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<h2 class="hd hd-2 unit-title">This Course on Open Learning Library</h2>
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<p style="font-size: 16px;">In this version of<em> Inclusive Teaching Module</em> on MIT Open Learning Library :</p>
<ul>
<li>No certificates can be earned on Open Learning Library</li>
<li>Runs as ‘self-paced’ and all dates mentioned within are irrelevant</li>
<li>Some assessment material may have been removed and grading adjusted accordingly</li>
<li>Any discussion forums have been removed</li>
<li>All assessments have been set to unlimited attempts</li>
<li>Some course content may have been removed</li>
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<h2 class="hd hd-2 unit-title">Welcome to the Inclusive Teaching Module</h2>
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<p><a href="/assets/courseware/v1/fc4fdf2ee79569257bf0d58f41f9dc91/asset-v1:MITx+7.InT+2021_Fall+type@asset+block/1Welcome_D1V4_230701.srt" target="_blank">Downloadable Transcript: Welcome to the Inclusive Teaching Module</a></p>
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<h3>Getting to Know You</h3>
<p>We are interested in learning more about who uses this online course. Please answer the following short survey that describes how you are using this module. </p>
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<p><iframe src="https://mit.co1.qualtrics.com/jfe/form/SV_eS9LrBiP25ErpVc" height="800px" width="100%"></iframe></p>
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<h2 class="hd hd-2 unit-title">Introduction to the Module</h2>
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<h3>What is Inclusive Teaching? </h3>
<p>In general, we use the phrase “inclusive teaching” to refer to a collection of approaches that both invites and enables people (e.g., students, instructors, mentees, mentors, tutors, etc.) that embody diverse identities to successfully learn together. This learning can happen in a variety of formal and informal learning environments and is not limited to traditional classroom instruction. Although we will focus on learning contexts in higher education in this module, the skills you practice here are translational to other environments and contexts. </p>
<p>Before engaging with the activities of this online module, we think it would be helpful to present a framework for how we think about creating and maintaining inclusive learning environments. We focus on 5 main themes of inclusive practices in this module. We see these themes of inclusive teaching also as processes that are situated within an instructional setting that occur within and between individuals and groups. </p>
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<h3>Demonstrating respect and empathy for the whole student</h3>
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<p>Like any good relationship, mutual respect and understanding is vital to interpersonal educational dynamics. Sometimes, we make assumptions and only see our students as filling a role in a classroom because it takes more energy and emotional investment to get to know our students as people. However, through the exercises in this module we hope to challenge those assumptions and invite you to extend kindness, understanding, and appreciation. This process takes place between the instructor and each of their individual students and ideally flows in both directions. </p>
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<h3>Encouraging autonomy and self-efficacy</h3>
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<p>By helping our students make educational decisions that are consistent with their values and instilling in them a belief that they can succeed, they can become empowered in their educational journey. This work happens by creating an environment where students can exercise choice and take responsibility for their learning, which ultimately leads to an internal process where each student develops self-efficacy. </p>
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<h3>Valuing open communication and transparent policies</h3>
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<p>The cliche “honesty is the best policy” has a truth to it! By communicating with our students clearly and effectively, we can share a mutual understanding of not only what is expected when and how, but why. By engaging in open, transparent communication, we also demonstrate respect and encourage autonomy. This process is best conceptualized as a coordination between the instructor and student collective. </p>
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<h3>Fostering belonging and personal connections</h3>
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<p>Think back on the best educational experiences you have had. Chances are you made some kind of personal connection to the material, your peers, or instructor. When we feel like we truly belong to a group, like as scientists, researchers, academics, or artists- we are more likely to persist in that group and make meaning out of our experiences. This process helps grow the network of our student’s into a community where they feel at home. </p>
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<h3>Centering growth, accessibility, and flexibility</h3>
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<p>To focus on the development of yourself as an educator and on your students’ development as the people they wish to be is to embrace a growth mindset. We all have something to learn, so remaining amenable to change both big and small is important to adapt and adjust to the unpredictability of life. To help with that uncertainty, we must also tirelessly work to ensure that access - to educational content, instructor empathy, resources, and more - is preserved. This process is a way in which all the other relationships are maintained over time. It is necessary for an inclusive learning environment, but is not sufficient by itself. </p>
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<h3>Observations about Relationships and Themes</h3>
<p>We want to point out two important observations about this framework of themes and their relationships to each other. </p>
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<p><img height="600" width="600" src="/assets/courseware/v1/cecbda3ad39a2ea20bd58cebefced231/asset-v1:MITx+7.InT+2021_Fall+type@asset+block/framework_icons-06.png" alt="A depiction of how the different themes of inclusive teaching relate to one another in a teaching context. Respect and empathy flow in both directions between the instructor and individual students. Autonomy and self-efficacy is an internal process within each individual. Open communication and transparent policies are directed from the instructor to the students as a collective. Belonging connects all of the students together. Accessibility, flexibility, and growth maintain all of these other processes over time." style="display: block; margin-left: auto; margin-right: auto;" /></p>
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<li><strong>All of these processes are directly or indirectly related to the instructor’s actions</strong>. It comes to no surprise that the instructor holds a lot of power in educational settings. They determine the content, format, policies, and set the tone for all interactions within the classroom. However, this power is not unlimited. Students live full lives within and outside the classroom with their own set of goals, motivations, and actions. The question that we will pose to instructors here, like those in other privileged positions, is- how will you use this power to create and maintain an environment where all your students can succeed?</li>
<li><strong>Humility is the key to reducing tension</strong>. Remembering that we all have things to learn because we have limitations can be the antidote to when tensions crop up in these relationships. If we can stay humble, remember we are learning too, and acknowledge as such, we touch upon all 5 themes of inclusive teaching at once. Acknowledging that we are trying (and sometimes failing) shows respect for students, models a growth mindset that embodies self-efficacy, enacts clear communication, and builds rapport. </li>
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<h2 class="hd hd-2 unit-title">Goals and Objectives</h2>
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<table class="chart" summary="A list of what this module is and what it is not." label="Two columns. The first column lists what this module is and the second column lists what it is not."><caption>
<h4 style="text-align: center;"><strong>What the Inclusive Teaching Module Is (and Is Not)</strong></h4>
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<tr><th scope="col" style="text-align: center; border: 1px solid black;" width="100"><b>What the Inclusive Teaching Module Is</b></th><th scope="col" style="text-align: center; border: 1px solid black;" width="100"><b>What the Inclusive Teaching Module Is NOT</b></th></tr>
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<td style="text-align: center; border: 1px solid black;">a part of a multifaceted approach to promoting diversity, equity, and inclusion</td>
<td style="text-align: center; border: 1px solid black;">a replacement for ongoing work in diversity, equity, and inclusion</td>
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<td style="text-align: center; border: 1px solid black;">a place to reflect on how your identity impacts your teaching and learning</td>
<td style="text-align: center; border: 1px solid black;">something to click through just to complete</td>
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<td style="text-align: center; border: 1px solid black;">an opportunity to explore strategies for inclusive teaching</td>
<td style="text-align: center; border: 1px solid black;">a comprehensive list of every inclusive strategy</td>
</tr>
<tr>
<td style="text-align: center; border: 1px solid black;">a structured way to practice reflection as it relates to your teaching practice</td>
<td style="text-align: center; border: 1px solid black;">a prescriptive “how-to” for challenges related to inclusive teaching</td>
</tr>
<tr>
<td style="text-align: center; border: 1px solid black;">a dynamic resource that evolves over time with emerging best practices</td>
<td style="text-align: center; border: 1px solid black;">a static and infallible resource</td>
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<td style="text-align: center; border: 1px solid black;">for anyone who engages with teaching</td>
<td style="text-align: center; border: 1px solid black;">only for specific department, positions, or institutions</td>
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<p></p>
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<h3>Goals of the Inclusive Teaching Module</h3>
<p>Our goals for you are to:</p>
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<ul>
<li>appreciate why building an inclusive environment promotes positive educational experiences for instructors and students, </li>
<li>foster a reflective teaching style,</li>
<li>empathize with how intersectional identities can inform experiences in education, and</li>
<li>develop tools and strategies for implementing inclusive practices. </li>
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<h3>Objectives of the Inclusive Teaching Module</h3>
<p>By the end of the module, you should be able to:</p>
<ul>
<ul>
<li>articulate the multiple identities you hold,</li>
<li>identify how different teaching practices can be received by diverse audiences,</li>
<li>assess strategies that promote inclusivity, and</li>
<li>create an action plan to enhance inclusivity in your classroom.</li>
</ul>
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<h3>Open Learning Library Accounts and Course Access</h3>
<p>Open Learning Library courses can be accessed without creating an account. However, if you do create an account, you will be able to return to this course whenever you like <strong>and</strong> see your responses. We have many places throughout the course for you to reflect and make connections to the material. For that reason, if having a "digital notebook" is important to you, we encourage you to create an account. </p>
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<p>We understand that folks may have different motivations and goals for participating in this online module than the ones we used to guide its design. In 2 sentences or less, describe what you want to get out of engaging with this material.</p>
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<h2 class="hd hd-2 unit-title">The Importance of Grounding</h2>
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<h3>The Importance of Grounding</h3>
<p>During this module we ask you to think about your identity construction and critically reflect on teaching practices you may have tried. Sometimes these kinds of reflections can be emotionally activating, which can lead us to become dysregulated and lose sight of what we are doing. We ask that if you find yourself feeling dysregulated, take a moment to connect yourself to your physical body. This type of self-regulation is called grounding.</p>
<p>One such grounding strategy is square or boxed breathing. Try this by:</p>
<ul>
<li>inhaling for 3 seconds,</li>
<li>holding your breath for 3 seconds,</li>
<li>exhaling for 3 seconds, and</li>
<li>holding again before your next breath for 3 seconds.</li>
</ul>
<p>Try closing your eyes and counting or sync your breathing to the following gif we created.</p>
<p></p>
<p><img height="600" width="600" src="/assets/courseware/v1/6b8df131c8c27c77b07292ae8341aeff/asset-v1:MITx+7.InT+2021_Fall+type@asset+block/breathing-plant.gif" alt="A gif of a plant opening and closing its leaves is shown to regulate and sync your breathing." /></p>
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<h3>Acknowledgements and Development Story</h3>
<p>We think it is important to acknowledge the people and organizations that made this online module possible. The time and effort that is required to push forward diversity, equity, and inclusion work too often goes unrecognized. Here we highlight a few influential people within this module's development story. </p>
<p><strong>Cathy L. Drennan</strong> is a professor of biology and chemistry at the Massachusetts Institute of Technology, and a professor and investigator with the Howard Hughes Medical Institute. Professor Drennan strives to capture structural snapshots of metalloenzymes to understand how the combination of metal with protein allows for novel reactivity. She is known for going beyond the single image of one enzyme from one organism to elucidate structures of entire enzyme pathways and to capture multiple snapshots of enzymes as they proceed through their reaction cycles. She is a “molecular storyteller” with the goal of bringing to life the results of structural biology research. This humanizing approach to biology and chemistry also informs Professor Drennan’s development of educational resources. <a href="https://drennan.mit.edu/education/education-related-projects/" target="_blank">These projects </a>aim to help students recognize the underlying chemical principles in biology and medicine, motivate and inspire a diverse group of undergraduates, and equip current graduate student teaching assistants to be the next generation of teacher scholars.</p>
<p><strong>Darcy G. Gordon</strong> is an Instructor of Blended & Online Learning Initiatives in the Department of Biology (and former postdoctoral associate), where she collaborates with faculty to make teaching and learning more effective through the use of technology, as well as develop Massive Open Online Courses. In this role Dr. Gordon leverages her pedagogical and scientific expertise to foster authentic in-person, hybrid, and online learning experiences. Inspired by the transformative power of education in her own life, she carries a deep passion for making education more accessible and equitable for all. </p>
<p><strong>Development Story:</strong> Dr. Gordon co-founded and co-led the postdoctoral LGBTQ+ interest group, <a href="https://qtphds.mit.edu/" target="_blank">qtPhDs</a>, along with former MIT Department of Material Science and Engineering postdoctoral associate, Dr. David S. Bergsman. Together they designed a three hour in-person inclusive teaching workshop to enhance the pedagogical training of MIT’s postdoctoral population. This in-person workshop was funded by the Committee on Race and Diversity and School of Science Quality of Life grants and was held multiple times in August 2019 and January 2020, before it was adapted to a virtual setting for additional workshops serving the greater MIT community. An MITx Express Exploration Grant awarded in December 2019, with Professor Drennan as the faculty sponsor, enabled this workshop to be transformed into an asynchronous online learning experience through the efforts of the <a href="https://web.mit.edu/mitxbio/" target="_blank">MITx Biology</a> group. Since then many MIT community members across the institute have helped us shape this module by providing thoughtful feedback. Creating equitable spaces in education requires community effort, and we try to embody that spirit in the development of these materials as well. </p>
<p></p>
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<h3>Facilitation Guide</h3>
<p>For those of you who wish to use this online course to facilitate a blended workshop, we put together <a href="/assets/courseware/v1/f20cbb4a0edb9a8a02370883c2473941/asset-v1:MITx+7.InT+2021_Fall+type@asset+block/Blended_Inclusive_Teaching_Workshop_Facilitation_Guide.pdf" target="_blank">this facilitation guide</a>. You can also find more information about facilitating a workshop using these open education materials in the <a href="/courses/course-v1:MITx+7.InT+2021_Fall/jump_to_id/7833bd82127243e9a5e9a5871edd53df" target="_blank">Facilitation Guide and Appendix section of the course.</a> </p>
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