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Details
Table of Contents
Intro
Foreword
Contents
Notes on Contributors
List of Figures
List of Tables
Part I: Introduction
Chapter 1: Overview
Extenuating Circumstances
The Precursor Book
Organization of the Current Book
Editorial Control
References
Part II: Administration
Chapter 2: Equity-Minded Leadership for Virtual Environments
Recommendations
References
Chapter 3: Teaching Racial Literacy from a Distance: Designing and Enacting an Online, University-Wide Course in Anti-Black Racism
Introduction
Developing the Course in Anti-Black Racism: History, Ideology, and Resistance
Course Delivery
Student Engagement
Conclusion and Recommendations
References
Part III: Pedagogy
Chapter 4: Inclusive Remote Pedagogy: Instructional Considerations and Praxis
Introduction
Care and Inclusivity in Remote Teaching
Modeling
Dialogue
Practice
Confirmation
Instructor Self-Reflection Exercise
Reflections on Care Considerations Within Stabilized ERT
Conclusion
Chapter Key Takeaways
References
Chapter 5: Learning Cultural Humility Through Personal Inventory: How You Became You
Introduction
The Teaching Experience
The In-class Activity
References
Chapter 6: Faculty Development for Inclusive Online Teaching: Lessons Learned During the Pandemic
Faculty Development Should Reflect that Good Teaching Is Inclusive
Faculty Development Should Model Inclusive Teaching
Next Steps: Reflecting and Iterating
References
Chapter 7: Implementing Universal Design for Learning: Course Design and Management Considerations for Universal Design for Learning
Universal Design for Learning
UDL and Online Instruction
Synchronous (Hillary)
Interpersonal Communication
Action and Expression
Representation
Engagement
Argument
Representation
Action and Expression
Engagement
Asynchronous (Alvin)
Media and Consumer Society
Representation
Action, Expression, and Engagement
Considerations
References
Chapter 8: Inclusive Online Learning: Digital Accessibility Practices
Introduction
Background
Instructional Delivery Modes
Accessibility Compliance and Standards
Universal Design for Learning
Accessible Course Development
Document Design
Images
Multimedia
Accessibility Checkers
Recommendations
Conclusion
References
Chapter 9: Teaching with Cultural Humility in Online Classrooms
The Problem
A Solution? The Cultural Competence Model and its Limitations
An Alternative Approach: Cultural Humility
Six Key Components of Cultural Humility
Bringing Cultural Humility into Online Classrooms
Appendix A
Student Information Sheet
Appendix B
Example of inclusive and welcoming language throughout a syllabus.
Foreword
Contents
Notes on Contributors
List of Figures
List of Tables
Part I: Introduction
Chapter 1: Overview
Extenuating Circumstances
The Precursor Book
Organization of the Current Book
Editorial Control
References
Part II: Administration
Chapter 2: Equity-Minded Leadership for Virtual Environments
Recommendations
References
Chapter 3: Teaching Racial Literacy from a Distance: Designing and Enacting an Online, University-Wide Course in Anti-Black Racism
Introduction
Developing the Course in Anti-Black Racism: History, Ideology, and Resistance
Course Delivery
Student Engagement
Conclusion and Recommendations
References
Part III: Pedagogy
Chapter 4: Inclusive Remote Pedagogy: Instructional Considerations and Praxis
Introduction
Care and Inclusivity in Remote Teaching
Modeling
Dialogue
Practice
Confirmation
Instructor Self-Reflection Exercise
Reflections on Care Considerations Within Stabilized ERT
Conclusion
Chapter Key Takeaways
References
Chapter 5: Learning Cultural Humility Through Personal Inventory: How You Became You
Introduction
The Teaching Experience
The In-class Activity
References
Chapter 6: Faculty Development for Inclusive Online Teaching: Lessons Learned During the Pandemic
Faculty Development Should Reflect that Good Teaching Is Inclusive
Faculty Development Should Model Inclusive Teaching
Next Steps: Reflecting and Iterating
References
Chapter 7: Implementing Universal Design for Learning: Course Design and Management Considerations for Universal Design for Learning
Universal Design for Learning
UDL and Online Instruction
Synchronous (Hillary)
Interpersonal Communication
Action and Expression
Representation
Engagement
Argument
Representation
Action and Expression
Engagement
Asynchronous (Alvin)
Media and Consumer Society
Representation
Action, Expression, and Engagement
Considerations
References
Chapter 8: Inclusive Online Learning: Digital Accessibility Practices
Introduction
Background
Instructional Delivery Modes
Accessibility Compliance and Standards
Universal Design for Learning
Accessible Course Development
Document Design
Images
Multimedia
Accessibility Checkers
Recommendations
Conclusion
References
Chapter 9: Teaching with Cultural Humility in Online Classrooms
The Problem
A Solution? The Cultural Competence Model and its Limitations
An Alternative Approach: Cultural Humility
Six Key Components of Cultural Humility
Bringing Cultural Humility into Online Classrooms
Appendix A
Student Information Sheet
Appendix B
Example of inclusive and welcoming language throughout a syllabus.