Reimagining student-centered learning: Accessible and inclusive syllabus design during and after the COVID-19 pandemic

Chen, Jian Fei; Hughes, Sarah Jane; Ranade, Nupoor

doi:10.1016/j.compcom.2023.102751

Cited by 4 publications

(3 citation statements)

References 18 publications

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“…Tests and the types of assignments that were designed and used before the pandemic may require a major revamp. Alhabash's (2021) observation and experience teaching his advertising courses suggest that students struggled with cumulative tests, while some international students were forced to interact with classmates in written discussions that were not their forte (Chen et al, 2023).…”

Section: The Impact Of Pandemics On Cultural Diversity In Advertising...mentioning

confidence: 99%

“…Despite the popular meme, "It is in the syllabus," insinuating that students do not read the syllabus, educators should acknowledge the significance of the syllabus. It is because the syllabus is a venue where instructors and students communicate, and the changes made during the pandemic should be reflected to make the course more inviting and inclusive for students (Chen et al, 2023). Inviting speakers from various cultural backgrounds (Biswas et al, 2022) can also be a great way of introducing diversity to students.…”

Section: Recommendations and Conclusionmentioning

confidence: 99%

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Revisiting the Impact of the Pandemic on Cultural Diversity in Advertising and Public Relations Courses

Park,

Kim,

Kim

2023

Journal of Advertising Education

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Cultural diversity is a topic that has been taught across disciplines, but the pandemic has made it more difficult for universities and colleges to teach and discuss it when active interaction is limited in the classroom setting. The difficulties and challenges observed in communication courses, including advertising and public relations, brought this interdisciplinary talk with three professors. In the reflective essay, the faculties discuss the importance of teaching and discussing cultural diversity in the disciplines and how to incorporate the topic into the curriculum while acknowledging the challenges during the pandemic. Finally, the observations from teaching the courses last two years and analysis of theories and literature offered some guidelines and recommendations to help students and faculties move forward in the post-pandemic

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Section: The Impact Of Pandemics On Cultural Diversity In Advertising...mentioning

confidence: 99%

Section: Recommendations and Conclusionmentioning

confidence: 99%

Revisiting the Impact of the Pandemic on Cultural Diversity in Advertising and Public Relations Courses

Park,

Kim,

Kim

2023

Journal of Advertising Education

View full text Add to dashboard Cite

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“…The pandemic highlighted both the benefits and challenges of online learning [ 15 ]. On the one hand, it demonstrated the potential for technology to enable flexible and accessible learning opportunities for students who may not have been able to attend classes in person [ 16 , 17 ]. On the other hand, it also highlighted the importance of face-to-face interactions and the social and emotional aspects of learning that may be more difficult to replicate in online environments [ 18 , 19 ].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of online learning readiness in the new distance learning normality

Reyes-Millán,

Villareal-Rodríguez,

Murrieta-Flores

et al. 2023

Heliyon

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Cultivating inclusivity in introductory undergraduate STEM course syllabi

Bernardi,

Brown,

Davis

et al. 2024

Humanit Soc Sci Commun

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Syllabi are widely used at higher education institutions in the United States to present students with course-related information before or at the beginning of a new class. The timing and versatility of these documents allows instructors to set the tone of a course with (or without) an eye towards inclusivity. This can be important for all students but affects, in particular, students from marginalized groups as they navigate STEM courses. We report a study about inclusive practices in course syllabi at a STEM institution by addressing whether they: (a) list instructors’ pronouns, (b) utilize readings and materials authored by women and gender minority scholars, and (c) contain inclusivity statements. We report and compare perspectives on these three aspects from two datasets: 163 syllabi analyzed based on a rubric that we developed and results from an undergraduate student survey, both from Worcester Polytechnic Institute. The two complementary datasets provide a way to benchmark whether there is a link between student and faculty perceptions of syllabi use and desired content. We find sharp differences between students’ expectations and actual syllabi content for all three of our topics of interest with students wanting inclusive practices at the forefront of course development regardless of subject and faculty lagging behind. We provide suggestions on how to incorporate inclusive practices in syllabi design and propose further questions to explore.

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Reimagining student-centered learning: Accessible and inclusive syllabus design during and after the COVID-19 pandemic

Cited by 4 publications

References 18 publications

Revisiting the Impact of the Pandemic on Cultural Diversity in Advertising and Public Relations Courses

Revisiting the Impact of the Pandemic on Cultural Diversity in Advertising and Public Relations Courses

Evaluation of online learning readiness in the new distance learning normality

Cultivating inclusivity in introductory undergraduate STEM course syllabi

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