To what extent have Disability Resource Centers evolved to accommodate the challenges of active learning in large enrollment STEM courses?

Abstract

While active learning teaching methods have been shown to improve student achievement in science, technology, engineering, and math (STEM), the increased interactions among students can also present unique challenges for students from underrepresented social identities. One proposed underrepresented group of individuals who may face challenges with active learning are students with disabilities who request academic accommodations from Disability Resource Centers (DRCs). DRCs are offices on university campuses that provide academic and social services for students with disabilities and other diagnosed medical conditions. Academic accommodations often include note‐taking services, preferential seating, extended time for exams, closed captioning of videos, and interpreters. However, as more and more classes are moving away from traditional lectures to adopting active learning methods, are we providing the right accommodations for students? Could we be disadvantaging students who normally would be receiving accommodations in traditional lectures? In this exploratory study, we identified commonly implemented active learning strategies and reviewed the literature on what reported disadvantages these activities may present for students. We then contacted directors of DRCs from 305 universities with large undergraduate student populations and large enrollment science courses based on the Carnegie Classification of Institutions of Higher Education. We interviewed directors to identify how familiar they are with the term of active learning and what accommodations, if any, they currently have for students in active learning science classrooms along with any challenges they have experienced when accommodating students with disabilities in active learning science courses. Our data suggest that directors are generally aware of “active learning” and have encountered it in their position when talking with students and faculty. However, few DRCs have policies or protocols in place to specifically address accommodations needed for active learning courses. Thus, accommodations for active learning are generally determined retroactively or on a “case‐by‐case basis”, which requires students to be the ones responsible for identifying aspects of active learning courses that they struggle with and report these challenges to the DRC in order to receive appropriate accommodations. With this study, we hope to provide a foundation for creating more inclusive active learning classrooms for students with disabilities.Support or Funding InformationNational Science Foundation