Theory to Praxis: Analyzing Diverse, Equitable, and Inclusive Teaching Practices in Higher Education

• In Event: AERA Roundtable Session 5
  In Roundtable Session: Disability-Centered Systemic Change in Postsecondary Education

Abstract

This mixed methods study examines the beliefs and practices of university faculty at an R2 institution in regards to students with diverse needs, abilities, and backgrounds. Grounded in critical disability studies, this work explores the way university classroom practices can uphold marginalizing and oppressive structures based on multiple identities. It explores faculty understanding and values in regards to culturally responsive teaching and universal design for learning as practices that can assist in promoting acceptance of diversity, equity, and inclusion in the university classroom.

Author

• Kerry Cormier, Rowan University