CU Boulder’s Center for Teaching and Learning offers support to faculty and instructors that promote inclusive pedagogy. Visit their pages on inclusivity and teaching resources if you would like help redesigning your course syllabus from an inclusive lens and/or strategies to promote student learning.
In addition, the Digital Accessibility Office offers a variety of resources and support to ensure that course content is accessible to all learners, including those with disabilities or who use assistive technology. For additional information on this topic, see the articles below:
In this article, Cabrera and associates make an argument for the positive impact of collaborative learning, particularly as it relates to student development and increasing diversity. The authors examined three issues: 1) gender and ethnic differences as it relates to collaborative learning preferences; 2) effects of collaborative learning on student outcomes; and 3) determinants of openness to diversity. Findings from this study provide a compelling case for using collaborative learning practices, both inside and outside the classroom because students exposed to collaborative learning practices showed positive changes in their developmental and academic outcomes.
Published by the University of Michigan’s Center for Research on Learning and Teaching, this document, provides an overview of inclusive classrooms. They define inclusive classrooms as those where instructors and students work together to create and sustain an environment in which everyone feels safe, supported, and encouraged to express views and concerns. The authors contend that classroom inclusiveness depends on a variety of interaction types that are influenced by course content, prior assumptions and awareness of multicultural issues, and an instructor’s knowledge about the diverse backgrounds the students in the class, to name a few. The article also examines how those factors influence classroom interactions. The authors provide examples of potential problems and how they may be addressed prior to them arising in the classroom.
This article seeks to personalize the concerns of diverse student populations and encourage faculty to intentionally incorporate cultural inclusion into their pedagogy and courses. Specifically, the authors use one student’s narrative to argue the necessity of shifting the onus for classroom cultural inclusivity from students to faculty. The authors indicate that some faculty members’ interpretation of academic freedom is to discount their accountability for leveraging classroom inclusivity for learning. In addition, the authors highlight that those who include diversity in their courses are often marginalized by their institutions.
This paper endeavors to identify the factors that predict students’ perceptions of their institution’s success in achieving a positive climate for diversity and to demonstrate how these factors predict success in achieving a positive climate for diversity. The findings suggest that student perceptions of a positive climate reflect the pre-college interactions they have had with diverse peers, as well as the institution’s ability to incorporate diversity-related issues into its curriculum. The authors argue that curriculum reflects the institution’s priorities, especially for students of color. As such, if institutions want to be perceived by students as a community that welcomes diversity, it needs to include diversity within its curriculum.
This monograph includes three research studies that argue diversity as: a) a critical component of the college educational experience for students, faculty and staff; b) an essential resource for optimizing teaching and learning; and c) a positive influence on the educational outcomes of college students. These benefits are not limited to students of color, but also the experiences of white students. Each of the three research studies in this monograph offer unique insights on diversity within the classroom from the faculty perspective.
This report underscores the importance of a liberal education in preparing students for the workforce. Employer priorities are outlined, with an emphasis on how colleges can prepare students to meet the changing workforce. Sample priorities include innovation, critical thinking skills, written and oral communication, and intercultural skills. In outlining these priorities, employers recognize liberal education and the liberal arts as being able to equip students with the aforementioned skills.
The monograph’s authors underscore the importance of intercultural competency and faculty engagement in diversity to effectively support positive educational outcomes for an increasingly diverse population of students. They provide evidence to support that diverse learning environments positively influence student development in the areas of cognitive, affective, and social outcomes. Additionally, the authors draw on research literature to support diversity engagement, and use AAC&U’s theoretical framework of inclusive excellence to further explicate how diversity can be engaged in a classroom environment. The monograph offers strategies for applying extant research to the classroom so that faculty can use classroom time and student resources to support students in their ability to engage in a diverse society.
This article underscores the importance of understanding and applying inclusive practices with students with learning and other disabilities. An introduction of Universal Design for Instruction (UDI) is offered. This is a teaching approach based on the premise that the instructional planning and implementation, and evaluation of learning can incorporate attributes that embrace differences in learners without compromising academic standards. Page 23 outlines the nine UDI principles, their definitions and examples for working with diverse populations. It also offers recommendations for professionals and parents who interface with students with learning disabilities.