Reflection activity: Work through this Hidden Curriculum in Classics Courses worksheet and reflect on what the hidden curriculum looks like in classes you've taught or taken and/or the field as a whole. Spend some time writing your responses in a reflection journal and/or respond in the appropriate forum on Discord.
Activity Choice: You may choose to complete one or both of the activities below. Consider the reflection questions to do a deeper dive into UDL and/or contribute to the collaborative doc to brainstorm strategies for lowering barriers to learning in your classroom. Either way, spend some time writing your responses in a reflection journal and/or respond in the appropriate forum on Discord.
How have you already been applying the principles of UDL in your classes? Where do you have room to improve? (As a reminder, here are the three main principles of UDL design: 1) Provide multiple means of engagement; 2) Provide multiple means of action and expression; 3) Provide multiple means of representation.)
Check out further UDL and Course Design resources (this website is an excellent starting point, but there are many more in the suggested resources below) and pick one of more of the following topics to explore in greater detail. How might you adjust your course policies or design?
UDL Syllabus
Learning Goals
Emotion and learning
UDL and Assessment
Executive Functioning
Social Learning
Blended Courses
Case-Based Learning
Contribute to this collaborative Teaching Towards Equity document about barriers to equity and ways that you have or might minimize them in your classroom.
Suggested Resources for Further Reading:
For more on the hidden curriculum and supporting students from marginalized groups, see:
Anthony Abraham Jack, The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students
Pell Institute, Straight from the Source: What Works for First-Generation College Students
For more on equitable teaching practices & UDL:
AccessibleSyllabus.com: This website is dedicated to helping instructors build a syllabus that plans for diverse student abilities and promotes an atmosphere in which students feel comfortable discussing their unique abilities.
Heather Garcia, “Flexibility and structure in course design: You don’t have to choose”
UDL ON CAMPUS · Universal Design for Learning in Higher Education
NB: We've kept our focus in this module on the broad strokes of equity, accessibility, and inclusion in teaching. We're interested in hosting live workshops on more specific topics, but, in the meantime, there is a wealth of resources to explore how to support students from different marginalized groups and identities. Here are a few resource lists created by folks in the field of Classics and related disciplines (and feel free to suggest more to add to this list!):
Multiculturalism, Race & Ethnicity in Classics Consortium (MRECC), Principles of Antiracist Teaching & Reflection and Suggested Resources
Society for Classical Studies, Antiracist Resources
Lupercal & Trans in Classics, A Style Guide for Gender Inclusivity in the Latin Language