Diversity and Inclusion Workshop Series

How to make your teaching more accessible: Disabilities & universal design

As instructors, it can be challenging to engage with issues of disability and access in our classroom and online. This session will explore ways to make disability an empowering component of classroom diversity, and offer useful resources to increase the accessibility of your teaching.

Note: This session is part of our Diversity & Inclusion Series - learn more about earning a certificate.


Psychological barriers to student performance

Featured Speakers: 
Dylan Selterman, PSYC
Alexis Williams, TLTC

Anyone who has taught a course knows that performance is about more than raw intelligence – there are a number of psychological influences that might undermine our students’ ability to achieve at their potential.  In this session we will explore the research on the psychological barriers and help you brainstorm ways to help your students identify and overcome them.


Trigger warnings: Should you, could you, would you?

Featured Speakers: 
Beth Douthirt-Cohen, ODI
Domonic Rollins, ODI

Educators nationwide are debating how to approach trigger warnings… should we warn students that content might be offensive or distressing to some? Is it possible for you to do that in your own courses? What influences your thoughts on whether or not you will? Experts and a panel of faculty will lead an interactive discussion to help you understand and explore the topic and its implications for inclusivity, free speech, and student learning.

Accommodating the disabilities we can't see with inclusive course design and teaching

Featured Speakers: 
Jo Ann Hutchinson, ADS
Ana Palla-Kane, TERPAccess
Sue Johnston, LTS

We have an ethical responsibility to make our classes an inclusive and accessible environment, but that can seem like a daunting task, especially when you’re not sure what you need to do, and you don’t see any students with disabilities in your class. We will talk about some of the less obvious obstacles that students might face, and how simple changes can help make your class and your online course space more accessible for all students regardless of their disability status.

Accessible Learning: What does this mean for my online course?

As authors of instructional content, University of Maryland educators (faculty, instructors, trainers) have the responsibility to ensure that students can access and interact with all content related to course delivery.  Instructors who design new courses or redesign existing courses to be hosted on ELMS must adhere to all ADA regulations and WCAG 2.0 recommendations in terms of the delivery of video, audio, graphical content, and text.

Stereotype Threat: What You Think They Think Matters

In this workshop the presenters will lead a discussion of how stereotypes function in memory and how our knowledge of them can inhibit academic performance.  Luckily, the research also points us towards pedagogical practices that can reduce the harmful effect of stereotype threat, so together we’ll develop a plan to address this on our campus and in our classrooms.

This is part of TLTC's Diversity and Inclusion Workshop Series.


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