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SoulPancake. (2024, Jul 27). How You See Me Playlist [Video] YouTube.

• This is part of the Week 1 assignment. How does the world see YOU? Do you feel defined by your skin color, gender, or maybe even your religion? In this season, we talked with people of Arab, Asian, and Black descent, LGBTQ, Women, Men and more! Then we brought them all together to talk about issues we all face like victimhood, labels, and how to practice understanding.

Miller, P.D., Mills, M.A., & Ford, S. (2023). A systems approach to change: Putting inclusion and accessibility into practice. In R. Mancilla, & B. A. Frey (Eds.), Guide to digital accessibility: Policies, practices, and professional development (1st ed.,pp. 43-59). Routledge.

• Chapter 4 explores the conceptual design and development of Montgomery College’s (MC’s) Universal Design Center (UDC) and the role that senior leadership and a technical assistance (TA) model play in supporting the levels of use and stages of change that the MC community experiences in the development of accessible policies, procedures, and products.

Zehnder, C., Alby, C., Kleine, K., & Metzker, J. (2021). Learning that matters: A field guide to course design for transformative education. Myers Education Press.

• Read Chapter 3 (pp. 35-52) titled, “Design Matters,” to understand how using design to guide course planning can bring benefits to you and students.

National Education Association Center for Social Justice (2021, June 22). Implicit bias defined. [Video] YouTube.

• This video is part of the Week 1 lesson located in section titled, “Addressing Implicit Biases.”

Deciderata. (2016). Know your bias: Implicit bias / Rachel Sumner. [Video] YouTube.

• This video is part of the Week 1 Learning Activity.

Culturally Relevant Science (2021, Jul 26). Why is "cultural relevance" important? [Video] YouTube.

• Included in Lesson 1 content.

SoulPancake. (2024, Jul 27). Why Do Labels Matter? | How You See Me [Video] YouTube.

• This video is included in the Lesson 1 content.

Digitalgov (2019, Aug 31). An introduction to universal design for content creators [Video]. YouTube.

• This video introduces Universal Design for content creators. It includes resources, tips, and tricks for designing products and environments to be usable by all people, to the greatest extent possible, without the need for adaption or specialized design.

APB Speakers. (2020, Dec. 22). Understanding socio economic disadvantages among students - Robert Jackson [Video]. YouTube.

• This 2:00 minute video is part of the Lesson 1 content.

Test Partnership (2023, Jul 27). Age-based Diversity in the Workplace [Video]. YouTube.

• This 1:01 minute video is part of the Lesson 1 content.

Chronicle of Higher Education. (2015, Sep 3). Ask Me': What LGBTQ Students Want Their Professors to Know. [Video] YouTube.

• The federal law known as Title IX is meant to protect students from discrimination based on their gender identity. But many gay, lesbian, and transgender students say they face an array of challenges and safety issues on their campuses. The Chronicle interviewed more than a dozen of them to hear more about what keeps them from thriving in college. Watch this 11:50 min. video to watch and listen to what The Chronicle heard.

Mannheim, I., Wouters, E.J.M., Köttl, H., van Boekel, L.C., Brankaert, R., & van Zaalen, Y. (2023, September). Ageism in the discourse and practice of designing digital technology for older persons: A scoping review. The Gerontologist, 63 (7), 1188-1200. https://doi.org/10.1093/geront/gnac144

• Involving older persons in the design process of digital technology (DT) promotes the development of technologies that are appealing, beneficial, and used. However, negative discourse on aging and ageism are potential underlying factors that could influence which and how DTs are designed and how older persons are involved in the design process. This scoping review investigates the explicit and implicit manifestations of ageism in the design process of DT.

CAST. (2024). About universal design for learning.

• This webpage (CAST) explains the Universal Design for Learning (UDL) framework for improving and optimizing teaching and learning for all people based on scientific insights into how humans learn.

Gunawardena, C., Frechette, C., & Layne, L. (2018). Culturally inclusive instructional design: A framework and guide to building online wisdom communities. Routledge.

• Read Chapter 15 starting on page 215.

Berge, Z. L. (2022). Designing workplace training for generational differences: Does it matter? Merits, 2 (4), 400–407. https://doi.org/10.3390/merits2040028

• There is little to no empirical evidence that designing instruction to match individual learning styles increases learning. Similarly, the same is true when people are grouped into “generations”. If generational differences exist, the size of their effect is small and does not affect the effectiveness of training. Still, educators and trainers overwhelmingly think differentiated design based on learning styles and generational differences cause students to learn more. Read this article to find out why.

Cumming, T. M., & Rose, M. C. (2022). Exploring universal design for learning as an accessibility tool in higher education: A review of the current literature. Australian Educational Researcher, 49 (5), 1025–1043. doi:10.1007/s13384-021-00471-7

• The increasing enrollment of students with disabilities in tertiary education has driven efforts to make learning more inclusive, with Universal Design for Learning (UDL) serving as a helpful framework for creating accessible course delivery. A review of 52 articles showed strong theoretical support for UDL and high satisfaction among both students and instructors, highlighting its positive impact in tertiary education contexts, including Australia.

accessiBe Team. (2024, May 30). How to design an ADA-compliant online course: The complete guide for 2024. accessiBe.

• The information presented within this guide is aimed at website owners seeking to learn the ropes of web accessibility. Technical elements are described in layman’s terms, and, as a rule, all topics pertaining to the legalities of web accessibility are presented in as simplified a manner as possible. This guide has no legal bearing, and cannot be relied on in the case of litigation.

The Kirwan Institute for the Study of Race and Ethnicity (2016, December 14). Implicit bias in education [Video] YouTube.

• Watch this video to learn about the real-world impact of implicit bias in education.

Allen, B. J. (2019, Sep 26). Implicit bias matters: Thinking under the influence (T.U.I.). [Video] YouTube.

• Watch this 3:58 min. video to learn how and why you can manage implicit bias by catching yourself T.U.I. (Thinking Under the Influence).

Asio, J. M. R., Gadia, E. D., Abarintos, E. C., Paguio, D. P., & Balce, M. (2021). Internet connection and learning device availability of college students: basis for institutionalizing flexible learning in the new normal. Online Submission, 2 (1), 56–69.

• This study evaluated students' access to internet and learning devices at home during the pandemic, using an online survey with 2,894 respondents from a higher education institution in Central Luzon, Philippines. Results showed that 70% of students had internet access, and smartphones were the most commonly available learning devices, supporting the feasibility of implementing a flexible learning plan.

Zehnder, C., Alby, C., Kleine, K., & Metzker, J. (2021). Learning that matters: A field guide to course design for transformative education. Myers Education Press.

• Read Chapter 9 (pp. 171-187) titled, “Supporting Students,” if you currently work, or aspire to work, in an educational environment to examine some assumptions you may have about why students do or don’t do well in class and how those assumptions may be impacting how you perceive their performance.

Delima, D. G. (2019). Making a case for a funds of knowledge approach to teaching and learning for first-generation college students. College Teaching, 67 (4), 205–209. https://doi.org/10.1080/87567555.2019.1630355

• First-generation college (FGC) students compose nearly a third of the total student population in most four-year higher education institutions in the United States. Yet they graduate in drastically lower rates than their non-first-generation peers. To understand how these students can persist with their college learning, faculty need to reconceptualize the framework of how they teach toward these students' learning of subject matter.

Watson, J.H., Perkins, A., & Rockinson-Szapkiw, A.J.. (2024). Predicting special educators’ use of assistive technology in virtual & hybrid learning environments. TechTrends: Linking Research and Practice to Improve Learning, 68 (2), 370–379. https://doi.org/10.1007/s11528-024-00932-7

• This predictive correlational study investigated to what extent, if at all, the constructs of the Unified Theory of Acceptance and Use of Technology (UTAUT) predicted special educators' use of assistive technology (AT) in virtual and hybrid settings during the COVID-19 pandemic.

Zhao, F., & Mayer, R. E. (2023). Role of emotional tone and gender of computer-generated voices in multimedia lessons. Educational Technology Research and Development, 71 (4), 1449–1469. https://doi.org/10.1007/s11423-023-10228-x

• Read this article to learn about a two-experiment study that explored how the emotional tone (happy or sad) and gender (male or female) of the instructor's computer-generated voice in a multimedia lesson affected learning processes and outcomes for female learners (Experiment 1) and male learners (Experiment 2).

Araujo Dawson, B., Kilgore, W., & Rawcliffe, R. M. (2022). Strategies for creating inclusive learning environments through a social justice lens. Journal of Educational Research and Practice, 12, 3–27.

• As higher education becomes more racially and ethnically diverse, there is an increasing need for instructional design and teaching approaches that are culturally inclusive, particularly in online learning environments. This article highlights the importance of using frameworks like the Community of Inquiry (CoI) and culturally inclusive pedagogy to ensure equitable and holistic online learning experiences for BIPOC (Black, Indigenous, and People of Color) students.

Caprette, H. (2023). Technology tools to promote digital accessibility (pp. 185-196). In R. Mancilla, & B. A. Frey. (Eds). Guide to Digital Accessibility: Policies, Practices, and Professional Development: 1st Ed. Routledge.

• Read Ch. 15 – chapter presents technology tools that faculty and staff can use to author and assess instructional content for accessibility.

Capp, M. J. (2017). The effectiveness of universal design for learning: A meta-analysis of literature between 2013 and 2016. International Journal of Inclusive Education, 21 (8), 791–807. https://doi.org/10.1080/13603116.2017.1325074

• The meta-analysis on Universal Design for Learning (UDL) suggests that it is an effective teaching methodology for enhancing the learning process for all students in diverse classrooms. However, the study indicates that while UDL improves the learning process, its impact on specific educational outcomes has not yet been conclusively demonstrated.

Aronson, B., & Laughter, J. (2016). The theory and practice of culturally relevant education: A synthesis of research across content areas. Review of Educational Research, 86 (1), 163–206.

• Although many educators have embraced culturally relevant education (CRE), its integration into educational reforms has been limited due to standardized curricula and testing. This synthesis reviews research linking CRE to positive student outcomes, aiming to serve as a resource for stakeholders interested in shifting education debates away from neoliberal individualism.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32 (3), 465–491. https://doi.org/10.2307/1163320

• The article critiques the limited focus on pedagogy within discussions on education reform, particularly concerning teacher education, equity, and diversity. It proposes a culturally relevant theory of education by integrating both microanalytic and macroanalytic perspectives, using the teaching practices of exemplary African-American educators as a foundation for defining and understanding culturally relevant pedagogy.

Learn to Flourish (2018, Dec. 1). Understanding Your Audience Learner Personas [Video] YouTube.

• Watch this video explanation of a learner persona. A Learner Persona is a fictional representation of your target learner. It’s not a reflection of a single person, but rather a combination of people in your target audience, and helps to connect more deeply with the types of people you are designing for.

Daniels, J. R., & Geiger, T. J. (2010). Universal design and LGBTQ (lesbian, gay, transgender, bisexual, and queer) issues: creating equal access and opportunities for success. In Online Submission. Paper presented at the Annual Meeting of the Association for the Study of Higher Education (Nov 19, 2010).

• The authors extend the ideals set forth by the universal design (UD) framework seeking to include the unique needs of students in the lesbian, gay, bisexual, transgender, and queer (LGBTQ) community.

Liu, Y. (2024). Using AI technology to create an inclusive environment for diverse online learners. In L. Kyei-Blankson, J. Keengwe, & E. Ntuli. (Eds), Designing equitable and accessible online learning environments (pp. 105-131). Information Science Reference.

• Read Chapter 6 to explore various strategies and considerations for implementing inclusive design principles using AI technology to create online learning environments in three areas: 1) learner-centered course design, 2) building sense of community and sense of self-belonging in online course, and 3) strategically integrating AI technology to enhance the quality of online education.

Novak, K. (2021, Jan 8). What is UDL? Universal design for learning explained. [Video]. YouTube.

• Watch this 3:21 minute video to understand the difference between UDL and differentiated instruction.