Incorporate Inclusive Pedagogies

WatSEE-aligned Actions

  • Articulate the digital technology, learning components, and course format needed to meet the academic and engagement expectations and essential requirements of the course
  • Provide details of assessments at the beginning of the course and identify how they connect to essential course requirements
  • Incorporate a variety of flexible ways within a term for students to participate, interact with course material, and demonstrate knowledge
  • Give all students time to learn and practice digital technologies before they must use them in learning
  • Identify opportunities for curriculum co-creation (e.g. provide students opportunities to discuss and refine the content of course activities, assignments and/or grading rubrics)
  • Employ trauma-informed pedagogical strategies, such as:
    • Understand that students notably vary in their life experiences and that trauma (one-time, ongoing, or generational) impacts their learning and behaviour
    • Provide a transparent course outline regarding instructional decision-making
    • Promote safety by fostering healthy relationships with students and among students
    • Ensure students know what to expect regarding upcoming difficult content and provide on- and off-ramps to potentially disturbing material (e.g., give students voice and choice where possible regarding participation and assessment)
    • Discuss how language in historical documents, media, and materials may not reflect how we view and describe ideas now
  • Reflect in course design and practices that an academic accommodation is a legal responsibility, not a favour, it removes barriers that exclude students, and it does not reduce rigour or academic integrity
  • Use the Postsecondary Course Accessibility Guide to review and improve accessibility in your course pertaining to:
    • Course outline: instruction and assessment formats, processes and policies, and essential requirements
    • Course organization and navigation: LEARN setup of modules and assessments
    • Course materials: instructor-created course content (e.g., lecture slides) and other source content (e.g., textbooks), assessments and learning activities, and educational technologies
    • Communication barriers
    • Physical learning space barriers