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Learning Design Reflections

Equity, Diversity, and Inclusion

Universal Design for Learning

Teaching and Learning Online

Have you wondered about whether the learning activities and assessments you have designed are accessible, inclusive, and equitable? Have you contemplated how these approaches might be taken up in an online teaching and learning environment? Could your existing practices benefit from being explored through different lenses?

This tool was designed for you.

This is a tool that poses reflective questions and offers relevant resources inviting you to think about how to design face-to-face and online approaches to learning that are meaningfully accessible, diverse, equitable, and inclusive.

Bringing together considerations informed by equity, diversity, and inclusion (EDI), the Universal Design for Learning (UDL) educational framework, and best practices in teaching and learning online, this tool offers a nexus of considerations intended to help strengthen and enrich teaching and learning ideas, practices, and approaches at the University of Calgary. 

There are six broad areas of consideration, organized into subcategories to facilitate targeted navigation. Each area offers questions intended to invite reflection about some aspect of learning design. Embedded throughout these considerations are over 50 links to related resources, included to help facilitate informed responses to self-observed deficits. 

To use this tool, readers are invited to click through and consider the learning they have designed or are designing in light of these questions, and, if helpful, to engage with the resources provided.

These reflective questions and the embedded resources are also downloadable by section, at the bottom of this page. The references that helped inform these questions and all of the embedded resources are also available as a downloadable PDF.

Accessibility

  1. Course Materials

    Do course materials reflect consideration of students’ range of financial resources? 2, 5

  2. Open-Licensed Content

    Could free and openly licensed course content replace or supplement for-purchase content, such as e-textbooks? 1, 5

    For more information, visit the University of Calgary's library listing of OER resources.

  1. Range of Physical Abilities

    Do course materials reflect consideration of students' range of physical abilities? 2, 5

  2. Best Practices for Access

    Does linked content follow recommended best practices for access (videos are captioned, and transcripts provided, online readings can be recognized by screen readers, etc.)? 1, 5, 6  

    For more information on web accessibility, see Diverse Abilities and Barriers, part of the W3C Web Accessibility Initiative.

  3. Pace of Course

    Does the pace of the course allow for multiple processing speeds and indicate that processing times will vary? 2, 5, 6

See the University of Calgary’s Student Accessibility Services website, and their resources on creating accessible course materials.

Community Building and Collaboration

  1. Class Participation

    Does the course establish guidelines, ground rules, or community agreements for class participation? 2

    See UCLA’s summary of how to create these terms and respond to violations of them on pages 9 and 10 in the guide, Creating a Positive Classroom Climate for Diversity.

  2. Differences of Opinion

    Does the course address how differences of positionality/opinion/thinking will be handled in the classroom? 6

    For various ways to thoughtfully and meaningfully engage with difficult differences, see:

  1. Collaboration and Community

    Does the course foster collaboration and community? 4

    See Yale’s recommendations on fostering an Inclusive Classroom Climate and McMaster’s Summary of Principles of Inclusive Teaching and Learning.

  2. Collaboration as a Skill

    Is collaboration or perspective-taking identified in the syllabus as skills that students will build in the course? 2

    See Encouraging Perspective-Taking among College Students from the Association of American Colleges and Universities.

  3. Course Café

    Does the course involve a Course Café discussion board as a social place for students to interact outside the course requirements? 5

    (Note that students might use their own preferred method of communicating outside the university’s Learning Management System (LMS) for social interactions and collaboration.) 

  4. Productive Risk and Failure

    Does the course allow for productive risk and failure?

    See Why Students Need to Fail: How Falling Flat on Your Face May be a Terrific Way to Learn from University Affairs.

     

  5. Struggle and Challenge

    Does the course make it known that struggle and challenge are important parts of the learning process, not signs of student deficiency? 2

    See this article from Educational Theory, Feeling Heard: Inclusive Education, Transformative Learning, and Productive Struggle.

See the significance of Diversity/Global Learning, one of Kuh’s (2008) High-Impact Educational Practices.

  1. Openness

    Does the course communicate openness to multiple perspectives and experiences? 6

    See The Ideal of the Common: The Importance of Perspective and Diversity in Students’ Intellectual Development from Tufts.

  2. Encouraging Interactions and Perspectives

    Does the course provide course materials and learning activities that encourage student interactions and different perspectives? 5

  3. Seeing and Valuing Others Contributions

    Does the course allow students to complete low-stakes small group activities that are inclusive for all group members and help them see and value the contributions of others? 2

    See this comprehensive description of Inclusive Small Group Work from Oxford Brookes University.

  4. Grouping Students with Different Strengths

    Could the course incorporate study groups that deliberately group students with different strengths? 2

  5. Check-Ins and Feedback

    If the course involves long-term teams, are check-ins and opportunities for peer feedback about group process structured in? 2

Diverse Representation

See the journal, Whiteness and Education, that “publishes research on the construction and deployment of Whiteness in education, including critical discussions on white identity, privilege and power.”

  1. Range of Identities and Background

    Do course resources emphasize the range of identities and backgrounds of experts who have contributed to a given field? 2, 6

    See How Diversity Makes Us Smarter, from Greater Good Science Center.

  2. Un- or Under-Represented Perspectives

    Are traditionally un- or under-represented approaches, perspectives and voices woven throughout course resources, not included as an add-on, one-off, or separate section? 1

    See Applying Indigenizing Principles of Decolonizing Methodologies in University Classrooms from University of Calgary scholars.

    See the Diversifying Course Materials Research Guide from Tufts.

  3. Multiple Perspectives

    Do course resources offer multiple perspectives such as those offered by women, Indigenous, Queer, Black and Persons of Colour? 3

    See the University of Minnesota’s Diversify Your Syllabus library page.

  4. For or from a Community

    Are the authors of resources those who are speaking for a community or are they from the community they are seeking to represent? 3

  5. Conflicts of the Field

    Do course resources represent the conflicts of the field (incorporating diverse perspectives)? 2

  6. Full Names

    Are authors’ full names, not just initials, included in citations? 2

    (This can help emphasize gender diversity or unsettle assumptions about authorship).

  1. Intersectional Lens

    Do resources and activities offer an intersectional lens? 3

    See What Is Intersectionality and Why Is It Important? from the American Association of University Professors.

    For additional resources about intersectionality, how to teach about it and about other social change issues, see Teaching About Intersectionality by Educators 4 Social Change.

  2. Varied Names and Contexts

    Are varied names and socio-cultural contexts used in test questions, assignments, and case studies? 2

    In a related context, see this brief description from Teaching While White on the importance of Getting Names Right.

  3. Diversity in Images

    Does content containing images such as slides and videos, reflect the diversity of students in the course/at UCalgary? 1

    See The Gender Spectrum Collection: Stock Photos Beyond the Binary and PICNOI – Free Stock Photos for a Colorful World.

Language use and linguistic representation are but one aspect of teaching across cultures. For more information on this, and other principles and guides, please see Learning and Teaching Across Cultures: Good Practice Principles and Quick Guides from the International Education Association of Australia.

  1. Promoting Understanding

    Does course material promote understanding across languages? 4

    See these Universal Design for Learning (UDL) Guidelines around representation to promote understanding across languages.

  2. Harmful Language

    Can the language used in resources be potentially harmful? 3

    See the University of Calgary’s Inclusive Language Guide to help inform university interactions and the News Style Guide, which offers guidelines about language use in campus publications.

    See “Be Mindful of Language” as an Effective Practice in Inclusive Pedagogy noted by Iowa State University.

    See this blog about inclusive language principles by Handshake that, in part, unpacks problematic everyday colloquialisms.

Diverse Approaches

  1. Teaching Methods and Modalities

    Does the course involve a variety of teaching methods and modalities (verbal, visual, interactive, didactic, etc.) rather than relying on one mode of engagement? 2

    See this Teaching Methods Overview from the University of Central Florida that describes a spectrum of more teacher directed to more student directed methods.

  1. Variety

    Does the course use a variety of assignments and assessments to engage students with content, each other, and to encourage meaningful learning (such as narrative, case studies, tutorials, peer feedback)? 5

    See this Variety in Assignment and Assessment Methods from the University of New Brunswick.

Multimedia courses may be particularly relevant in online contexts where data plans and unreliable internet delivery may impact student engagement. See an bandwidth/immediacy graphic by clicking on the link, and then clicking on the [+] next to “EDI in Online Teaching: Where to Begin.” The colourful graphic is located midway down the page.

  1. Multiple Formats

    Does the course include content in multiple formats when possible (such as a video interview with an expert on the topic as well as a research article or textbook chapter)? 1, 4, 5

    See these Universal Design for Learning (UDL) Guidelines around action and expression to use multiple media for communication.

Facilitating Academic Engagement

See Principle 2, in particular, of 5 Principles as Pathways to Inclusive Teaching from Inside Higher Ed.

  1. Building Fluencies

    Does the course build fluencies with graduated levels of support for practice and performance? 4

    See these Universal Design for Learning (UDL) Guidelines around action and expression to Build fluencies with graduated levels of support for practice and performance.

  2. Start and End Times

    Is content and/or are modules organized by topic or week, with clear start and end times that are intuitive to navigate? 5

  3. Learning Outcomes

    Does each module list associated learning outcomes, with clear connection to associated learning activities and assessments? 5

  4. Due Dates

    Are due dates clearly communicated and consistent throughout the course (e.g., in discussion boards, assignments, and course outline)? 5

  5. Highlighting Content

    Does the course highlight patterns, critical features, big ideas, and relationships within content? 4

    See these Universal Design for Learning (UDL) Guidelines about how to Highlight patterns, critical features, big ideas, and relationships.

  1. Real-World Connections

    Are connections between real-world issues and course topics and content drawn? 6

    See this description of Authentic/Alternative Assessments and their connection to real-world competencies from the University of Washington.

  2. Relevance, Value, and Authenticity

    Do assessments and activities optimize relevance, value, and authenticity? 4, 6

    See Brigham Young University’s pros, cons, and guidelines around using alternative assessments and Ryerson University’s Best Practices in Alternative Assessments.

  3. Demonstrating Learning

    Are a variety of assessment methods used throughout the course to provide student opportunities to demonstrate learning in multiple modalities and weightings? 5, 6

    See the University of Calgary’s list of Alternative Online Assessments generated by the Taylor Institute for Teaching and Learning, A Guide to Alternative Assessments from York University, and this List of Authentic Assessment Ideas on studylib.net.

  4. Online Practice Tests

    If using online quizzes/tests, is an online practice test available to students to familiarize them with the technology and testing environment? 5

    See Making the Transition to Online Exams from the University of Waterloo.

See K. Patricia Cross Academy’s detailed description of Making Good Use of Discussion Boards.

  1. FAQ Discussion Boards

    Does the course involve an FAQ discussion board to encourage collaborative learning and where answers to common questions can be posted? This strategy can also reduce emails to the instructor. 5

  2. Digging Deeper

    Does the course feature a ‘Dig Deeper’ discussion board for students to share additional resources they find? 5

See Carleton’s Using Media to Enhance Teaching and Learning.

  1. Common File Formats

    Does the course use common file formats such as .doc or .pdf.? 5

    See the Educator’s Accessibility Toolkit from the Council of Ontario Universities.

  2. Communication

    Does the course involve multiple media for communication? 4

    See the Universal Design for Learning (UDL) Guidelines on how to Use multiple media for communication.

  3. Construction and Composition

    Does the course leverage multiple tools for construction and composition? 4

    See the Universal Design for Learning (UDL) Guidelines on how to Use multiple tools for construction and composition.

Access to the Instructor

  1. Contact Information

    Does the course outline clearly list the instructor's contact information? 5

  2. Office Hours

    Does the course outline indicate if/when the instructor will hold online synchronous office hours? 5

  1. Weekday and Weekend Communications

    Does the course outline clearly state communication expectations for both weekdays and weekends, including email response time? 5

  2. Instructor-Involvement

    Do instructor-involved activities communicate any expectations for both students and the instructor (e.g., check-in daily, not all posts will be responded to)? 5

See discussion about accessible, responsive, and strategic instruction from Colorado University’s Writing Across Curriculum Clearinghouse.

Downloads, References, and Additional Resources

These reflective questions and the embedded resources are downloadable by category, below. The references that helped inform these questions and the embedded resources are also available as a download below.

The references below helped give shape to the categories and subcategories of considerations that inform the learning design reflection questions.

  1. Diversity & Inclusion Syllabus Checklist (University of Southern California)
  2. Inclusive Teaching Strategies: Reflecting on Your Practice (Center for Research on Learning and Teaching, University of Michigan)
  3. Equity, Diversity, and Inclusivity (EDI) (Centre for Teaching and Learning, University of Alberta)
  4. The UDL Guidelines [Universal Design for Learning]
  5. Online Course Design Checklist (Taylor Institute for Teaching and Learning, University of Calgary)
  6. Inclusion by Design: Survey your Syllabus and Course Design (Poorvu Center for Teaching and Learning, Yale University)

The resources below include the references above and all resources linked throughout the Learning Design Reflections documents. They are listed by name and source for ease of navigation. A downloadable PDF of this list is also available.

5 principles as pathways to inclusive teaching
from Inside Higher Ed.

A guide to alternative assessments
from York University.

Accessible, responsive, and strategic instruction
from Colorado University.

Addressing microaggressions in the classroom
from the University of Washington.

Alternative online assessments
from the University of Calgary.

Applying Indigenizing principles of decolonizing methodologies in university classrooms
from University of Calgary scholars.

Authentic/alternative assessments
from the University of Washington.

Bandwidth/immediacy graphic
from the University of Alberta.
(click on the [+] next to “EDI in Online Teaching: Where to Begin.” The colourful graphic is located midway down the page.)

Best practices in alternative assessments
from Ryerson University.

Build fluencies with graduated levels of support for practice and performance.
from Universal Design for Learning (UDL) Guidelines.

Creating a positive classroom climate for diversity
from the Office of Diversity & Faculty Development, University of California, Los Angeles.

Creating accessible course materials
from Student Accessibility Services, University of Calgary.

Diverse abilities and barriers
from the W3C Web Accessibility Initiative.

Diversifying course materials research guide
from Tufts.

Diversify your syllabus
from the University of Manitoba

Diversity & inclusion syllabus checklist
from the University of Southern California.

Diversity and inclusion in the college classroom
from Faculty Focus: Special Report.

Diversity and inclusion toolkit
from the Office of Institutional Equity & Diversity, Brown University.

Diversity, equity & inclusion: teaching resources
from USC Libraries, University of Southern California.

Education and training
from the Office of Equity, Diversity and Inclusion, University of Calgary.

Educator’s accessibility toolkit
from the Council of Ontario Universities.

Effective practice in inclusive pedagogy
from Iowa State University.

Enabling inclusive group work
from the 12th annual International Conference of Education, Research and Innovation (2019).

Encouraging perspective-taking among college students
from the Association of American Colleges and Universities.

Equal access: universal design of instruction
from Disabilities, Opportunities, Internetworking, and Technology, University of Washington.

Equity and excellence in higher education: universal course design website
from the Institute for Community Inclusion, University of Massachusetts/Boston in partnership with the Institute on Disability, University of New Hampshire.

Equity, diversity, and inclusion at Canadian universities: report on the 2019 national survey
from Universities Canada (2019).

Equity, diversity, and inclusivity
from the University of Alberta.

Feeling heard: inclusive education, transformative learning, and productive struggle
from Educational Theory.

Getting names right
from Teaching While White.

Guide for inclusive teaching at Columbia
from the Center for Teaching and Learning, Columbia University.

Handle difficult moments with respect & sensitivity

from Carnegie Mellon University.

High-impact educational practices
from Tufts.

High-impact educational practices (summary)
from the Association of American Colleges & Universities.

Highlight patterns, critical features, big ideas, and relationships
from Universal Design for Learning (UDL) Guidelines.

How diversity makes us smarter
from Greater Good Science Center.

How faculty create learning environments for diversity and inclusion
from InSight: A Journal of Scholarly Teaching (2018).

Inclusion by design: survey your syllabus and course design
from Yale.

Inclusion, equity, and access while teaching remotely
from the Center for Teaching Excellence, Rice University.

Inclusive classroom climate
from Yale.

Inclusive language guide
from the University of Calgary.

Inclusive language principles
by Handshake, in part, unpacking problematic everyday colloquialisms.

Inclusive small group work
from Oxford Brookes University.

Inclusive teaching strategies: reflecting on your practice
from the University of Michigan.

Increasing inclusivity in the classroom
from the Center for Teaching, Vanderbilt University.

Indigenous education resources
from the Werklund School of Education, University of Calgary.

Indigenous learning at UCalgary
from the Office of Indigenous Engagement, University of Calgary.

Introduction to inclusive teaching practices
from the Centre for University Teaching, University of Ottawa.

Learning and teaching across cultures: Good practice principles and quick guides
from the International Education Association of Australia (IEAA).

List of authentic assessment ideas
on studylib.net.

Making good use of discussion boards
from the K. Patricia Cross Academy.

Making the transition to online exams
from the University of Waterloo.

Navigating difficult conversations
from the University of British Columbia.

News style guide
from the University of Calgary.

Online course design checklist
from the University of Calgary.

Online teaching strategies: tools and strategies for engaging online students
from Faculty Focus: Special Report.

Open educational resources (OERs)
at the University of Calgary.

PICNOI – Free stock photos for a colorful world

5 Principles as pathways to inclusive teaching
from Inside Higher Ed.

Promote understanding across languages
from Universal Design for Learning (UDL) Guidelines.

Resources: office of professionalism, equity, and diversity
from the Cumming School of Medicine, University of Calgary.

Student accessibility services
at the University of Calgary.

Summary of principles of inclusive teaching and learning
from McMaster University.

Teaching about intersectionality
by Educators 4 Social Change.

Teaching beyond the gender binary in the university classroom
from the Center for Teaching, Vanderbilt University.

Teaching methods overview
from the University of Central Florida.

The gender spectrum collection: Stock photos beyond the binary

The ideal of the common: the importance of perspective and diversity in students’ intellectual development
from Tufts.

The UDL guidelines
from CAST.

Universal design for learning in higher education
from the Taylor Institute for Teaching and Learning, University of Calgary.

Universal design for learning guidelines version 2.2
from CAST.

Use multiple media for communication
from Universal Design for Learning (UDL) Guidelines.

Using alternative assessments
from Brigham Young University.

Using media to enhance teaching and learning
from Carleton.

Use multiple tools for construction and composition
from Universal Design for Learning (UDL) Guidelines.

Variety in assignment and assessment methods
from the University of New Brunswick.

What Is intersectionality and why is it important?
from the American Association of University Professors.

Whiteness and Education
a journal at “publishes research on the construction and deployment of Whiteness in education, including critical discussions on white identity, privilege and power.”

Why students need to fail: how falling flat on your face may be a terrific way to learn
from University Affairs.

Learning Design Reflections curated by Dr. Kiara Mikita. Please direct any questions or feedback to Dr. Mikita.