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Workshop and discussion invitation: Low-tech teaching and accessibility

You are invited to join a workshop and discussion on the subject of “low-tech” teaching and accessibility. This workshop will take place on Zoom. July 21st, 2026 | 12pm to 2pm Eastern | Register What Depending on your perspective, a “no/low-tech” classroom might sound like a badly needed refuge from the digital onslaught, an accessibility…
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Navigational Load and Interpretive Load: Two useful concepts for instructional design and assignment planning

I have recently been using two concepts to help instructors think about students’ experience in their classrooms that I would like to share more widely: Navigational load and interpretive load. Neither is my own original term, though I extend and apply both more broadly compared to their original usages. Navigational load In a digital learning…
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Materials from “Access Friction” talk at Queen’s University Accessibility First Speaker Series

This talk was titled “Access Friction: What can we learn from situations in which access needs differ and conflict” and was delivered on October 22, 2025 at Queen’s University as part of the Accessibility First speaker series. Please find the links to the slides and handout sheet with references below. Link to slides Link to…
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Transparent teaching as an iceberg
Note: This post is a more permanent version of a LinkedIn post from September 2025. The idea of transparency in teaching has gained a lot of deserved recognition, especially through the widespread engagement with the TILT framework. I am starting to feel like “transparent teaching” or “clear expectations” is more of an “iceberg concept” –…
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Materials from “Guest Speakers in CTLs” discussion

I facilitated a conversation on the topic of “Guest Speakers in CTLs: Benefits, drawbacks, and opportunities for equity and impact” at the Virtual Gathering for Educational Developers on June 25, 2025. The goal of this discussion was to work together to critically consider the purpose of guest speakers in CTL activities, and to consider how…
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Materials from The Grading Conference 2025
Please see below for the links to the slides and handout (with references and script) for my talk at The Grading Conference 2025 on June 11, 2025. Title: Tolerance for Error: A theory of how (some) alternative grading practices can support neurodivergent students Link to slides Link to handout (with references and script) Abstract: Neurodivergent…
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Materials from “Supporting Neurodivergent Students Today” (AAC&U CLASS Pre-conference Workshop)

Last month I facilitated an intensive, 3-hour workshop as part of the pre-conference sessions at the AAC&U Conference on Learning and Student Success in San Juan, Puerto Rico. I had some thought-provoking conversations with the participants and had to the chance to share some newer ideas and material during this workshop, which was called “Supporting…
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Materials from: “Designing Options for Interaction: Accessible Design Instead of ‘Retrofitting’”
On Wednesday June April 23, 2025 I participated in the 9 in 9 in overtime UDL webinar series which was organized by Goodwin University. I wanted to make my materials available so I have provided links on this post. I highly encourage folks to look at the materials for previous sessions and to sign up…
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Professional development opportunity: Working with neurodivergent instructors

May 13th and 14th, 2026 | 12pm to 2pm Eastern each day | Register here What Do you currently work with neurodivergent instructors or think you might in the future? Working with Neurodivergent Instructors is a 2 day workshop that is intended for teaching and learning staff, instructional designers, or anyone else who supports faculty…
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Materials from “Neurodiversity and UDL: A friendship worth fostering” at LEAP Indiana Series

I presented this workshop at the LEAP Indiana Professional Development series on Friday, January 24th 2025. This series is a statewide professional development speaker series for faculty in Indiana. Link to Slides Link to Session Handout The second part of the workshop offered personal reflection opportunities on how course design could be information by neurodiversity…
