Wendi J. W. Williams
Dept of Physical Sciences and Engineering, Division of Math and Science / Physical Sciences
South Texas College
I am a geology faculty member with South Texas College in their Physical Sciences and Engineering department. You may reach me using my STC e-mail: firstname.lastname@example.org . I have been affiliated with NorthWest Arkansas Community College, University of Arkansas at Little Rock, Lewis Clark State College, Lone Star College system, and Austin (Community) College in full time, adjunct and/or visiting capacities while raising my family. Although I have been faculty with both 2YC and 4YCU institutions since ~1996, it was when I became part of a UALR cohort to learn and implement inclusive Universal Design techniques that I began to deliberately use multi-modal delivery and student-centered learning strategies with my undergraduate and graduate students. It is now a “way of doing” that I have found to not only better engage all learning preferences and most persons with differing abilities, but to also make me much better prepared as I meet new students every term with less and less real-time new accessibility accommodation adaptations needed. Much of what I share with others including many pre-/in-service K-12 teachers and community STEM educators (e.g. stakeholders involved with informal outreach at museums, nature centers, water stewardship, as well as part of the Texas Master Naturalists South Texas Border Chapter) and colleagues in the geosciences formal settings incorporates my over 18 years of experience with Universal Design. Please check out an interview with AGU The Bridge series at https://thebridge.agu.org/2016/10/12/q-wendi-williams-geoscience-diversity/ and the more recent NAGT Professional Webinar 28 April 2021 about inclusion at https://nagt.org/nagt/profdev/webinars/stem_inclusion/index.html for recorded / file presentation and resources in several alternative formats demonstrating how to better engage students including persons with apparent and non apparent disabilities. I have been a NAGT Executive Councilor and continue to serve NAGT by contributing to the Advocacy Committee as well as the Teacher Education Division. I also continue to be part of the International Association for Geoscience Diversity (www.theiagd.org) leadership team and assist with representing IAGD for the AGI Inter-Society Diversity, Equity and Inclusion Committee. As an AGU LANDInG Ambassador, I invite you to learn more at https://connect.agu.org/landingcop/home .
Website Content Contributions
Illustrating the Process of Science Using Leaf-Margin Analyses part of Earth Educators Rendezvous:Previous Rendezvous:Rendezvous 2018:Program:Share-a-Thon:Share-a-Thon Presentations
The activity is derived from a Smithsonian Institution Middle to High School lesson distributed approximately 10 years ago using Leaf-Margin Analyses on fossil leaves from Wyoming, U.S. (based on work by Dr. Scott ...
GEOL 1114 General Geology (Online Lecture with Hybrid Lab) part of Geoscience in Two-year Colleges:Courses
I facilitate two sections of a 4 semester unit General Geology course (lecture plus lab) in an online/hybrid format. Students take the traditional "lecture" portion online using a course management ...
Promoting Student Success using Universal Design to Decrease Barriers in Higher Education part of SAGE 2YC:Workshops:Supporting Student Success in Geoscience at Two-year Colleges:Essays
I began teaching as a graduate student, and have since continued to grow in my understanding of content as well as educational design and delivery as faculty contributing to both 2-year and 4-year public institutions. Through the years I have become increasingly aware of the many kinds of diversity in my students: learning preferences, amount of college preparation, first generation college-bound, ages represented by concurrent enrollment as high school students through retirees, persons with disabilities, English language learners, and military active duty and/or veteran status. Early in my association with UA-Little Rock, Earth Science faculty joined a pilot program with the Disability Resource Center. "Project PACE" was funded by the U.S. Dept. of Ed and UALR to teach faculty to use Universal Design techniques in order to reduce barriers for the majority of students while increasing access to higher education. NCES (2013) indicates that students with some college courses or who achieve degrees become members of the workforce at higher rates. If redesigning our courses lower barriers, then our 2YC population benefits even more in the long term.
Conference Presentations (5)
Inclusive Universal Design Applied to Introductory Geosciences Learning Spaces part of Earth Educators Rendezvous:Previous Rendezvous:Rendezvous 2021:Program:Poster Sessions:Wednesday:Poster Session III
Overviews and generalized examples of how to apply Universal Design in Instruction (UDI) with embedded strategies to diminish barriers for Persons with Disabilities have been shared during earlier Earth Educator ...
Other Contributions (5)
Accessible and Equitable: Using Universal Design for Learning in Earth Science Learning Spaces part of Earth Educators Rendezvous:Rendezvous 2022:Program:Morning Workshops:Accessible and Equitable: Using Universal Design for Learning in Earth Science Learning Spaces
Goals of this workshop are to explore the principles of Universal Design for Learning (UDL), discuss how UDL applies to different learning spaces (formal K-12, undergraduate, graduate, field experiences, informal ...
Texas Section, Teacher Education Division
91 activities reviewed