As more students request accommodations, you may find that meeting their needs can help all of your students.In 1945 a disabled World War II veteran named Jack Fisher petitioned the city of Kalamazoo, Mich., to make cuts in the street curbs in order to allow him and other wheelchair users to navigate the city more easily. Fortunately for Fisher, the son of Kalamazoo’s city manager also used a wheelchair, and so Fisher’s arguments found a sympathetic audience. Curb cuts were introduced around the city, and thus was born what has become a ubiquitous feature of our built environment today.In the decades that followed Fisher’s advocacy, as curb cuts became more commonplace, it became clear they were not just for wheelchair users. They proved a welcoming feature of the environment for parents wheeling children about in strollers, for senior citizens who had trouble with stairs and steps, for people temporarily on crutches, for bike riders and skateboarders and more.
Clearly, the gaps for Black and Hispanic students, in the face of a general upward trend, show that significant numbers are unable to access the benefits that we continually proclaim will result from higher education.[...]if you can’t recruit additional students, you need to make every effort to keep more of the ones you already have.There is no shortage of proposed solutions: partnerships with local secondary schools, summer bridge programs, First-Year Experience programs, new student seminars built around a college success curriculum, expansion of developmental coursework, a stronger focus on diversity in student services and campus life — the list is an impressive one.Inclusive teaching promotes the effective and meaningful learning that’s the vital foundation for student success Beyond even that benefit, though, by focusing on inclusive teaching, we benefit our own institutions by keeping more students on our campuses and enabling them to graduate.
Issues with retention, persistence, and completion are attributed to the increase of diversity and variability amid students entering higher education (Schelly et al, 2011). Among that variability are perceptual ability, language ability, background knowledge, cognitive strategies, and motivation (Nelson & Bashman, 2014). In this qualitative study, knowledge and perceptions of the diverse student population, specifically students with hidden disabilities and Universal Design for Learning (UDL) are explored. UDL benefits students with identifiable and unidentifiable disabilities that are unaware of disability services, do not want to disclose their disability, or are undiagnosed.
Historian Donald Yacovone, an associate at the Hutchins Center for African & African American Research and a 2013 winner of the W.E.B. Du Bois medal, was researching a book on the legacy of the antislavery movement when he came across some old history school textbooks that stopped him cold — and led him to write a different book. Yacovone, who co-authored “The African Americans: Many Rivers to Cross” with Henry Louis Gates Jr. in 2013, is now writing “Teaching White Supremacy: The Textbook Battle Over Race in American History.” The Gazette interviewed Yacovone about the origins of his research, his findings, and why he thinks it’s necessary to teach the difficult story of slavery and white supremacy and their legacies.
The 1619 Project is a long-form journalism project developed by Nikole Hannah-Jones, writers from The New York Times, and The New York Times Magazine which "aims to reframe the country's history by placing the consequences of slavery and the contributions of Black Americans at the very center of the United States' national narrative". The project was first published in The New York Times Magazine in August 2019 for the 400th anniversary of the arrival of the first enslaved Africans in England's Virginia colony. The project later included a broadsheet article, live events, and a podcast.
Love Has No Labels partnered with the Anti-Defamation League (ADL) to create a guide to help you facilitate a discussion about bias and inclusion on your college campus using the Love Has No Labels Fans of Love video. This guide includes key words, discussion questions, tips to rethink bias and talking points for resident advisers and student leaders to facilitate conversations about diversity.
Reach Everyone, Teach Everyone is aimed at faculty members, faculty-service staff, disability support providers, student-service staff, campus leaders, and graduate students who want to strengthen the engagement, interaction, and performance of all college students. It includes resources for readers who want to become Universal Design for Learning experts and advocates: real-world case studies, active-learning techniques, UDL coaching skills, micro and macro-level UDL-adoption guidance, and use-them-now resources.
Designing an Innovative Pedagogy for Sustainable Development in Higher Education This book develops a "green pedagogy" and an innovation mindset in higher education by using approaches based on innovative design thinking, arts-based practices, digital transformation, and entrepreneurship for sustainable development. New pedagogical methods and educational solutions are developed throughout this book to offer pedagogical support to both students and university/college-level instructors. This book leads students as well as their instructors, through an artful and experimental way of thinking and doing, to take the ownership of the co-creation process. This is the basis for increasing social responsibility, motivation and commitment, and fostering creativity and innovation. An educational toolkit, including human-centric design methods, digital tools, creative and arts-based practices, innovation-related skills, and nascent and social entrepreneurship competencies, is provided for higher education instructors. This method kit will help instructors support students in the process of creating new knowledge for addressing real-world problems and enhance their societal involvement, foster entrepreneurial spirit, and reach opportunities for a sustainable future. Features Discusses arts-based education and entrepreneurship-based skills. Presents digital transformation and innovation-related skills for sustainable development. Proposes an experimental culture of thinking and doing. Provides agile and collaborative development methodology. Leads students to be much more creative and innovative. Offers a method kit for instructors to respond to 21st-century requirements in the field of higher education.
This report presents the findings of 13 case studies and interviews with university faculty demonstrating how Teaching Tolerance resources can be constructively incorporated into existing coursework across the teacher education curriculum. Taken as a whole, the studies and interviews in this report can serve as models or road maps for faculty interested in using Teaching Tolerance in their work with pre-service educators.
Participating faculty teach in colleges and universities in eight states: California, Colorado, Connecticut, Hawai’i, Idaho, Kansas, Maine and New York—states with very different credentialing requirements and student populations. Although each faculty member took a different approach when integrating Teaching Tolerance materials into their courses, some larger conclusions can be drawn from the results:
Teaching Tolerance materials are valuable additions to introductory and core classes (such as Foundations of Education) and subject-specific methods courses.
Teaching Tolerance materials are integral to coursework promoting diversity, inclusion and culturally responsive and sustaining pedagogy.
While Teaching Tolerance materials have traditionally been used to complement the primary texts of a course, they can also serve as foundational resources around which courses can be designed.