Learning outcomes:
- LO3: Review the research on the benefit of inclusive teaching on student participation and learning.
- LO4: Show how the universal design for learning (UDL) framework supports the notion of inclusive teaching.
- LO5: Articulate how to tailor learning experiences to account for the backgrounds, abilities, and levels of prior knowledge of students.
1. Introduction
Students should have equal opportunities for success, regardless of their race, ethnicity, sexual orientation, gender, religion, linguistic or socioeconomic background, and more. We all walk into the classroom with expectations and norms that have been established and cultivated by the communities and cultures from which we come; and some identities, cultures, and backgrounds (of both students and teachers) have more power and privilege than others in traditional college classrooms. Addressing potential challenges in the classroom related to power and privilege is a hugely complex and fraught issue, and many questions emerge. How do these issues affect learning, the classroom environment, or your position as a teacher? Much research is being done to address these issues. What can you do to promote equity in the classroom while working to teach effectively?
These notes explore the concept of inclusive teaching and how it is a valuable tool for supporting and facilitating increased student engagement and performance. In doing so, these notes cover the universal design for learning (UDL) framework and how it can be utilized in higher education institutions to support inclusive teaching practices. Lastly, through these notes you will have the opportunity to see how best to tailor learning experiences based on a student’s learning preferences, personality, and prior knowledge.