Thirty-First International Conference on Learning

Abstract

This paper contributes to the current discourse on accessibility in higher education by discussing a comprehensive set of diversity, equity, and inclusion (DEI) checklists developed for Rutgers University. This project has its roots within an advisory committee for the School of Graduate Studies and aims to reach various instructors all over the University. The study specifically delves into the presenters’ exploration of what the development of a set of checklists entails but also what limits there are when creating comprehensible material for a large, diverse institution. We discuss which broad questions and specific requirements need to be navigated when thinking about DEI within the institutional realm of a big, research-intensive institution. Our case study addresses checklists for inclusive instruction, inclusive syllabi design, and inclusive assignments. We share insights into the unique challenges and opportunities encountered whilst developing these checklists, designed to be usable by instructors at all the different schools at Rutgers. Fostering an inclusive learning environment comes with unique disciplinary challenges as well, hence we will discuss our approach to creating checklists that are adaptable to individual needs and disciplines. This paper offers a multifaceted perspective on educational practice by presenting a valuable case study that aligns with supporting instructors navigating diverse learning and teaching environments.