What You'll Learn
- How is equity defined?
- What is the intergroup dialogue model?
- What does research about productive intergroup dialogues reveal?
- What are the best practices to increase equity in online teaching?
- How can you minimize equity issues relating to technology access?
- What specific skills from intergroup dialogues can you infuse in your classes?
Training Overview
COVID-19: How to Make Online Teaching Equitable in Higher Ed
During the COVID-19 pandemic, many college and university classes will be held online for the foreseeable future. With an international reckoning of institutionalized racism, educators must ensure they teach these courses in an equitable and justice-oriented manner.
Mastering the technological skills required for online teaching is only the first step. You also need to adapt your content and delivery to center equity and justice.
You can use intergroup dialogue to talk about social justice, power, and oppression with people who have differing views on these issues. This process asks participants to:
- Critically examine social practices of privilege and oppression
- Reflect on what they learn
- Act in socially just ways in their everyday lives
By mastering and applying equitable content development and teaching techniques, you can build an inclusive online course.
- How is equity defined?
- What is the intergroup dialogue model?
- What does research about productive intergroup dialogues reveal?
- What are the best practices to increase equity in online teaching?
- How can you minimize equity issues relating to technology access?
- What specific skills from intergroup dialogues can you infuse in your classes?
Who Should Attend?
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Expert Presenter
Dr. Bridget Kelly
- Associate Professor of Student Affairs at the University of Maryland
- Graduate Director of the Higher Education, Student Affairs and International Education Policy Program
- Master’s degree and PhD in Social Foundations of Education from the University of Maryland at College Park
- Focuses on marginalized populations in higher education, such as women and faculty of Color
- Authored over 25 publications, including two articles that have received over 200 citations each and two that have been cited in AMICUS briefs for U.S. Supreme Court cases
- Award-winning teacher of intergroup dialogue
- Author and co-editor of Engaging images for research, pedagogy and practice: Utilizing visuals to understand and promote college student development (2017, Stylus)
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