Accessibility Updates

New blackboard accessibility tool available in January

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A new component of Blackboard was announced in Faculty Senate last month called Blackboard Ally. Blackboard Ally automatically scans content loaded to Blackboard and provides an assessment of the content’s accessibility and assistance in increasing the accessibility of course content. Ally uses visual indicators, which provide a measure of the accessibility of your course, which will be very apparent once all courses are activated with the Ally feature. This new product will help to increase awareness of the level of accessibility of our digital course materials and provide tools to help us achieve our commitment to accessibility and promote a more inclusive campus.

Support will be offered for Ally in January 2019.

  • The Faculty Center for Teaching and Learning (FCTL) has developed a knowledge base related to Ally and has created a web page to answer your questions.
  • A list of faculty will serve as Ally Ambassadors to assist you with the implementation of the Ally product.
  • As Ally is activated for all courses, the University will offer additional trainings related to Ally and university accessibility standards.

Please know that as the University continues to implement Ally there is not an expectation that faculty will immediately be able to address all of the issues identified by the Ally product; however, your willingness is appreciated to engage with Ally with the goal of increasing the University’s overall accessibility over time.

The post New blackboard accessibility tool available in January appeared first on Provost Communiqué.

This post originally published on Provost Communiqué.

New blackboard accessibility tool available soon

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A new component of Blackboard was announced in Faculty Senate last month called Blackboard Ally. Blackboard Ally automatically scans content loaded to Blackboard and provides an assessment of the content’s accessibility and assistance in increasing the accessibility of course content. Ally uses visual indicators, which provide a measure of the accessibility of your course, which will be very apparent once all courses are activated with the Ally feature. This new product will help to increase awareness of the level of accessibility of our digital course materials and provide tools to help us achieve our commitment to accessibility and promote a more inclusive campus.

Support will be offered for Ally in January 2019.

  • The Faculty Center for Teaching and Learning (FCTL) has developed a knowledge base related to Ally and has created a web page to answer your questions.
  • A list of faculty will serve as Ally Ambassadors to assist you with the implementation of the Ally product.
  • As Ally is activated for all courses, the University will offer additional trainings related to Ally and university accessibility standards.

Please know that as the University continues to implement Ally there is not an expectation that faculty will immediately be able to address all of the issues identified by the Ally product; however, your willingness is appreciated to engage with Ally with the goal of increasing the University’s overall accessibility over time.

The post New blackboard accessibility tool available soon appeared first on Provost Communiqué.

This post originally published on Provost Communiqué.

Between the lines

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“Imagine you’re making a pie,” Dr. Telory Arendell says. “You make the crust, put the filling inside and put the crust on top. Then you go around the top and shave off the part that’s extra, the part you don’t need.”

But why do you think you don’t need it? Maybe only because you’ve been told it’s not part of the pie.

“For me, that ‘extra’ is what’s actually most important, even though many people would throw it away,” Arendell says. And she isn’t really talking about pie.

Arendell, associate professor in the department of theatre and dance, uses this metaphor to describe her favorite theatrical experiences – moments that surprise the audience because they don’t quite fit our expectations of a night at the theatre.

“When I write about movement on stage, I try to recreate the action with words that dance.” — Dr. Telory Arendell

“Performance art, experimental theatre, what was called ‘happenings’ back in the ’60s,” Arendell says. “I love that stuff.”

Audiences sometimes worry that without the familiar rhythms of the theatre, without clear heroes and villains and the promise of a resolution by final curtain, it will be hard to understand what’s happening on stage.

But, Arendell says, “You understand it in a different way. Sometimes you know fully that what’s most important isn’t what’s being said, but what’s happening between the lines. That’s my space: what happens between the lines.”

Arendell draws inspiration from experimental artists like German choreographer Pina Bausch, who is the subject of her next book.

“Pina Bausch was wild,” Arendell says. “She took highly technically trained dancers and put them on stage and had them do movement, such as stumbling, that wasn’t technical at all.”

And, according to Arendell, subverting the audience’s expectations was the point. “She was so conscious of what was expected, and then put up something completely different. It was a critique of what people like to call ‘high art.’”

Student performing in class

Photo by Bob Linder

Beyond the ordinary

In many ways, such performances, which don’t conform to expectations, connect with another of Arendell’s research areas: disability studies.

Someone who is living with a disability may experience the minutiae of day-to-day life in ways that are profoundly different from the majority of the population. When performers are free to venture outside expected theatrical norms, they can shift the perspective of audience members who don’t have personal experiences of disability.

Arendell has explored this connection in two books: “Performing Disability: Staging the Actual” and “The Autistic Stage: How Cognitive Disability Changed 20th Century Performance.” Her perspective is grounded in the idea that disability should be viewed as a “facilitating rather than a debilitating experience.”

As she puts it in her writing: “We become richer each time we come to understand these new perspectives, and performance powerfully enables our understanding of them.”

“Even off the stage, in life, people move in space in ways that tell stories. It’s a message that’s communicated with the body.” — Dr. Telory Arendell

For example, imagine watching a play you’ve seen before. But this time, it’s in a language you don’t understand. You could rely on your memory of the story, gleaning additional meaning from performers’ body language and tone. This is not unlike the way someone with nonverbal autism might piece together information that’s delivered through words they find incomprehensible.

Or, another example: imagine a performance where actors contend with props, sets and furniture that are either much too small or much too large – all while trying to perform the play as it was written. This might offer a glimpse of how someone with a physical disability navigates spaces that were designed with only one type of physicality in mind.

And these are just a few instances of how experimental performances, the “wild stuff” Arendell loves, provide opportunities to broaden perspectives. Theatre, she believes, is an ideal place to showcase disability as something other than a deficit. It can instead be considered an “extraordinary experience.” Literally, “beyond the ordinary.”

In “Autistic Stage” she writes, “My own work explores how the performing arts have embraced autism as a set of new perspectives that change the way audiences conceive of space, time, personhood, embodiment, communication, and stage or film imagery.”

Student presenting her story

Photo by Bob Linder

Outside categories

Arendell brings this research into her teaching. In addition to working closely with the disability studies program, she challenges her theatre students to think about their work in radically different ways.

“My class ‘Scripting and Performing’ brings in students who have never done performance art or experimental work,” she says. It offers them the chance to re-envision the scope of their talents.

Returning to the pie metaphor, Arendell says, “Their impulse is to scrape along the edges of the pie tin. I pick up the edges that are set to be thrown away and say, ‘This is the heart of what you’re doing. This is where your story lies, where you’re not trying to fix yourself so you’ll fit into an established category. I say, ’This can be your category.’”

  • Story by Lucie Amberg
  • Main photo by Bob Linder
  • Video by Lucie Amberg

Further reading

Explore theatre and dance programs

Council update for February 2018

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The President’s Council on Disability meets monthly. Below are updates from our recent meetings.

Council restructured

In an effort to better address recent developments in the national landscape in the areas of accessibility and enforcement, the President’s Council on Disability was restructured in September 2017. The new council serves as a centralized committee designed to monitor overall accessibility and compliance. The council is comprised of subject matter experts in relevant areas who serve as champions for accessibility in each of their respective areas. The council presently meets monthly and will continually evaluate, identify risks and priorities and make recommendations. To review the council’s revised mission and member list, please access the University Committee Handbook description.

Professional development videos available

The Disability Resource Center, web and new media, and the office for institutional equity and compliance sponsored an employee group ticket to the 2017 Association on Higher Education and Disability (AHEAD) Accessing Higher Ground Virtual Conference. Staff and faculty members who are interested in information about viewing select webinars are invited to email their contact information to Sara Clark, director of web and new media.

Website updated

On Feb. 1, 2018, the university rolled out its new accessibility website. The website was developed to serve as a central repository of accessibility information for campus members and visitors. From parking lot closures and building notifications to accommodations and faculty resources, this website will serve as a one-stop place to get accessibility information. Use the website sections Using Campus Resources, Advancing Accessibility and Policies and Guidelines to explore the new website. If you know of accessibility-related information that is not included on the website, please contact Melissa Berry, director of institutional equity and compliance, or contact Sara Clark, director of web and new media.

Syllabus statement revised

In collaboration with the President’s Council on Disability, on January 9, 2018, the provost’s office revised the suggested wording for the required syllabus statement on disability accommodation. The Syllabi Policy Statement requires faculty members to include certain informational statements on syllabi, including a statement about disability accommodation. The new suggested wording better reflects the University’s processes related to requesting accommodations. The new suggested wording is noted below.

If you are a student with a disability and anticipate barriers related to this course, it is important to request accommodations and establish an accommodation plan with the university. Please contact the Disability Resource Center (DRC) (https://www.missouristate.edu/disability/), Meyer Library, Suite 111, 417-836-4192, to initiate the process to establish your accommodation plan. The DRC will work with you to establish your accommodation plan, or it may refer you to other appropriate resources based on the nature of your disability. In order to prepare an accommodation plan, the university usually requires that students provide documentation relating to their disability.  Please be prepared to provide such documentation if requested. Once a university accommodation plan is established, you may notify the class instructor of approved accommodations.  If you wish to utilize your accommodation plan, it is suggested that you do so in a timely manner, preferably within the first two weeks of class. Early notification to the instructor allows for full benefit of the accommodations identified in the plan. Instructors will not receive the accommodation plan until you provide that plan, and are not required to apply accommodations retroactively.

Expanded support hours

To improve customer service for students and faculty, the Disability Resource Center and the Testing Center have expanded testing hours. The expanded hours provide students who utilize exam accommodations greater flexibility to take their exams later in the day, at the same time as their class, and when they have Saturday Finals. For more information, please contact the Disability Resource Center.

Report an accessibility issue

Notice a barrier on campus related to accessibility? The university has a new mechanism by which to report accessibility concerns. The new Report an Accessibility Issue online form is housed on the accessibility website.

FCTL Events and Announcements

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Faculty Writing Retreats

Time: 9:00 a.m. to 4:00 p.m.
Location: Meyer Library, 204
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The Faculty Write Program focuses on promoting faculty productivity and camaraderie through writing-based experiences such as interdisciplinary writing retreat held about twice a month, workshops, and 15-day writing challenges. Writing retreats include a light lunch, opportunities to develop a strong network of peer support and accountability, and voluntary feedback sessions. Dr. Mandy Benedict-Chambers facilitates the sessions.

  • February 8
  • February 23
  • March 8
  • March 29
  • April 13
  • April 26
  • May 21–22

Mini-Diversity Workshops

Location for all sessions: Meyer Library 204

Registration: Please register through My Learning Connection. For more information, contact the Faculty Center for Teaching and Learning at 836-3059.

Event flyer: Download event flyer

Workshop Session 1
“Critical Perspectives: Exploring the Educator’s Identity”

As an educator, have you ever considered how ‘identity’ is interwoven into your work? This session will encourage reflection on how your presence dictates your approach and receptivity with students. Opportunities for immediate application(s) will be discussed in an interactive forum.

Wednesday, January 24, 8:00–9:30 a.m.
Thursday, January 25, 3:30–5:00 p.m.
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Workshop Session 2
“Critical Perspectives: Micro-aggressions in Academia”

Have you ever witnessed or experienced a micro-aggression on campus? This session will examine varying levels of micro-aggressions as it corresponds with intent/impact. Opportunities for immediate application(s) will be discussed in an interactive forum.

Wednesday, February 21, 8:00–9:30 a.m.
Thursday, February 22, 3:30–5:00 p.m.
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Workshop Session 3
“Critical Perspectives: Assumptions on Campus”

Consider the impact of assumptions on perceptions and subsequent interactions with others. This session will allow you to converse in meaningful dialogues regarding miseducation and socialization. Opportunities for immediate application(s) will be discussed in an interactive forum.

Wednesday, April 4, 8:00–9:30 a.m.
Thursday, April 5, 3:30–5:00 p.m.
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Workshop Session 4
“Critical Perspectives: The University and Social Justice”

Building on previous workshop discussions, contemplate your call to action for implementing socially just practices at the university. This session will prompt critical conversations regarding steps for progress. Opportunities for immediate application(s) will be discussed in an interactive forum.

Wednesday, May 2 8:00–9:30 a.m.
Thursday, May 3 3:30–5:00 p.m.
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These workshops are sponsored by the Division for Diversity & Inclusion and the Faculty Center for Teaching and Learning.

Book Talk — “Blind Spot”

Dates and Times: Wednesday, February 7, 10:00–11:30 a.m.
Thursday, March 8, 12:30–2:00 p.m.
Tuesday, April 3, 3:30–5:00 p.m.
Location: FCTL (LIBR 204)

Explore your hidden biases in “Blind Spot” by psychologists Mahzarin R. Banaji and Anthony G. Greenwald. This is a ‘must read’ whether you use it in your course or just to broaden your horizons. Join us for a scholarly discussion of this engaging and challenging book that examines the role of implicit cognitive processes in our daily interactions with others. Pick up a free copy at the Faculty Center for Teaching and Learning while supplies last.

Book Talk Goals:

  • To create a sense of community by increasing interdisciplinary thinking and dialogue among faculty and staff through shared academic and co-curricular experiences
  • To promote a deeper understanding of the public affairs mission and its wider societal impact through a critical analysis of spontaneous evaluations and behaviors.
  • To explore implications of privilege and power along with the interacting effects of implicit bias.

For more information, contact Adena Young-Jones, University Diversity Fellow.

The Book Talk Series is sponsored by the Division for Diversity & Inclusion and the Faculty Center for Teaching and Learning.

FCTL Teaching Awards

Both full-time and per-course faculty will be recognized for their outstanding achievements.

Full-time Faculty Teaching Awards

Submission deadline: January 31, 2018

The FCTL Faculty Teaching Awards recognize the outstanding achievements of faculty. Because effective teaching can be accomplished through many different approaches, the FCTL Advisory Council wants to recognize faculty contributions in areas that are important to the mission and long-term goals at Missouri State University.

Awards will be made in the following areas:

Accessibility

Accessible learning provides all students with equitable access and opportunity for student success regardless of disabilities. This award recognizes faculty who have taken a proactive approach toward accessible teaching practices, course design, and ensuring all instructional materials are accessible.

Diversity

Students come to the university with many different experiences, different ways of seeing the world, and different expectations. This award recognizes faculty who focus on culturally responsive teaching and faculty who demonstrate a scholarly approach integrating diversity into the classroom.

High impact learning

High impact learning practices demand considerable time and effort, involve learning outside of the classroom, encourage collaboration and meaningful interactions with faculty and other students, and provide frequent and substantive feedback. This award recognizes faculty who have adopted teaching strategies that focus on the student’s ability to reflect critically on their own assumptions, beliefs, and basic worldviews.

Eligibility

Full-time faculty members with at least one year of teaching experience at MSU. 

Application criteria:
  • Letter of interest from the faculty member that provides a philosophy of teaching encompassing one of the focus areas: accessibility, diversity, or high impact learning.
  • Letter of support from their department head.
  • Up to three supporting artifacts that provide evidence of their accomplishments in their chosen focus area. 
    • Faculty should choose supporting artifacts that characterize their teaching and are suitable to their particular discipline or learning context. 
    • Student evaluation feedback may be used in situations where students speak directly to teaching effectiveness. 
    • Innovative or meaningful assignments and assessments that provide evidence of student learning may be included or described. Please respect student privacy when providing evidence of such outcomes.

Contact the Faculty Center for Teaching and Learning if you have any questions about the application criteria or the selection process.

Recipients will receive their FCTL Faculty Teaching Award at the All-Faculty Recognition Reception.

The FCTL Advisory Council will invite recipients of this award to preside over a panel discussion at the annual Showcase on Teaching and Learning. 

Per-Course Faculty Teaching Award

Nomination deadline: January 31, 2018

The FCTL Per-Course Faculty Award recognizes the commitment and contributions of part-time faculty members in helping students at Missouri State achieve academic success. This may done by bringing experiences from their field of work into the classroom, through innovative teaching, mentoring or advising students, or other ways of helping students to be successful academically and professionally.

Application criteria:

Letters of nomination from department head, program coordinator, or faculty member.

Per-Course Faculty Award recipients will be recognized at the All-Faculty Recognition Reception.

The FCTL Advisory Council will invite recipients of this award to preside over a per-course panel discussion at the annual Showcase on Teaching and Learning.

Save the Date

Online Course Development Boot Camp

Monday–Friday, May 21–25
Monday–Friday, August 6–10

Online Course Development Boot Camps are an immersive-style workshop, which will provide faculty with hands-on training and work time to develop an online course. At the end of the boot camp, you will have developed a significant portion of your course and earn a badge which applies toward an online course certification.

Summer Writing Retreat

Monday–Friday, July 16–20, 8:30 a.m.–4-:00 p.m.
Alumni Center Hospitality Room

The summer 2018 interdisciplinary faculty writing retreat is designed to:

  • Create a motivated and positive environment that fosters excellent work
  • Encourage productivity through accountability and camaraderie
  • Help you accomplish a writing project this summer

The retreat includes five days of committed writing time, mini-sessions on removing productivity challenges and fostering good writing habits, discussions on writing style, grammar, and more. 

The retreat is open to anyone working on a scholarly writing project. The goal is for each participant to arrive with a work in progress and leave with a manuscript prepared for submission.

Writing Retreat Session Agenda:

8:30–9 a.m. Continental Breakfast and Goal Setting
9:00–12:00 p.m. Writing Time
12:00–1:00 p.m. Luncheon and group discussion about writing habits and strategies
1:00–4:00 p.m. Writing Time

FREE for all MSU faculty and staff; a light breakfast and lunch will be provided each day.  

Email Dr. Mandy Benedict-Chambers, Department of Childhood Education & Family Studies if you have any questions. 

Summer Accessibility Institute

Monday–Thursday, June 25–28, 9:00 a.m.–4:00 p.m.

The Accessible Learning Institute is an intensive four-day program designed to help participants identify and resolve accessibility concerns in their courses. In creating an awareness around physical and cognitive disabilities and the learning barriers often experienced by those students, the program hopes to increase the adoption of proactive approaches to course design that will reduce the need for students to request certain types of academic accommodations that could delay student access to information.

Support for Online Course Development

The FCTL has instructional designers that are available to work with you throughout the course development process. They can assist you in using technology and creating an online or blended course that is of the same high standards as your traditional lecture-based course. For more information, email the Faculty Center for Teaching and Learning or call (417) 836-3059.

For more information on any of these events and opportunities, please email the Faculty Center for Teaching and Learning.