Workshop Schedule

Daily Schedule

Each day will follow the same schedule. More information on each block activity can be found below.

    • 8 – 9 am: Gathering time, coffee/breakfast (provided)
    • 9-10:15 am: Block 1 Activity
    • 10:15 -10:45 am: Break
    • 10:45 am – 12:00 pm: Block 2 Activity
    • 12:00 – 2:00 pm: Lunch (not provided – bring your own or visit nearby restaurants)
    • 2:00 – 3:15 pm: Block 3 Activity
    • 3:15 – 3:45 pm: Break
    • 3:45 – 5:00 pm: Block 4 Activity

Below is a detailed schedule for the workshop. Please contact us if you have questions about any of the workshop sessions!

Day 1: Framing, Context, and Self-Reflection

  • Block 1: 
    • Instructors & Students: Introduction and discussion norms
  • Block 2: 
    • Students: Overview of preparation materials and share out from the design team
    • Instructors: Overview of preparation materials
  • Block 3:
    • Instructors & Students: Disabled student panel 
  • Block 4:
    • Students: Guided-reflection about current issues experienced by disabled students
    • Instructors: Guided-reflection about courses taught, institutions, issues that might be a part of class, and things that might be done well
    • Instructors & Students: Goal Setting and share out together

 

Day 2: Evaluating Course Access and Career Exploration

  • Block 1: 
    • Students: Overview of physics careers and pathways/Career readiness standards
    • Instructors: Variation Planning Tool (VPT) Overview & Applications
  • Block 2: 
    • Instructors & Students: Students and instructors pair up, discussing career and courses.
  • Block 3:
    • Students: STEM Careers panel
    • Instructors: Office of Disability Services (ODS) panel
  • Block 4:
    • Students: Society of Physics Students Careers Toolkit and O*Net resources
    • Instructors: Return to VPT and alternate course structures

 

Day 3: Tools for Access and Being Disabled in the Workplace

  • Block 1: 
    • Students: Disclosure of disabilities – write script, words for a cover letter, etc.
    • Students: Accommodations in the workplace
    • Instructors: Universal Design for Learning (UDL) 1-3 working on lectures/readings – tools for fixing
  • Block 2: 
    • Students: Navigating the workplace culture
    • Instructors: UDL 4-6 (working on syllabus – overall structures & tools/options for addressing) and UDL 7-9 (working on activities – analytic, coding, lab/equipment based)
  • Block 3:
    • Students: Disability justice and crip theory
    • Students:  Work-life balance and workflow – Dueling calendars
    • Instructors: Syllabus and assessments
  • Block 4:
    • Instructors & Students: Independence vs. Interdependence in science

 

Day 4: Moving Towards Inclusion

  • Block 1: 
    • Instructors & Students: Navigating disability stigma
  • Block 2: 
    • Instructors & Students: Stopping ableism in action

 

Day 5: Teaching Implementation Planning and Jobs Skills Practice 

  • Block 1: 
    • Students: One-on-one mentoring meetings
    • Students: Crafting cover letters and personal statements
    • Instructors: Implementation plan
  • Block 2: 
    • Instructors & Students: Practice interviews
    • Instructors & Students: Practice “Day 1 accommodations” conversations
  • Block 3:
    • Instructors & Students: Final guided reflection, check in planning, & feedback
  • Block 4:
    • Instructors & Students: Celebration – Dip party!