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.

Rebecca Johnson--One of my favorite books is How Learning Works: Seven Research-Based Principles for Smart Teaching by Susan A. Ambrose and others. The chapter I turn to again and again is “What Factors Motivate Students to Learn?” Ambrose, et al, make it clear that while we may worry about how to engage students, ultimately it’s the students who have to make decisions about how they spend their time and focus their attention.

Rebecca Johnson--Teaching and Learning Services provides support for faculty who wish to foster access and inclusivity in their classrooms. Universal Design for Learning (UDL) is helpful framework for many of these activities.

Rebecca Johnson--Universal Design for Learning (UDL) combines what we know about how learning works with a commitment to providing course materials that are engaging and accessible to produce a learning experience that benefits all students. David Rose at the Center for Applied Special Technology (CAST) in Boston first conceived of UDL, and called for instructors to provide multiple means of representation (how can you provide different avenues into course content?), multiple mean

Marybeth Koon--As instructors create and adopt more digital teaching resources, they must also ensure that students with disabilities can access those materials. This section of the Accessibility Tool Kit 1.0 provides instructors with resources that will help them make their materials accessible to students with disabilities. As you look at this list, consider that resources for making online courses accessible are also useful to faculty who teach in a blended or flipped modality.

Rebecca Johnson—When she moved her large-enrollment biology courses online, Sandi Connelly wanted to create an environment that met the educational needs of both supported and non-supported students.