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.
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.
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.
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.
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.
Lecture, interaction among teams in lab, teacher monitoring for help/assistance
To increase the quality of written work:
To increase the overall quality of oral presentations:
Discussion based, several group activities
Use of different formative assessments to gauge students' learning