Abstract
A fundamental deficit in the discourse on inclusion and diversity in higher education is that inclusion and diversity practices will be achieved solely by the implementation of policies or various visible initiatives. One visible action is the recruitment of “diverse faculty.” For example, recently, Columbia University’s president declared that the institution is committed to spending $100 million to promoting a “diverse faculty” (Bordy and Korn 2017). Other universities have followed similar patterns of using the money to solve the problem of exclusionary practices. While the requirement of highly qualified diverse staff and a diverse student body is needed, it is crucial that stakeholders consider the need to develop inclusive practices for teaching and learning. According to O’Shea et al. (2016 p.203), “while higher education has embraced inclusion, the evidence of ‘practice through pedagogy is not readily apparent.” O’Shea’s statement on inclusion is quite valid as there is limited literature on the topic “inclusive pedagogy in higher education.” Subsequently, a radical shift is required for the conceptualization of inclusive online and face-to-face courses in higher education. This fundamental change will require administrators, and teaching faculty to engage in an examination of their ideologies, biases, prejudice, privileges, and other influences that will exclude some students from online and face-to-face courses. Including all students in online and face-to-face course leads to quality teaching and learning, higher academic engagement and collaborative learning environment (Haug 2017 and Cuban 2001). The paper will articulate the importance of inclusive practices in developing online or face-to-face courses, explain the need for transformative change for inclusive practices, provide attendees with the opportunity on reflecting and evaluating their position using an electronic inclusive index tool, and provide participants with a framework for engaging others in critical reflective reflexive practice designed to enhance inclusion for their online and face-to-face courses. Participants who attend this session will be involved in activities design to allow collaboration of ideas and the designing of curriculum to enhance inclusive practices.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning in a World of Difference
KEYWORDS
"Inclusive Education", " Diversity", " Higher Education", " Online Learning and Teaching", " Face-to-face Teaching and Learning", " Course Quality", " Curriculum Design"
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