Unit 2: Inclusive Teaching Practices for Diverse Learners

Asynchronous Preparation

READ

• Read through these materials created by the SAGE 2YC project.
  • SAGE active learning posters (Acrobat (PDF) 3MB Feb6 19);
  • SAGE DEI posters (Acrobat (PDF) 17.9MB Sep27 24)
• "Universal Design and Students With Autism: Best Practices That May Benefit All Students" by Jane Thierfeld Brown, Assistant Clinical Professor, Yale Child Study, and Director of College Autism Spectrum and Cindy Poore-Pariseau, Director, Disability Services, Rutgers University
  March 2017
• Diversity, Equity, and Inclusion by Design: Getting Started with Universal Design for Learning - Accelerating Systemic Change Network blog post by Pat Marsteller, Emory University, posted 3/27/23.
• (optional): This Journal of Geoscience Education article gives a synthesis of the literature on instructional strategies in Geoscience that address barriers to inclusion from 2017. Carabajal, I. G., Marshall, A. M., & Atchison, C. L. (2017). A Synthesis of Instructional Strategies in Geoscience Education Literature That Address Barriers to Inclusion for Students With Disabilities. Journal of Geoscience Education, 65(4), 531–541.

ACTION

1) Create a discussion post below about posters/articles.  Here are some guiding questions you can use to frame your post, if you want.

• What are one or more things you learned from looking at the posters?
• What are one or more things you learned from the readings?
• Based on the posters, and/or reading, what are your ideas for what you might implement? How might you apply this in your teaching? What is something you will do differently / what will you think about implementing?
• Briefly describe something that you do well in your teaching. For example, you might briefly describe an activity, assignment, or approach you use that is an example of a teaching strategy addressed in one or more of the posters, videos, or articles.

2) Comment on at least one of your colleagues' posts.  Leave a kudo, a question, or a suggestion that their post raised for you.

Synchronous Meeting

Goals: 

• Consider how universal design strategies can improve access and belonging in geoscience classes
• Plan for implementing one or more UDL strategies in specific classes or programs 

Agenda:

12:00 PM Welcome, Response to Unit 1 Roadcheck, and Social Time

• What aspect of the Earth system are you most interested in understanding (right now)?

12:10 PM Guided discussion on posters and readings

• What insights did you get from the resources?
• Additional resources:
  • Implementing Labor-Based and Anti-Racist Writing Assessment Principles
  • Johanesen, K. E., Claiborne, L. L., Falk, E. S., Hubbard, K. P., Kohfeld, K. E., Nadin, E. S., & Schmidt, A. H. (2024). Common-sense teaching for the 2020s: Ungrading in response to covid-19 and beyond. Journal of Geoscience Education, 72(4), 422-437.
  • Sit, S. M., & Brudzinski, M. R. (2017). Creation and assessment of an active e-learning introductory geology course. Journal of Science Education and Technology, 26, 629-645.

12:25 PM Reflective practice / Reflecting on your own teaching

• What are ways that you reflect on your own teaching? What causes you to make changes in your teaching?
  Communicating with your colleagues about teaching
• Additional resources:
  • Asher, M. W., Harackiewicz, J. M., Beymer, P. N., Hecht, C. A., Lamont, L. B., Else-Quest, N. M., ... & Smith, J. L. (2023). Utility-value intervention promotes persistence and diversity in STEM. Proceedings of the National Academy of Sciences, 120(19), e2300463120.

12:40 PM Implementation of Inclusive Practices

• Have you already implemented an aspect of inclusive practice in your teaching?  Is there one you would like to implement?

12:55 PM Wrap up and next steps; Roadcheck

Additional Resources

• Universal Design Guidelines and a blog from Carleton or a second blog about implementing them
• Institute for Broadening Participation (2016). Designing for Success: Positive Factors that support success in STEM pathways and reduce barriers to participation: what does the research say about what enables students to succeed and persist in STEM fields?
• Neurodiversity is Diversity - AAC&U
• Marín-Spiotta, Erika, Rebecca T. Barnes, Asmeret Asefaw Berhe, Meredith G. Hastings, Allison Mattheis, Blair Schneider, and Billy M. Williams (2020). Hostile Climates are barriers to diversifying the geosciences: Advances in Geosciences, v. 53, pp. 117–127, https://doi.org/10.5194/adgeo-53-117-2020.
• Callahan, C. N., Libarkin, J. C., McCallum, C. M., & Atchison, C. L. (2015). Using the Lens of Social Capital to Understand Diversity in the Earth System Sciences Workforce. Journal of Geoscience Education, 63(2), 98–104. https://doi.org/10.5408/15-083.1
• Additional examples and guidance for using scientist spotlights available on the SAGE 2YC Implementation Group page.
• Collaborative Learning module from Starting Point: Teaching Introductory Geoscience website
• Katharine E. Johanesen, Lily L. Claiborne, Elisabeth S. Falk, Karla Parsons
• Hubbard, Karen E. Kohfeld, Elisabeth S. Nadin & Amanda H. Schmidt (25 Sep 2023): Common-sense teaching for the 2020s: Ungrading in response to covid-19 and beyond, Journal of Geoscience Education, DOI: 10.1080/10899995.2023.2259784