Strategies to Facilitate a Cross-Cultural and Inclusive Online Environment

Abstract

With our increasingly diverse population of students, creating a more inclusive learning environment can be challenging, especially in online courses. However, inclusivity is an important element for any successful learning environment in any modality. In this session, participants will learn about ways in which they can facilitate a cross-cultural and inclusive online environment for their students. The presenters will cover strategies, best practices, and online course tools which we can be used to help establish and maintain inclusion. Additionally, a UCF professor will share her experience and course examples.

Presenters

Maria Cristina Santana, Ph.D.

Maria Cristina Santana, Ph.D.Program Director & Associate Professor
Women’s and Gender Studies
College of Arts & Humanities
University of Central Florida

Dr. M.C. Santana is an Associate Professor and Director of the Women's and Gender Studies program at the College of Arts and Humanities. Santana is an interdisciplinary scholar fusing media, gender studies and leadership in her teaching and research. She has taught for the Women's and Gender Studies Program, CREATE, Burnett Honors College, Nicholson School of Communication and the School of Visual Arts and Design. In the past 10 years she received 4 national grants dealing with Leadership and Girls and 4 teaching awards at UCF, including two TIP awards.

Rohan Jowallah, Ed.D.

Rohan Jowallah, Ed.D.Instructional Designer
Center for Distributed Learning
Division of Digital Learning
University of Central Florida

Dr. Rohan Jowallah is an Instructional Designer at UCF and has worked in education for over twenty years. He holds an Ed.D. in Language and Literacy in Education from the University of Sheffield in England, ME.d. in Special Needs and Inclusion Studies from The Open University in England, BSc in Psychology from The Open University in England, PGC in Teaching and Learning in Higher Education from the University of Wolverhamptom in England, and ASc in Secondary Education from Bethlehem Moravian College from Jamaica.


Session Recording



Presentation Materials

Additional Readings

Andreas, P. (2016). Habitus, reflexivity, and the realization of intercultural capital: The (unfulfilled) potential of intercultural education. Cogent Social Sciences, Vol 2, Iss 1 (2016), (1), doi:10.1080/23311886.2016.1149915 https://www.cogentoa.com/article/10.1080/23311886.2016.1149915.pdf

Florian, L. (2015). Inclusive Pedagogy: A transformative approach to individual differences but can it help reduce educational inequalities?, Scottish Educational Review 47(1), 5-14.

Haug, P. (2007). Understanding inclusive education: ideal and reality. Scandinavian Journal of Disability Research Vol. 19, Iss. 3,

Jowallah. R. (April 2018) Critical Reflective Reflexive Inclusive Pedagogy: A Pathway for Implementing Inclusive Practices in Higher Education. Colloquium on Teaching and Learning. Stetson University. Deland, FL.

Loughran, J. (2015). Teaching for Quality Learning: A Focus on Inclusive Pedagogy. Emerald Group Publishing Limited. doi:10.1108/S1479-363620150000007019

Opertti, R, Brady, J, & Duncombe, L 2009, 'Moving forward: Inclusive education as the core of Education for All', Prospects (00331538), 39, 3, pp. 205-214, Education Source, EBSCOhost, viewed 8 August 2017.

Patrick, F. (2016). Transformative Pedagogy in Context: being and becoming. World Journal On Educational Technology , Vol 8, Iss 3, Pp 190-204 (2016), (3), 190. doi:10.18844/wjet.v8i3.622 https://files.eric.ed.gov/fulltext/EJ1141874.pdf

 

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