Examples of faculty as inclusive practitioners
how are faculty “INCLUSIVE PRACTITIONERS”?
Key criteria:
|emotionally attuned| just | courageous | empowering|
As inclusive practitioners, we create learning spaces where belonging is the ethos.
Check out these examples from Georgian peers that demonstrate how being inclusive shows up in their work.
PS. Thanks for sharing your awesome work with us!
Samantha’s Universally Designed Lessons
The challenge: When classes returned to in-person after the pandemic, I still wanted to encourage students to stay home if they were unwell. But this meant they were missing valuable class learning time. How was I going to offer virtual learning opportunities without creating a whole new lesson or course?
The fix: I turned to Universal Design for Learning (UDL) to help me design my lessons. I continued my regular lessons with slides and in-class activities and, as always, shared those through Blackboard ahead of the lesson. In addition, on Blackboard, for those students who couldn’t attend, I aimed to include additional videos (e.g. YouTube, recorded lessons from the pandemic) and interactive elements (e.g. H5P, PhET simulations) to help support learning.
The win: All students benefited from the additional materials whether they were absent or needed to review what was discussed in-person. I made use of existing web-based resources and reused other materials (with disclaimers that there might be slight variations). Overall, with a little bit of upfront work, all students benefited and were able to engage with the content in a variety of ways and using a variety of senses.
To learn more about UDL, see Blackboard’s CTL Central – Universal Design for Learning module (requires Georgian login).
Do you have an example of how you are an inclusive practitioner you’d be willing to share? If so, first, thank you so much for acting as a MENTOR for your peers.
Reach out to Faculty Development to share your competence in being an inclusive practitioner with teaching peers.
