“You’re a teacher, not a cop”: Prioritizing access in course structure

Cecil Leigh Wilson, Ph.D., Slavic Languages and Literatures, University of Wisconsin-Madison; pronouns: ze/hir // on // он; http://cecilleighwilson.com 

3:30 pm Central time, Monday, October 5

Session recording HERE

Description: In this session, the discussant will address attendance/participation policies, grading structure, syllabus access statements, and teacher-student communication. The learning table will be guided by the following questions:

  • How does traditional pedagogy create barriers to access?
  • How do standard institutional approaches to access fall short?
  • How can I shift my perspective to prioritize access?
  • What does it look like to build access into the core of my course?
  • How can I communicate or signal to my students that I prioritize access?
  • How does access-centered pedagogy benefit instructors as well?
  • How can I encourage my colleagues to prioritize access?
  • How does remote/online teaching affect approaches to access?

About the discussant: Dr. Cecil Leigh Wilson (pronouns: ze/hir) is a recent graduate of the UW-Madison Ph.D. program in Slavic Languages and Literatures with a specialty in disability studies and a member of Disability Pride Madison. Ze has also worked in LGBTQ+ student services through the UW-Madison Gender and Sexuality Campus Center. Hir current research is focused on disability and holy foolery in Russian literature. Dr. Wilson teaches Russian language and his research interests include Slavic languages and literatures (Russian & Czech), disability studies, crip theory, queer theory, and accessible pedagogy.

Delivery format: Zoom meeting

Contact: Jana Martin, Associate Director, Language Institute. Email Jana for access to a recording of the session.

If you need accommodations to participate in this event, contact Adolfo Carrillo Cabello at least three business days prior to the event.

Sponsors: University of Iowa, College of Liberal Arts and Sciences Language Media Center; University of Michigan, College of Literature, Science, and the Arts (LSA) Language Resource Center; University of Minnesota, College of Liberal Arts (CLA) Language Center; Michigan State University, Center for Language Teaching Advancement; University of Wisconsin-Madison, Language Institute