Faculty Workshops 2018-2019

Facilitator:
Bridget Draxler

In our final workshop of the series, we will discuss strategies for giving more inclusive feedback on student work. Drawing on best practices from Writing Center pedagogy, we will talk about ways of listening and responding to students in ways that acknowledge the deeply personal and political nature of writing and speaking. Framing feedback as conversation rather than correction, and exploring multimodal tools for responding to student work, this workshop will offer strategies for creating accessible and meaningful dialog with students about their written, spoken, and multimedia work.

In advance of this workshop, please read “Social Justice in the Writing Center” (The Peer Review, Volume 1, Issue 2, Fall 2017).

Facilitators:
Ben Gottfried, IT;
Joe Young, CAAS;
selected faculty

With the growing number of students disclosing disabilities and learning differences, how can faculty find ways to make the learning environment as inclusive as possible to meet the needs of our diverse populations? In this workshop, participants will learn about disability law and social model basics, but also about how to use available technologies like video capture, classroom management systems, and screen readers to achieve a more inclusive classroom environment. The session will include hands-on time when faculty will have support to explore and experiment with new approaches to syllabi and course materials.

Facilitator:
Diane LeBlanc, Interdisciplinary Studies, Director of the Writing Program

This workshop, led by Dr. Michele Eodice, Associate Provost for Academic Engagement and director of the writing center at the University of Oklahoma, will focus on designing meaningful, accessible writing assignments. You will appraise a writing assignment you have offered to students and be guided to redesign with a focus on access and agency. The goal of developing our inclusive pedagogies requires us to examine closely the assumptions, values, and practices that might be preventing students from engaging with the assignment to the fullest.  We will critique our writing assignments and redesign them based on Universal Design Principles and features of meaningful writing projects [meaningfulwritingproject.net]. Together, we can construct a more expansive frame for students to work within, offering multiple entry points to approach the writing tasks and activating student agency to engage with the project.

Facilitators:
Anne Berry, Multilingual Student Support Specialist, CAAS;
Jill Watson, Education

Our campus is full of unique individuals — each with a unique set of abilities, needs, preferences, and background experiences. Inclusive, effective instruction recognizes our diversity and proactively enables engagement by all. This workshop explores equity in higher education, and presents strategies, such as Universal Design for Learning (UDL), that are helpful in planning for and enacting equitable pedagogy for all students. Participants will see examples of various teaching strategies, learn how they can promote equity and inclusivity, and have the opportunity to create inclusive teaching tools for use in their own courses.