Faculty Collaboration to Improve Equity, Access, and Inclusion in Higher Education

Authors

Charles Bernacchio EdD, University of Southern MaineFollow
Flynn Ross EdD, University of Southern MaineFollow
Kimberley Robinson Washburn, University of Southern Maine
Jean Whitney PhD, University of Southern MaineFollow
Diane R. Wood, University of Southern Maine

Document Type

Article

Publication Date

2007

Publication Title

Equity & Excellence in Education

Abstract

This article documents the Critical Friends Group (CFG) process five university colleagues used to blend the theoretical frameworks of Universal Design for Learning (Rose & Meyer, 2002) and Interactive Phase Theory (McIntosh, 1990) as tools to increase equity and access in our classrooms. Using the CFG reflective approach, the faculty collaboratively reviewed their syllabi and implemented innovations in their classroom practice. This article presents a theory of action that emerged as well as nine tensions related to teaching and participation in a learning community. Implications for equity and access in higher education and future inquiry are presented.

Comments

Copyright University of Massachusetts Amherst School of Education

Recommended Citation

Bernacchio, C., Ross, F., Washburn, K.R., Whitney, J., & Wood, D.R. Faculty collaboration to improve equity, access, and inclusion in higher education. Equity & Excellence in Education. 40(1), 56-66. doi.org/10.1080/10665680601066511