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Alternative Text

The Ally Course Accessibility Report was used to identify and add alternative text to 192 student facing images.

Captions

All video and audio material were uploaded to Kaltura to generate closed captions and other accessibility features.

• Automated Speech Recognition (ASR) machine transcription for accessibility compliant captions

• WCAG-specified text and controls

• Keyboard shortcuts

• Sliders for play and volume control

• Screen reader support

• Compatible across devices (Kaltura, n.d.)

• Only podcasts with transcripts were selected for use in the course.

Representation

To improve diverse representation in course materials, gender neutral language was infused where appropriate and readings, images, videos, and assignments were diversified to include variations in race, ethnicity, age, gender, sexuality, and ability.

I participated in personal development activities including the Racial Healing Allies: Embodied Allyship course.

I attained a certificate/badge in Lifelong Learning in Inclusive and Equitable Teaching.

I attained ACUE microcredentials in:

• Designing learner-centered and equitable courses

• Creating an inclusive and supportive learning environment

I attained badges in the Implementation of Inclusive and Equitable Teaching Practices:

• 2a: Competency 1: Understand and begin to address your and your students' identities, biases, prejudices, and fears and the impact they have on learning and the classroom environment.

• 2b: Competency 2: Infuse inclusive teaching practices into your educational practices by course re-design or adopting new teaching activities.

• 2c: Competency 3: Ensure content, web pages, activities, and assessments are accessible to all students.

Participation

I implemented new questioning strategies:

• Wait-time: pause after asking a question to give students time to think (University of Tennessee Chattanooga, 2023b)

• Prompting: use hints and clues (Ouyang, R. n.d.)

• Probing: ask for more information (Ouyang, R. n.d.)

• Polling: allows students to anonymously answer a question

• Think-pair-share: gives students time to think independently, then share with a classmate as opposed to the whole class. Then ask for volunteers to share with class

• Quadrants: divide the room into 4 quadrants and ask for participation from specific quadrant when asking a question

• Small groups: deliberate design of small group activities (Eblen-Zayas et al., 2022)

Policy

Flexible deadline policy:

• Assignments are generally due by the date posted in Canvas. I recommend that you use the due date as a guideline for time management.

• I am willing to be more flexible with deadlines:

  • Assignments submitted late will receive full credit if submitted by _________. 

  • If your assignment is going to be more than 1 week late, please reach out so that we can talk about it.

  • If you are more than 3 weeks late submitting an assignment, you will receive an alert in Raptor Connect (the Early Alert System).

  • Missing assignments will receive a grade of “0” until submitted

  • You have 2 ”Free Passes” that you can use to replace any Learning Systems Assignment.

UDL-aligned teaching Strategies

• Embedded a class activity that follows UDL principles (Tree of Inquiry)

• Used a voice amplifier

• Provided classroom recordings 

• Included all learners in class activities

• Provided outlines for note-taking 

• Reviewed accessibility features in the Learning Management System (LMS) and online learning platform including screen reader

• Supported American Sign Language (ASL) Interpreters

• Encouraged use of electronic devices such as laptops and tablets

• Other Strategies:

  • Lecturing

  • Chunking

  • Individual and group work

  • Videos

  • Images

  • White board

  • Drawings

  • Story telling

  • Case studies

  • Concept maps

  • Polling

  • Peer review

  • Reflection

  • Think-Pair-Share

  • Virtual activities

  • Movement

  • Annotation

See the Slide Show for more Doing information.