From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond

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dc.creatorHarris, Breanna N. (TTU)
dc.creatorMcCarthy, Pumtiwitt C.
dc.creatorWright, April M.
dc.creatorSchutz, Heidi
dc.creatorBoersma, Kate S.
dc.creatorShepherd, Stephanie L.
dc.creatorManning, Lathiena A.
dc.creatorMalisch, Jessica L.
dc.creatorEllington, Roni M.
dc.date.accessioned2023-04-10T14:16:04Z
dc.date.available2023-04-10T14:16:04Z
dc.date.issued2020
dc.description© 2020 The Authors. Ecology and Evolution published by John Wiley & Sons Ltd. cc-by
dc.description.abstractThe rapid shift to online teaching in spring 2020 meant most of us were teaching in panic mode. As we move forward with course planning for fall and beyond, we can invest more time and energy into improving the online experience for our students. We advocate that instructors use inclusive teaching practices, specifically through active learning, in their online classes. Incorporating pedagogical practices that work to maximize active and inclusive teaching concepts will be beneficial for all students, and especially those from minoritized or underserved groups. Like many STEM fields, Ecology and Evolution shows achievement gaps and faces a leaky pipeline issue for students from groups traditionally underserved in science. Making online classes both active and inclusive will aid student learning and will also help students feel more connected to their learning, their peers, and their campus. This approach will likely help with performance, retention, and persistence of students. In this paper, we offer broadly applicable strategies and techniques that weave together active and inclusive teaching practices. We challenge instructors to commit to making small changes as a first step to more inclusive teaching in ecology and evolutionary biology courses.
dc.identifier.citationHarris, B.N., McCarthy, P.C., Wright, A.M., Schutz, H., Boersma, K.S., Shepherd, S.L., Manning, L.A., Malisch, J.L., & Ellington, R.M.. 2020. From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond. Ecology and Evolution, 10(22). https://doi.org/10.1002/ece3.6915
dc.identifier.urihttps://doi.org/10.1002/ece3.6915
dc.identifier.urihttps://hdl.handle.net/2346/92649
dc.language.isoeng
dc.subjectactive learning
dc.subjectculturally responsive
dc.subjectequity
dc.subjectinclusive teaching
dc.subjecttrauma-informed
dc.subjectUDL
dc.titleFrom panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond
dc.typeArticle

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