Document Type

Conference Proceeding

Disciplines

Education

Abstract

Much research has been published on effective instruction and the use of Universal Design principles in inclusive classrooms at the pre-collegiate level; however, faculty in higher education settings are only beginning to tackle the instructional demands of post-secondary students with diverse learning needs. Utilizing classroom peer review as a means of both faculty development and collaborative research about effective teaching holds special relevance to those new to the professoriate.

Included in

Education Commons

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