From Nature to Pen: Designing an Inclusive Writing Course for Educators

Abstract

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.