The Library, Heller School for Social Policy and Management, and Center for Teaching and Learning, Office of Diversity, Equity and Inclusion, Brandeis Counseling Center and Student Accessibility Services collaborate with faculty, staff, and student colleagues to offer events and resources that focus on inclusive teaching.
Neurodivergent Learners and Universal Design for Teaching
Brandeis colleagues can provide equitable support to all students with disabilities, even when those disabilities are less visible and affect how brains process information. Research indicates that many evidence-based “Universal Design for Learning” components offer enormous benefits for the neurodivergent students who require them as a civil rights accommodation while delivering helpful learning support for all students.
- Brandeis templates for documents, Power Point Slides and Zoom
- Brandeis University Syllabus templates
- CAST (2018). Universal Design for Learning Guidelines version 2.2
- Digital Accessibility at Brandeis
- Faculty Tips for Universal Course Design and Instuction
- Harmful ableist language awareness
- Heller 7-Day Neurodiversity Inclusion Challenge
- Making Digital Materials Accessible. (LATTE asynchronous training)
- Student Accessibility Support Fellows
- Transparent Assignment Template
- Universal Design for Learning. (CAST - Center for Applied Special Technology)
- U of Michigan: Creating inclusive college classes
- U of Washington: “DO-IT” Faculty Room
- Why you need to stop using these words and phrases
- Campbell, Fiona A. Kumari. (2008). Exploring internalized ableism using critical race theory. Disability & Society, 23(2), 151–162
- Corcoran, T., White, Julie, & Whitburn, Ben. (2015). Disability Studies Educating for Inclusion (1st ed. 2015.)
- Goodley, Dan, Liddiard, Kirsty, & Runswick-Cole, Katherine. (2018). Feeling disability: theories of affect and critical disability studies. Disability & Society, 33(2), 197–217.
- Tomlinson, Elizabeth, & Newman, Sara. (2017). Valuing Writers from a Neurodiversity Perspective: Integrating New Research on Autism Spectrum Disorder into Composition Pedagogy. Composition Studies, 45(2), 91–273.
Self-care, and Justice in Teaching
Brandeis collaborators who offer these resources include Maria Madison, Associate Dean for Equity, Inclusion and Diversity at the Heller School; Mary-Ann Winkelmes, Executive Director of the Center for Teaching and Learning; Jennifer Cannon, (UMass Amherst); Laura Hibbler, Associate University Librarian for Research & Instruction; Aretina Hamilton, Director of DEI Programming, Education Training & Development; Aparna Baskaran, Physics; Joel Cutcher-Gershenfeld, Heller School for Social Policy and Management; Carina Ray, African and African American Studies and Fine Arts; and Rajesh Sampath., Heller School.
Brandeis Employee Assistance Plan: PH:800-828-6025 (counseling, webinars, tip sheets)
Brandeis Employee Mental Health Support
Brandeis Faculty Senate’s Faculty and Staff Mutual Aid List
- Seven recommendations for helping students thrive in times of trauma | Inside Higher Ed
Wellbeing Webinar series for Brandeis employees
- Affordable and Open Educational Resources
- Brandeis Antiracism Plan (DRAFT)
- Contemplative Learning and Inquiry Across Disciplines
- Contemplative practices in higher education: powerful methods to transform teaching and learning
- Diversifying Course Materials
- Equity-Minded Teaching
- Inclusive and Antiracist Syllabus Suggestions
- Microaggressions in the Classroom (18 min video). Yolanda Flores Niemann, 2017.
- Microresistance as a Way to Respond to Microaggressions on Zoom and in Real Life. Floyd Cheung, Cynthia Ganote, and Tasha Souza. Faculty Focus (April 2021).
- Moore 21-Day Racial Equity Challenge - Educator Edition
- Provost’s Teaching Innovation Grants
- Recognizing and Responding to Microaggressions (slide deck). Renee Wells
- Transparent Assignment Framework for Students
- Transparent Equitable Learning Readiness Framework
These resources describe how Brandeis faculty and staff can support our students' success under current conditions of multiple and intersecting traumas. Contributors include Amy Scobie-Carroll, Director, Brandeis Counseling Center; Sarah Berg, Director, Prevention, Advocacy & Resource Center, Rajesh Sampath, Heller School for Social Policy and Management.
- Video clips of Amy Scobie-Carroll, Sarah Berg and Rajesh Sampath
- Brandeis Care Team
- Carello, J. (2020). Trauma-Informed Teaching & Learning Principles
- Equity-minded Teaching
- Inclusive, Antiracist Syllabus Suggestions
- Prevention, Advocacy & Resource Center Tips
- Souza, Tasha. (April 30, 2018). “Responding to Microaggressions in the Classroom: Taking ACTION.” Faculty Focus.
- Teaching about Controversial Issues: A Resource Guide (Brown University)
- Tips for Addressing Sensitive Topics and Maintaining Civility in the Classroom
- Transparent Equitable Learning Readiness Assessment for Teachers
- Transparent Equitable Learning Framework for Students (to frame a conversation with students about how to make the purposes, tasks and criteria for class activities transparent and relevant for them)
- Vanderbilt University Center for Teaching. Difficult Dialogues publication
- Warren, L. Hot Moments in the Classroom
- Kimberle Crenshaw, “What is Intersectionality?” (2 min video)
- Brandeis Center for Teaching and Learning (2020). Nine Evidence-based Teaching Practices That Combat Systemic Inequities in a Partially or Completely Online Setting
- Moore, E. 21-Day Racial Equity Habit Building Challenge: Educator Version