Inclusive Excellence Vision & Action Board
After a week of dialogue, discussion, and documenting, we hope that you are ready to shift from talk to action. Mason’s commitment is to provide ongoing support for creating educational opportunities that are equitable, accessible, and inclusive to all learners. Using the Stearns Center's Vision and Action Board, share your action plan(s) to affirm your continued participation in equitable, accessible, and inclusive teaching.
Please share your plan below.
What improvements do you hope to make, and what action(s) will you take to help them become a reality? You may sign your post or leave it anonymous.
I learned about more transparency in my course curriculum and more effective communication using the tools that are available in Bb so students are clear about their work and class expectation. As instructors, we need to figure out our own "stuff" so we can set it aside and lean into difficult conversations and emotions in the classroom. What we discuss in the classroom is important and what we DON'T discuss is also important. A refusal to engage with difficult topics is a loud statement to our students. I commit to reading my students’ work with joy and appreciation as a mentor might and with less of an orientation toward evaluating like review 2! Universal design and accessibility for all; more money for Learning Services. Hope to be more transparent with teaching and thinking about preparing for charged conversations in the classroom. I learned in a couple of sessions about language diversity and inclusiveness, and how to be more intentional about how I respond, and help students respond, to spoken and written accents or other Englishes. I appreciated Prof. Kim's concern that monolingualism is limiting, and we should deliberately appreciate multiple language backgrounds. For a small change, I'm going to start by stealing Prof. Johnson's phrase of "business casual writing" to help explicitly identify assignments or spaces where all of us will relax about the grammar and usage rules, and focus just on engaging one another, so all Englishes are included. I reject deficit models of teaching and learning and commit to asset frameworks that recognize and value the rich experiences that Mason's students bring into the classroom. There are many unspoken cultural rules in academia that are not obvious to all students. I will make those invisible rules around asking for help or writing an email to a professor more visible to all my students. Grad Life and the Writing Center both have great resources to share with students! Grad Life: https://gradlife.gmu.edu/communicating-with-your-professor-how-to-write-an-email/ Writing Center: https://d101vc9winf8ln.cloudfront.net/documents/19026/original/Sending_Email_to_Faculty_and_AdministratorsATI.pdf?1565036505 A presentation by Ariel Goldenthal about being transparent about expectations reminded me to spell out not just assignment tasks but the kind of stop-and-reflect steps that I hope students will take as learners, even if there's not a written reflection due. More transparency allows my "hidden curriculum" to be visible to all; I will build this directly in my next assignment outline.