Diversity

Supporting diversity in higher education is, and has been, a top goal for me. As a first generation student, with a chronic illness, I have been bolstered by the support of programs, scholarships, mentors, and educators who were dedicated to the same goal. While I aim to create a respectful, inclusive, and supportive environment for students from all manner of diverse backgrounds, because of my research and my own experience as a neurodiverse student, I am particularly focused on creating a classroom that is safe for students with a range of neurodiverse conditions. Subsequently, by supporting these students with needed accommodations and shaping of the learning environment, I hope to allow all students to have an active role in how their learning is shaped in my classroom.

The main goals that define my approach:

To support students of diverse backgrounds to fully engage in the classroom and maximize their learning outcomes
To foster an open dialogue that is safe for students while giving others the space to ask honest questions and educate themselves on the specific issues faced by diverse individuals
To serve as an educator and mentor who understands the specific concerns of neurodiverse students

Supporting NeuroDiversity in the Classroom

While there will always be constraints to the level of adjustment one can make for each student in a particular course, I aim to support students and provide accommodations where possible by working with individual students, and the class of students as a whole, to adjust as fit to provide a positive and efficient learning environment.

By utilizing systems like the Universal Thinking Framework, I hope to guide students of all types to think in productive and meaningful ways by utilizing an organized understanding of the cognitive processes by which students encounter, process, and use knowledge. The goal is to integrate this framework into the curriculum and design learning pathways that will support but also challenge my students.

Options of Communication

Allowing students time to plan, think, and process their responses, rather than forcing them to answer immediately
Giving students multiple options for engagement: sending real-time responses to live quizzes, write comments on index cards, have an open question box

Safe Learning Environment

Promoting an environment where students do not fear looking unreasonable or "dumb" for asking clarification questions
Reducing areas of tension or conflict between students concerning group activities: outlining clear goals and roles
Reducing distractions where possible but not at the expense of valuable tools: computers, tablets, recorders

Diverse Teaching Styles

Consider how lesson plans and class activities might impact each student
Analyze how students might respond to activities and course requirements
Attempt to adapt to student strengths & weaknesses by providing accommodations to support their learning

Universal Thinking Framework

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