Emerson College Library: IDEAS Course Design Cycle: Classroom Techniques

Emerson Classroom Resources

The Center for Innovation in Teaching & Learning maintains a number of links to resources describing Classroom best practices. Additionally, on this page you'll find information on syllabus creation and Teaching for Diversity & Inclusion. The materials included in this guide are intended to supplement materials available via the CITL website.

Inclusivity

Inclusivity: Universal design strategies for the online classroom
Some folks are familiar with Universal Design strategies in learning, especially within the scope of accessibility. But what does Inclusive Design mean? How does one relate to the other? What inclusive strategies can you implement in your class? This handout gives a brief overview of universal design principles, universal design for learning principles, and how inclusive design strategies go further to address pedagogical strategies, language use, and course policy and professional development.
Keene, Sarah and Amy LimBybliw. "Inclusivity: Universal Design Strategies for the Online Classroom."
Many in online education are familiar with universal design strategies to create a more flexible curriculum and meet a wider range of learning needs; in particular, many may focus on ensuring an equitable environment for access for their students by employing WCAG 2.0 guidelines. Universal Design for Learning strategies provide guidance on the development of the structural components of courses while recognizing learners’ physical, environmental, and cognitive skills vary widely--a one size fits all approach to learning further marginalizes many students. An inclusive classroom also works to establish pedagogical practices, policies, and language use which create learning environments that recognize and support the agencies of all students; this includes students who identify as one of the more commonly recognized marginalized groups (by race, religion, ethnicity, gender, and sexual orientation), but also
those overlooked in course content and implemented learning strategies because they are students with multiple marginalized identities or do not fit into the mold of the traditional university student. Part of the Rothenberger Institute’s (RI) vision is to provide college and university students with evidence-informed, inclusive, and engaging online health and wellness curriculum. With inclusivity being a core part of our mission, we have worked to leverage our significant reach and unique approach to engaging with students to contribute to the ongoing work of equity and diversity on campus and beyond.

Greer, Andrew. Increasing Inclusivity in the Classroom.
Vanderbilt University Center for Teaching. Retrieved 31 March 2021 from https://cft.vanderbilt.edu/guides-sub-pages/increasing-inclusivity-in-the-classroom/. 2014.

Description:
The goals of this teaching guide are threefold: 1) to discuss the importance of inclusivity in the classroom, 2) to present examples of teaching more inclusively, and 3) to provide additional resources for further guidance.
Sathy, Viji, and Kelly A. Hogan. "How to make your teaching more inclusive."
The Chronicle of Higher Education, July 22, 2019.
Thurber, A., Harbin, M.B., & Bandy, J.. Teaching Race: Pedagogy and Practice.
Vanderbilt University Center for Teaching. Retrieved 31 March 2021 from https://cft.vanderbilt.edu/teaching-race/.‎

Abstract:
From history to health fields, from sociology to school counseling, a wide range of disciplines address the historic and ongoing manifestations of racial inequality and injustice in the curriculum. These efforts are part of a broad educational movement of social justice education wherein educators equip students to analyze, understand, and intervene in systems of oppression in order to advance equity for all people.

Social justice education has implications for what we teach (curriculum) and how we teach (pedagogy). Despite an increasing number of instructors bringing a critical analysis of racial in/justice to their curriculum, many report challenges in teaching this content effectively. To begin to address this need, this guide summarizes some of the common challenges instructors may encounter and offers five broad pedagogical principles for teaching racial justice, and three possible strategies for implementing each strategy in the classroom.

Equity

CUE Webinar Series: Racial Equity in Online Environments
In addition to the webinar on equity within the Canvas environment linked above, CUE offers recordings of additional webinars focused on The Importance of Equity-Minded Virtual Practices During COVID19: A Conversation with Students, Being Aware of Learning Opportunities and Constraints Posed by Online Teaching and Moving Towards Anti-Racist Practices, Online Support as an Anti-Racist Practice, and How to Express Care with a focus on Racial Equity. For each webinar, both the recording and a transcript are available online.
Equity-Minded Online Teaching: Using Canvas as a Model
Professor Jennifer Ortiz illustrates how to use Canvas with an equity mindset. She provides examples of techniques and strategies which can be easily applied in any course. For example, she shows participants the video message she uses to welcome students into her class. Professor Ortiz is the Chair of English at LA Trade Tech and a Fellow at the Center for Urban Education. She has collaborated with CUE’s staff on the development of equity-minded teaching materials.

Classroom Practices

Classroom Assessment Techniques.
Vanderbilt University Center for Teaching. Retrieved 31 March 2021 from https://cft.vanderbilt.edu/guides-sub-pages/cats/

Abstract:
Classroom Assessment Techniques (CATs) are generally simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening.
First Day of Class
Vanderbilt University Center for Teaching. Retrieved 31 March 2021 from https://cft.vanderbilt.edu/guides-sub-pages/first-day-of-class/.

Abstract:
The first day of class is your opportunity to present your vision of the class to prospective students. It is helpful if you can introduce yourself as a scholar and educator and provide insight into how you will teach the class and what you will expect them to contribute to the learning process.