Required readings:
- Gradel, Kathleen and Alden J. Edson. 2010. “Putting Universal Design for Learning on the Higher Ed Agenda.” J. Educational Technology Systems 38 (2): 111-121.
- Strachan, Samantha L. 2020. “The Case for the Caring Instructor.” College Teaching 68 (2): 53-56.
- Cruthers, Arley. 2021. “An Incomplete History of My Teaching Body.” In Voices of Practice: Narrative Scholarship from the Margins, edited by Sean Michael Morris, Lucy Rai, and Karen Littleton. Hybrid Pedagogy, Inc.
- Pittman, Chavella and Thomas J. Tobin. 2022. “Academe has a lot to learn about how inclusive teaching affects instructors.” Chronicle of Higher Ed, Feb 7.
- Williams, Bianca. 2016. “Radical Honesty: Truth-telling as pedagogy for working through shame in academic spaces.” In Race, Equity, and the Learning Environment, edited by Frank Tuitt, Chayla Haynes, and Saran Stewart. Sterling, Virginia: Stylus. [Annotate in Perusall]
- Sims, Jennifer. 2017. “Letter 7.” In Stories from the Front of the Room: How Higher Education Faculty of Color Overcome Challenges and Thrive in the Academy, edited by Michelle Harris, Sherrill L. Sellers, Orly Clerge, and Frederick W. Gooding, Jr.
Assignment: Complete the following for each course you are designing:
- Draft a course accessibility statement (see these examples).
- Draft course policies for late or missed work, attendance, grade appeals, and any other topics you consider relevant to your courses. See the recommended resources below and this advice guide for some suggested considerations.
- Continue working on the course schedule, identifying the specific topics, content, and materials you plan to include.
Recommended Resources:
- Accessibility, Universal Design, and Inclusive Teaching
- Tobin, Thomas J. and Kirsten T. Behling. 2018. Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education.
- UDL Guidelines
- Accessible Syllabus project
- Hamrie, Aimi. 2020. “Accessible Teaching in the Time of COVID-19.” Critical Design Lab (blog), March 10.
- Loucks, Neak. 2020. Distant Teaching Accessibility Guidelines.
- Wool, Zoe. 2018. “Check Your Syllabus 101: Disability Access Statements.” Anthro{dendum}, August 13.
- Pryal, Katie and Jordan Jack. 2017. “When you talk about banning laptops, you throw disabled students under the bus.” HuffPost, November 27.
- Goldrick-Rab, Sara. 2017. “Basic Needs Security and the Syllabus.” Medium, August 7.
- Sathy, Viji and Kelly A. Hogan. 2019. “How to Make Your Teaching More Inclusive: Advice Guide.” Chronicle of Higher Education.
- Jenks, Angela.2016. “On the Same Side: Crafting Humane Course Policies.“ Teaching Tools, Cultural Anthropology website, June 2.
- Boucher, Ellen. 2016. “It’s Time to Ditch Our Deadlines.” Chronicle of Higher Education, August 22.
- Johnson, Angus. 2015. “Syllabus Trigger Warnings: A How-To, and Some Reflections, One Year Along.” Student Activism, August 25.
- Identity, Experience, and Care in the Classroom
- Gutiérrez y Muhs, Gabriella, Yolanda Flores Niemann, Carmen G. González, and Angela P. Harris, eds. 2012. Presumed Incompetent: The Intersections of Race and Class for Women in Academia.
- Kardia, Diana B. and Mary C. Wright. 2004. “Instructor Identity: The Impact of Gender and Race on Faculty Experiences with Teaching.” University of Michigan Center for Research on Learning and Teaching (CRLT) Occasional Paper, No. 19.
- Pine, Adrienne. 2012. “Exposeing My Breasts on the Internet.” Counterpunch, September 5.
- McKinnon, Rachel. 2012. “Coming Out in Class.” Chronicle of Higher Education, June 25.
- Friend, Chris. 2014. “Finding My Voice as a Minority Teacher.” Hybrid Pedagogy, February 12.
- Pujols, Jomaira Salas. 2018. “Toward a Pedagogy of the Heart.” Conditionally Accepted: Inside Higher Ed, July 27.
- Lindemann, Kurt. 2011. “Performing (Dis)Ability in the Classroom: Pedagogy and (Con)Tensions.” Text and Performance Quarterly 31(3): 285-302.