“Open”-ing Up Courses for Diversity and Deeper Learning

Abstract

Universities increasingly require students to enroll in diversity coursework, which is positively associated with a range of academic and social outcomes and psychological wellbeing. However, these courses can be challenging for both students and faculty to navigate. For institutions to effectively engage diversity on campus, attention must be paid to pedagogical and curricular transformation—not only in stand-alone diversity classes, but in major-specific coursework as well. This conceptual paper explores the benefits of using open educational resources (OER) and open educational practices (OEP), in combination with the Hewlett Foundation’s Deeper Learning framework and empathic scaffolding, in promoting social justice and equity in courses by diversifying curricular content and enhancing students’ learning and skill development. Pedagogical and curricular examples from instructors’ diversity initiatives in two academic fields, drawing from a larger study on OER creation and adoption, are shared as a potential reference point for faculty interested in implementing similar practices.