ACUE Inclusive Teaching Portfolio | Team 1 | Kerry Glamsch
Inclusive Practices in The Department of Theatre and Dance: Creating Inclusive Learning Environments
Reflection on Instructional Change:
Last spring, I created what I call a Code of Integrity for my syllabuses. After taking the ACUE course, I added a paragraph encouraging students to embrace our beautifully diverse campus and strive to be the very best they can be. After our ACUE course, I was given an asynchronous Theatre History course and I implemented the student Canvas Introductions as discussed in our course. I also expanded my student hours, one hour a day, six days a week on Calendly, and in the asynchronous course asked students to sign up for a fifteen minute Q&A Zoom session during our first three weeks. I've updated and added more detailed rubrics for all my classes, asked students to add their pronouns and name pronunciation on Zoom, added and updated PowerPoints, and added Support information, previously listed only on Canvas, onto my syllabuses.
This has created a more welcoming, inclusive environment and helps to level the playing field. I come from the world of Theatre, which is often subjective when directing or coaching acting. Detailed rubrics and syllabuses provide a roadmap that students can follow. Setting up Canvas Introductions, asking for preferred pronouns and name pronunciation, allowing for more flexible and extended office hours, has thus far, according to their feedback, helped students feel welcome, nurtured, and respected. In our meetings, I reiterate that I will always respond to emails within 24 hours and that they can schedule a Zoom meeting with me anytime during my six available Student Hours per week.
All of the information provided through this course was helpful. Often times, topics and points were repeated via various modes of communication. This has taught me to try and do the same thing for my classes as much as possible, something that I've implemented for my asynchronous Theatre History class this semester in which a week's assignments include PowerPoint presentations, videos linked from Digital Theatre+, chapter and PDF readings, Discussion threads, audio recordings, and YouTube clips.
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First page of Syllabus demonstrating gender/name pronunciation and extended office/student hours. |
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Final Reflection
Not sure what my "biggest take-away" is, there really is so much I've gained from this workshop. But one thing I have learned is that I need to work on being more inclusive for students with disabilities. I reckon that was an "aha moment," realizing inclusivity is not just about race, gender, sexual orientation, but EVERYTHING. This workshop has really helped me to create a more inclusive, welcoming environment. It shows in my students' work, their attitude, and their genuine desire to learn.
Faculty Biography
| Born in Tampa, FL, I earned a BA in Theatre from the University of South Florida, an MFA in Creative Writing from the University of Texas at Austin where I was a James Michener fellow, and an MFA in Theatre Directing from Ohio University. I've taught at the University of South Florida, the University of Tampa, Ohio University, Victoria University Wellington NZ, and, as a Fulbright professor, Craiova University in Romania. I have spent over 40 years of my life as an actor, director, or instructor of Theatre. My screenplays have been optioned and won various screenplay competitions, and my short stories have been published in national literary magazines. The cat's name is Tiger. He came with the name. |
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| This work was supported by the Higher Education Emergency Relief Fund and the National Science Foundation (grant #DUE-1832335). |
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