Diversity and Inclusion in the Online Classroom: Scenario Based Training
Concurrent Session 3
Join us as we examine diversity and inclusion considerations for the online learning environment, specifically the online classroom. Workshop participants will engage in hands-on diversity and inclusion scenario-based training and discussions, mirroring what one might do to increase awareness through scenarios embedded in faculty development.
Won't you join us for this workshop? We will examine diversity and inclusion considerations for the online learning environment, specifically the online classroom. You will engage in hands-on diversity and inclusion scenario-based training and discussions, mirroring what one might do to increase awareness and positive action through scenarios embedded in faculty development.
Upon completion of this workshop, you will be able to:
- Identify potential diversity or inclusion concerns with current course materials or interactions in an online learning environment
- Be proactive with considerations for diversity and inclusion during online course development and delivery
- Create action plans in response to diversity and inclusion situations which could arise or already exist in the online classroom
- Discuss how diversity and inclusion scenario-based training may be embedded in online faculty and staff development
Through a collaborative effort between the Division of Professional Studies and the Division of Diversity and Inclusion, a list of scenarios has been developed to increase awareness of situations which might arise in the online learning environment and online classroom. These scenarios have been embedded in courses and lessons within the Online Faculty Academy (OFA) program. The aim of the scenarios created is to increase awareness of faculty and other staff engaging with individuals at a distance or through technology mediated communications about how campus climate topics may present. Increasing the meaningfulness and relevance of the professional development activity, discussion and reflection on how one might address or improve upon the situation as described in the scenario is expected. Reference materials and electronic sources are provided as resources to faculty and staff as they work their scenarios and determine appropriate plans of action.
Notably regulations and policies have attention focused on accessibility for students with special needs or disabilities. With that accessibility topics such as captioning and the availability of typed transcripts have been at the forefront or atop the inclusivity list for many. We have gone beyond that alone looking at 15 areas to bring to the attention of faculty and staff through realistic scenarios. The scenarios created to date have begun with the online classroom and are planned to be expanded upon to include scenarios for other university audiences working with students at a distance over the next 6-12 months.
- Linguistic Background
- Mental Health
- Political Affiliation
- Pronoun Usage
- Socio-economic Status
- Welcome and expecations (3 minutes)
- Divide into groups and do introductions (3 minutes)
- Review the 15 areas and scenarios provided (10 minutes)
- Each group to choose two to three scenarios; discuss and determine action plan for each one selected. (12 minutes)
- Group Report Outs (12 minutes)
- Which Scenarios did your group choose?
- Provide the action plan for one of them.
- Highlight any 'aha' moments or points of differing perspective
- Wrap-up (5 minutes)
References and handouts will be provided at session, in addition to a listing of electronic resources. Handouts will include area definitions, scenarios, worksheet for the group discussion and reporting out. A listing of electronic resources will be made available for a deeper dive into the topics covered.