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RIT Ready: Moving Forward Into Fall
Faculty Course Technology Support
Blog » Access and Inclusion Project FLC Year 1 Case Studies

The faculty who participated in the NSF iUSE grant-funded Access and Inclusion Project have reported back on their strategies and experiences. As we gather more information, these case studies will be made more robust, but for now, here's a sample of the strategies implemented by the Access and Inclusion faculty in the 2016-17 academic year.


Classroom strategies employed by the 2016-17 Access and Inclusion Project faculty



Instruction Format


Visual Arts



Lecture with independent work, some group work

Artist of the Week: During presentations, students used whiteboards for notes and were required to respond to questions asked by the presenter. The strategy helped them pay close attention and be more involved in class.

One main result from the use of this strategy was a student who was normally quiet, was suddenly more involved in class.

Lab Math



The class is mostly lecture-based with little interaction; students are encouraged to help one another

Some of the students in the class have weak English skills. The ATK strategies have been set up to support learning of the content without such heavy reliance on English. We have several ATK strategies that are being implemented to support the students. They are mad minutes, note/reflection cards, and posters.

Physics II



Lecture/workshop format

Better monitoring of the students that sit at the table that is directly behind the faculty during lecture was achieved through use of a laptop displaying a live screen of its camera input, which was pointed at this table.

Software Engineering



Lecture with activities format

Create an app in which a group can use when working together. It uses buttons/interceptions that the members can use, like "pause" if someone can't understand the person because of speed, or "question" if someone has a question.

Fluid Systems



Lecture, interaction among teams in lab, teacher monitoring for help/assistance

To increase the quality of written work:

  • the written assignments were broken into stages (i.e., abstract, outline, literature review, rough draft, peer revision, final submission)
  • allowed for peer collaboration and feedback on rough drafts

To increase the overall quality of oral presentations:

  • students presented their final design projects as a poster, following a conference format. This method was utilized instead of a 20 minute presentation
  • increase student engagement and interaction, plus forced students to learn about new topics and critically evaluate other investigations

Critical Thinking



Discussion based, several group activities

Use of different formative assessments to gauge students' learning

  • Reflection cards: Each student answered key questions about that day's content on "reflection cards," which are then collected by the professor.
  • Use of mobile apps for interactive presentations/polling/quizzes: Students are invited to submit personal responses to questions and to share their ideas with the whole class via app polling.


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