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Concrete tips for making sure all students have equitable chances to participate in class, from Maha Bali and Steve Greenlaw

Great introduction to the guiding principles of Universal Design for Learning, as well as no-tech, low-tech, and high-tech tips for providing learners with multiple means of engagement so that we can make sure every learner has the opportunity to demonstrate their expertise and use their unique strengths to be successful.

I appreciate the way this podcast episode structures accessibility tips to talk about which steps toward universal design are easiest to achieve, or have the most bang for the buck.

"What does it look like to do this kind of work online? How do we walk our virtual campuses to address accessibility concerns? Where do we hold the necessary town hall meetings to address hard questions about inclusivity?"

The author of this opinion urges caution in the rush to MOOC-ify higher education. He touts the benefits of (another version? of a MOOC called) a hybrid online-field course. I think this type of course is tailored for field-based disciplines such as his own (marine biology), but I am sure this could be modified for non-field science disciplines. I am almost positive, though, that such a hybrid course would fail to live up to the largest, most-inclusive (in terms of numbers of students enrolled) meaning of a MOOC.

How do joint enterprise, mutual engagement and shared repertoire play out in your classes? (This is from the GLCA/GLAA Center for Teaching and Learning, which solicits your contributions.)

A wide range of resources in this episode of Teaching in Higher Ed (and linked from the Show Notes page), covering everything from inclusion and accessibility to "what dates does my T-R class meet this semester?"

Complex and wide-ranging statement from the AAC&U about the relationships between academic freedom, free expression, liberal education, and the search for truth.

This article outlines steps toward developing an ethos and reflective practice of inclusivity in the classroom.

The way you state policies and practices on a syllabus communicates quite a bit about the classroom environment you're trying to shape. In this column, Mark Sample talks about revising his accessibility statement to best communicate his goals of academic success and inclusion.

At our ODEI/CIP book discussions, there was a lot of concern about stereotype threat. "Stereotype threat refers to being at risk of confirming, as self-characteristic, a negative stereotype about one's group." This stress has been linked to reduced performance in a number of academic and social areas. Put another way, recognizing and removing sources of stereotype threat can be a good way to create inclusive environments where everyone can succeed.

Tips for setting an inclusive class environment from day one, using microaffirmations to counter microinequalities, and how to address microaggressions in the moment.

This article is very consonant with the work being done to support inclusive excellence in Kenyon's natural sciences division.

Bryn Mawr hosts an annual "Community Day of Learning", with programming determined in a highly democratic manner across all areas of the college, to discuss issues of equity and inclusion.

A useful description of a class survey and steps which can help more students be comfortable with their cameras on more often. The suggested techniques include a discussion of setting norms and addressing distractions, which could be useful for face-to-face classes as well.

We used Robin DeRosa's "Rule of 2" to help faculty identify critical priorities in the shift to remote learning. Now she's back with a framework for longer-term adaptation of our courses, curricula, and institutions.

Sometimes it's good just to know other people are experiencing the same problems. Some of the solutions mentioned are available to us at Kenyon.

A powerful discussion about overcoming student and institutional biases on the first day of class.

As we welcome new colleagues and new students (and continuing mentoring folks who have been here longer), it's worth asking what the institutional and interpersonal factors are which contribute to "imposter syndrome," and what we can do instead. The word "teacher" (or "chair" or "director") could be substituted for "manager" all over this episode.