Lessons Learned: Designing Inclusive Learning Spaces

Designing Inclusive Learning Spaces was presented by Adam Finkelstein (abstract). The presentation began with a discussion of the probability deviation that looks at normal distribution with a cluster around the mean as well as outliers. What is problematic about this mathematical principle is that it is also used to describe applications where it does not appropriate such as education and job performance. I believe that a lot of us think that it applies as it sounds logical, but when you delve deeper, the evidence does not hold up. Adam stated that we can have high functioning teams, along with classes that are made up of higher achievers, proving that normal distribution cannot be used in these situations.

Using normal distribution as the foundation for this discussion, Adam talked about the principles of designing inclusive spaces. If you design for average, you actually have a design that works for no one. You need to instead design for variability. You need to start including people who were not part of the initial design population.

Adam then went on to explore the effect of active learning and how this technique can be used to reduce achievement gaps.

The principles of active learning include:

academic challenge - engage with content
learning with peers - opportunities for collaboration
experience with faculty - faculty move about the room and are not tied behind a podium
campus environment - support students
high impact practices

Inclusive learning spaces allow for interaction. Students have the ability to screen share and work in a flexible learning space. Classrooms include projectors, whiteboards, and flexible seating, all of which promote collaboration and engagement.

Cognitive inclusion is Universal Design that is moveable, flexible, giving students a variety of different workspaces.

Cultural inclusion allows students the freedom to learn regardless of cultural background or social group identities, for example, sharing circles.

Adam closed the session by stating "learning environments are access points for changing teaching and learning".