The Culturally Sensitive Curricula Educator Self-Reflection Tool as a step toward curricular transformation

Abstract

ABSTRACT Although there is a growing movement toward creating more equitable learning and teaching practices in higher education, academic developers are still grappling with practical ways to guide academics in inclusive curricular transformation. We briefly characterize the current conversation among academic developers and present and reflect on a new tool, the Culturally Sensitive Curricula Educator Self-Reflection Tool, that extends our earlier research using the Culturally Sensitive Curricula Scales student survey.