It can be challenging to build social presence in an online classroom. Using the built-in features of Canvas’ discussion boards is one way of helping students get to know their classmates as well as their classmates’ work.

Final Project Discussions

This exercise helps students examine the effect of group memberships on individual experiences, reflect on similarities and differences, and develop skill in talking about these differences. Before class, students identify a time they were a minority in a group and a time they were part of the majority. They answer questions about how they reacted, perceived others, and felt others perceived them. In class, students discuss their answers in small groups and think about the similarities and differences that they observe. Afterward, students share their observations with the class and discuss ways to create inclusive environments where all people can do their best work and be their best selves. Adapted from Mary. C Gentile’s exercise, used with permission.

Communicating About Group Identities and Differences
Giving Voice To Values sketch

About 6-8 weeks into the semester, I ask my students to complete a course feedback survey “How is Class Going?”. Once I have analyzed the student responses and figured out what things I need to celebrate, highlight and change I prepare and present to the class the results of the survey with actionable things that I and the instructional team will be doing to respond to their feedback. And then we make those changes.

How is Class Going?

In my research class I always pick topics that push students to consider marginalized or underserved audiences so we’ve researched things like dating apps that serve same sex couples and BIPOC; cosmetics for Black consumers; athletic wear for Latinx consumers; Asian fast casual dining for Latinx consumers; Black Lives Matter partnering with corporations; etc. In my Psychology of Advertising class, I select examples of various psychological phenomena that prioritize BIPOC researchers, consumers and disparities.

One of the goals of all my graduate courses is to make the academy more transparent. Transparency is key to inclusivity because there are so many unwritten rules of how the academy operates and inconsistencies around what metrics academics are judged by. As a result, I devote a small section of each of my seminar classes to professionalization and navigating the academy. One of the things I want my students to learn is that it is okay to let go of things that are having a negative impact on their overall wellbeing. In fact, it’s a key practice for navigating our profession.

Editing the To-Do List

I picked this one because I know that many faculty members now teach the "Puppy Episode" of Ellen. So, I thought it might be particularly relevant to a variety of folx. Also, I imagine that folx believe that including this text is already an example of inclusive teaching (which, to an extent, it is). But, this assignment shows how we might take a discussion of this text (and its aftermath) a step further in terms of inclusivity. Perhaps this provides a useful example of how we might all push ourselves to be ever more inclusive and intersectional.

Vying for Visibility

In groups of four or five, you will conduct a research project related to race, class, gender, or sexual orientation and television in the last half of the semester. Over a period of a month, your group will explore a research question of your choosing; each person in the group will focus on one aspect of the topic. This project will entail either historical research, taking as a jumping off point one or more readings for this class, or a critique of a television network or television series, with a focus on race, ethnicity, class, gender, or sexual orientation. Other options could be a study of audience response to a television series or network, an exploration of media advocacy focused on television network or series, or research on web-based series production.