Inclusive teaching is an issue that has received increased attention on college campuses around the country and around the world. Understanding how course climate impacts students and their learning is increasingly important to faculty and administrators alike across a wide range of educational contexts. Yet creating equitable learning environments that support all students’ learning can be a challenge, especially when one considers that course climate consists of a variety of factors (e.g., student-student interactions, faculty-student interactions, course content and policies). Despite the fact that creating an inclusive teaching environment is beneficial for all students’ learning, issues around inclusion and disinclusion are rarely discussed in practical terms. Participants in this course will consider multiple facets of inclusive teaching, including the creation of an equitable course climate, the design and implementation of accessible and inclusive classroom practices and assessments, and the selection and implementation of diverse course content. Participants will engage with key concepts in inclusive teaching and learn from experts in higher education who share their important research on student development, microaggressions, stereotype threat, and Universal Design for Learning. Participants will be equipped with tools to help them develop inclusive courses that support all learners.This course was developed by the Columbia University Center for Teaching and Learning, with generous funding from the Provost’s Teaching & Learning MOOC RFP, and support from the Office of the Vice Provost for Teaching, Learning, and Innovation.Inclusive teaching experts featured in this course: Stephen Brookfield, PhD, John Ireland Endowed Chair, University of St. Thomas Sheryl Burgstahler, PhD, Director, University of Washington Access Technology Center, Founder and Director, DO-IT Center Bryan Dewsbury, PhD, Assistant Professor, Biological Sciences, University of Rhode Island Michele DiPietro, PhD, Executive Director, Center for Excellence in Teaching and Learning, Professor of Statistics, Kennesaw State University Zaretta Hammond, MA, Teacher Educator, author of Culturally Responsive Teaching and the Brain Stephanie Kershbaum, PhD, Associate Professor of English, University of Delaware Frank Tuitt, PhD, Provost on Diversity and Inclusion, Senior Advisor to the Chancellor, University of Denver Derald Wing Sue, PhD, Professor of Psychology and Education, Teachers’ College, Columbia University Melissa Wright, MA, Associate Director of Assessment and Evaluation, Columbia University Center for Teaching and Learning
An excellent online course offered by edX: how it works
edX courses consist of weekly learning sequences. Each learning sequence is composed of short videos interspersed with interactive learning exercises, where students can immediately practise the concepts from the videos. The courses often include tutorial videos that are similar to small on-campus discussion groups, an online textbook, and an online discussion forum where students can post and review questions and comments to each other and teaching assistants. Where applicable, online laboratories are incorporated into the course.
edX offers certificates of successful completion and some courses are credit-eligible. Whether or not a college or university offers credit for an online course is within the sole discretion of the school. edX offers a variety of ways to take courses, including verified courses where students have the option to audit the course (no cost) or to work toward an edX Verified Certificate (fees vary by course). edX also offers XSeries Certificates for completion of a bundled set of two to seven verified courses in a single subject (cost varies depending on the courses).
An edX learning programme under Other Experiences
