From Nature to Pen: Designing an Inclusive Writing Course for Educators
Beth Sockman, Laura Kieselbach, Robin Danning, Devin Heffernan, Jessica Hill, Jamilyn Husted, Caitlin Sullivan- General Medicine
- General Medicine
- General Medicine
- General Earth and Planetary Sciences
- General Environmental Science
- Management Science and Operations Research
- Mechanical Engineering
- Energy Engineering and Power Technology
- Computer Networks and Communications
- Hardware and Architecture
- Software
- Immunology and Allergy
- Applied Mathematics
- General Mathematics
- General Medicine
- General Medicine
- General Chemistry
This design case highlights a collaborative effort among teachers, professors, park rangers, and local mindfulness instructors. Together, they developed a virtual course aimed at promoting wellness through nature and reflective writing, while emphasizing diversity. The team utilized instructional design processes and levels of culture to create an inclusive asynchronous course for educators. They faced challenges regarding the design team composition and the influence of popular culture, which hindered inclusivity. Recommendations include diversifying the design team, incorporating a diversity, equity, and inclusion audit, and allowing intentional planning time. These steps aim to enhance inclusivity and cater to diverse populations in instructional design endeavors.