{"id":7369,"date":"2026-03-03T10:22:29","date_gmt":"2026-03-03T18:22:29","guid":{"rendered":"https:\/\/sites.evergreen.edu\/ltc\/?page_id=7369"},"modified":"2026-05-14T15:41:42","modified_gmt":"2026-05-14T22:41:42","slug":"evergreen-faculty-supporting-inclusion","status":"publish","type":"page","link":"https:\/\/sites.evergreen.edu\/ltc\/evergreen-faculty-supporting-inclusion\/","title":{"rendered":"Evergreen Faculty Supporting Inclusion"},"content":{"rendered":"\n

A plain text version of the zine produced by Learning and Teaching Student Partner Jess Yusko in the 2025-2026 academic year. [pdf for download<\/a>]<\/p>\n

Cover<\/h2>\n

Evergreen Faculty Supporting Inclusion<\/h3>\n

A Framework for Inclusive and Culturally Sustaining Teaching at Evergreen volume 1 issue 1<\/p>\n

Learning and Teaching Across Significant Differences<\/p>\n

Evidence-based practices for diverse learners<\/p>\n

Page 2<\/h2>\n

Welcome to this human-made zine<\/h3>\n

Providing a new context for the publication: A Framework for Inclusive and\u00a0Culturally Sustaining Teaching at Evergreen.<\/span>\u00a0<\/span><\/p>\n

This zine features inclusive teaching strategies including inspiring practices developed by our own faculty<\/span>\u00a0<\/span><\/p>\n

The contents of this zine were compiled by Jess Yusko, Learning and Teaching Partner at the Evergreen State College during fall 2025-winter 2026<\/span>\u00a0<\/span><\/p>\n

As you\u00a0read\u00a0you will hear from Evergreen faculty in their own words.\u00a0Let\u2019s\u00a0learn from one another!<\/span>\u00a0<\/span><\/p>\n

This zine was intentionally created without the use of generative AI after considering the ethical and environmental impacts of its use and as an effort to promote the intentional, slow creation of human-made art and writing at TESC.<\/span>\u00a0<\/span><\/p>\n

In an effort to\u00a0reduce the stigma surrounding neurodivergence, I would like to share my own personal, lived experience as a neurodivergent student. Living with a diagnosis of ADHD made completion of a college degree more challenging, yet I am pleased to say (as of Spring 2025) I have earned completion of credits toward a B.A. from Evergreen with a focus on Studio Arts and Cultural Studies.<\/span>\u00a0<\/span><\/p>\n

Page 3<\/h2>\n

Key Themes:<\/h3>\n
    \n
  1. Flexibility (page 10)<\/li>\n
  2. Clarity and Transparency (page 16)<\/li>\n
  3. Self-agency and Autonomy (page 19)<\/li>\n<\/ol>\n

    Zine Adventure Guide: pages 4-6 introduction<\/h3>\n
      \n
    • Terminology<\/li>\n
    • Identity\/Stigma<\/li>\n
    • Introducing Disability Justice<\/li>\n<\/ul>\n

      Key Concepts:<\/h3>\n
        \n
      • Page 23 Strength based strategies<\/li>\n
      • Page 28 Accessibility<\/li>\n
      • Page 6 Intersectionality<\/li>\n
      • Page 7 Disability justice<\/li>\n
      • Page 30 Call to Action<\/li>\n<\/ul>\n

        What\u00a0are\u00a0Evergreen already doing to promote inclusion of neurodivergent\u00a0students\u00a0and support learning outcomes?<\/span>\u00a0<\/span><\/p>\n

        Let\u2019s\u00a0find out!<\/span>\u00a0<\/span><\/p>\n

        Choose your adventure!\u00a0<\/span>\u00a0<\/span><\/h3>\n
          \n
        • Page 19 Agency and autonomy <\/span>\u00a0<\/span><\/li>\n
        • Flexibility page 10\u00a0<\/span><\/li>\n<\/ul>\n

          Page 4<\/h2>\n

          Defining Neurodivergence and Neurodiversity:<\/h3>\n

          \u201cCoined by sociologist Judy Singer in, neurodiversity refers to the idea that all brains function differently and that this diversity is natural and beneficial for our\u00a0species. Neurodiversity includes neurotypicality and neurodivergence.\u201d-\u00a0Shmulsky,\u00a0S.(2022). Neurodiversity is\u00a0diversity:\u00a0how\u00a0educators can support students who learn differently.<\/span>\u00a0<\/span><\/p>\n

          Neurodivergence:\u00a0<\/span>Brains which diverge from the societal standard.\u00a0<\/span>\u00a0<\/span><\/p>\n

          (*Thanks to ADHD 2e MB Twoemb.medium.com and Carolyn Prouty for the following\u00a0info.)\u00a0<\/span>\u00a0<\/span><\/p>\n

          Neurodivergent:\u00a0a person whose brain differs, or diverges from the statistical norm<\/span>\u00a0<\/span><\/p>\n

          Neurotypical:\u00a0a person whose brain does not differ from the statistical norm<\/span>\u00a0<\/span><\/p>\n

          Neurodiverse: a group of people with\u00a0different types\u00a0of brains<\/span>\u00a0<\/span><\/p>\n

          Page 5<\/h2>\n

          Neurodiversity Terminology and Identity<\/h3>\n

          While recognizing there are many dimensions to identification,\u00a0it\u00a0is important to note that there can be both benefits and harms\u00a0when\u00a0it comes to labels.<\/span>\u00a0<\/span><\/p>\n

          Many people prefer\u00a0identity\u00a0first language, but not all.\u00a0If you are in doubt about how a person chooses to identify, the best practice is to ask them!<\/span>\u00a0<\/span><\/p>\n

          Leadership of those Most Impacted<\/span>\u00a0<\/span><\/h3>\n

          As my teacher, and disability justice community organizer, Tara Hardy told us,\u00a0remember\u00a0that the\u00a0experts\u00a0in any subject are the ones with experience. We listen to the voices of those most impacted first.<\/span>\u00a0<\/span><\/p>\n

          Note on Identity and Labels:<\/span>\u00a0<\/span><\/h3>\n

          Labels\/Diagnoses<\/span>\u00a0<\/span><\/p>\n

          Pros:\u00a0<\/span>\u00a0<\/span><\/h4>\n
            \n
          • Can improve access to service\/ accommodations<\/span>\u00a0<\/span><\/li>\n
          • \u00a0Knowledge\u00a0of others\u2019 experience<\/span>\u00a0<\/span><\/li>\n
          • (community and\u00a0support, reducing isolation)<\/span>\u00a0<\/span><\/li>\n
          • self-understanding<\/span>\u00a0<\/span><\/li>\n
          • Treatment learning outcomes fighting off stigma through unabashed appropriation of the label<\/span>\u00a0<\/span><\/li>\n<\/ul>\n

            Cons: <\/span><\/h4>\n
              \n
            • essentializing associated with labeling<\/span>\u00a0<\/span><\/li>\n
            • Injustice (unwarranted exclusion and differential treatment can be affected by social stigma)<\/span>\u00a0<\/span><\/li>\n
            • Stigmas result in stereotypes,\u00a0prejudice\u00a0and discrimination<\/span>\u00a0<\/span><\/li>\n
            • Internalized ableism\u00a0<\/span>\u00a0<\/span><\/li>\n
            • And\/or<\/span>\u00a0<\/span><\/li>\n
            • Underestimation of capabilities<\/span>\u00a0<\/span><\/li>\n<\/ul>\n

              *non-exhaustive list<\/span>\u00a0<\/span><\/p>\n

              Fighting off stigma\u00a0<\/span>\u00a0<\/span><\/h4>\n

              \u201crequires\u00a0exposing false stereotypes and informing the general public about the meaning of the label and the differences that may exist between the people to whom it applies.\u201d (Werkhoven S., et al, 2022)<\/span><\/p>\n

              Page 6<\/h2>\n

              Identity and Neurodivergence<\/h3>\n

              The neurodivergent umbrella encompasses a broad spectrum of conditions characterized by differences in brains that diverge from the dominant social standard. The umbrella graphic is meant to be an inclusive representation, yet\u00a0it\u2019s\u00a0important to note that each person\u2019s experience is unique. This list is non-exhaustive.<\/span>\u00a0<\/span><\/p>\n

              Neurodivergence Umbrella:<\/span>\u00a0<\/span><\/h4>\n
                \n
              • Synesthesia<\/span>\u00a0<\/span><\/li>\n
              • Dyspraxia<\/span>\u00a0<\/span><\/li>\n
              • OCD<\/span>\u00a0<\/span><\/li>\n
              • Dyslexia<\/span>\u00a0<\/span><\/li>\n
              • ADHD<\/span>\u00a0<\/span><\/li>\n
              • Down Syndrome<\/span>\u00a0<\/span><\/li>\n
              • Dyscalculia<\/span>\u00a0<\/span><\/li>\n
              • Bipolar<\/span>\u00a0<\/span><\/li>\n
              • Epilepsy<\/span>\u00a0<\/span><\/li>\n
              • Autism<\/span>\u00a0<\/span><\/li>\n
              • Tic Disorders<\/span>\u00a0<\/span><\/li>\n
              • Schizophrenia<\/span>\u00a0<\/span><\/li>\n
              • Sensory Processing Disorder<\/span>\u00a0<\/span><\/li>\n
              • PTSD and CPTSD<\/span>\u00a0<\/span><\/li>\n<\/ul>\n

                Disability Justice<\/h4>\n

                \u201cCommitment to cross-movement organizing shifting how social justice movements understand disability and contextualize\u00a0abelism, disability justice lends itself to politics of alliance.\u201d – Sins Invalid<\/span>\u00a0<\/span><\/p>\n

                Let\u2019s\u00a0also consider neurodivergence in the context of intersectionality.<\/span>\u00a0<\/span><\/h4>\n

                Intersectionality \u2013 the intersections of multiple identities and the ways in which disability justice is connected to all social justice movements<\/span>\u00a0<\/span><\/p>\n

                Intersectionality: \u201cWe do not live single issue lives\u201d – Audre Lorde.\u00a0Abelism, coupled with white supremacy, supported by capitalism, underscored\u00a0<\/span>\u00a0<\/span><\/p>\n

                Interdependence-\u00a0Recognizing\u00a0we are\u00a0interconnected. Holding\u00a0the\u00a0intention to meet\u00a0each others\u2019\u00a0needs as\u00a0we\u00a0move toward liberation together.<\/span><\/p>\n

                Page 7<\/h2>\n

                Interview with Tara Hardy: Evergreen Faculty, Poet, and Disability Justice Organizer<\/span><\/span><\/h3>\n

                \u201cPeople who are not familiar with the principles of disability justice, think\u00a0it’s\u00a0all about our disability, but the principles of disability just are all about\u00a0intersectionality, anti-racism, gender liberation, etc. All those things are essential. -Tara Hardy\u00a0<\/span>\u00a0<\/span><\/p>\n

                On the Importance of an Intersectional Curriculum:\u00a0<\/span>\u00a0<\/span><\/p>\n

                Jess: \u201cI have noticed the emphasis you place on including representation of diverse voices in your curriculum? Why is that a priority for you?\u201d<\/span>\u00a0<\/span><\/p>\n

                Tara: \u201cThe\u00a0why it\u00a0is because I think that the solutions that we will create together will be imperfect, partial, and potentially harmful, if\u00a0we’re\u00a0not looking at as many perspectives as possible.\u201d\u00a0<\/span>\u00a0<\/span><\/p>\n

                And of course,\u00a0I’m\u00a0always letting the principles of disability justice\u00a0to guide\u00a0me,\u00a0one of which is\u00a0seeking\u00a0the leadership of these most impacted.\u00a0<\/span>\u00a0<\/span><\/p>\n

                So,\u00a0when I do\u00a0research\u00a0for building a curriculum for the program, I look at who is most\u00a0impacted\u00a0by what we are\u00a0studying. And\u00a0specifically,\u00a0who is most\u00a0impacted\u00a0by the systems that are involved in what\u00a0we’re\u00a0studying.\u00a0And then I designed the curriculum so\u00a0that it\u00a0is led by those\u00a0people.\u201d<\/span>\u00a0<\/span><\/p>\n

                Page 8<\/h2>\n

                Supporting individual needs. Combined with strategies that support all students!<\/span><\/span><\/h3>\n

                Keep in\u00a0mind that\u00a0not every\u00a0neurodivergent\u00a0individual will have the same paradigm of\u00a0neurodiversity. Try to\u00a0see\u00a0each period as an\u00a0individual\u00a0and tailor needs accordingly. Tailored access means what works best for that\u00a0individual\u00a0person.\u00a0<\/span>\u00a0<\/span><\/p>\n

                (there\u00a0are some universal practices you can make\u00a0which\u00a0support\u00a0all students\u2019 learning\u00a0and we will\u00a0feature\u00a0some of these strategies in this zine!)\u00a0\u00a0Flip to\u00a0page 12 for this resource.<\/span>\u00a0<\/span><\/p>\n

                \u201cIf you’ve met one person with autism, you’ve met one person with autism\u201d -Dr. Stephen Shore<\/span>\u00a0<\/span><\/p>\n

                Evergreen\u00a0faulty\u00a0member Caroyln Prouty spoke with me\u00a0about\u00a0supporting\u00a0neurodivergent\u00a0students, and offered this helpful advice, \u201ceach Person is the expert on\u00a0their\u00a0own\u00a0expression of\u00a0their\u00a0neurodivergence.\u201d\u00a0<\/span>\u00a0<\/span><\/p>\n

                Carolyn Prouty also shared with me that it is helpful to keep in mind the fact that people’s capacities are fluctuating.\u00a0People’s experiences of their\u00a0neurodivergent\u00a0body-mind change all the time.<\/span><\/p>\n

                Page\u00a0<\/span>9<\/span><\/h2>\n

                From Theory to Practice: Looking at real dilemmas and strategies<\/span><\/span>\u00a0<\/span><\/h3>\n

                An evergreen faculty asks: What can I do?\u00a0<\/span>\u00a0<\/span><\/p>\n

                \u201cI noticed a lot of \u201cNo Credit\u201d how can I address students who\u00a0don’t\u00a0show up or turn in work?\u201d\u00a0<\/span>\u00a0<\/span><\/p>\n

                There could be a variety of reasons for this.\u00a0Let’s\u00a0try to look at some strategies that can\u00a0benefit\u00a0all students and especially those who are neurodivergent.\u00a0<\/span>\u00a0<\/span><\/p>\n

                What are some things evergreen faculty are already doing that might help?\u201d<\/span>\u00a0<\/span><\/p>\n

                Choose your adventure:<\/span><\/span><\/h3>\n
                  \n
                • Strengths-based strategies p.23<\/span>\u00a0<\/span><\/li>\n
                • Clarity and\u00a0Transparency\u00a0p. 18<\/span>\u00a0<\/span><\/li>\n<\/ul>\n

                  Page 1<\/span>0<\/span><\/h2>\n

                  1. Flexibility <\/span>\u00a0<\/span><\/h3>\n

                  Too much rigidity\u00a0in the name of academic rigor and\u00a0\u201cupholding standards\u201d can lead to the\u00a0opposite\u00a0effect.<\/span>\u00a0<\/span><\/p>\n

                  Mandie Mauldin, educator and innovator in the higher ed., says, \u201cthere is no rigor in giving up.\u201d\u00a0<\/span>\u00a0<\/span><\/p>\n

                  Evergreen\u00a0Faculty\u00a0member, Carolyn Prouty asks, \u201cBut if learning is the point,\u00a0doesn’t\u00a0it make sense to include\u00a0those who learn at a different pace? Who may require certain doable accommodations to access what they need to learn? –\u00a0What Faculty Should Know\u00a0About\u00a0Supporting Neurodivergent Students-Real\u00a0Evergreen.<\/span>\u00a0<\/span><\/p>\n

                  Continue to the next page to see how evergreen faculty are answering this question or chose your own adventure: p. 12 How Universal Design (UDL) can help you practice\u00a0flexibility<\/span>\u00a0<\/span><\/p>\n

                  Page 1<\/span>1<\/span><\/h2>\n

                  Flexibility<\/span><\/span><\/h3>\n

                  One of our faculty members known as DK, who teaches courses in the Transformative Leadership Certificate\u00a0Program,\u00a0was highlighted this past year as\u00a0flexibly\u00a0in collaboration with students and\u00a0Access\u00a0Services.\u00a0<\/span>\u00a0<\/span><\/p>\n

                  \u201cMy approach is simple: I care deeply about my students and strive to understand their needs and support them on their path to success.\u00a0Partnering with Access Services at Evergreen Allowed me to find flexible ways to help a student\u00a0showcase\u00a0their\u00a0learning in the formats that suited them best.\u00a0I\u2019m\u00a0truly grateful\u00a0to be part of a community that values equality, inclusivity, and collaboration.\u201d -DK<\/span>\u00a0<\/span><\/p>\n

                  \u201cIt\u2019s\u00a0an honor to have the opportunity to\u00a0make\u00a0a positive impact on the lives of our students. Ti ne education is a mission and the highest form of service to society.\u201d- Dariush Khaleghi, Evergreen Faculty.\u00a0<\/span>\u00a0<\/span><\/p>\n

                  Page 1<\/span>2<\/span><\/span>\u00a0<\/span><\/h2>\n

                  Ways to show\u00a0<\/span>Flexibility<\/span>:<\/span><\/h3>\n

                  Offering choices for\u00a0multiple\u00a0means of action and expression.\u00a0<\/span>\u00a0<\/span><\/p>\n

                  \u201cHow do I ask\u00a0students\u00a0to show what they know?\u201d\u00a0<\/span>\u00a0<\/span><\/p>\n

                  \u201cKnowing that students have preferences for how they express themselves, (orally, written, and visually), consider\u00a0providing multiple ways for students\u00a0to\u00a0demonstrate\u00a0their\u00a0competency. This\u00a0increases the likelihood of their\u00a0success\u00a0and ultimately, the\u00a0effectiveness of how you measure their learning.\u201d-UDL Universe: A Comprehensive Faculty Development Guide.\u00a0<\/span>\u00a0<\/span><\/p>\n

                  Multiple means of action and\u00a0expression\u00a0(principle of Universal\u00a0Design\u00a0for Learning)\u00a0is\u00a0a\u00a0fancy\u00a0way of\u00a0saying\u00a0be\u00a0flexible\u00a0and allow for\u00a0different ways\u00a0of\u00a0demonstrating\u00a0learning.\u00a0<\/span>\u00a0<\/span><\/p>\n

                  Page 1<\/span>3<\/span><\/h2>\n

                  Remaining<\/span>\u00a0Flexible: while\u00a0<\/span>maintaining<\/span>\u00a0<\/span>high standards<\/span>\u00a0for learning<\/span><\/h3>\n

                  As this Evergreen faculty\u00a0member\u00a0says, learning can be\u00a0demonstrated\u00a0in\u00a0many different ways:\u00a0<\/span>\u00a0<\/span><\/p>\n

                  Hold high, consistent standards with many\u00a0opportunities\u00a0to\u00a0demonstrate\u00a0learning in\u00a0multiple ways\/ choice.\u00a0<\/span>\u00a0<\/span><\/p>\n

                  Challenge<\/span>\u00a0my own Assumptions!<\/span><\/span>\u00a0<\/span><\/h3>\n

                  Don’t\u00a0let my plan\/assumption get in the way of a student’s\u00a0potential+ success<\/span>\u00a0<\/span><\/p>\n

                  \u201cFlexibility=Equity\u201d -Evergreen Faculty Carolyn Prouty<\/span>\u00a0<\/span><\/p>\n

                  These are proven strategies that evergreen faculty are already implementing!\u00a0<\/span>\u00a0<\/span><\/p>\n

                  Page 1<\/span>4<\/span><\/h2>\n

                  Can I really Differentiate\u00a0Instruction? Yes!<\/span>\u00a0<\/span><\/p>\n

                  Differentiate Assignments? Absolutely\u00a0<\/span>\u00a0<\/span><\/p>\n

                  Research shows that individuals do not learn in the same\u00a0way.<\/span><\/p>\n

                  Evergreen Faculty member says: Differentiate Instructions and assessment= keep\u00a0high expectations\u00a0but work w\/ students who might need modification w\/\u00a0content,\u00a0engagement,\u00a0demonstrating\u00a0knowledge.<\/span>\u00a0<\/span><\/p>\n

                  Consider differentiated instruction in the context of Sociocultural Theory of\u00a0Learning;\u00a0what does it mean to you?\u00a0<\/span>\u00a0<\/span><\/p>\n

                  \u201cThe use of single-spaced lessons delivered through a singular instructional approach disregards the different learning styles\u00a0and\u00a0interests\u00a0present in all\u00a0classrooms.\u201d\u00a0<\/span>\u00a0<\/span>International Education Journal, 2006.\u00a0<\/span>\u00a0<\/span><\/p>\n

                  Page 1<\/span>5<\/span>\u00a0<\/span><\/h2>\n

                  Be Flexible and Listen<\/span><\/span><\/h3>\n

                  \u201cPlanning and providing a structure can give students confidence and help them orient to the course, *but* it is also important to check in… On a practical level, this may mean giving leeway with deadlines, allowing students alternative ways to show\u00a0their\u00a0learning, and providing content in a variety of formats.\u201d\u00a0<\/span>\u00a0<\/span><\/p>\n

                  (Shmulsky, S. (2022), Neurodiversity is diversity: how educators can support students who learn differently.<\/span>\u00a0<\/span><\/p>\n

                  Discover ways to remove barriers for all students in your classroom through Universal Design strategies.\u00a0<\/span>\u00a0<\/span><\/p>\n

                  *(This can incidentally reduce some\u00a0of\u00a0the\u00a0headache\u00a0for you too- everyone is less frustrated.)\u00a0<\/span>\u00a0<\/span><\/p>\n

                  Goal for Instructors: Remove One Barrier for Each Course<\/span>\u00a0<\/span><\/p>\n

                  \u201cIf you can do one thing per semester, by two years,\u00a0you’ll\u00a0have changed your class in four different ways.\u201d – Dr. Flor Ardon, study skills lecturer and\u00a0neurodivergent\u00a0student support program manager,\u00a0Cornell.\u00a0<\/span>\u00a0<\/span><\/p>\n

                  Page 1<\/span>6<\/span>\u00a0<\/span><\/h2>\n

                  2. Transparency<\/h3>\n

                  \u201cWrite\u00a0Transparent\u00a0Assignments: Provide purpose, task, criteria, etc.\u00a0<\/span>\u00a0<\/span><\/p>\n

                  Provide study guides and example assignment submissions.\u201d\u00a0<\/span>\u00a0<\/span>Evergreen\u2019s Framework for Inclusive Teaching\u00a0<\/span>\u00a0<\/span><\/p>\n

                  \u201cTry stating the Purpose: Am I making clear the ways in which the assignment will help the student practice specific skills essential to success in the course, in school, in the field, and how can the skills serve in students beyond school?”<\/span><\/p>\n

                  Page 1<\/span>7<\/span>\u00a0<\/span><\/h2>\n

                  3. Clear Expectations<\/h3>\n

                  \u201cClarity of Expectations means a lot. Expect neurodivergent people to ask a lot of questions: Be patient, be thorough, be welcoming.\u201d\u00a0<\/span>\u00a0<\/span>Evergreen\u2019s Frameworks for Inclusive Teaching\u00a0<\/span><\/p>\n

                  \u201cI do… take care to be clear about how what we are addressing each day fits with the overall themes of content engagement approaches for each class meeting; to conduct frequent and varied assessments of concept comprehension; and to summarize key points often. Not-ill or \u2013disabled students tend to find these \u201clearning aids\u201d just as useful as do others.\u201d -Evergreen faculty Joli Sandoz (excerpt from Real Evergreen p<\/span>g. 18)<\/span><\/p>\n

                  Clarity and\u00a0<\/span>Transparency<\/span><\/h3>\n

                  \u201cPeople can usually tap into more creativity when given\u00a0clear\u00a0instructions and parameters for their work.\u201d -Madelyn George\u00a0<\/span>\u00a0<\/span><\/p>\n

                    \n
                  • \u201cIf the assignment prompt is too broad,\u00a0vague, or general, most tent to get overwhelmed.\u201d\u00a0<\/span>\u00a0<\/span><\/li>\n<\/ul>\n
                      \n
                    • \u201cIf it\u2019s too narrow and\u00a0specific, it becomes stifling, limiting choices, interpretations, and connections.\u201d\u00a0<\/span>\u00a0<\/span><\/li>\n<\/ul>\n
                        \n
                      • \u201cAn assignment that is \u201cjust right\u201d in scope and specificity can make students\u00a0literally want\u00a0to get started the moment they read the prompt.\u201d\u00a0<\/span>\u00a0<\/span><\/li>\n<\/ul>\n

                        -Madelyn George Professional and Continuing Education (paCE) Member of the Faculty, Business and Entrepreneurship<\/span>\u00a0<\/span><\/p>\n

                        Page\u00a019<\/span>\u00a0<\/span><\/h2>\n

                        4. Agency<\/h3>\n

                        Building community in the classroom with\u00a0activities\u00a0that enhance student interactions and agency for choice.\u00a0-Evergreen Faculty\u00a0<\/span>\u00a0<\/span><\/p>\n

                        \u201cProvide students’ opportunity for\u00a0agency, both in terms of articulation of the material and sharing their story with you\/others.\u00a0Their unique voices should form the framework\u00a0around\u00a0which pedagogy is built.\u201d\u00a0<\/span>\u00a0<\/span><\/p>\n

                        \u201cProvide\u00a0opportunities\u00a0for students to share their personal narratives (student voice) and use that to build relationships\u00a0and\u00a0pedagogies\u00a0reflecting the inclusion of those voices.\u201d -Framework for Inclusive and\u00a0Culturally\u00a0Sustaining Teaching at Evergreen.\u00a0<\/span>\u00a0<\/span><\/p>\n

                        Page 2<\/span>0<\/span><\/h2>\n

                        Self-Determination Theory in learning:<\/span><\/span><\/h3>\n

                        Focuses on\u00a0developing\u00a0autonomy, competence, intrinsic\u00a0motivation\u00a0and increased engagement.<\/span>\u00a0<\/span><\/p>\n

                        Jaime O\u2019Connor at the TESC LTC points out how this idea is related to the first expectation of an Evergreen graduate: Assume\u00a0responsibility\u00a0for your own work.<\/span>\u00a0<\/span><\/p>\n

                        Six expectations of an Evergreen Graduate (2001)\u00a0<\/span>\u00a0<\/span><\/p>\n

                          \n
                        1. Articulate and assume responsibility for your own work. A\u00a0successful\u00a0evergreen graduate will know how to work well with others, not only in the workplace\u00a0or social contexts, but as an active in the struggle for a more just world. You will\u00a0assume responsibility for your actions as an individual and exercise power\u00a0responsibly\u00a0and effectively.\u00a0<\/span>\u00a0<\/span><\/li>\n<\/ol>\n

                          Agency vs. Autonomy:\u00a0<\/span>\u00a0<\/span><\/h3>\n

                          While related, autonomy is independence,\u00a0whereas\u00a0agency is the ability\u00a0to act upon that independence or within constraints, making it a crucial part of a personal empowerment.\u00a0<\/span>\u00a0<\/span><\/p>\n

                          Agency of self:\u00a0<\/span>\u00a0<\/span><\/h3>\n

                          As an educator, you can help students reach this goal by providing them with opportunities for choice!\u00a0<\/span>\u00a0<\/span><\/p>\n

                          As students, we must learn to make decisions and grow in autonomy. Then we learn how to articulate those decisions through personal narratives. –\u00a0(Jess Y.)<\/span>\u00a0<\/span><\/p>\n

                          Page 2<\/span>1<\/span><\/h2>\n

                          Agency and Autonomy<\/span><\/span><\/h3>\n

                          \u201cSupporting students\u2019 sense of autonomy by giving students choice and control can increase\u00a0their interest\u00a0and enjoyment in a course and may decrease anxiety measures.\u201d\u00a0<\/span>\u00a0<\/span><\/p>\n

                          -Framework for Inclusive and Culturally Sustaining Teaching at Evergreen<\/span><\/p>\n

                          Page 22<\/span><\/span>\u00a0<\/span><\/h2>\n

                          Self-Agency: can also be associated with #2 personal engagement in learning and #5 Learning Across Significant Differences<\/span><\/span>\u00a0<\/span><\/p>\n

                          The Five Foci of an Evergreen Education (1989)<\/span>\u00a0<\/span><\/p>\n

                            \n
                          1. Interdisciplinary study<\/span>\u00a0<\/span><\/li>\n
                          2. Personal engagement in learning<\/span>\u00a0<\/span><\/li>\n
                          3. Cooperative learning<\/span>\u00a0<\/span><\/li>\n
                          4. The connection of theoretical perspectives to practice<\/span>\u00a0<\/span><\/li>\n
                          5. Learning\u00a0across\u00a0significant differences<\/span>\u00a0<\/span><\/li>\n<\/ol>\n

                            Real Evergreen: An Educator\u2019s Handbook, p. 26<\/span><\/p>\n

                            Learning Across Significant Differences<\/span><\/span>\u00a0<\/span><\/h3>\n

                            Creating opportunities for neurodivergent (and all) student to have agency over their learning process is one way to see Foci #5 put into action.<\/span>\u00a0<\/span><\/p>\n

                            Personal Engagement in Learning<\/span>\u00a0<\/span><\/p>\n

                            Another\u00a0great opportunity\u00a0for students to gain self-agnecy\u00a0is through experiential learning. One Evergreen\u00a0faculty\u00a0who incorporates experiential (and even cross-cultural, international) learning opportunities is\u00a0Evergreen\u00a0faculty member. Professor Hirsh Diamant<\/span>\u00a0<\/span><\/p>\n

                            Professor Hirst Diamant says<\/span>\u00a0<\/span><\/p>\n

                            Learning is an active inquiry.\u00a0It\u2019s\u00a0not something you collect as a souvenir from the classroom.\u00a0It\u2019s\u00a0something that happens to you when\u00a0you\u2019re\u00a0involved in something, and this involvement allows you to transform.<\/span>\u00a0<\/span><\/p>\n

                            Page 23<\/span><\/span>\u00a0<\/span><\/h2>\n

                            5. Strength-based Strategies<\/h3>\n

                            Let’s see how an assets-based approach helps all\u00a0students,\u00a0including neurodivergent learners.<\/span>\u00a0<\/span><\/p>\n

                            Strength-based pedagogy:\u00a0Identifying\u00a0Skill Sets<\/span>\u00a0<\/span><\/h3>\n

                            How do we grow in our ways of seeing? Are there strength-based ways of seeing and knowing both ourselves and\u00a0others\u00a0could help us grow in our compassion,\u00a0tolerance\u00a0and appreciation for others?\u00a0<\/span>\u00a0<\/span><\/p>\n

                            A recent conversation with Dr. Letitia Nieto opened my eyes to some of the\u00a0humanzing\u00a0perspectives that educators can develop, when focusing on strengths.\u00a0<\/span>\u00a0<\/span><\/p>\n

                            Page 24<\/span><\/span><\/h2>\n

                            Strength-based ways of seeing, ways of knowing\u00a0<\/span>\u00a0<\/span><\/h3>\n

                            I was so excited to meet Leticia, because I have heard Evergreen faculty often say that attending workshops with her is a rewarding experience. Many of our faculty say that learning from Leticia is how they learn about current pedagogy methods for inclusive and culturally sustaining teaching. <\/span>\u00a0<\/span><\/p>\n

                            One method Leticia equips instructors with the understanding of \u201cSkill Model\u201d as part of the strength-based learning framework. One aspect of strength-based learning theory is that we help students identify their current strengths or skills, and ways they can use those skills while working in an incremental way, either building open other skills or the development of new ones. Leticia says, \u201cIn situations where we work with others, …we must consider the skills available to the person we are working with and meet them where they are. If we have access to a wider set of skills than our client or student, we might perceive solutions that are simply invisible to the person we are working with.\u201d <\/span>\u00a0<\/span><\/p>\n

                            Get support for developing\u00a0equitable\u00a0practices!<\/span>\u00a0<\/span><\/p>\n

                            Page 25<\/span><\/span><\/h2>\n

                            More about Dr. Neito\u2019s Strength-based skills model\u00a0<\/span><\/span>\u00a0<\/span><\/h3>\n

                            \u201cBear in mind\u00a0that people\u00a0can develop only from one skill set to the\u00a0next-skills\u00a0sets cannot\u00a0be skipped. We try to help people where they are, and perhaps give them the support that\u00a0will enable them to gain access to the next skills, ones that lie closest to\u00a0their\u00a0present reach…No skill sets can be skipped \u2013 if we want people to expand their skills range, we have to find ways to help make them make use of the skills they have.\u201d Letitia mentions that in a practical sense,\u00a0observing\u00a0the development of skills might look like\u00a0naming\u00a0skill set, appreciation for seeing the skills set in action, or\u00a0recognition\u00a0that the\u00a0student\u00a0has developed skills wider\u00a0than the\u00a0previous\u00a0skill set.\u00a0<\/span>\u00a0<\/span><\/p>\n

                            The perspective of understanding that we all meet one another where we are, with differencing skill sets at differencing levels, can help us increase our patience and tolerance, especially during hot moments in the classroom. When I contemplate Letitia\u2019s viewpoint, that \u201cearly skill sets are symptoms of socialization,\u201d\u00a0I can see the potential this principle had for reducing stigma.\u00a0<\/span>\u00a0<\/span><\/p>\n

                            As Letitia says, it is not helpful to\u00a0demonize\u00a0people using these \u201cearly skill sets.\u201d With this\u00a0perspective, we can provide freedom for\u00a0students\u00a0to explore\u00a0their\u00a0current skills and\u00a0shift into the next skill set, in an inclusive and supportive system.\u00a0Reference Source: Beyond Inclusion, Beyond Empowerment by Dr. Letita Nieto<\/span><\/p>\n

                            Page 26<\/span><\/span><\/h2>\n

                            Strength-Based Learning<\/span><\/span><\/h3>\n

                            Structure an early assignment that begins with students focusing on their backgrounds to inventory their assets-knowledge skills, and\u00a0abilities\u00a0<\/span>\u00a0<\/span><\/p>\n

                            Evergreen Teachers are doing this!\u00a0<\/span><\/p>\n

                            Page 27<\/span><\/span><\/h2>\n

                            Evergreen faculty are doing this!\u00a0<\/span><\/span>\u00a0<\/span><\/h3>\n
                              \n
                            • Flexible learning requirements<\/span>\u00a0<\/span><\/li>\n
                            • Personalized learning\u00a0<\/span>\u00a0<\/span><\/li>\n
                            • Meet students where they are — their strengths<\/span><\/li>\n<\/ul>\n

                              Focusing on strengths\/assets<\/span><\/span><\/h3>\n

                              \u201cAll students have strengths and weaknesses. To support learning means to make class acesible for all kinds of people.\u201d\u00a0<\/span>\u00a0<\/span><\/p>\n

                              Nicole Yee, Rhode Island School of Design (liberal Education, 2022)<\/span><\/p>\n

                              Page 28<\/h2>\n

                              Accessibility<\/span><\/span><\/h3>\n

                              How do we make secure sure course materials are accessible?\u00a0<\/span>\u00a0<\/span><\/p>\n

                              Although this zine was made with creativity in mind, utilizing different fonts and unconventional layouts, we are providing a plain text version, which has been adapted to make this zine accessible as well.<\/span><\/p>\n

                              Unconscious bias must be addressed and fought against so we can prevent\u00a0judgement and\u00a0stereotypes\u00a0about people we do not even know.<\/span><\/p>\n

                              Page<\/span>\u00a029<\/span><\/h2>\n

                              Information Technology Accessibility\u00a0<\/span>the<\/span>\u00a0Evergreen State College<\/span><\/h3>\n

                              Bridget Irish in the Academic Technologies office can\u00a0help\u00a0and help you discern what is and\/or is not accessible. Thank you, Bridget!<\/span>\u00a0<\/span><\/p>\n

                              One Evergreen Faculty member says they are making it a priority to \u201cadapt\u00a0exercises, maintain\u00a0up to date on\u00a0accessibility\u00a0standards and practices…Research\u00a0new films, readings, info, historical material to expand my inclusion.\u201d\u00a0<\/span>\u00a0<\/span><\/p>\n

                              Page 30<\/h2>\n

                              Why focus on inclusive practices right now\u00a0at\u00a0this time and place?\u00a0<\/span>\u00a0<\/span><\/h3>\n

                              To answer this question, I am including a section from this inspiring letter and call to action written by JuliA Metzker of the Washington Center for Improving Undergraduate Education. <\/span>\u00a0<\/span><\/p>\n

                              \u201cAs this academic year unfolds, we face\u00a0intensifying\u00a0pressures on higher education-from federal compacts demanding compliance in exchange for funding to state-level\u00a0attempts to restrict what can be taught and discussed in our classrooms.\u201d\u00a0-JuliA\u00a0Metzker\u00a0<\/span>\u00a0<\/span><\/p>\n

                              Yet our\u00a0resistance\u00a0gives rise to hope\u00a0<\/span>\u00a0<\/span><\/p>\n

                              \u201cEach workshop participant who examines\u00a0their\u00a0own assessment practices, each faculty memeber who creates space for culturally responsive teaching and learning, each administrator\u00a0who protects\u00a0academic\u00a0freedom\u00a0through\u00a0policy; finding joy in these actions is throwing sand in the gears of attempts to control what knowledge is valued and\u00a0who’s\u00a0stories can be told.\u201d\u00a0-JuliA\u00a0Metzker\u00a0<\/span><\/p>\n

                              Page 31<\/h2>\n

                              Inclusive teaching is about\u00a0small, doable practices that foster learning, which is what\u00a0we\u2019re\u00a0all trying to do, together.\u201d- Joli Sandoz\u00a0<\/span>\u00a0<\/span><\/p>\n

                              Each time I talk with faculty this year, as a Student Leaning Partner, I try to remind them that small actionable steps make a big impact. Start\u00a0with one strategy, so it\u00a0doesn’t\u00a0feel overwhelming.\u00a0<\/span>\u00a0<\/span><\/p>\n

                              Keep going!\u00a0<\/span>\u00a0<\/span><\/p>\n

                              Your effort matters!\u00a0<\/span>\u00a0<\/span><\/p>\n

                              With this in mind, I\u00a0suggest incorporating one including principle at a time.\u00a0Before\u00a0you know it, these efforts which seem like small ripples on the surface of the\u00a0sea\u00a0build momentum,\u00a0becoming\u00a0like a wave: strong, powerful, creating change and shaping the landscape of learning. -Jess\u00a0<\/span>\u00a0<\/span><\/p>\n

                              Sending\u00a0very special\u00a0thank you to Jaime O\u2019Connor,\u00a0JuliA\u00a0Metzker, and Ashley Hilton at Learning\u00a0and\u00a0Teaching\u00a0Commons\u00a0for supporting this creative endeavor.\u00a0<\/span>\u00a0<\/span><\/p>\n

                              Thank you to the CAC Board and Carolyn Prouty for providing feedback on this project; And thank you to my teachers for giving me freedom and autonomy in my learning process. <\/span>\u00a0<\/span><\/p>\n

                              Back Cover<\/h2>\n

                              We gratefully acknowledge and home of\u00a0the Squaxin Island Tribe, upon\u00a0who’s\u00a0traditional homelands the Evergreen State College Olympia campus is situated.\u00a0For thousands of years, their ancestorial families lived and thrived here. They named Budd Inlet Steh Chass, and Eld\u00a0Inlet\u00a0where the campus is located\u00a0Squi\u2019Aittle. Today, the Squaxin Island Tribe continues to live on\u00a0and stweward the lands and waters of the Southern Salish Sea.\u00a0<\/span>\u00a0<\/span><\/p>\n

                              Copyright The Evergreen State College Learning and Teaching Commons written by Jess Yusko with input from many incredible TESC faculty and staff.\u00a0<\/span>\u00a0<\/span><\/p>\n

                              No AI training: without in any way limiting the authors [and\u00a0publishers] exclusive rights under copyright, any use of this publication to \u201ctrain\u201d\u00a0generative artificial intelligence (AI) technologies to\u00a0generate\u00a0text is expressly prohibited. #noaitraining<\/span>\u00a0<\/span><\/p>\n

                              The author and publisher\u00a0reserve\u00a0all right to license uses of this work for generative AI training and development of machine learning language models.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

                              A plain text version of the zine produced by Learning and Teaching Student Partner Jess Yusko in the 2025-2026 academic...<\/p>\n","protected":false},"author":9875,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_mi_skip_tracking":false,"_s2mail":"yes"},"_links":{"self":[{"href":"https:\/\/sites.evergreen.edu\/ltc\/wp-json\/wp\/v2\/pages\/7369"}],"collection":[{"href":"https:\/\/sites.evergreen.edu\/ltc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.evergreen.edu\/ltc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.evergreen.edu\/ltc\/wp-json\/wp\/v2\/users\/9875"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.evergreen.edu\/ltc\/wp-json\/wp\/v2\/comments?post=7369"}],"version-history":[{"count":6,"href":"https:\/\/sites.evergreen.edu\/ltc\/wp-json\/wp\/v2\/pages\/7369\/revisions"}],"predecessor-version":[{"id":7620,"href":"https:\/\/sites.evergreen.edu\/ltc\/wp-json\/wp\/v2\/pages\/7369\/revisions\/7620"}],"wp:attachment":[{"href":"https:\/\/sites.evergreen.edu\/ltc\/wp-json\/wp\/v2\/media?parent=7369"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}