Inclusive Teaching

Strategies for Including Inclusion in Your Classroom

by John Miller, New College There are things you expect from a working session on lessons for bringing diversity into the classroom; a photo of then-governor George C. Wallace (yes – he of the “Schoolhouse Door”) posing with a smiling journalism class is not one of them. Yet, this is — at least in part — what qualifies Journalism & Creative Media Associate Professor Chris

Creating Accessible Online Courses

by Jessica Porter, Office of Educational Technology (eTech) This post answers some of the most frequently asked questions about online course accessibility. To learn more about the accessibility of specific instructional technologies, visit accessibility.ua.edu or consult the official documentation for that technology. What does making a course accessible actually mean? Accessibility means all students can

Incivility in the Classroom

by Lisa Dorr, Associate Dean Over the past few weeks, we have witnessed concerning instances of bigotry and hate, and many may question whether it is possible to foster civil dialogue about the problems that face the nation and the world. While these events have been horrifying, as Michael Signer, the mayor of Charlottesville, wrote,

Student Perspectives: Civility, Dialogue, and Inclusion

Lane McLelland, director of Crossroads Community Center, asked students how they wish to experience civility, inclusion, and dialogue in the classroom. Here’s what they had to say. Consider the classroom space “Simply rearranging the classroom space can astronomically enhance the civility and inclusivity of a classroom. Traditional classrooms tend to not only be intimidating but

Ceci n’est pas une Ban: Engaging Travel Restrictions with Students

by John Miller, New College In the wake of the 2016 presidential election, a good many marginally political events have become thoroughly politicized: post-Super Bowl White House visits, the Grammys, and yes, the granting of visas to visitors or would-be immigrants to the United States. But unlike the Super Bowl or the Grammys, many Americans

Diversity and Inclusion in Math Courses

by David Cruz-Uribe, Department of Mathematics Diversity and inclusion really have nothing to do with the subject of mathematics, per se. Mathematics is among the most abstract and universal of human disciplines. Pure mathematicians work hard to strip their subject of anything contingent, anything to close to the “real world.” Attempts to decolonize mathematics, or

What It Means to Be LGBTQIA+ at UA

October is LGBT History Month. The Safe Zone Ally Training Program is a great way to develop a working knowledge of how to create an appropriate and respectful campus climate. The Teaching Hub asked Spectrum, UA’s registered student group for LGBTQ+ people and their allies at UA, to say something further about what faculty may

Ways Faculty Can Support Trans Students at UA

by Cindy Ann Kilgo [they/them/theirs], Higher Education Administration October is LGBTQ+ History Month. It is also a great time to evaluate how trans-inclusive your teaching and advising practices are. Below I’ve outlined some basic terminology and tips for how to create affirming classroom environments for trans students at UA. Basic Terminology Sex: classification of people based

Resources for Creating Accessible Blackboard Shells

by Jessica Porter, Office of Educational Technology (eTech) There has been a lot of talk about accessibility lately, and you may be wondering how this applies to your face-to-face classes. The truth is accessibility touches all aspects of your course, from multimedia to course documents, and it’s a good idea to ensure this content is

How We Made a Course with Complex Symbols Accessible

by Torin Alter, Department of Philosophy In December of 2013, Marion Stevens, assistive technology specialist at the Office of Disability Services, contacted me about a Tree Mabry, a blind student who was close to finishing his undergraduate degree and needed to satisfy the core mathematics requirement. His major, communications, did not require advanced mathematics, and