Faculty Perspectives on Developing Strategies to Improve Access in Diverse Postsecondary Classrooms
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This article examines faculty perspectives on participation in a faculty learning community (FLC) to increase access and engagement in postsecondary classrooms that have diverse communicative needs (deaf, hard of hearing, and hearing students). Each FLC was led by a pair of experienced faculty with similar fields of training and teaching (one deaf and one hearing). In a safe and structured environment, faculty learn about established strategies for effective access to communication and collaboration in the classroom, identify access challenges in their courses, design pedagogical strategies to address these challenges, and experiment before bringing them to a “live” course. This article summarizes the semester-long experience, discusses the challenges faculty identified in their courses and the strategies they developed to increase student access and inclusion in these courses, and shares faculty perspectives on the training and experience from pre- and post-surveys as well as a group discussion at the end of the term.
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