Inclusive Teaching

Confused About Accommodations? Streamline the Process in 5 Easy Steps!

by Brittany Gregg, Assistant Director, Office of Disability Services The beginning of the semester is always a busy time — we are inundated with emails, updates, meetings, and requests. This is also when students start to send their accommodation letters, adding to the communications you receive. The Office of Disability Services (ODS) offers the following

Accessibility and Library Instruction

by Sara Maurice Whitver, University Libraries Anyone who teaches knows that disability is present in our classrooms. As you get to know your students throughout the semester, you collectively work on learning strategies and develop a relationship that supports a productive classroom environment that helps your students achieve their learning goals. This relationship building is

The Disappearing Student: How We Can Support Students Battling Depression and Anxiety

by Lauren S. Cardon, Department of English A familiar situation? Many of us have encountered students who follow a certain pattern: they begin the semester as full participants in the class, turning in assignments on time, and then all of a sudden disappear. They may trickle off­­ — missing a class here and there first

Talking About Gender? These Filmed Experiments Can Help

by Alex Ates, Department of Theatre and Dance Gender topics are not just for the humanities. Interpreting gender is pivotal to deconstructing norms and methods in the sciences too. Could a new tool from the Verbatim Performance Lab at help you crack open conversations about gender in your classrooms? For example, The Serena Williams Project

How to Create an Inclusive Syllabus

by Nathan Loewen, Department of Religious Studies Our syllabi are among the first points of contact with our students. And if the scholarship showing that students’ first impressions of our courses typically last for the entire semester, then we should pay attention to how the syllabus is a crucial document. An ad-hoc group of 21 faculty

Adjusting to the Moment: Teaching and the Affects of Gun Violence

By Dr. Alyxandra Vesey, Journalism and Creative Media I will never forget the first time that a student came up to me after class to request content warnings for course screenings. In my nine years of teaching college, I have received negative feedback from students who objected to what I screened for class. Some have

The Intersection of Early British Literature Surveys and Anti-Racist Pedagogy

by H. Austin Whitver, Department of English Recent political and cultural movements anchored in ethnocentric ideological beliefs pose a grave, if sometimes overlooked, threat to the English literature classroom. In his opening chapter of Race and Epistemologies of Ignorance, Charles W. Mills writes, “Ethnocentrism is, of course, a negative cognitive tendency common to all peoples,

What We Mean When We Say Diversity

by Cassander L. Smith, Department of English Many of us teachers are ill-equipped to deal with racial tensions when they manifest in the classroom. We lack teacher instruction and the cultural sensitivity to identify racist moments in the classroom, or we are missing the vocabulary to elucidate the racial dynamics when the moments happen. If

Guide to Managing Class Discussion in a Tense Atmosphere 

by Cassander L. Smith and Lauren S. Cardon, Department of English On February 18, 2019, the Department of English hosted a one-day symposium, “Teaching with Tension,” that addressed the extent to which attitudes about race and political environments produce pedagogical challenges for professors in the humanities. The day’s discussion included the presentation of a document

How to Foster an Inclusive Classroom with a Constitution (Repost)

by Nathan Loewen, Department of Religious Studies In Fall 2018, Cathy Davidson invited me to repost from the Teaching Hub to the HASTAC (Humanities and Sciences Technology and Collaborative) website. And so I am returning the favor this semester by reposting something I promised to write for HASTAC: “To follow up on my promise from last