How Universities Can Further Equitable access in education
During COVID, classrooms sat empty — hallways lacked bustle and campuses fell quiet. As classes shifted online, universities faced the dilemma of translating the in-person college experience to a Zoom session.
COVID forced innovation and the integration of digital tools into classrooms and workplaces. Often, these shifts were intended to enable “able-bodied” people to succeed in a virtual environment — for universities, they asked, and answered, questions about what “able-bodied” students needed to study from home. These same tools were created for, or advanced, equitable access, helping everyone receive the necessary support to thrive in their pursuits.
But as we start to reconnect in-person, we risk forgetting how this period of virtual connection furthered equitable access and connection for students with a range of abilities. Universities and spaces of higher education have a commitment to ensuring that the strides we made for equitable access in education aren’t lost.
As we move forward, we can use this as a turning point and emphasize universal design, a philosophy that products and environments should be accessible to everyone. The IDEA Center at the University of Buffalo outlines some of the major tenets of universal design, including:
Understanding: Making methods of operation and use intuitive, clear and unambiguous
Wellness: Contributing to health promotion, avoidance of disease and protection from hazards
Social Integration: Treating all groups with dignity and respect
Personalization: Incorporating opportunities for choice and the expression of individual preferences
Educational institutions can, and should, work to implement the lessons we learned from a virtual world to continue supporting equitable access for the entire student body.
Offer Different Class Modalities
When students attended courses online, they could use closed captioning or go through the lessons at their own pace, but a return to in-person classes made it difficult for some students with visual and hearing impairments to fully engage with the material. According to The Washington Post, some students felt that universities failed to offer this accessibility once in-person learning resumed.
Universities should continue to offer more online and hybrid classes, and train instructors how to most effectively run virtual classrooms. While online courses came with a learning curve, they should not become limited with the return of in-person classes.
These modalities let students record lectures, use closed captioning and turn off screens when necessary. Pre-assigned breakout rooms or the hand raising tool also help relieve social pressure.
integrate Clear Face Masks
Traditional masks can inhibit comprehension for those who read lips or rely more on facial expressions. Universities should mandate clear face masks in classrooms (rather than make them a recommendation) — and provide them, to support students from different economic backgrounds.
When clear masks aren’t required by universities and worn sporadically, students are often forced to be their own advocate and draw public attention to their needs.
require Equitable Access Training
One of the biggest barriers to equitable access can be lack of knowledge. We all have unconscious biases and can lack awareness of situations different than our own.
Universities are large, diverse ecosystems, and equitable access training should be mandatory for employees throughout campus, from key stakeholders to professors to staff members involved in student life. Faculty should understand what students require, how they can help students access this, and how to anticipate and address concerns that arise. How are you informing faculty when a student arrives with different needs, and what tools are being offered to them? Is the technology that you use and require in your classrooms accessible to all?
Most importantly, this training should emphasize that equitable access is not a one-size-fits-all approach — every student will bring individual experiences. One of the best approaches universities can take is to ensure staff members are able to properly listen and offer necessary support.
I offer consulting services to help showcase what equitable access looks like in a university setting, and how universities can implement these programs successfully.
provide Mobility Support
The Washington Post describes how an influx of requests for golf carts after COVID led to a shortage at universities. Students with mobility limitations faced a lack of transportation options across campus.
Universities should closely monitor requests for alternate transportation and ensure a surplus of vehicles and student workers are available to respond to these requests.
A lack of transportation can interfere with students’ ability to attend classes or extracurriculars on time — and take a toll on their mental wellbeing if they don’t feel they’re getting the support and understanding they need. “Because my disability is invisible, if I don’t advocate for myself enough, people won’t listen to me,” college student Poojit Hegde, who has chronic fatigue syndrome and POTS, told The Washington Post.
This requires cohesion across campus bodies. Administrators should take different needs into consideration when compiling class assignments. If a student has limited mobility, their class assignments should not be far apart. Classes should be in buildings that are fully equipped to support different mobility needs, such as those with hallways that are the proper width and elevators to all floors.
These are only a few of the strategies universities can put into place to make campuses a more inviting, empowering environment for all. My company, iYellow Group, provides audits to assess new opportunities for equitable access within your company or institution. I would be delighted to work with you to help create educational and employment spaces that offer everyone what they need to succeed and grow. Let’s chat.