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The questions above are just four areas in which we can make assumptions that impact students. The eCampus Center’s Worksheet for Checking Assumptions breaks these down further with more questions for consideration.
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Drawing on a wide variety of expertise, an Inclusive Course Design Checklist has been created to guide design strategies in four areas. The full checklist is meant to feed discussion among faculty and instructional designers for a thoughtful approach to inclusive design. Here, you will find a selection of elements from the full checklist to take first steps to improving inclusive design in your online courses. It is unlikely that a course will be able to meet all elements in initial design. The intent is to continuously revisit your design over time.
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When writing course content, instructions, assignments, and module introductions, follow the recommendations outlined in the Inclusive Excellence Communication Guide.
Pronoun use throughout the course should use the pronoun “they.” Use gender-neutral language in lectures, presentations, assignments, and exams. Be aware of gender used in examples.
Use inclusive language (“everyone” vs. “you guys,” “humankind” vs. “mankind,” etc.)
Avoid referencing pop culture without providing sufficient orienting context.
Related Information
Checklist of assumptions that can impact motivation, learning and performance by DiPietro, Eberly Center for Teaching Excellence, Carnegie Mellon.
Guidelines for Inclusive Learning and Teaching in High Schools and Universities by Middlemas, Spanjers, & Rubiano.
Inclusive Excellence Communication Guide by Boise State University.
Strategies to Create an Inclusive Course by Iowa State University CELT.
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