Diversity, Equity, Inclusion & Justice
Commitment to enhancing student learning and developing teaching in the classroom that advances social diversity, equity, inclusion, and justice.
Explore the future of learning & teaching.
Staying at the forefront of emerging trends in learning and teaching, we have identified seven interconnected areas of focus as top priorities. We center diversity, equity, inclusion, and justice in all our work.
We organize our work at the Searle Center through seven interconnected focus areas. These areas reflect our priorities in supporting instructors at all stages of their careers, as well as our commitment to being at the forefront of emerging trends in learning and teaching. We place diversity, equity, inclusion, and justice at the center of our work, which is why all the other focus areas overlap with it in the image on the right.
Each focus area page provides an overview and a curated selection of books, resources, guides, and programming relevant to the focus area. Additionally, our programs and Learning & Teaching Guides are searchable by focus area to quickly identify offerings and resources related to your interests.
Commitment to enhancing student learning and developing teaching in the classroom that advances social diversity, equity, inclusion, and justice.
Learner-centered approaches to learning and teaching that engage lived experiences and social identities in meaningful ways throughout the curriculum.
The course design process is a systematic, iterative, and evidence-based approach to developing or revising a course by aligning course objectives, teaching strategies, assessments, and course materials to reach learning outcomes and create a student-centered environment.
Assessment is the systematic process of data collection, analysis, and reflection to improve student learning.
We are reimagining and reinvigorating our Community & Solidarity focus area. In the meantime, continue to explore our associated programs, guides, and recommended resources.
A set of eleven learning and teaching practices that have been empirically demonstrated as educationally beneficial for engagement, learning, and persistence with especially significant gains shown for students whose demographic backgrounds have been historically underserved by higher education.
Instructors conduct a research study to answer questions about student learning in their course/program and share the findings via conferences or publications.