Imagine that you have logged onto a video Zoom meeting or class, and you notice that one of the participants is driving. He fumbles with the phone, trying to align the camera with his face, looking from the phone to the road ahead. Other participants on the call either say nothing or thank him for being willing to participate from his car. That is distracted driving, and if he collides with a car or pedestrian due to that distraction, each of those meeting participants could be held liable for distracting the driver. In addition, they would be witnesses to his distracted driving in the lawsuit that would likely result in his university or employer being held liable. This case study summarizes the risks of university or employer liability arising from distracted driving, proposes policies to reduce the risk of that liability, and offers guidance for teaching these concepts to students and employees.

This mini session is centered around supporting faculty teams in critically redesigning lower-division courses to address high equity gaps. Specifically, we will highlight how culturally responsive pedagogies can be improved to promote student engagement and belonging. As the world continues to transform, so does education, and it is crucial that classroom practices inclusively serve the needs of first-generation students and racially minoritized students. In this session, we will review our process to engage faculty in centering course design (instruction, assignments, and classroom practices) for student belonging and shift away from deficit ways of viewing student achievement. We will share how faculty can reflect on their own educational experiences to inform the redesign and emphasize how all faculty teaching the same courses can come to a shared understanding of how to better serve students. In redesigning courses with high equity gaps, it is important for faculty to have department-level and administrative-level support so that student learning outcomes can be improved. Faculty, department chairs, and deans who are looking to reexamine courses with high equity gaps would benefit from this session as it can provide inspiration for positive and equitable change.

The MATN is designed as a practical online reference tool for special education teacher candidates. It helps them explore a range of assistive technology (AT) options, including no-tech, low-tech, and high-tech solutions. These options are applicable for various student tasks both inside and outside the classroom and cover different aspects of daily life. The MATN empowers candidates to address the diverse challenges students face. Additionally, it promotes inclusive education by encouraging the use of universal digital tools and educational technology. This aligns with the Universal Design for Learning principles and keeps candidates updated on the latest AT advancements.

Teacher educators are encouraged to integrate this online tool into their teaching or assignments. It is particularly useful for special education teacher candidates in conducting case studies or initial screenings. This helps determine if a student requires further evaluation for AT devices and services.