5.1 Introduction to Inclusive Course Design

Addy et al. (2023) summarize the three steps for instructors to take to design an inclusive course and implement inclusive pedagogy:

• Step 1: understanding the necessity for inclusive teaching;
• Step 2: becoming comfortable with a working definition of inclusive teaching;
• Step 3: creating a roadmap for an inclusive course. A “roadmap typically takes the shapes of forms in a syllabus” (p. 47 ).

A syllabus is a living constitution through which instructors can establish inclusivity and communicate clearly to students. An inclusive syllabus is a document that not only outlines the structure and content of a course but also reflects a commitment to creating an equitable and supportive learning environment. It acknowledges and addresses the diverse needs of students, aiming to reduce barriers to learning and participation. An inclusive syllabus includes policies and resources that help to ensure all students are supported in their learning. The elements are easy to include and do not require anyone to leave out critical course information (Finley, 2021). The significance of an inclusive syllabus lies in its potential to foster a sense of belonging, respect, and engagement among all students, thereby enhancing their overall learning experience and success. Key components of an inclusive syllabus include:

• Clearly defined learning outcomes help students understand what they are expected to learn and achieve by the end of the course. These outcomes should be measurable, achievable, and relevant to diverse student needs.
• Transparent grading criteria provide students with a clear understanding of how their performance will be assessed. This transparency helps in reducing anxiety and ensuring fairness in evaluation.
• An inclusive syllabus should explicitly state the course’s accommodation policies, encouraging students to seek the support they need. This may include information on how to request accommodations and available resources for students with disabilities.

No matter the medium of learning, whether online or in person, students should feel a sense of inclusion and sense of belonging within his/her coursework. The full student experience should include the idea of social belonging and feeling welcome, valued and respected inside and outside of their classes regardless of their backgrounds, socioeconomic status, or physical, psychological, intellectual, and linguistic abilities. Inclusive teaching and course design asks faculty to take sociocultural factors, psychological, intellectual, and physical abilities into consideration when teaching existing courses and designing new courses. Inclusive teaching and course design are increasingly important for meeting diverse students’ learning needs. This concept is considered DEI pedagogy (diversity, equity and inclusion).

5.1.1 Principles of Inclusive Syllabus Design

When reviewing a syllabus, instructors should pay attention to the language and tone used in a syllabus which can significantly impact students’ perceptions and engagement. An inclusive syllabus employs welcoming, respectful, and encouraging language, consciously avoiding jargon and complex terminology that might alienate or confuse students. The tone should convey openness, support, and a commitment to students’ success, fostering a positive and inclusive classroom climate.

To foster belonging and engagement, the syllabus should acknowledge the diverse backgrounds, experiences, and perspectives that students bring to the classroom. It should include strategies to promote interaction and collaboration among students, such as group projects, discussions, and peer feedback. Additionally, the syllabus should provide information about campus resources, such as tutoring centers, counseling services, and cultural centers, that support student well-being and academic success.

5.1.2 Creating a Positive First Impression

Students often read the syllabus before the first day of class, making it their first impression of both the course and the instructor. Using a warm and welcoming tone can make you appear more approachable and motivated to teach, thus shaping students’ initial perceptions positively. A syllabus written in this manner communicates expectations in an open and understanding way, which can foster positive motivation and reduce student stress.

For instance, compare the following examples:

Warm language helps create a supportive learning environment where students feel more comfortable engaging and reaching out when they need help. Focus on these three areas when analyzing your current teaching styles: social presence, social capital and social belonging. All three have their place when developing inclusive syllabus design.

5.1.3 Inclusive Course Design

To further help you implement inclusive teaching, the article titled Inclusive Teaching and Course Design by Gamrat (2020, February 6) (an Instructional Designer) provides 16 steps that faculty can take to make sure of diversity, equity and inclusion (DEI) in their classes. Figure 5-1 lists each step. You can reflect on whether you have taken some or all the steps in your online courses or on-campus courses.

5.1.4 The INCLUSIVE ADDIE Model for Course Design

As mentioned in Chapter 1 Introduction to Course Design, ADDIE  is a classic  instructional design model used to develop an effective learner experience.  However, the ADDIE model does not address inclusive course design or consider cultural issues. Gamrat et al. (2022) proposed the INCLUSIVE ADDIE model to address cultural issues and inclusion within courses. They also provide a downloadable workbook which guides instructors to follow each step to design an inclusive course. As Figure 5-3 shows, this model includes 9 steps across five stages. In a blog post titled Inclusive Teaching and Course Design, Reilley (2023, March 13) interprets this model based on her work experience.

 

 

5.2 Pedagogical Strategies for Designing Inclusive Syllabi

Addy et al. (2023) summarize four important pedagogical strategies for designing an inclusive syllabus: Universal Design for Learning (UDL), centering around student learning, a growth mindset, and multicultural and culturally relevant learning.

5.2.1 Universal Design for Learning

UDL is a framework for improving teaching and learning to meet learners’ diverse needs and eliminate any possible barriers in their learning process. A sample application of the UDL framework is to include closed captions on lecture videos to help students who cannot follow the speaker (s) in those videos. The UDL framework is widely used to ensure inclusive course design. The following video explains how the UDL framework guides the course design.

UDL at a Glance (4:37 mins)

https://youtu.be/bDvKnY0g6e4

Following the UDL framework will ensure that students can interact with course content, students, and their instructors in diverse ways and work on diverse types of assessments in which they can demonstrate their knowledge and skills in different ways. Instructors can use the UDL guidelines to guide their inclusive course design. The UDL guidelines include three principles: 1) providing multiple means of engagement, 2) providing multiple means of representation, and 3) providing multiple means of action & expression (CAST (2018). Instructors can go to the website about the UDL Guidelines to download the guidelines, learn more about research related to UDL, and access newsletters related to the UDL guidelines 3.0.

5.2.2 Centering Around Student Learning

Traditional syllabi often emphasize course content over the student learning experience. Shifting the focus from “what the course will teach” to “what the student can learn” centers the syllabus around students and their learning journey. This approach allows you to better understand and address each student’s needs, fostering a more inclusive learning environment.

Here are some tips to achieve this shift:

• Provide clear information on what students will need to do and the resources available to help them succeed.
• Be transparent about grading and expectations, enabling students to understand and meet the course requirements.
• Use inclusive language such as “we will…” and “you will…” instead of “this course will…” or “students will…”
• Clearly state what you hope students will learn through the course and the useful skills they can expect to gain.

By centering the syllabus on student learning, you emphasize the importance of the learning process and create a more student-focused and inclusive classroom atmosphere. (Stanford, 2021)

5.3 Policies Related to Inclusiveness

Creating an inclusive learning environment in higher education is deeply rooted in the establishment and implementation of effective policies. These policies are guided by legal frameworks designed to ensure equity and accessibility for all students, including the Americans with Disabilities Act (ADA) and anti-discrimination laws. These laws mandate that educational institutions provide reasonable accommodations and maintain environments free from discrimination, laying the foundation for inclusive practices that enable students of all backgrounds and abilities to succeed. In Chapter 2 OSCQR and RSI, we also discuss and refer to OSCQR and RSI standards that have recently been mandated by the Department of Education and encourage these ADA policies and inclusiveness within your courses and syllabi.

Inclusive policies are essential for promoting equity and accessibility within educational settings. By adhering to these policies, institutions can eliminate barriers to education, foster a sense of belonging, and enhance overall student success. Such policies reflect a commitment to supporting diverse student populations, ensuring that every student has the necessary resources and support to fully engage in their academic pursuits.

Institutions often support inclusivity through diversity initiatives and inclusive practices. These initiatives may include programs that promote cultural competency, bias training for faculty and staff, and support services for students from diverse backgrounds. Examining these initiatives helps us understand their contributions to a more inclusive campus culture and provides a framework for implementing similar practices within individual courses. For instance, case studies of effective policy implementation can offer valuable insights into how institutions successfully integrate inclusivity into their operations. Examples might include how a revised accommodation policy improved access for students with disabilities or how a diversity training program enhanced cultural awareness among faculty, illustrating the tangible benefits of inclusive policies.

Examples

Fort Hays State University has recently rolled out a Social Belonging course for faculty. This course is asynchronous, volunteer-based but recognizes the current need of online connect and inclusiveness.

To ensure that courses reflect institutional commitments to inclusivity, instructors should align their course structures and assessments with these policies. This alignment might involve designing assessments that accommodate different learning styles, using inclusive language in course materials, and ensuring that all course content is accessible. Proactively addressing accommodation requests and accessibility concerns is vital, and instructors should communicate their willingness to accommodate students’ needs clearly, providing instructions on how students can request accommodations. Additionally, course materials should be designed with accessibility in mind, ensuring that students with disabilities can access and engage with the content.

Evaluating the effectiveness of institutional policies requires specific tools and metrics. Surveys, feedback forms, and performance data can provide insights into how well policies are working and where improvements might be needed. These tools help institutions measure the impact of their policies on student success and identify areas for further development. Moreover, advocating for policy revisions and improvements is essential for maintaining and enhancing inclusivity. Instructors and administrators should collaborate to identify gaps in existing policies and propose changes that better support diverse student populations. This might involve forming committees, conducting research, and presenting findings to institutional leadership to drive policy changes.

5.4 Inclusive Technologies

Inclusive technologies play a pivotal role in promoting accessibility and engagement within educational settings. These technologies are designed to support the diverse needs of all learners, ensuring that everyone has equal access to educational resources and opportunities. By integrating inclusive technologies into course design, educators can create a more equitable learning environment that caters to a wide range of abilities and learning styles. The benefits of inclusive technologies for diverse learners are manifold, including enhanced accessibility, increased engagement, and improved learning outcomes.

5.4.1 Examples of Inclusive Technologies

There are numerous inclusive technologies available that can significantly enhance the learning experience for students. Enhancing how content is represented involves considering information formatting and incorporating media flexibility. Content can be communicated in multiple ways, including text, visuals, videos, and audio (Gronseth, 2018). Assistive technologies such as screen readers and captioning tools are essential for students with visual and hearing impairments. These tools enable students to access course content in formats that suit their needs, thereby removing barriers to learning. Case studies demonstrate the successful integration of these technologies in educational settings. For example, a university might implement captioning tools across all its online lecture videos, resulting in improved comprehension and engagement for students who are deaf or hard of hearing. Another example could be the use of screen readers in computer labs, allowing visually impaired students to navigate digital resources independently.

5.4.2 Integrating Inclusive Technologies into Course Design

Selecting and implementing appropriate inclusive technologies requires careful consideration and planning. Educators should evaluate the specific needs of their students and choose technologies that will best support their learning. Some students have disabilities in visual, auditory, physical, social/emotional, and focus/organizational dimensions, and all learners differ in areas of language, motivation, interests, learning preferences, study skills, and schedules (Gronseth, 2018). Strategies for effective integration include conducting needs assessments, seeking student feedback, and staying informed about the latest advancements in educational technology. It’s also important to consider usability and compatibility when selecting technologies. Ensuring that tools are easy to use and compatible with existing systems can significantly enhance their effectiveness. For instance, an instructor might choose a learning management system that seamlessly integrates with screen readers and other assistive technologies, thereby providing a cohesive and accessible user experience for all students.

5.4.3 Evaluating the Effectiveness of Inclusive Technologies

Assessing the impact of inclusive technologies on learning outcomes is crucial for understanding their effectiveness and identifying areas for improvement. Methods for evaluation can include student feedback, performance data, and usability studies. These assessments can help educators determine whether the technologies are meeting their intended goals and how they might be improved. It’s also important to address challenges and barriers to implementation. Common issues such as lack of training, limited resources, and resistance to change can hinder the successful integration of inclusive technologies. We should look at creating technology plans that fit the specific University and department policy, working alongside one another to make sure everything is appropriately included within our courses. Every technology plan should include an evaluation component, and multiple evaluation methods should be considered, specified, and employed to assess agreed-upon outcomes (Noeth & Volkov, 2004).

Conclusion