1: Promoting Inclusion by Addressing Hidden Curriculum
Watch the recording here: https://youtu.be/tgSKwhpb3hI
Presenter: Josh Thompson
Presentation Description: This talk will cover the concept of hidden curriculum and its impact on students from diverse backgrounds and identity groups. Hidden curriculum includes course content that is not explicitly addressed in a course but is required for mastery of the course or its elements. Because hidden curriculum is not explicitly identified, first generation students, international students, and students from otherwise diverse backgrounds can be disadvantaged by its presence in a course. Participants in this session will learn about hidden curriculum characteristics, identification, and ways to articulate hidden curriculum in course design.
- Attendees will be able to articulate the meaning of hidden curriculum and will be able to explain how hidden curriculum reinforces historical inequity in accessing higher education.
- Attendees will be able to identify common course aspects in which hidden curriculum often plays a strong role.
- Attendees will be able to implement simple corrections to standardize hidden curriculum when appropriate and avoid non-inclusive hidden curriculum traps.
Friday, November 13, 12pm to 12:30pm
Session 2: Applying Universal Design for Learning
Watch the recording here! https://youtu.be/sc49GAYiRZA
Presenter: Julie Allen
Presentation Description: This session will cover the application of Universal Design for Learning (UDL) to support students with diverse backgrounds, interests, and needs. How can we engage them, tie into their unique needs and goals, and create the space for each student to take ownership of their learning? In this short talk, we'll discuss the UDL framework and the simple, yet powerful guidelines it offers that can help you do just that.
- Recognize the basic principles of UDL.
- Determine whether UDL can benefit your students.
- Identify UDL strategies you can implement in your courses.
Resources shared in the chat:
ASM 294 Building Babies syllabus Dr. Katie Hinde of SHESC shared her syllabus, which demonstrates the main principles of UDL: multiple means of engagement, representation, action, and expression by offering two assessment tracks. From Katie: I designed a 200-level undergrad course that allows students to choose an exam or essay track through the course and then structured it so that the two tracks assess similar content knowledge and are equivalent in grading burden. And explains the pros and cons of each track for the students depending on their needs. There is also structured way for them to switch part way through the term.
Antiracism and Universal Design for Learning: Building Expressways to Success, a book by Andratesha Fritzgerald
Friday, November 20th, 12pm to 12:30pm
Session 3: Promoting Equitable Learning with the Peralta Rubric
Watch the recording here! https://youtu.be/fz24BP5mwJQ
Presenters: Renee Pilbeam and DeAnna Soth
Presentation Description: This talk will focus on the award-winning Peralta Online Equity Rubric, its integration with ASU Online course development standards and how it can be applied to courses in any modality. Participants can expect to learn how to use this rubric through practical applications and strategies to increase inclusivity and foster equitable facilitation in their courses.
- Introduce the Peralta Online Equity Rubric and the standards for course design.
- Discuss actionable implications for increasing inclusivity in Canvas courses.
- Discuss equitable facilitation inspired by The Peralta Equity Rubric.
Resources shared in the presentation: