Teaching Inclusively and Equitably Online

By on April 7, 2020






Teaching Inclusively and Equitably Online

Attend a Free Online Workshop on Thursday, April 9, 11:30 AM - 1:00 PM ET

The COVID-19 pandemic has disrupted undergraduate instruction, forcing institutions to take their content online. The NSF INCLUDES Aspire Alliance National Change team, in collaboration with the ACS, is offering a new workshop that is designed to help faculty, instructional staff, Teaching Assistants (TAs)/Graduate Student Instructors (GSIs), and support staff effectively transition to online learning environments, while maintaining a focus on inclusive and equitable practices.

Rather than focus on technical instruction for a particular online platform, this workshop will provide instructors with an inclusive, evidence-based, pedagogical framework that they can apply as they shift their face-to-face courses to the online environment. The workshop is designed to equip instructors with concrete strategies to promote equity, inclusion, and active engagement in the online environment. As a result of participating in this hands-on session, participants will (1) understand the value and need for creating inclusive learning environments in the online setting, and (2) use a lens of equity and inclusion to explore strategies for developing course learning goals, learning objectives, teaching methods/activities/materials, assessment, and evaluation. Please register to participate; this event will be capped at 150 participants. Chemistry faculty in higher education settings are welcome to register to attend!

More infromation about the event can be found HERE.

The CIRTL Network is committed to advancing the teaching of STEM disciplines in higher education. For more information about the CIRTL Network, visit us on the web at www.cirtl.net.

Center for the Integration of Research, Teaching, and Learning
1025 W. Johnson St., Madison, WI 53706
Telephone: 608.263.0630, Fax: 608.265.0538
Email: info@cirtl.net

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This material is based on work supported by the National Science Foundation under Grant No. DUE-1231286
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