Dr. Katie Rose Guest Pryal

Friday January 31, 2025 in Cole Cinema from 11:30am-1pm

Higher education communities are facing a mental health crisis that has been a long time coming—but Dr. Pryal, expert in mental health and neurodiversity in higher education communities, has answers. In this talk, she helps audiences understand what neurodiversity is, how stigma harms neurodivergent students and faculty in higher education communities, and how to bring neurodivergent community members into the fold.

This event will also include a book signing after the lecture. 

Dr. Sarah E Silverman

Hybrid, February 7, 2025 in CITL from 11:30am-1pm

Neurodiversity and Universal Design for Learning are often mentioned alongside each other in higher education - but what is the connection between the two? Universal Design for Learning (UDL) is a framework used to design learning that is accessible to the greatest number of students with less need for individual accommodations, while neurodiversity describes the variation that naturally exists in human cognition. Neurodiversity as a framework and UDL have several major points of agreement: The first is that there is no average or standard when it comes to cognition and learning. UDL frames this in terms of there being no “average learner,” instead focusing on “learner variability." The Neurodiversity paradigm introduced by Nick Walker suggests that “There is no ‘normal’ or ‘right’ style of human mind, any more than there is one ‘normal’ or ‘right’ ethnicity, gender, or culture,” although some cognitive styles are more marginalized in society than others. Neurodiversity theory and UDL both endeavor to break down this “myth” of normality. The first part of this workshop will offer participants a tour through the histories of both the neurodiversity and UDL concepts. Then, we will clarify the areas of overlap between Neurodiversity theory and UDL, and where these two frameworks may disagree or diverge. We will discuss ways in which neurodiversity theory and activism may help to inform and shape the implementation of the UDL to support neurodivergent students, with a specific focus on how communication differences can be respected and honored using UDL. The second part of the workshop will offer participants and opportunity to consider three elements of course design that can benefit from a neurodiversity perspective: the disability accommodations statement, class participation guidelines, and framing for collaborative group activities.

Hybrid, Dr. Samantha Elliott, February 21, 2025 in CITL 11:30am-1:00pm

Ask any experienced educator and they will tell you a list of student behaviors that really push their tolerance levels. Whether it involves technology distractions, chronic tardiness, late work, apathy, dominating discussions, or sudden outbursts, we all face classroom management challenges with a new set of students each semester. Join us in discussing some common behavioral disruptions and possible solutions that can be implemented in a way that honors the underlying problems and student agency while maintaining your sanity.  

Dr Sarah E Silverman

Hybrid, March 7, 2025 in CITL from 11:30am-1:00pm

As a faculty developer and consultant who does a lot of work on Neurodiversity, I frequently get asked some of the following questions:

“How should I structure group work to be more inclusive of neurodivergent students?”

“Some of my neurodivergent students are asking to be exempted from group work – how should I respond to this request?”

“Students with and without documented disabilities are increasingly expressing anxiety about class participation, attendance, and interaction with other students. How can I sensitively support students and their differing needs in these areas?”

Of course, there are no “easy” answers to these questions, but I thought it might be nice to create some space before the upcoming semester to consider them together. I will present some ideas that I draw on in my work from neurodiversity theory, UDL, and feminist pedagogy to ground the conversation. Then, participants will have the opportunity to try out several “discussion protocols,” or guidelines for class or small group discussions that help to clarify expectations and roles. Lastly, there will be an open discussion opportunity, with multiple ways to participate.

Dr. Sarah E Silverman

Hybrid, April 7, 2025 in CITL from 11:30am-1:00pm

Teachers have a diversity of learning needs and preferences, just like the students we teach. Some have disabilities, some are working and teaching in languages other than their first language, and some are balancing teaching and learning with a wide variety of life circumstances and responsibilities. Yet teachers are not often given a space to consider themselves as learners, and reflect on how the way they learn impacts their teaching, research, professional development, and mentoring. This session will give instructors an opportunity to consider questions like “What is my relationship to disability and Neurodiversity as a learner and as a teacher?” and “How can UDL and accessible design support me as a learner and teacher, just as it supports my students?” Participants will also take away concrete strategies for inclusive practices for faculty learning, like professional development sessions, department meetings, and conferences. 

The campus community is invited to hear Molly Jacobs ('25) present results from the Healthy Minds Survey, which has been used to provide insights pertaining to health, substance use patterns, and service utilization of students at over 600 institutions nationwide- including SMCM. As part of her Psychology SMP, Molly examined the intricate relationship between habits and health outcomes and believes that by sharing these results, she can spread awareness of the prevalence of mental health struggles among emerging adults as well as the role that habits play in shaping how we think and feel, what we do, and where we ultimately find ourselves. Co-sponsored by the Counseling Center and CITL. Refreshments will be served.  

Open to any instructor who wants to work on designing a new course or redesigning an existing course. (Required for anyone participating in the neurodiversity teaching certificate or getting summer funds for alternative grading systems implementation).  We have the capacity to support individual instructors with personal goal setting and structured time for learning, writing, and feedback, even if your focus is not on neurodiversity or alternative grading systems.

We hope you can join us! Please indicate your interest by enrolling in the Google Classroom course "CITL Certificate: Teaching Neurodiverse Students" using code ntj2vvz