Please use this identifier to cite or link to this item: https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1448
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dc.contributor.authorFlynn, Alison-
dc.contributor.authorKerr, Jeremy-
dc.date.accessioned2022-06-10T19:35:43Z-
dc.date.available2022-06-10T19:35:43Z-
dc.date.issued2022-02-28-
dc.identifier.urihttps://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1448-
dc.description.sponsorshipThis project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy.en_US
dc.description.tableofcontentsI. Preparing for a More Inclusive Course-
dc.description.tableofcontents1. Introduction-
dc.description.tableofcontents2. The Syllabus-
dc.description.tableofcontents3. Academic Accommodations-
dc.description.tableofcontents4. Course Content and Classes-
dc.description.tableofcontents5. Other Course Elements: Student/office hours, tutorials-
dc.description.tableofcontents6. Assessments-
dc.description.tableofcontents7. Designing a Course from Scratch-
dc.language.isoengen_US
dc.publisherUniversity of Ottawaen_US
dc.relation.isformatofhttps://ecampusontario.pressbooks.pub/inclusiveeducation/en_US
dc.rightsCC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/en_US
dc.subjectEquityen_US
dc.subjectDiversityen_US
dc.subjectInclusionen_US
dc.titlePreparing for a More Inclusive Course : Teaching to Promote Inclusion and Celebrate Diversityen_US
dc.typeBooken_US
dcterms.accessRightsOpen Accessen_US
dcterms.accessRightsOpen Access-
dcterms.educationLevelCollegeen_US
dcterms.educationLevelUniversity - Undergraduateen_US
dcterms.educationLevelUniversity - Graduate & Post-Graduateen_US
dcterms.educationLevelAdult and Continuing Educationen_US
dc.rights.holderUniversity of Ottawaen_US
ecO-OER.AdoptedNoen_US
ecO-OER.AncillaryMaterialNoen_US
ecO-OER.InstitutionalAffiliationUniversity of Ottawaen_US
ecO-OER.ISNI0000 0001 2182 2255en_US
ecO-OER.ReviewedNoen_US
ecO-OER.AccessibilityStatementNoen_US
ecO-OER.ORCID0000-0002-3972-7560en_US
ecO-OER.ORCID0000-0002-9240-1287en_US
lrmi.learningResourceTypeInstructional Objecten_US
lrmi.learningResourceTypeInstructional Object - Teaching/Learning Strategyen_US
lrmi.learningResourceTypeLearning Resourceen_US
lrmi.learningResourceTypeLearning Resource - Textbooken_US
lrmi.learningResourceTypeLearning Resource - Booken_US
ecO-OER.POD.compatibleNoen_US
dc.description.abstractThe premise of inclusion should be thoroughly uncontroversial. The job of professors, instructors, and educators of all kinds is to offer each student in their classes the same opportunities to learn and expand their horizons. It is part of the basic definition of what it means to do this job. That educators want all their students to succeed is axiomatic, particularly those who are interested in reading a book of this kind. Nevertheless, the challenges of learning can differ enormously among individuals, and many of those challenges align with their identities, cultural backgrounds, privileges, and capacities. None of these characteristics predicts talent in any discipline. Yet, student success nevertheless correlates with individual characteristics [Caballero et al. 2007, Wei et al. 2018]. In other words, characteristics do not predict talent, but characteristics do relate to success. The inclusion gap is the space between talent and success, and it is created, in part, by obstacles to inclusion that we hope this resource might help reduce. While the idea of inclusion - what we refer to as "inclusion by default" - ought to be obvious, achieving an inclusive learning environment can be challenging. Failures to account for diversity in learning environments can  lead to systemic exclusion of students for reasons that are unrelated to their ability, effort, or ambition. This outcome is the antithesis of what educators aim to achieve. As authors of this resource, we recognize that we carry our own biases, learned from lifetimes of living in society. Our shared aspiration to eliminate prejudice cannot heal the lived (and sometimes life-altering) experiences of our students and colleagues in being singled out, called out, or labelled because of their identities. A university course cannot wash away such things either. But it is imperative that university courses should never be places where such exclusion is perpetuated. So, the fundamental goal of this book is to suggest ways to do better using a framework that aligns with fairly common approaches to conceiving, designing, and teaching a university-level course. Perfection, which is subjective in this context in any event, should not be the enemy of progress. As instructors, we are uniquely positioned to make a positive difference in students' lives and careers. It's worth it.en_US
dc.subject.otherSupport Resourcesen_US
dc.subject.otherSupport Resources - Educator Developmenten_US
dc.subject.otherSupport Resources - Open Educationen_US
ecO-OER.VLS.projectIDOTTA-718en_US
ecO-OER.VLS.CategoryDigital Content - Create a New Open Educational Resource (OER)en_US
ecO-OER.VLSYesen_US
ecO-OER.CVLPNoen_US
ecO-OER.ItemTypeInstructional Objecten_US
ecO-OER.ItemTypeLearning Resourceen_US
ecO-OER.ItemTypeTextbooken_US
ecO-OER.MediaFormateBooken_US
ecO-OER.MediaFormatHTML/XMLen_US
ecO-OER.MediaFormatPDFen_US
ecO-OER.VLS.cvlpSupportedNoen_US
Appears in Collections:Ontario OER Collection
VLS Collection



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