Fostering equity, diversity, and inclusion in large, first‐year classes: Using reflective practice questions to promote universal design for learning in ecology and evolution lessons

Abstract Instructors can deliberately design for equity, diversity, and inclusion, including for large first‐year classes, and now instructors have added challenges given COVID‐19. Our paper explores the question: How do we integrate equity, diversity, and inclusion and universal design for learning...

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Main Authors:	Laura Super, Analise Hofmann, Connie Leung, Mabel Ho, Emma Harrower, Najah Adreak, Zohreh Rezaie Manesh
Format:	Article
Language:	English
Published:	Wiley 2021-04-01
Series:	Ecology and Evolution
Subjects:	diversity and inclusion equity reflective practice universal design for learning
Online Access:	https://doi.org/10.1002/ece3.6960

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spelling	doaj-04e6367e22d4484080fd7443a29a222d2021-04-20T16:20:52ZengWileyEcology and Evolution2045-77582021-04-011183464347210.1002/ece3.6960Fostering equity, diversity, and inclusion in large, first‐year classes: Using reflective practice questions to promote universal design for learning in ecology and evolution lessonsLaura Super0Analise Hofmann1Connie Leung2Mabel Ho3Emma Harrower4Najah Adreak5Zohreh Rezaie Manesh6Forest and Conservation Sciences The University of British Columbia Vancouver BC CanadaCellular and Physiological Sciences The University of British Columbia Vancouver BC CanadaCellular and Physiological Sciences The University of British Columbia Vancouver BC CanadaCurriculum Developer Dalhousie University Halifax NS CanadaVancouver BC CanadaSurgery Department Faculty of Medicine The University of British Columbia Vancouver BC CanadaForest and Conservation Sciences The University of British Columbia Vancouver BC CanadaAbstract Instructors can deliberately design for equity, diversity, and inclusion, including for large first‐year classes, and now instructors have added challenges given COVID‐19. Our paper explores the question: How do we integrate equity, diversity, and inclusion and universal design for learning (UDL) into first‐year, undergraduate ecology and evolution introductory lessons given the COVID‐19 pandemic? Given the large field exploring equity, diversity, and inclusion, we chose to focus on developing reflective practice question rubrics for before, during, and after lessons to encourage UDL for instructors, teaching assistants, and learners. We conducted a focus group within our team and discussed ideas related to online learning, including related pitfalls and solutions. Lastly, we created a figure to illustrate ideas and end with a general discussion. Our reflective practice questions for UDL rubrics, figure, focus group, and discussion aim to increase positive action for equity, diversity, and inclusion in the classroom and beyond.https://doi.org/10.1002/ece3.6960diversity and inclusionequityreflective practiceuniversal design for learning
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Laura Super Analise Hofmann Connie Leung Mabel Ho Emma Harrower Najah Adreak Zohreh Rezaie Manesh
spellingShingle	Laura Super Analise Hofmann Connie Leung Mabel Ho Emma Harrower Najah Adreak Zohreh Rezaie Manesh Fostering equity, diversity, and inclusion in large, first‐year classes: Using reflective practice questions to promote universal design for learning in ecology and evolution lessons Ecology and Evolution diversity and inclusion equity reflective practice universal design for learning
author_facet	Laura Super Analise Hofmann Connie Leung Mabel Ho Emma Harrower Najah Adreak Zohreh Rezaie Manesh
author_sort	Laura Super
title	Fostering equity, diversity, and inclusion in large, first‐year classes: Using reflective practice questions to promote universal design for learning in ecology and evolution lessons
title_short	Fostering equity, diversity, and inclusion in large, first‐year classes: Using reflective practice questions to promote universal design for learning in ecology and evolution lessons
title_full	Fostering equity, diversity, and inclusion in large, first‐year classes: Using reflective practice questions to promote universal design for learning in ecology and evolution lessons
title_fullStr	Fostering equity, diversity, and inclusion in large, first‐year classes: Using reflective practice questions to promote universal design for learning in ecology and evolution lessons
title_full_unstemmed	Fostering equity, diversity, and inclusion in large, first‐year classes: Using reflective practice questions to promote universal design for learning in ecology and evolution lessons
title_sort	fostering equity, diversity, and inclusion in large, first‐year classes: using reflective practice questions to promote universal design for learning in ecology and evolution lessons
publisher	Wiley
series	Ecology and Evolution
issn	2045-7758
publishDate	2021-04-01
description	Abstract Instructors can deliberately design for equity, diversity, and inclusion, including for large first‐year classes, and now instructors have added challenges given COVID‐19. Our paper explores the question: How do we integrate equity, diversity, and inclusion and universal design for learning (UDL) into first‐year, undergraduate ecology and evolution introductory lessons given the COVID‐19 pandemic? Given the large field exploring equity, diversity, and inclusion, we chose to focus on developing reflective practice question rubrics for before, during, and after lessons to encourage UDL for instructors, teaching assistants, and learners. We conducted a focus group within our team and discussed ideas related to online learning, including related pitfalls and solutions. Lastly, we created a figure to illustrate ideas and end with a general discussion. Our reflective practice questions for UDL rubrics, figure, focus group, and discussion aim to increase positive action for equity, diversity, and inclusion in the classroom and beyond.
topic	diversity and inclusion equity reflective practice universal design for learning
url	https://doi.org/10.1002/ece3.6960
work_keys_str_mv	AT laurasuper fosteringequitydiversityandinclusioninlargefirstyearclassesusingreflectivepracticequestionstopromoteuniversaldesignforlearninginecologyandevolutionlessons AT analisehofmann fosteringequitydiversityandinclusioninlargefirstyearclassesusingreflectivepracticequestionstopromoteuniversaldesignforlearninginecologyandevolutionlessons AT connieleung fosteringequitydiversityandinclusioninlargefirstyearclassesusingreflectivepracticequestionstopromoteuniversaldesignforlearninginecologyandevolutionlessons AT mabelho fosteringequitydiversityandinclusioninlargefirstyearclassesusingreflectivepracticequestionstopromoteuniversaldesignforlearninginecologyandevolutionlessons AT emmaharrower fosteringequitydiversityandinclusioninlargefirstyearclassesusingreflectivepracticequestionstopromoteuniversaldesignforlearninginecologyandevolutionlessons AT najahadreak fosteringequitydiversityandinclusioninlargefirstyearclassesusingreflectivepracticequestionstopromoteuniversaldesignforlearninginecologyandevolutionlessons AT zohrehrezaiemanesh fosteringequitydiversityandinclusioninlargefirstyearclassesusingreflectivepracticequestionstopromoteuniversaldesignforlearninginecologyandevolutionlessons
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Fostering equity, diversity, and inclusion in large, first‐year classes: Using reflective practice questions to promote universal design for learning in ecology and evolution lessons

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