Titlebook: Diversity in Higher Education Remote Learning; A Practical Guide Paula K. Davis,Ellen R. Cohn,Jerome C. Branche Book 2023 The Editor(s) (if

TAP

慢跑

Ye Dong,Heike Sch?nzel,Claire Liu times,?unprecedented measures were taken by coalitions of justice-minded students, faculty, and community members who stood together and dared to do something?novel, imaginative, and experimental.?A petition and proposal penned by a Pitt student?swiftly led to the formation of a faculty committee a

自然環(huán)境

Anne K?chling,Sabrina Seeler,Albert Postmaduring an initial crisis and beyond. This chapter outlines the distinction between emergency and stabilized forms of remote teaching and shares how a recognition of modality has implications for proactive planning of inclusive teaching practice in remote environments. It offers care-centered inclusi

恃強(qiáng)凌弱

Pcos971

Philippe Millet,Guilaume Bernard,Paul Breletm providing more traditional faculty development services to supporting approximately 5000 faculty transitioning to emergency remote teaching (ERT). As the university acclimated to new modes of instructional delivery, it became clear that, in addition to the technological challenges of ERT, students

彩色

躲債

Philippe Millet,Guilaume Bernard,Paul Breletg those with disabilities. This chapter introduces a repertoire of proactive course development practices faculty can use to author accessible documents, images, and multimedia. Each strategy is accompanied by a description and example for easy implementation. The chapter further presents accessibil

CLOUT

https://doi.org/10.1057/9780230590403 of equal opportunity, where everyone has equal chances to get ahead. But a recognition of institutional racism, sexism, and heterosexism has challenged us to rethink that always-was-wrong notion. But do we reduce barriers to BIPOC (Black, Brown, Biracial and Indigenous People of Color) students and