Inclusive Course Design Institute

Information and Communication Technologies (ICTs) are used increasingly in classrooms to foster active learning and student engagement. As a result, digital literacy is becoming a critical component for teaching and learning to ensure that pedagogy and curriculum serve the needs of all students, regardless of background or identity, while supporting their engagement with subject material.

The Inclusive Course Design Institute (ICDI) is a faculty-led professional development program designed to support faculty in cultivating a Diversity, Equity, Inclusion & Accessibility (DEI-A) culture in the classroom. The Goal of the program is to provide pedagogical resources and encourage faculty discussion in the areas of inclusive excellence, transparency in course design, accessibility, humanizing teaching, and pedagogical wellness. The DTEI instructional designers will collaborate with the project team to develop the program to be launched in Spring 2023.

Blocks that say Inclusion with Hands Embracing

Program Details

The ICDI is a faculty-led six-week professional development program that will run in the Spring 2023 quarter from April 17, 2023 to May 26, 2023 (weeks 3 – 8). This program is designed in a flipped format, which will include self-paced Canvas content and in-person weekly meetings. The goal is to prepare faculty’s mindset to integrate inclusive teaching, accessibility, and digital literacy in teaching. Peer coaches will also be available for consultation to guide faculty in reframing their course design. All UCI senate faculty and an instructor of record between Summer 2023 to Spring 2024 are eligible to participate, especially for those teaching large enrollment (100+ students) or online/hybrid courses. Program participants will be expected to…

Attend ICDI meetings

Join six meetings with teaching showcases and collaborative discussion are conducted to embrace the DEI-A culture in the classroom.

Revise a Course Element

Identify and revise a course element(s), such as the course syllabus, to adapt DEI-A practices for teaching.

Write a Reflective Teaching Statement

Reflect on the learning process and describe the course redesign component(s) that you will implement to support the DEI-A culture.

Why join the program?

To receive knowledge and resources in maintaining self-wellness while implementing digital literacy and inclusive teaching in the online learning environment to fulfill all students’ learning needs. Participants will learn more about…

Hands Embracing Colored cutouts of people

Inclusive Teaching

Cultivate a welcoming and inclusive learning environment

woman writing on notebook in front of laptop

Transparency & Inclusion in Course Design

Design a liquid syllabus, an inclusive course, and transparent assessments

Accessibility

Accessibility in the Classroom

Develop accessible instructional content and activities

Pedagogical wellness

Implement wellness strategies for both faculty and students

Project Team

Professor David Trend from the Claire Trevor School of the Arts teaches a large lower-division undergraduate course with 1,000 enrolled students. He found pedagogical resources can be hard to find to make his teaching more inclusive and equitable.

To address this issue, he partnered with Megan Linos, the Director of Learning Experience Design and Online Education from DTEI, and Meredith Ehrenberg, the Information Architect from OIT, to submit a proposal to establish a faculty development program, the Inclusive Course Design Institute.  The purpose is to encourage peer discussion, provide teaching resources,  and facilitate faculty reframing the course design components that embrace the DEI-A culture in the classroom.  The proposal was selected for the Confronting Extremism award supported by the Office of the Inclusive Excellence in 2022. Theresa Duong, the Pedagogical Wellness Specialist at DTEI, joined the project team in Fall 2022 to contribute to the wellness component of the program. 

In addition, the faculty advisory committee, Rhea Anastas, Associate Professor in Art, Stacy Branham, Assistant Professor in Informatics, Adria Imada, Professor in History, Kelli Sharp, Associate Professor of Dance Science, and Alfonso Valdez, Lecturer in Social Sciences, provide feedback and work closely with the project team during the program development process.

David Trend

David Trend

Professor of Art, Claire Trevor School of the Arts

Megan Linos

Megan Linos

Director of Learning Experience Design and Online Education, DTEI

Meredith Ehrenberg

Meredith Ehrenberg

Information Architect, IT Communications & Training, OIT

Theresa Duong

Theresa Duong

Pedagogical Wellness Specialist, DTEI

Bo Choi

Bo Choi

Instructional Designer, DTEI

Jennifer Foung

Jennifer Foung

Instructional Designer, DTEI

Fannie Tsai

Fannie Tsai

Instructional Designer, DTEI