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.
Schreiner, Mary B., "Influencing Higher Education Pedogogy through Focused Study and Peer Review" (2011). NERA Conference Proceedings 2011. Paper 17.