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Below are my writings, podcasts, webinars and media about the pivot to online instruction post-COVID. Specifically, I've shared my expertise related to inclusion, anti-racism, assessment, microlectures, flipped classrooms, faculty development and pedagogy.

To learn more about inclusive teaching, please check out this .

Interested in bringing a workshop on inclusive teaching to your campus? Visit: inclusifiEd.com.

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Below are my writings, podcasts, webinars and media about the pivot to online instruction post-COVID. Specifically, I've shared my expertise related to inclusion, anti-racism, assessment, microlectures, flipped classrooms, faculty development and pedagogy. To learn more about inclusive teaching, please check out this . Interested in bringing a workshop on inclusive teaching to your campus?

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So many incredible podcast episodes to choose from to learn more.

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Welcome to the Leading Equity Podcast

The Leading Equity Podcast focuses on supporting educators with the tools and resources necessary to ensure equity at their school. On this podcast, listeners can expect to hear interviews and stories from voices of equity in education today. Be sure to subscribe to the podcast on iTunes, Google Play, Stitcher, and Spotify!

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The Leading Equity Podcast focuses on supporting educators with the tools and resources necessary to ensure equity at their school. On this podcast, listeners can expect to hear interviews and stories from voices of equity in education today. Be sure to subscribe to the podcast on iTunes, Google Play, Stitcher, and Spotify!

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Social Justice Resources - including posters!

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Meet CS heroes and access resources to help teach computer science in your classroom.

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Teaching social justice in the primary classroom

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Teaching social justice in the primary classroom

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A great reminder that social justice education is ongoing, and not done with a look at one book or article or lesson.

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Teaching Social Justice in the Primary Classroom

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When students learn about social justice at an early age, they are more likely to apply a lens of social justice to their interactions with

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Resource Guide by Anthony Salciccioli

Introduction

This resource guide includes video, literature guides, activities, and lessons that may be used in order or selectively. The discussions and lessons are intended to empower youth voice and guide them toward a service project of capturing someone's story through an audio recording and sharing it with others.

The two themes:

1. building a classroom community even though you may not be together

2. raising awareness of social justice and our role as citizens of a diverse country

Note: the lesson plans at the bottom of this guide teach background and prompt discussion about social justice. They may be taught in any order and throughout the semester.

Part I: Personal Connection in Remote Community

Classrooms are communities. We start on the first day building connections, expectations, and kindness so we can work together effectively for the benefit of all. Building a caring community virtually is the challenge this year. Use the applications (Seesaw, Padlet, Google) you have to promote a face-to-face feel with activities that engage hearts and minds. Begin by tapping into empathy and social responsibility to capture hearts and minds. Find virtual engagement ideas in these Edutopia articles about v irtual relationshipsand classroom meeting activities and in the handout below.

1. Share daily hellos through video and creative platforms (use Flipgrid, Seesaw, Google Classroom, and Screencastify).

2. Pose different reflection/discussion prompts and ask for creative responses (poem, song, drawing, video).

3. Use questions that prompt empathetic reflection on a shared experience, such as, "What is online school like for you and your friends? What do you think the challenges are for your parents? What is the pandemic like for elderly people or preschoolers?"

4. Use video to connect briefly and often. You can model authenticity over perfection (it's okay to stumble) and encourage creativity in their response.

A Place in History

All the history we know comes from stories. Each story is set in a time and from a perspective. Your story - what you experience, think, learn, and feel - is a part of history.

In this resource, we present many stories and encourage listening with an openness and generosity to get a full picture of diverse perspectives.

The culmination of this resource is to tell your story or the story of someone in your community - a story of the pandemic or a story of social justice.

Video Introduction

This ten-minute video gives an overview of the project and our place in history. Before viewing, reflect on the following:

1. What are the positive and negative effects of the pandemic and the related public demonstrations?

2. When and why did your awareness change? What new civic responsibility are you aware of?

3. How did events of the current year change you? How did it change the people around you?

4. Who can you interview to learn more?

5. What is civic engagement? What is the role of voting?

Your story matters. The stories of others matter.

Part II: Begin with Books

Read one or all of these books. Each has a literature guide to spark discussion and connection to the reading.

Social Justice

Philanthropy is the practice of "giving our time, talent, or treasure for the common good." We often think of philanthropy as "rich people giving money," but that is only a tiny part of this community-centered tradition deeply embedded in who we are as Americans. Social justice is the promotion of everyone's rights and is based on people giving time and talent for the common good. Our country was formed by social action, and our founding documents assure our right to speak our truth for the good of the country.

The Civil Rights Movement was a pivotal time in U.S. history in which people used their voices and nonviolence to assure social justice for all.

The Black Lives Matter movement in 2020 is a social justice movement of voices in unison for equity and social justice.

Definitions of Social Justice

This video defines social justice, quotes the First Amendment related to social justice, gives examples of different groups that experience injustice, and analyzes what we control and influence as we work to advance social justice.

Spoken Word Poetry as Medium for Social Justice

This Using Spoken Word for Justice mini-course introduces spoken word poetry as an interactive literary tool particularly suited to promote social justice. This guides participants from introduction and powerful examples to practice and performance.
Spoken Word Poetry
Nonviolence

Looking for ways to take action? This resource from the Albert Einstein Institution lists 198 Methods of Nonviolent Action that anyone can reference for ideas of ways to take voluntary action for the common good.

Reflection Questions: As you scan the 198 Methods of Nonviolent Action, reflect on these questions:

1. Which of these methods do you recognize in historical stories of protest?

2. Which three methods are things youth can do without permission?

3. Which methods would you like to learn more about?

198 Methods
Part III: Tap Into Youth Passions

Map Your Heartbreak is a simple activity for individual or group settings to explore what we care about and what next steps we can take (also effective online as a synchronous or asynchronous activity).

The full directions are in the link below. This video gives an example so it may be used at home. This is also a great family activity!

Map Your Heartbreak

You may keep your instructions broad, such as, "What is something you are passionate about?" Or you may narrow the discussion to a topic, such as "What are you passionate about related to the pandemic?" Or ".... related to equity?" Or "... related to elderly people in the retirement home next door?"

Match Interest to Community

As you identify what you care about, this video illustrates how to connect Interests to Needs in the Community.

Understanding Roots and Effects

This group activity may be completed at home or in a remote setting. After selecting an area of interest, brainstorm root causes and effects and conduct research to identify experts who can teach you more about the issue.
GET TO THE ROOT
Website Tour

The Learning to Give website has many resources to teach generosity and community involvement. This self-guided tutorial gives an overview of the website resources. You must have a Learning to Give account to gain access. Sign up free here.
INTRO TO LEARNING TO GIVE
Taking Action

These toolkits provide background information, project ideas, and suggestions for community connections.
Issue Area Toolkits
Part IV: Lesson Plans

Teach one or more of these lesson plans to build knowledge and empathy and to listen to a variety of historical events and stories.

Stand and Deliver for Justice and Diversity

Learners explore and share their attitudes about diversity and issues of justice and kindness. The learners brainstorm ways that they can promote the common good by working to eliminate stereotyping, intolerance, discrimination, and prejudice.

Attributes of a Civil Society

Learners define justice, kindness, peace, and tolerance and describe the importance of these attributes of a civil society. They look for examples in the media and brainstorm how they can promote these attributes in their school, community, and the world.

Taking a Stand for the Good of Others

Students read about Rosa Parks and evaluate how her protest of an unjust and unfair situation was philanthropic in nature. Students analyze violent situations and propose nonviolent solutions. They learn that there are 198 methods of non-violent protests that can be used to fight injustice.

Valuing Community

Learners will define community, analyze it according to the five themes of geography, and share ideas to make an impact on their community.

Part V: Culminating Service Project

For this activity, youth create their own oral history recording by interviewing an individual who they consider a generous leader. Youth will glean lessons from the interview and create and preserve a historical record of a story that is worthwhile knowing. Follow the directions in the Oral History Project link.
Oral History Project
Watch the following StoryCorps video capturing the story of an influential person in the interviewer's life. Or this audio of a granddaughter interviewing her grandfather.

Now follow the Oral History project directions to capture a story of someone you respect or a story you want to share of an exceptional person.

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Resource Guide by Anthony Salciccioli This resource guide includes video, literature guides, activities, and lessons that may be used in order or selectively. The discussions and lessons are intended to empower youth voice and guide them toward a service project of capturing someone's story through an audio recording and sharing it with others.

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Great resources to get more girls involved in coding by allowing them to see themselves in it.

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Held on January 26, 2024, the Girls Who Code Hiring Summit: Early Career Edition is a one-day event designed to connect the Girls Who Code and wider communities with full-time job opportunities in the technical workforce and to connect hiring managers looking to meet a diverse slate of candidates for jobs. This event welcomes recent college and bootcamp graduates and young professionals to network with companies looking to connect with a talented, ambitious, diverse group of computer science students and professionals.

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coding for girls coding club summer coding girls code reshma saujani coding nonprofit brave not perfect

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Learn to code! Free summer programs and after-school clubs for teen girls. Explore coding in a fun and friendly environment. Find a program near you!

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This organization hosts free events year-round you can invite your students to.

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Collaborative Organizing
to Sustain Social Justice
Pedagogy in STEM Fields

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Affirming identities and challenge assumptions lesson

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Affirming identities and challenge assumptions lesson

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Can tie this into their views of themselves as a Computer Scientist.

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From selfies to social media, many of us create unique online identities for ourselves, and our students are no different. But do kids always understand how others might perceive what they post? Help your students think critically about the online identities they're creating.

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How does what I post online affect my identity? Check out This Is Me, a free digital citizenship lesson plan from Common Sense Education, to get your grade 3 students thinking critically and using technology responsibly to learn, create, and participate.

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A Google Drive folder with activity ideas for different grade levels

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Virtual Picture Book Library

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How to use SCRATCH to not learn coding skills, but teach identity

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How to use SCRATCH to not learn coding skills, but teach identity

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Focus on projects, passions, work with peers and have fun

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https://scratch.mit.edu/projects/481050694/

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STEM Resource Guide Celebrating Black Excellence

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STEM Resource Guide Celebrating Black Excellence

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Activities for all grade levels in a variety of mediums

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STEM Resource Guide Celebrating Black Excellence

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NCWIT (National Center for Women in Information Technology)

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NCWIT (National Center for Women in Information Technology)

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https://equitablemath.org/

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University of Michigan students identify across a full spectrum of gender identities and gender expressions. As instructors, how can we cultivate gender-inclusive teaching and learning environments -- that is, environments that invite the full participation of students of all genders and respond to the harmful impact of gender stereotyping and misgendering on student learning?

Instructors in any discipline can promote gender inclusivity in their courses by trying out some or all of the strategies below. This list is not exhaustive and represents just some of the many intentional practices you might incorporate into your curriculum, policies, classroom facilitation, and interactions with students.

Add a Gender Inclusion statement to your Syllabus. Consider a syllabus statement that provides students with a definition of gender inclusivity and gives guidance on the use of pronouns and non-sexist language in the classroom. If possible, take the time to explain your reasons for incorporating gender-inclusive strategies into your teaching. Check out these sample statements from The Gender, Sexuality and Women's Studies Program at the University of Pittsburgh and University of Maryland's LGBT Equity Center.

Give all students a clear 'roadmap' for gender-inclusive participation. Students need guidance on how to meet your expectations for gender inclusivity. Provide them with concrete examples of gender-inclusive ways to address each other and to participate in discussion, including guidance on using pronouns in the classroom and what do when mistakes are made. Consider including this guidance in your syllabus or as links on your course sites. Revisit this guidance with your students throughout the term, especially when introducing discussion-based and group activities.

Provide opportunities to share and use students' pronouns and names -- while leaving room for students to make their own choices about when, if, and what they share. There are many ways to learn your students' preferences for how they should be addressed and to cultivate an environment where everyone addresses each other respectfully. Consider framing these efforts as invitations as opposed to compulsory disclosures. It is important for the safety and well-being of students, especially those who experience gender-based marginalization, exclusion, and/or violence to make their own choices about whether to disclose information about themselves to others. Here are some gender inclusive practices that can help strike a balance between welcoming student disclosures and respecting students' privacy:

Carefully review your course rosters for students' name and pronoun designations. Do your best to honor students' requests in all settings, including when speaking of the student outside of their presence.

Remind students that they can update their pronoun designations and preferred names on Wolverine Access. Students and instructors can use Wolverine Access to update their pronoun designations and set their preferred names on many university records, including class rosters and the MCommunity directory. Consider reminding your students of these useful tools and directing them to the instructions on Wolverine Access.

Have students share their own names. Instead of calling roll (and possibly using inaccurate or out-of-date information), allow all students to indicate the name they would like to be called, either aloud or in writing, in the first days of class. Beyond sharing nicknames or pronunciation, having students share their own names can be especially important for the comfort and safety of transgender, nonbinary, and gender nonconforming students.

Frame introductions and icebreakers as ways for students to share how they want to be addressed. Many people are now familiar with the practice of a 'pronoun round,' a classroom activity in which students are asked to introduce themselves and share their pronouns with the class. While some instructors ask students to indicate their personal pronouns aloud, others feel this may actually do more harm than good. Consider making pronouns an optional part of how students introduce themselves by inviting students to share how they want to be addressed instead of mandating that they state their pronouns. Remind students that they can decide what's pertinent to share and that other helpful information can also be shared (e.g., pronunciation of names, or nicknames they do or don't want to be called).

Try student questionnaires to get to know your students. Especially in large courses, instructors might not be able to do verbal introductions in class. Or you might want to create more private channels for students to share how they want to be addressed. In such cases, consider creating a form that gives your students the opportunity to share this information. You (or the GSIs you teach with, if you're a faculty member in a multi-section course) can offer to follow up with students individually to develop a student-centered plan for sharing information with the rest of the class -- if that's what the student desires.

Try to learn your students' names. These techniques from University of Nebraska-Lincoln can help you learn your students' names in classes of any size.

Practice pronoun usage. If your students use pronouns that are new or unfamiliar to you, the best thing to do is to practice these ways of speaking to become fluent. Draw on available resources such as this page from U-M's Spectrum Center or this guide from the Pensby Center at Bryn Mawr to learn about pronoun forms and respectful ways to inquire about someone's pronouns.

Develop a student-centered plan for what to do if someone is misgendered or misidentified in your class. All transgender, nonbinary, or gender nonconforming students may not be comfortable with the same plan. Some appreciate an instructor's active intervention, while others may want to speak for themselves. Still others may prefer to avoid public corrections entirely. Consider a student-centered approach by inviting students to share their preferences with you in office hours or a student questionnaire (see above). Whatever the plan, communicate to your students that it applies to mistakes made by you too. You may need a different approach if someone misgenders or misidentifies another person intentionally or repeatedly.

Examine your assumptions about gender. Especially if you haven't deliberately considered such questions before, you might reflect upon how often you:

Expect that a person's appearance will reflect their gender identity, sexuality, or pronoun use.

Make a judgment about what a person 'should' look like based on your ideas about gender.

Presume that knowing a person's gender identity gives you insight into their experiences, individual competencies, and goals.

All of these are different types of gender-related assumptions. Self-awareness about your own assumptions can lay the groundwork for cultivating an inclusive classroom environment for your students.

Examine your language, examples, and daily classroom practices for heteronormativity, sexism, and gender non-inclusivity. Some ways of referring to students-including "ladies and gentleman"- ignore the existence of non binary and gender-nonconforming students. Similarly, instructors sometimes use images, examples, and models that only represent heterosexuality and traditional gender roles and expressions. UNC Chapel Hill's guide to gender inclusive academic writing suggests gender inclusive alternatives that can inform how you select language and examples.

Teach the research and scholarship of people who experience gender and sex-based marginalization in your academic discipline. Introducing students to research and scholarship of transgender, nonbinary, queer and gender-nonconforming people (and women!) is an intervention that promotes both academic belonging and academic inquiry. Consider prioritizing work created by these scholars and researchers and, if possible, integrate their work throughout your course in meaningful, non-tokenizing ways.

Promote continued learning about gender, sex, and related dimensions of student experience -- even if that's not the topic of your course. Many students and instructors come to U-M with a great deal of knowledge about gender diversity, while others have yet to learn about identities and expressions beyond the gender binary. You can help bridge that gap by visiting and sharing resources for learning more, including the Spectrum Center at U-M and the wealth of resources available through Vanderbilt's teaching center.

Listen to the voices of LGBTQ students and learn more about their experiences in higher ed when you need a reminder of the importance of committing to the work of gender inclusivity. Notice how students' experiences with gender in the classroom are also shaped by their experiences of race, sexuality, class, ability, religion, and other dimensions of social identity. Keep these differences in mind as you explore gender-inclusive practices for your classroom.

Faculty and GSIs play a critical role in fostering learning environments in which all U-M students are welcome as full human beings with rich and complex identities, including those related to gender. As always, CRLT staff are available to consult if you want to think through teaching questions related to these or other issues. And if you have a great classroom practice that promotes gender inclusivity, CRLT wants to hear about it! Contact us to share your ideas.

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Gender Inclusive Practices for Your Teaching | CRLT

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University of Michigan students identify across a full spectrum of gender identities and gender expressions. As instructors, how can we cultivate gender-inclusive teaching and learning environments -- that is, environments that invite the full participation of students of all genders and respond to the harmful impact of gender stereotyping and misgendering on student learning?

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Achieve Equity through Gender Neutral Language

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Achieve Equity through Gender Neutral Language

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Great one-pager with tips you can do now!

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https://youtube.com/watch?v=IPXwnk_-BnQ This video is similar to one given @ CSTA By Ruha Benjamin.

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Books/Resources mentioned in the meeting

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Books/Resources mentioned in the meeting

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Nice White Parents Podcast: https://nice-white-parents.simplecast.com/

How to be less stupid about race by Crystal Fleming

"Caste" by Isabel Wilkerson

Cultivating Genius book

the podcast “Rabbit Hole” this fall and right away found ways to incorporate it into my curriculum…

how algorithms on YouTube especially are biased.

Between the World and Me by Ta-Nehisi Coates

https://www.showingupforracialjustice.org/white-supremacy-culture-characteristics.html

Coded Bias

https://freakonomics.com/podcast/frbc-charles-blow/

the Freakonomics Radio Book Club since they started it in July. This episode showcases https://isbn.nu/9780062914668,

The Devil You Know: A Black Power Manifesto by Charles Blow. This discussion of white supremacy — and a potential response — is thought-provoking.

Race for technology

NK Jemisin

Nice White Parents (podcast)

Unapologetically Dope: Lessons for Black Women and Girls on Surviving and Thriving in the Tech Field.

https://thenewpress.com/blog/reading-lists/12-books-for-anti-racist-k-12-education

Me and White Supremacy

https://www.meandwhitesupremacybook.com/

Gholdy Muhammad's Historically Responsive Literacy framework

https://diversity.ucdavis.edu/anti-racism-actions

Events in the https://www.spelman.edu/coe-mws/news-events/the-future-is-intersectional-series from the Spelman Center of Excellence for Minority Women in STEM.

https://computinged.wordpress.com/2020/07/20/proposal-1-to-change-cs-education-to-reduce-inequity-teach-computer-science-to-advantage-the-students-with-less-background/

https://computinged.wordpress.com/2020/07/27/proposal-2-to-change-cs-education-to-reduce-inequity-stop-allocating-rationing-or-curving-down-grades/

https://computinged.wordpress.com/2020/07/30/proposal-3-to-change-cs-education-to-reduce-inequity-call-a-truce-on-academic-misconduct-cases-on-programming-assignments/

Other People's Children Cutural COnflict in the Classrom

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Diversity, Equity, & Inclusion Resources

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Diversity, Equity, & Inclusion Resources

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https://everfi.com/k-12/diversity-equity-and-inclusion/

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Diversity, Equity, & Inclusion Resources

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Diversity, Equity, & Inclusion Resources

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Whether remote, hybrid or in the classroom - we've got you covered as you build a classroom culture of respect and inclusion for all students.

True learning and collaboration happens when all students feel safe, included and celebrated. EVERFI's diversity, equity and inclusion courses allow teachers to start the conversation and build a positive class culture for everyone.
EVERFI partners with sponsors nationwide to offer our interactive, online diversity, equity & inclusion resources to K-12 schools free of charge.

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Diversity, Equity & Inclusion Curriculum | EVERFI

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True learning and collaboration happens when all students feel safe, included and celebrated. EVERFI's diversity, equity and inclusion courses allow teachers to start the conversation and build a positive class culture for everyone. EVERFI partners with sponsors nationwide to offer our interactive, online diversity, equity & inclusion resources to K-12 schools free of charge.

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Whether remote, hybrid or in the classroom - we've got you covered as you build a classroom culture of respect and inclusion for all students.

True learning and collaboration happens when all students feel safe, included and celebrated. EVERFI's diversity, equity and inclusion courses allow teachers to start the conversation and build a positive class culture for everyone.
EVERFI partners with sponsors nationwide to offer our interactive, online diversity, equity & inclusion resources to K-12 schools free of charge.

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Diversity, Equity & Inclusion Curriculum | EVERFI

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True learning and collaboration happens when all students feel safe, included and celebrated. EVERFI's diversity, equity and inclusion courses allow teachers to start the conversation and build a positive class culture for everyone. EVERFI partners with sponsors nationwide to offer our interactive, online diversity, equity & inclusion resources to K-12 schools free of charge.