Category Archives: DEI Learning

Highlighting learning information that supports diversity, equity, and inclusion within the online classroom. This can include topics on accessibility, Universal Design for Learning, Antiracist Pedagogy, Cultural Responsive Pedagogy, etc.

DEI Learning

Adding Accessibility to Learning Materials

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Fair and equal access to education is a necessity for all students. This includes students with impairments who might encounter difficulties accessing conventional educational resources.  By making learning materials and activities more inclusive, a fair and equitable learning environment can be established for all students.  This can be established by making your educational resources accessible.

Accessibility in the Online Classroom

Accessibility in education is critical because it ensures that all students have equal access to educational resources and materials. Students with impairments, such as those who are visually or hearing impaired, may require modifications to use regular learning resources. Teachers can guarantee that all students have the chance to learn and achieve by offering resources that are accessible (Karger & Lazar, 2014).

Teachers can contribute to ensuring that all students have equitable access to all learning materials and activities by applying a variety of accessibility elements. There are several ways to apply accessibility, including:

Providing alternative text for images

This is a brief explanation of an image that enables readers with visual impairments to comprehend its content. It is known as alternative text, or “alt text.” Make sure to add alt text for all of the images when developing educational materials.

Alt text is a short explanation of a picture that helps students who are blind or visually impaired understand its content. When designing instructional resources, it is critical to provide alt text for all photos, except for images used as decorations, which should be labeled as such to avoid misunderstanding.

Using closed captioning for videos

Closed captioning displays the words of the audio in a video into text.   Doing so makes it easier for deaf students to comprehend what is being said. Closed captioning is easy to enable and should always be used when producing videos for educational purposes.

Using accessible document formats

Use formats that are user-friendly to all students when developing documents. Providing accessible formatted documents allows students who may use screen readers to properly identify and read aloud the presented information.  For instance, when using a PDF, provide things like headers, lists, titles, language, tags, and alternative texts to adequately ensure that all of the information can be conveyed to a student.  An easy way to remember these considerations is with the acronym SCULPT (Wilson, 2020, para. 3):

  • Structure documents with headings
  • Colors that have strong contrast
  • Use of alt text for non-decorative images
  • Links provided in descriptions
  • Plain, simple, and clear language
  • Table structures that are simple
Providing accessible online platforms

Make sure all students can access the learning materials and activities on the provided internet platforms. This involves making sure the platform is appropriate for assistive technology such as braille displays or screen readers.  Accessibility information can be found on any websites used outside of D2L.  The D2L Brightspace platform is accessible.  Teachers will have to make sure what is added into D2L is too.

Get Started with Accessibility

With a little time and effort, accessibility can be easily incorporated into any learning material.  When accessibility is kept in mind while searching for and developing materials for a course, it makes providing equity and inclusivity in the course easier. Following these steps will be a good start to becoming more knowledgeable and familiar with adding accessibility to a course.

  • Gain knowledge on accessibility best practices. To better meet different student needs and promote an inclusive learning environment, instructors will want to learn about accessibility best practices.  Best practices are a great starting point to build from and grow your knowledge.  These can be obtained through professional development and training sessions, seminars, and online resources.  The Student Accessibility Services (SAS) website is a great place to start a search. Their office provides faculty and students with the information they need for understanding and receiving accessibility services and materials.
  • Collaborate with students with disabilities. When it comes to accessing learning resources, teachers should collaborate with students who have disabilities to understand their requirements and preferences. Open lines of communication with these students could help them to feel more included in the course (Van Noy et al., 2015). This collaboration could also assist with improving knowledge and awareness through gained insight, provided by students who use the materials.
  • Share knowledge with colleagues. By sharing knowledge this may foster a more welcoming and fair learning environment for all students. Regularly collaborating with those colleagues who are knowledgeable about accessibility practices can help to increase awareness, understanding, and implementation (Van Noy et al., 2015). 

Although it can take a little additional work, making learning materials and activities accessible is a crucial step.   Making the classroom more inclusive and equitable for all students provides everyone a fair chance to learn.

Various Microsoft Office apps and Adobe Acrobat contain accessibility features and checkers already built in to help with incorporating accessibility into your learning materials. If you need any assistance with this, the SCSU Online and Distance Learning team can provide guidance and tools to get you on the right track. Reach out to us via email or through Bookings.

Additional Reading:

For more information about creating inclusivity within a course, check out this previous blog post.

For more information on equity through the use of technology, check out this previous post.

References:

Garcia, V. (2020). Photo Of Person Pointing On The Screen [Photograph]. Pexels. https://www.pexels.com/photo/photo-of-person-pointing-on-the-screen-6326107/

Karger, J., & Lazar, J. (2014). Ensuring that students with text-related disabilities have access to digital learning materials: A policy discussion. Perspectives on Language and Literacy, 40(1), 33-38.

National Center on Deaf-Blindness. (n.d.). Why is accessibility important? Retrieved August 13, 2019, from https://www.nationaldb.org/for-state-deaf-blind-projects/accessibility-toolkit/why-accessibility-is-important/#:~:text=Accessibility%20means%20that%20all%20people,members%20of%20the%20digital%20world 

Seale, J., Draffan, E. A., & Wald, M. (2010). Digital agility and digital decision-making: Conceptualising digital inclusion in the 21st century. Studies in Higher Education, 35(4), 445–461. https://doi.org/10.1080/03075070903131628

Van Noy, M., Heidkamp, M., & Kaltz, C. (2015). How are Community Colleges Serving the Needs of Older Students with Disabilities? NTAR Leadership Center. https://www.dol.gov/sites/dolgov/files/odep/pdf/communitycollegesolderstudents.pdf

Wilson, H. (2020). SCULPT [Infographic]. AbilityNet. Retrieved on April 24, 2023 from https://abilitynet.org.uk/news-blogs/everyone-can-sculpt-accessibility 

 

Harihara Varma Aketi is a Graduate Assistant at the Online and Distance Learning department at Saint Cloud State University. He did his bachelor’s degree in Information Technology, and currently, he is pursuing a Master’s in Computer Science at Saint Cloud State University.

 

DEI Learning

Creating Accessible Content for Equity and Inclusion in the Online Classroom

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Providing learning materials and activities in the online environment, so that all students can learn, is imperative for equity and inclusion within the course. Under the Americans with Disabilities Act (ADA) of 1990, all people with disabilities are afforded the “equal opportunity as those without disabilities, no matter the sector (transportation, school, work, etc.)” (United States Department of Justice [DOJ], n.d., para. 1). Only individual students with documented needs are guaranteed specific accommodations under the ADA, to help make learning more accessible. In a higher education setting, these accommodations can be anything from extended time on assessments to screen reading software on their devices. By adding accessibility to the learning materials and activities within the course, faculty can make learning available for those students who may need some assistance but do not have a documented need.  

Unfortunately, adding accessibility to a course is not always considered, which in the end could negatively affect those who need it. There are several reasons this is occurring: 

  1. Faculty do not think about it or simply forget to incorporate it 
  2. Faculty lack proper training on how to properly incorporate it 
  3. Faculty are not interested in taking the necessary steps to incorporate it 
  4. Faculty have a misunderstanding on which materials need accessibility added 

No matter the reason, a helpful solution is providing ample opportunities for faculty to be introduced, re-introduced, reminded, and properly trained by offering accessibility training (webinars, workshops, guides, etc.). By keeping this practice in the forefront of faculty’s minds it can also help to make the enactment occur more readily. This action would fall in line with the DEI (Diversity, Equity, and Inclusion) initiatives put forth by the university. 

ADA and the Classroom 

As stated previously, the ADA was added to the category of civil rights laws that attempt to “add equity to spaces without it for people with disabilities, to achieve equality” (DOJ, n.d., para. 1). Equity means that an individual’s needs are recognized and that resources are provided to ensure fairness and equality (Merriam-Webster, n.d.; Morton & Fasching-Varner, 2015). Equality means the same treatment is afforded to everyone as it pertains to “equal access to opportunities and benefits in society” (Anderson, 2022, p. 4).  

This allows for services provided by the law to be used by those who need them but can also be used by all. By doing so, it establishes environments and situations that are inclusive for everyone. For example, ramps for elevated surfaces. These were intended for those in wheelchairs. Ramps could also be helpful for users of assistive equipment (walkers, canes, or clutches), strollers (or other wheeled contraptions), pain sufferers, and those with recent injuries or surgeries.  

Cartoon image of a drawing showcasing the difference between equality (left image) and equity (right image). Scene at a baseball game of 3 people of different heights peering over a fence. the Equality side provides crates of the same height for all to use. In the equity image, crates tall enough for all to see the game are provided.

(Interaction Institute for Social Change & Maguire, 2016) 

Implementing Accessibility 

The D2L Brightspace LMS (Learning Management System) is already accessible, but when it comes to adding accessibility to learning materials and activities, each object has its own set of features to be added. Below are simplistic tables, with the key features, for reference. Notice that objects are separated by “text only” and “others” in the separate tables, to make for easier usage. Microsoft Office applications and Adobe Acrobat have accessibility checkers built into them to identify the issues and information on how to fix them. For further assistance, please reference this website on Tools for Promoting Disability Access and Inclusion.   

 
Object (text only)
Features
How it helps
PowerPoint slides 
  1. Reading order 
  1. Allows screen reading software to read slides in the correct order 
WORD  
  1. Headings 
  2. Sans serif font
  1. Allows screen reading software to pause, which signals a new section 
  2. Allows the visually impaired (or dyslexic) to read the words more clearly 
PDFs  
  1. Language 
  2.  Title 
  3.  Tags 
  4. Optical Character Recognition (OCR) 
  1. Allows screen reading software to read aloud the content correctly   
  2. Allows screen reading software to search and identify documents better 
  3. Allows screen reading software to identify features readily accessible in WORD documents (headings, lists, tables, etc.) 
  4. Allows the document to be searched for specific words, the text to be selected, and the screen reading software to read aloud the content correctly   
Excel Spreadsheets 
  1. Names (cells, ranges, worksheets) 
  2.  A1 cell 
  3.  Simple design 
  1. Allows screen reading software to readily identify the purpose of each 
  2. Signals the screen reading software to begin reading at the A1 cell 
  3. Allows screen reading software to keep up with its location as it reads the document 
Tables  
  1. Headers first row 
  2. Repeat header rows 
  3. Alternative (Alt) text 
  1. Allows screen reading software to identify the information on the top row  
  2. Allows the heading to appear at the top of any rows that spread to subsequent pages 
  3.  Allows the visually impaired and screen reader software to read the title and description of the table’s content 
 
Object (Other)
Features
How it helps
Videos 
  1. Captions 

 

  1. Transcript 
  1. Both allow the hearing impaired (physical or environmental) to read what the speakers are saying 
Images 
  1. Alternative (alt) text 
  1. Allows the visually impaired and screen reader software to read the context of the image (not for images deemed decorative)  
Audio (only) 
  1. Transcript 
  1. Allows the hearing impaired to read what the speakers are saying 
Links (to outside sources) 
  1. Embedding URLs to word(s) within a statement 
  1. Allows screen reading software to easily identify hyperlinked text 
Colors 
  1. High contrast 
  1. Allows the visually impaired (and with neurological conditions) to better read the text  

There are a couple of places that could offer assistance for faculty and staff who need it. The first is the Student Accessibility Services (SAS), which assists students, faculty, and staff with the accommodations they need to be successful.  SCSU Online is also equipped to walk faculty through the processes that make their content more assessable. Lastly, the Minnesota State Network for Educational Development (NED) offers short courses and webinars on accessibility.  

If you want to learn more about adding accessibility to your course, reach out to us via email or through Bookings. The SCSU Online and Distance Learning team can walk you through the process for any of your content.  

Additional Reading:  

For more information on any of the following topics, please check out our previous blog articles. 

References:  

Anderson, N. (2022). Enhancing inclusion, diversity, equity and accessibility (IDEA) in open educational resources (OER) – Australian edition. University of Southern Queensland.  

Booth, C. (2020). Girl sitting on a couch using a laptop [Photograph]. Pexels. https://www.pexels.com/photo/girl-sitting-on-a-couch-using-a-laptop-4058219/ 

Equity and equality image was created by Angus Maguire and adapted under the public domain from: Interaction Institute for Social Change. (2016). Illustrating equality vs equity. [Joint Photographic Experts Group]. https://www.interactioninstitute.org and https://www.madewithangus.com.  

Merriam-Webster. (n.d.). Equity. Merriam-Webster.com dictionary. Retrieved August 15, 2023, from https://www.merriam-webster.com/dictionary/equity  

Microsoft (n.d.). Make your Excel documents accessible to people with disabilities.  https://support.microsoft.com/en-us/office/make-your-excel-documents-accessible-to-people-with-disabilities-6cc05fc5-1314-48b5-8eb3-683e49b3e593#namecells_win 

Morton, B., & Fasching-Varner, K. (2015). Equity (Vol. 1.) (S. Thompson, Ed.). Rowman & Littlefield.  

United States Department of Justice. (n.d.). Introduction to the Americans with disabilities act. Americans with Disabilities Act. https://www.ada.gov/topics/intro-to-ada/  

DEI Learning

Creating Inclusive Online Learning Environments

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Inclusion refers to creating an atmosphere in which everyone, regardless of race, gender, ability, economic status, or other characteristics, feels included. It is about creating an environment in which everyone’s voice is heard, skills are valued and supported, everyone has the opportunity to experience personal fulfillment, and there is an equal opportunity to learn and grow. As colleges and universities across the country struggled to deal with the fallout from COVID-19, an increasing number decided to move all classes online. While faculty faced a number of challenges in moving course lectures, discussions, and lab or studio learning experiences online, students also struggled to adjust to this new learning environment. This sudden shift highlighted the critical importance of creating an inclusive online learning environment even more than before.

Solutions for Creating an Inclusive Online Learning Environment
  1. Communicate About Course Requirements

    Inform students of any prerequisites that must be completed prior to the start of the class. Inform them of the materials and resources required for the class. Is it necessary for students to purchase or rent books? Is it necessary for students to purchase any software or technology? Provide all this information to students during the first week of the semester so that they can decide if they are prepared and ready to take this class once it begins. In an effort to assist with this understanding, it is recommended to do a quick survey on the first day of class to understand if your students have any additional needs. Inform them about all the resources available on campus such as University Library, HuskTech (for technological needs), and the Student Accessibility Services Office.

  2. Set Clear Expectations

    It is much easier for students to stay on track and plan accordingly based on 1) if there is a clear and organized plan of what is going to occur throughout the semester, 2) student expectations, and 3) instructor expectations. Make sure you have a course calendar with all the deadlines to assist with this tracking. You also may want to avoid overwhelming students on the first day of class. Students are likely to become overwhelmed by viewing the large number of tasks they must complete for the course, all at once.

    Make sure you only set achievable goals and expectations and let them know you will support and accommodate students as needed. Since not all students have the same level of knowledge and background, establishing clear expectations allows them to manage their time effectively, put in additional effort whenever needed, and set their own goals and objectives for the course. Some students may require additional assistance and encouragement, so assuring them that you understand and will assist them in succeeding will mean a lot to them. You can also encourage student to utilize the resources available on campus such as Tutoring Resources, The SCSU Writing Centers and many others.

  3. Design All Courses with Accessibility

    All students benefit from easily accessible content and opportunities to interact with course materials that help them succeed. It’s important to remember that not all students will have reliable internet, software, hardware, and devices (e.g., microphone, webcam, printer). As a result, it is critical to provide students with options for accessing materials online, such as sharing PDFs and PowerPoints rather than videos, which require more bandwidth. For online lectures, be sure to include transcripts and captions. The captions can be edited for accuracy and made available to students. If you are on-screen during a live session or recording a lecture, make sure to verbally describe any visuals such as images, diagrams, or charts so that students who are visually impaired can still access the content. Check-in with your students on a regular basis to ensure they have proper access to all course materials. Follow the guidelines provided by the Student Accessibility Services Office to make sure your course is accessible for all students.

  4. Build a Diversified Course

    To build an inclusive learning environment, instructors can encourage students to be accountable not only for their learning but their contributions to the classroom.   This can be achieved through student resource sharing through news, blogs, or articles that they find interesting, relates to the course topics, and represents a variety of viewpoints and origins. It is important to analyze digital content presentations critically to identify any flaws and possibly add additional course materials if there is problematic or stereotypical text or media present. Instructors should use examples that speak to various demographics in online discussions, recorded lectures, and live Zoom meetings (whether during class or office hours). Teach your students to think critically about the course material and any relevant outside sources. Make use of tools, information, and stories that are pertinent to the topic, and consider the social and cultural diversity of your students.

  5. Be Virtually Available and Responsive

    For an online learning environment to be open and welcoming, interactions with students are essential. It’s critical that instructors make it possible for students to contact them if students have any questions or need the material adjusted based on their skills or circumstances. Students should be given options to either communicate via email or by scheduling a virtual Zoom meeting session. Instructors may need to consider arranging virtual drop-in sessions on a regular basis so that students can ask questions in person. Being accessible to serve the requirements of online students, especially outside of regular business hours, is a key component of inclusive online teaching.

By providing clear information, designing a course for all, and being available for student-instructor communication can all lead to creating a more inclusive online course.  Students being in an environment where they can feel represented, seen, and heard could lead to them thriving in a course.  If you would like to learn more about any of these aspects or how you can best incorporate them into your online course, the SCSU Online and Distance Learning team can assist with that. Please reach out to us via email or through Bookings.

References:

Fauxels. (2019). Photo of people doing handshakes [Photograph]. Pexels. https://www.pexels.com/photo/photo-of-people-doing-handshakes-3183197/

Inglis, A. (2022, February 15). 4 strategies to create inclusive online learning. Guroo Producer.  https://www.gurooproducer.com/blog/tgxpl-inclusive-online-learning

Sathy, V., & Hogan, K. A. (2019). How to make your teaching more inclusive. The Chronicle of Higher Education.  https://www.chronicle.com/article/how-to-make-your-teaching-more-inclusive/

SmartBrief. (2020, July 17). How to build an inclusive online learning environment. SmartBrief.  https://corp.smartbrief.com/original/2020/07/how-build-inclusive-online-learning-environment

 

Kamana K C is an Information Assurance graduate student at SCSU. She has nearly two years of experience as a Graduate Assistant with the SCSU Online Department. She was able to assist faculty and students at SCSU in improving their teaching and learning experiences by assisting with D2L and Zoom. 

DEI Learning

Equity and Technology in the Learning Environment

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Nowadays, learning, ideas & information’ sharing is dependent on technology hence it is high time to get familiar with Equity and Technology.

The Minnesota State Network for Educational Development (NED) Equity and Technology short course was designed to get participants familiar with equity while providing learning through technology. As per the course, equity and technology was defined as, “equitable access to learning technology & information irrespective of learners’ socio-economic status, age, ethnicity, physical ability, or any other quality” (Hill, 2022, slide 3). The course was about the creation of a learning environment in which every learner had equitable access to all technologies which were in use throughout the learning process.

To implement equity and technology, it was recommended to apply Universal Design for Learning (UDL) principles in connection with Culturally Responsive Teaching (CRT). With UDL, the learning process is designed to accommodate all learners’ needs and abilities. It is a framework based on three guiding principles: Multiple Means of Engagement, Multiple Means of Representation, and Multiple Means of Action & Expression within learning. While CRT refers to the style of teaching and learning that facilitates the equitable achievement for all students / learners through recognition of the fact that culture is a powerful force in shaping how students see themselves and the world around them.

Seven Tips to Design Learning with Equity and Technology in Mind

The following seven tips were described in the course as ways to incorporate UDL and CRT frameworks in course design to support equitable learning outcomes.

  1. Start Small: Pick one instructional problem, one learning experience, and one assessment to begin.
  2. Keep It Manageable: Implement a small change and build on it over time.
  3. Focus on Learning Goals: Provide clear explanations for the assignment’s learning goals.
  4. Connect to UDL and CRT: Brainstorm ways to apply UDL principles in connection with CRT in order to enhance equitable learning outcomes.
  5. Select Technology Last: First, decide on the multiple means of engagement, representation, or action & expression, then select the technology that can support that means. Make sure that the technology and content chosen support access and accessibility.
  6. Let Students Lead: Make learning more interactive and engaging by involving students in the learning process. Also, consider improving learning experiences, then make sure students’ inputs are implemented to drive changes to the learning process.
  7. Build Community: Connect with other faculty on-campus who are engaging in UDL with CRT, and equity to share ideas.
Recommendations

The following recommendations are based on my self-reflection of the Equity and Technology (Fall 2022) course materials and my personal experiences working on several MBA online course design projects.

  1. Provide D2L Student Orientation: Provide guidance, support, and training to students on how to use the technology linked to their learning. This support should also include how to engage in productive online discussions, and how to locate and upload assignments in D2L.
  2. Establish Instructor Presence: Create course-specific instructional videos with transcripts to clarify the learning expectations for students. Instructional videos will also provide details about how multiple modes of communication could be used throughout the course and how students should prepare for it. Videos should not be too long in duration, with a recommended length of 5-10 minutes.
  3. Add an Optional “All Class Meetings” to the Schedule: Introduce and implement synchronous sessions through the use of the break-out room feature as it will encourage communication between students and incorporate multiple means of representation.
  4. Ask for Student Feedback Often: Incorporate student feedback loops (throughout the course) for learning quality improvement. Through the incorporation of feedback loops during the course, faculty and the institute will be in a better position to assess the feedback in real-time and improve the learning outcomes for existing and upcoming students.

When you add accessibility and diversity to the design of your course, you can make learning that can be accessed by different types of students.  These are the guiding principles that are identified by Universal Design for Learning and Culturally Responsive Learning.  If you are interested in learning more about either of these frameworks, please reach out to the SCSU Online and Distance Learning team.  We can be reach via email or through Bookings.

References:

Abegglen, S., Aparicio-Ting, F. E., Arcellana-Panlilio, M., Behjat, L., Brown, B., Clancy, T. L., DesJardine, P., Din, C., Dyjur, P., Ferreira, C., Hughson, E. A., Kassan, A., Klinke, C., Kurz, E., Neuhaus, F., Pletnyova, G., Paul, R. M., Peschl, H., Peschl, R., & Squance, R. T. T. (2021). Incorporating Universal Design for Learning in Disciplinary Contexts in Higher Education (M. Arcellana-Panlilio and P. Dyjur, Eds.). Calgary, AB: Taylor Institute for Teaching and Learning Guide Series.

Bass, G., & Lawrence-Riddell, M. (2020, January 20). Culturally responsive teaching and UDL. Faculty Focus | Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/equality-inclusion-and-diversity/culturally-responsive-teaching-and-udl/

Hill, T. (2022, November 13). Equity and Technology [Online course]. MnSite. https://mnsite.learn.minnstate.edu/d2l/home/6046808

Novak, K. (2022, October 12). If equity is a priority, UDL is a must. Cult of Pedagogy. https://www.cultofpedagogy.com/udl-equity/

Pixaby. (2016). Library high angle photo [Photograph]. Pexels. https://www.pexels.com/photo/library-high-angle-photro-159775/

 

Shagufta Naeem is a Graduate Assistant at the Online and Distance Learning department at Saint Cloud State University. She is an ACCA Member with a bachelor’s degree in Applied Accounting, a CFA Charter-holder and is pursuing an MBA from SCSU. She has 8 years of work experience specific to Corporate Credit, Audit, Risk Assurance, Internal Controls, and Financial Management.

DEI Learning

How Instructors Can Make the Switch from Traditional to Inclusive Materials

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Students are struggling to afford the rising cost of attending college, while also not being represented by the materials they are introduced within their courses. Tuition is an expected expense, with the largest cause of these expenses being textbooks and other required materials. These textbooks and required materials have a lot of flaws outside of their incredibly inflated cost, such as becoming outdated quickly, low student demographic representation, and becoming useless after a course has ended. These flaws can be avoided by finding, creating, and curating more inclusive and cost-effective materials.

The Cost of Using Traditional Materials: A Student’s Perspective

Though they are not the only material used by instructors, textbooks are the most common type, and the most expensive. According to a report by Jaggers & Rivera (2019) from the Midwestern Higher Education Compact, textbook prices have increased by almost 190% since 2006 (p.3). Textbooks are expensive for everyone, but it affects minority groups more noticeably, with textbooks accounting for around 80% of their total college expenditures (Jaggers & Rivera, 2019, pg. 2). Consider a student who is seeking an education while also undergoing any sort of sustained medical treatment (gender-affirming care, or even cancer treatment), when the medical bills can be devastatingly expensive. Likewise, any student who comes from a low-income family or who is made to pay for their education, rent, groceries, and other necessities will seek a cheaper option to acquire required texts. That may be through 3rd party rentals, library loans, or even pirating if they are desperate enough.

Another drawback with the use of traditional materials is that they can quickly become outdated. In some fields, such as computer science, medicine, and data analytics, it is possible for the content to already be out of date by the time it is published in the textbook and the required software of learning activities has been developed. This poses a problem not only with the content, but with the practicality of the learning materials used after the course has ended. The same could be said for science related lab kits used by non-science lab majors. Unused items or equipment becomes obsolete once the course has ended since not all science courses use the same materials.

The drawback of focus for this article is the lack of representation within traditional course materials. BIPOC, LGBTQ+, disabled, and/or international students see themselves represented significantly less in these publications, multimedia, and images. For example, a study conducted by Brandle (2020) analyzed American Government textbooks and found that the mention or discussion of historically marginalized groups was infrequent – approximately 0.84% of the total word count (p.738). This gives the impression that communities like the LGBTQ+ community are not widely present within a given field of study. LGBTQ+ students may not see the contributions made by fellow community members, which indirectly discourages them from sharing their perspectives in class.

Making Inclusive Materials: Locate, Create, Curate
Locating Inclusive Materials

There is no need to make all the materials for a course. Instead, to save time, take advantage of Open Educational Resources. Open Educational Resources (OER) are educational materials created and licensed to be free to access, share, and modify. They can be useful supplements that expand a discussion by providing new perspectives. OER that instructors can use include academic blogs, journal articles, videos, podcasts, PowerPoint slides, learning activities, handouts, and even textbooks. They may even find useful perspectives in non-academic (but still relevant) blogs, books, videos, and podcasts. Using a mix of both will provide students with the academically focused material they are used to, as well as a more casual “real life” perspective that is grounded in a practical setting outside of the classroom. Merlot is a good starting resource to locate various types of OER.

Creating Inclusive Materials

If an instructor cannot find materials that suit their course’s needs, they can create materials that will benefit their course. This has the added benefit of allowing them total control in customizing it to fit exactly what they want their students to focus on. Instructors can use the H5P software to create textbooks and other learning resources for a course. By creating course materials, instructors can provide images, and language that support a wide variety of students.

Curating Inclusive Materials

An instructor should ask what they want students to take away from their course overall and choose what textbook and learning materials are best suited for achieving that. Another element to curating material is updating the course so that it uses the current language and offers recent examples where applicable. Once faculty have created their own learning materials, they are free to make changes more quickly than a publisher would.

Inclusive materials can benefit every student in several different ways. More specifically, they especially benefit BIPOC, LGBTQ+, disabled, and international students who may struggle to afford the increasingly expensive materials that neither represent them nor remain relevant after the semester ends. Instructor created inclusive learning materials allow for full control over its focus, cost, and content.

The cost of college and DEI (diversity, equity, and inclusion) has been a hot-button topic for years.  There are ways that faculty can play a small role in the improvement of both for their students. If you are interested in not only creating but providing free and more inclusive learning materials in your courses, please reach out to us via email or through Bookings. We can provide the proper guides, websites, and other resources to assist with these tasks.

Additional Reading:

For more information on any of the following topics, please check out our previous blog articles.

References:

Brandle, S. (2020). It’s (not) in the reading: American government textbooks’ limited representation of historically marginalized groups. Cambridge University Press. https://www.cambridge.org/core/journals/ps-political-science-and-politics/article/its-not-in-the-reading-american-government-textbooks-limited-representation-of-historically-marginalized-groups/61860A5FBECD138C110E277079687E61

GLSEN. (2019). Developing LGBTQ-inclusive classroom resources. GLSEN.org. https://www.glsen.org/sites/default/files/2019-11/GLSEN_LGBTQ_Inclusive_Curriculum_Resource_2019_0.pdf

Jaggers, S. & Rivera, M. (2019). College textbook affordability: Landscape, evidence, and policy directions. Midwestern Higher Education Compact. https://www.mhec.org/sites/default/files/resources/mhec_affordability_series10.pdf

Krukau, Y. (2021). Professor with his students [Photograph]. Pexels. https://www.pexels.com/photo/professor-with-his-students-8197544/

Rouder, C. (2021). Seven ways you can foster a more inclusive LGBTQIA+ learning environment. Faculty Focus. https://www.facultyfocus.com/articles/equality-inclusion-and-diversity/seven-ways-you-can-foster-a-more-inclusive-lgbtqia-learning-environment/

 

CJ Laudenbach is a student of the Strategic Media Communications program at St. Cloud State University. They are a published journalist and creative for various central Minnesota publications. In their free time, they enjoy scriptwriting and media analysis.