Abstract
Virtual or hybrid options provide a way for marginalized faculty and staff to fully participate in their fields and on their campuses. As such, an equitable and pandemic-informed academic workplace should include fully accessible and well-resourced hybrid participation options for department meetings and events, office work, and classroom duties. In spring 2023, we created a work group on our campus to address the challenges of hybrid work and co-create campus-wide recommendations for hybrid workspaces. In this article, we share our findings and evidence-based recommendations, many of which draw on Universal Design for Learning, as well as offer suggestions on how readers can pursue similar work on their campuses.
Recommended Citation
Vosen Callens, Melissa; Anicha, Cali; and Napoleon, Larry Jr.
(2024)
"Making (Virtual) Space for Disability Equity in Academia,"
Feminist Pedagogy: Vol. 5:
Iss.
2, Article 6.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol5/iss2/6
Included in
Accessibility Commons, Higher Education Commons, Online and Distance Education Commons, Social Justice Commons