Design and Teach for All: Examining Faculty-Lived Experience with Inclusive Teaching Practices
Background: In higher education, faculty use inclusive course design and teaching practices to support learner success. These strategies are essential as the number of students with learning challenges and diverse racial, ethnic, and cultural backgrounds is rising. Although studies on inclusive educational practices have grown in the last decade, research is needed to investigate faculty experiences implementing these practices in American higher education. Purpose/Research Questions: Informed by the Universal Design for Learning (UDL) and Culturally Relevant Pedagogy (CRP) frameworks, this study addressed three research questions: 1) In what ways do faculty incorporate inclusive teaching strategies in their course design and delivery to address the learning barriers of students, particularly those with disabilities and who come from culturally and linguistically diverse backgrounds? 2) What strategies do faculty employ to navigate challenges in implementing inclusive practices in their teaching? 3) What aspects of necessary supports, such as organizational support, do faculty perceive as essential to using inclusive practices in their teaching? Methods: This study employed a qualitative research method with a phenomenological approach. Ten faculty members at a research university in the South-Central region of the U.S. were recruited through purposeful sampling. Data were collected through an online survey, semi-structured interviews, and the examination of teaching artifacts. The survey was analyzed using descriptive statistics, and the interview data were analyzed using a thematic approach. Results: The survey findings indicate faculty valued existing training and technology integration support but identified notable gaps in departmental/supervisory support and peer collaboration. Eight themes were identified from the interview data: Accessibility Adjustment; Dynamic Teaching Strategies; Flexibility in Course Design and Delivery; Technology Integration; Cultural Engagement; Student Diversity; Technological Barriers; and Institutional Support. Conclusion: The findings suggest that while faculty may be committed to inclusive pedagogy, they need enhanced institutional support and professional development to be able to implement inclusive practices effectively in their teaching. Further, the UDL and CRP frameworks are critical to enhancing accessibility and educational equity.
Education, Higher, Education, Curriculum and Instruction
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