It might seem like a no-brainer , but creating inclusive courses requires putting in the time to examine the way we write and speak. After all, we don’t all have the same culturally influenced lexicon . This week the Teaching Innovation Center’s instructional designers Sarah Prosory and Lenora Ott , discussed ways our written and spoken language can be clarified to create a better course experience for learners.  Universal Design for Learning The presentation explored the Universal Design for Learning Principle 2: Language and Symbols, Checkpoint 1: Clarify Vocabulary and Symbols. Universal Design for Learning (UDL) Guidelines are based upon scientific exploration of how humans learn and take into consideration burgeoning research from the fields of education, psychology, and neuroscience. The final goal of UDL is “to change the design of the environment rather than to change the learner”. The guidelines set forth by UDL help instructors create learning environments that accomm...

What is active learning? Active learning has been proven to show an increase in student learning and a decrease in student failure compared to passive learning. As a result, many institutions have adopted various active learning pedagogies. Evidence also shows that active learning may decrease achievement gaps between students in traditionally underserved groups, such as women and underrepresented minority students. While active learning has been dubbed as inclusive teaching, it is still unclear if active learning is inclusive for all students. It has now been established that students from certain demographic backgrounds such as students with anxiety and the LGBTQ+ community have encountered barriers in an active learning setting. In a recent study , we interviewed 37 Disability Resource Centers (DRC) Directors from various U.S. Institutions to identify “To what extent is active learning inclusive for science undergraduates with disabilities” What is the DRC and who does it serve? Dis...

Despite the best efforts of the instructor or designer of a course, instructional efforts can often fall flat due to poor planning and implementation. Courses are often designed around learning materials rather than around what skills or knowledge students should have at the end of the course. This can potentially lead to disengagement from students, content bloat, burdened student cognitive loads, and ineffectual or sub-premium learning experiences. Backward Design, formalized and outlined by Grant Wiggins and Jay McTighe , aims to alleviate this issue through planning and consideration designed around student learning outcomes. In this TeachT@lk, Jeremy Hopper and Haily Tyler discuss the benefits of the Backward Design framework. Where to Begin? As the name would suggest, backward design starts at the end and works backward. In this case, the end is the learning objectives or learning goals. In other words, what the students should know or be able to do by the end of the course. ...

Faculty and students come together in a course with assumptions and judgments that have been formed from our own experiences, as well as how we were taught in the past and how we learned. Often we forget to reflect upon the idea that no one has the same experience as we do, so we assume others are understanding or able to do the same things as we can. Especially in this remote time, we need to pause, ask questions, and seek out feedback in order to make improvements: “Does this work for you?” and “How can I make this work better for everyone?” Through reflection and implementation of changes to your course, you can begin to make your course accessible and inclusive for all. This post summarizes a virtual lunch and learn we hosted on Wednesday, April 29th, 2020. The webinar included two presentations: one from Dr. Sara Brownell , associate professor in the School of Life Sciences , and the other presentation was from Julie Allen , Instructional Designer with ASU Libraries . Future we...