Tag: Classroom

Reimagining the Flipped Classroom: Integrating AI, Microlearning, and Learning Analytics to Elevate Student Engagement and Critical Thinking – Faculty Focus

The traditional flipped classroom model, which reverses the conventional lecture-homework structure, has evolved significantly since its inception. In the digital era, especially post-pandemic, this strategy has gained renewed importance for fostering active learning, critical thinking, and academic resilience. Today, the flipped classroom is no longer just about moving lectures online but about curating immersive, personalized learning environments. The integration of Artificial Intelligence (AI), microlearning, and learning analytics provides new dimensions to this pedagogical approach, enhancing both student preparation and in-class engagement. This article explores how these three components can reshape flipped learning and address persistent challenges such as student unpreparedness, fear of participation, and lack of motivation.

Flipped Classroom 2.0: Enriching the Core Strategy

The original flipped classroom model aimed to reverse the traditional structure of education by shifting the transmission of basic content, often done through lectures, outside the classroom, while using face-to-face class time for active engagement and problem-solving. While this model offered significant benefits, the ever-changing dynamics of education in the digital era demand a more adaptive and responsive framework. This has led to the evolution of Flipped Classroom 2.0, a pedagogy that not only retains the foundational principles of the original model but enhances them with modern technologies and learner-centered practices.

AI Tools

In the Flipped Classroom 2.0 model, the learning process is amplified by integrating Artificial Intelligence (AI) tools, which help personalize student learning pathways. AI-enabled systems such as adaptive learning platforms, chatbots, and generative tools like ChatGPT can provide students with on-demand explanations, simulate peer discussions, offer low-stakes quizzes, and give instant feedback. This technological support allows students to learn at their own pace and revisit complex material without feeling anxious or dependent solely on the instructor. From the educator’s side, AI tools help identify patterns in learner behavior and performance, allowing for more targeted interventions during class time.

Microlearning

Microlearning plays a central role in supporting pre-class preparation under the Flipped Classroom 2.0 framework. Instead of overwhelming students with lengthy video lectures or dense readings, microlearning delivers short, focused modules that concentrate on single learning objectives. These modules are ideal for students who are accustomed to fast-paced digital environments and may have limited attention spans. Microlearning enhances retention by segmenting information and reinforcing key concepts through repetition and brief assessments. It also empowers students to learn efficiently on mobile devices and during flexible hours, which is particularly valuable in hybrid and online learning contexts.

Learning Analytics

Learning analytics represents another foundational component of the Flipped Classroom 2.0 design. By utilizing Learning Management Systems (LMS) and built-in analytics dashboards, instructors can gain valuable insights into which students have completed pre-class activities, how they have performed, and where they may need additional support. Analytics tools also promote student accountability, as learners are able to track their own progress and receive early alerts when they are falling behind. These data-driven approaches make it possible to transition from reactive teaching to proactive guidance.

Collectively, these innovations: AI, microlearning, and learning analytics, enhance the effectiveness of the flipped classroom by aligning content delivery, student support, and real-time feedback. Flipped Classroom 2.0 is not merely a technological upgrade; it is a reimagined learning experience that promotes self-directed learning, critical thinking, and inclusivity. It encourages students to become active participants rather than passive recipients, and it positions educators as facilitators and data-informed decision-makers in the learning process.

Understanding Student Resistance in the Digital Era

Unpreparedness often stems not from laziness or disinterest, but from deeper psychological or contextual barriers that influence a student’s ability to engage. In many cases, students may feel overwhelmed by the unfamiliarity of new instructional models or lack the confidence needed to navigate them successfully. This resistance is especially prominent in environments where flipped classroom strategies are introduced abruptly or without adequate scaffolding. In digitally enhanced learning spaces, Artificial Intelligence tools can serve as diagnostic aids to help educators understand the roots of student resistance.

By monitoring metrics such as time spent on tasks, levels of participation, and types of interactions within pre-class activities, AI systems can identify patterns of disengagement or confusion. For example, if students frequently abandon certain video modules or quiz sections, this may signal content complexity, misalignment with learning styles, or underlying cognitive fatigue. Moreover, many students, especially those transitioning from traditional learning environments, may carry negative assumptions about active learning approaches. They may perceive them as chaotic, unpredictable, or more demanding than passive learning formats. Educators must dig deeper to explore these sentiments and confront the emotional undercurrents that influence classroom behavior. Addressing resistance with empathy, transparency, and gradual acclimatization is crucial for long-term student buy-in.

Addressing Fear Through Technology-Supported Safety

Fear is one of the most formidable barriers to classroom participation. Whether it’s the fear of giving incorrect answers, speaking publicly, or being judged by peers, these emotions can significantly hinder student engagement. In the flipped classroom, where much of the responsibility for learning shifts to students, this fear may become even more pronounced if not properly addressed. Technology, particularly AI-driven tools, can be strategically used to create psychologically safe learning environments. For example, private practice environments powered by chatbots or simulations can offer students a space to make mistakes, ask questions, and rehearse ideas without fear of embarrassment. These tools are particularly beneficial for introverted students or those who lack confidence in their subject knowledge.

Microlearning also plays a vital role in reducing anxiety. By breaking down complex content into manageable chunks, students can focus on mastering one concept at a time. This incremental mastery builds confidence and reduces cognitive overload. When paired with formative assessments and feedback loops, microlearning helps normalize error-making as part of the learning process. Analytics further enhance psychological safety by providing both educators and students with objective data on progress. When students see that others are also struggling with the same concepts or that their performance is gradually improving, they are more likely to perceive learning as a collective and iterative journey.

Making Learning Visible with Analytics and Scaffolds

Visibility of learning progress is essential in maintaining student accountability and fostering meaningful classroom interactions. In traditional flipped classrooms, instructors often face the challenge of determining whether students have genuinely completed pre-class tasks or engaged with the material in a substantive way.

Flipped Classroom 2.0 addresses this issue by leveraging data and scaffolding techniques that make learning both measurable and visible. Learning analytics tools embedded in LMS platforms can track completion rates, quiz scores, engagement time, and areas of difficulty. This data is accessible to both teachers and students through visual dashboards, which serve as powerful motivators and intervention tools. Educators can use this information to adjust instruction, form differentiated groups and provide individualized support. Scaffolding further supports this visibility. Templates, guided note-taking structures, interactive mind maps, and learning journals help students organize their thoughts and reflect on their understanding. When integrated with AI, these scaffolds can be customized based on student performance and learning preferences. This transparency not only improves learning outcomes but also enhances communication between instructors and students.

Designing Pre-Class Work That Drives In-Class Success

A key feature of the flipped classroom model is the dependency on students completing pre-class work so they can actively participate in class discussions and activities. However, the perceived value of pre-class tasks directly influences student compliance and effort. To elevate this value, educators must clearly connect pre-class preparation with in-class success. AI can support this connection by generating customized content summaries, quizzes, and diagnostic questions based on each student’s pre-class performance. For instance, if a student demonstrates mastery of foundational concepts, they can be prompted with higher-order questions to challenge their thinking. Conversely, students who struggle can be provided with remedial resources and practice modules. In-class activities should build directly on pre-class efforts. Group discussions, simulations, debates, and problem-solving exercises should reference or utilize outputs from the pre-class assignments. This integration reinforces the message that preparation is essential for success and ensures that students recognize the practical benefits of investing time in asynchronous learning.

Gamification techniques, such as digital badges, progress milestones, and peer recognition can further motivate students to complete pre-class tasks. When these activities contribute to course grades or unlock exclusive learning opportunities, their relevance is amplified.

Establishing Routine and Engagement with Focusing Activities

The transition from asynchronous pre-class learning to synchronous in-class application can be challenging if not facilitated through structured routines. Focusing activities, particularly those conducted at the beginning of class, serve as critical bridges that help students activate prior knowledge and reorient their attention. These activities may include short reflective prompts, polls, problem-solving warmups, or collaborative brainstorming sessions. When enhanced with technology, focusing activities become even more impactful. For example, AI-driven polling platforms can pose adaptive questions tailored to the students’ recent performance.

Visualization tools can help students construct or revise concept maps based on their understanding of the pre-class content. Establishing predictable routines around these activities builds habits of participation. Over time, students internalize the rhythm of flipped learning: prepare independently, apply collaboratively, reflect continuously. Such engagement patterns increase cognitive readiness and reduce classroom management challenges.

Avoiding Pitfalls in Tech-Enhanced Flipped Classrooms

While Flipped Classroom 2.0 offers numerous benefits, its success is contingent upon thoughtful implementation. Several common pitfalls can undermine the model’s effectiveness. One of the most prevalent mistakes is treating technology as a substitute for pedagogy. Simply replacing lectures with videos or adding quizzes does not constitute a true flip. Without alignment to learning objectives and instructional goals, these tools can confuse rather than support learners.

Another challenge is content overload. Students may feel overwhelmed if asked to review long readings, videos, and quizzes without clear guidance or purpose. Microlearning and scaffolding should be used to break down materials and provide learning pathways that are manageable and coherent. Educator readiness is another often-overlooked factor. Successful adoption of AI tools and data dashboards requires faculty training and support. Instructors must be equipped not only with technical skills but also with an understanding of how to interpret analytics and adjust pedagogy accordingly.

Lastly, student feedback should be incorporated into the design and refinement of flipped classroom practices. Continuous evaluation, surveys, and informal check-ins can reveal usability issues and highlight opportunities for improvement.

Toward a Future-Ready Learning Model

Reimagining the flipped classroom requires more than adopting trendy tools, it demands a philosophical shift. By combining AI, microlearning, and learning analytics, educators can create classrooms that are not only flipped but also fluid, feedback-driven, and future-ready. These strategies support student autonomy, foster critical thinking, and build academic resilience in an unpredictable world. The next frontier of flipped learning is not about technology for its own sake, but about purposeful integration that places learners at the center.

N. P. K. Ekanayake

Ms. Neranjana Priyangani Kumari Ekanayake, a senior lecturer at the University of Kelaniya, teaches Investment and Portfolio Management, Enterprise Resource Planning, Behavioural Finance, and Advanced Management Accounting. She holds a BBA in Accounting (Special) and an MSc in MMs. Neranjana Priyangani Kumari Ekanayake, a senior lecturer at the University of Kelaniya, teaches Investment and Portfolio Management, Enterprise Resource Planning, Behavioural Finance, and Advanced Management Accounting. She holds a BBA in Accounting (Special) first-class and an MSc in Management (Specialized in Finance) and is a CIMA passed finalist. Further she has completed a Diploma in Enterprise Resource Planning in University of Kelaniya.

N.K.L. Silva

Ms. Nilanthige Kaushalya Lakmali Silva is a Lecturer at the Department of Accountancy, University of Kelaniya. She teaches Management, Economics, Human Resource Management, Marketing Management, Strategic Management and Information Management. Ms. Silva holds a B.B.Mgt. (Special) Degree in Accountancy with a First-Class Honours and an M.Sc. in Management with a Merit. Her research interests include major areas of Accounting and Finance, with a particular focus on Sri Lanka’s Capital Markets, Micro and Macro Economic Environment, Corporate Governance, and Corporate Fraud. She has published several research papers in academic journals and conference proceedings. She is a CMA Sri Lanka Passed Finalist and has completed the Diploma in Banking and Finance at the Institute of Bankers of Sri Lanka.

References

Berrett, D. (2012, February 19). How “flipping” the classroom can improve the traditional lecture. Chronicle of Higher Education. https://www.chronicle.com/article/how-flipping-the-classroom-can-improve-the-traditional-lecture/130857

Gerstein, J. (2012, May 15). Flipped classroom: The full picture for higher education. User Generated Education. https://usergeneratededucation.wordpress.com/2012/05/15/flipped-classroom-the-full-picture-for-higher-education/

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July 2, 2025
With help of FIRE, University of Washington professor returns to classroom after bread knife incident

In Soviet-era Romania, police falsely accused engineer Aurel Bulgac and his wife of espionage and imprisoned him for six months. Seeking refuge in America, Bulgac channeled his passion for physics into a professorship at the University of Washington in Seattle, where he taught without incident for more than 30 years.

That would change in the fall of 2023 when Bulgac used a hypothetical involving a small bread knife to encourage students to take the subject seriously. Through a surreal disciplinary process he describes as more nightmarish than Cold War repression, UW banned him from campus and hid evidence to get him to confess to a crime he didn’t commit. Fortunately, Bulgac reached out to FIRE’s Faculty Legal Defense Fund, which set him up with legal representation to vindicate his rights and restore him to the classroom.

Teaching physics on the cutting edge

In October 2023, during office hours with two students, Bulgac referred to a Japanese yakuza ritual where members cut off a portion of their little finger as an act of atonement or display of loyalty, called “yubitsume”. To drive home his point about taking physics more seriously, Bulgac took out a small bread knife, placed it on his desk, and asked students if they were confident enough in their answers to physics questions to voluntarily cut off their own pinky fingers if they were wrong.

It was an intense hypothetical, to be sure, but the two students took it as nothing more than colorful hyperbole. They remained in Bulgac’s office, continued in class, and earned good grades.

One student later told an advisor about the incident, making clear he never felt threatened. Even after the advisor encouraged the student to file a complaint with campus safety, the student declined. The story should have ended here.

But administrators were already demanding their pound of flesh. Instead of dismissing the situation as the student wished, UW banned Bulgac from campus, framing the decision as a “form of protection” for Bulgac. The university failed to provide a clear timeline or indication of when Bulgac could return to in-person teaching. And the university never actually told him whether a formal complaint about the situation existed, making it difficult to defend himself.

Though Bulgac certainly didn’t expect university administrators to behave like Soviet-era apparatchiks, he knew his rights and fought back with FIRE’s help.

For nearly a year, Bulgac could not offer in-person office hours, attend scientific seminars, interact with his peers in the department, or work effectively on his Department of Energy research grants. With no end in sight to the university’s investigation, Bulgac was in procedural limbo. So he contacted FIRE’s Faculty Legal Defense Fund, which provides legal representation for public university faculty facing administrative discipline. FLDF immediately put him in touch with FLDF attorney Michael Brown of Seattle’s Gordon Tilden Thomas & Cordell LLP.

With Brown on Bulgac’s side, the pair got to work.

Bread knife of Damocles

The university never actually told Bulgac whether a complaint about the incident even existed, making it difficult to defend himself. Brown had to file open records requests to get any information from the university about the specific allegations. Finally, in early 2024, UW offered to reinstate Bulgac, but only if he took multiple training courses on communication, attended at least 10 coaching sessions with a university-approved instructor, and apologized to the students. Cutting deeper, UW conceded there was no threat—yet still sought sanctions.

Brown countered by explaining why Bulgac’s speech was protected by academic freedom. UW itself defines academic freedom as “the freedom to discuss all relevant matters in teaching, to explore all avenues of scholarship, research, and creative expression, and to speak or write without institutional discipline.” He also pointed out the university’s hypocrisy in violating its pledge that “faculty members are free to express ideas and teach as they see fit, based on their mastery of their subjects and their own scholarship.”

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Bulgac’s rhetorical question did not approach the line of being an unprotected, punishable true threat, or a “serious expression” of an intent to commit unlawful violence, and academic freedom gives faculty breathing room to determine how best to approach their own pedagogy.

In September 2024, the university finally restored Bulgac to the classroom — no apologies or training required.

“This disciplinary process should have ended with Bulgac’s explanation and the student’s confirmation that he did not feel threatened,” said Brown. “Bulgac’s hypothetical fell well within the zone of academic freedom afforded professors to teach as they see fit, without fear of reprisal from the university administration. As the courts have made clear, that freedom is critical to the proper functioning of universities as places for open and robust sharing of ideas. We were very pleased to work with FIRE to secure a resolution that brought this episode to a close without further damage to Bulgac’s ability to continue to do the important work he has been doing at UW since 1993.”

Though Bulgac certainly didn’t expect university administrators to behave like Soviet-era apparatchiks, he knew his rights and fought back with FIRE’s help. If you are a faculty member facing punishment for your expression or teaching, contact FIRE.

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June 17, 2025
Wearable tech helps students overcome central vision challenges

Central vision loss–a condition that impairs the ability to see objects directly in front of the eyes–can have profound academic and social impacts on K-12 students. Because this type of vision loss affects tasks that require detailed focus, such as reading, writing, and recognizing faces, students with central vision impairment often face unique challenges that can affect their overall school experience.

In the classroom, students with central vision loss may struggle with reading printed text on paper or on the board, despite having otherwise healthy peripheral vision. Standard classroom materials are often inaccessible without accommodations such as large print, magnification devices, or digital tools with text-to-speech capabilities. These students might take longer to complete assignments or may miss visual cues from teachers, making it difficult to follow along with lessons. Without appropriate support, such as assistive technology, students may fall behind academically, which can affect their confidence and motivation to participate.

As a result, they may be perceived as aloof or unfriendly, leading to social isolation or misunderstanding. Group activities, games, and unstructured time like lunch or recess can become sources of anxiety if students feel excluded or unsafe. Moreover, children with vision loss may become overly dependent on peers or adults, which can further affect their social development and sense of independence.

While this may seem daunting, there are assistive technologies to help students navigate central vision loss and have fulfilling academic and social experiences.

One such technology, eSight Go from Gentex Corporation’s eSight, uses an advanced high-speed, high-definition camera to capture continuous video footage of what a user is looking at. Algorithms optimize and enhance the footage and share it on two HD OLED screens, providing sharp, crystal-clear viewing. The user’s brain then synthesizes the images to fill any gaps in their vision, helping them to see more clearly, in real time.

“The ability to have central perception brought back into your set of tools for education is critically important,” said Roland Mattern, eSight’s director of sales and marketing. “Ease of reading, ease of seeing the board, using tablets or computers–all of these things [lead to] the ability to complete an academic task with greater ease.”

One key feature, Freeze Frame, lets the user capture a temporary photograph with the device’s camera, such as an image on an interactive whiteboard, a textbook page, or a graphic. The student can magnify the image, scan and study it, and take what they need from it.

“This eases the ability to absorb information and move on, at a regular pace, with the rest of the class,” Mattern noted.

Socially, central vision loss can create additional barriers. A major part of social interaction at school involves recognizing faces, interpreting facial expressions, and making eye contact–all tasks that rely heavily on central vision. Students with this impairment might have difficulty identifying peers or teachers unless they are spoken to directly. The glasses can help with these social challenges.

“There’s a huge social aspect to education, as well–seeing expressions on teachers’ and fellow students’ faces is a major part of communication,” Mattern said.

What’s more, the glasses also help students maintain social connections inside and outside of the classroom.

“Think of how much peer-to-peer communication is digital now, and if you have central vision loss, you can’t see your phone or screen,” Mattern said. “The educational part is not just academic–it’s about the student experience that you want to enhance and optimize.”

Educators, parents, and school staff play a crucial role in fostering inclusive environments–by educating classmates about visual impairments, encouraging empathy, and ensuring that students with central vision loss are supported both academically and socially. With the right accommodations and social-emotional support, these students can thrive in school and build strong connections with their peers.

“If we can make daily living, hobbies, and education easier and facilitate participation, that’s a win for everybody,” Mattern said.

For more spotlights on innovative edtech, visit eSN’s Profiles in Innovation hub.

Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.

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June 13, 2025
How we designed a space where our students connect, collaborate, and flourish
Key points:

Our charter school, Westbrook Academy, has been serving middle and high school students in the South Los Angeles area for the past six years and stands as a beacon of opportunity for our community. With a student body comprising nearly 99 percent Black and Latinx individuals hailing from historically under-resourced communities, we confront the realities of poverty and the accompanying insecurities head-on.

Despite the odds, our 400 students consistently demonstrate remarkable resilience and a profound capacity for excellence. Our institution is supported by generous donors and funding sources. Operated and managed by the education nonprofit LA Promise Fund, which provides students with academic and enrichment opportunities that support our mission to spark passion, empower leadership, and prepare them for their chosen college and career paths.

At one point, our high school students were learning in a church because we didn’t have a traditional classroom set-up. We also lacked the equipment that a traditional high school might have. This changed when we moved into our forever home in South Gate, where an on-campus Empowerment Center serves as a modern, welcoming “student hub.”

Designed and outfitted by MiEN and Meteor Education, the Empowerment Center is where kids go to hang out, collaborate, and/or participate in school club activities. The hub is also set up with two wellness rooms where students can go to debrief and disconnect from a long day or just the stresses of being a student. It’s there for the students’ use.

Here are the steps we took to create a space that consistently makes jaws drop and impresses parents who never thought their children would have access to such a warm, welcoming communal space on campus:
- Add some flexibility into the process. Our original goal was to open the Empowerment Center’s doors in time for the 2023-24 school year, but getting it done the right way would require a bit more time. Our partners were willing to listen to us in terms of what we wanted to create, but within the realistic timelines. That was really cool.
- Acknowledge the financial limitations. We largely relied on fundraising for this project and knew that some things just weren’t going to be realistic. To other schools in similar situations, I’d recommend staying flexible enough to hit the timelines and get all of the bases covered while keeping student needs in mind. We can have all the bells and whistles, but at the end of the day, if the car runs, the car runs. We know we can always add a new paint job later.
- Get the right partners onboard early. As we went through the steps of designing the Empowerment Center, we learned a lot about architecture, planning, and construction. Through it all, having the right partners in its corner helped the school achieve its goals within budget and on time. It was really great to have our design and furniture partners sharing their best practices and other insights with us. We knew what we wanted to do, and a lot of the ideas came from our families and students. We just needed them to show us how we could get those ideas as close to reality as possible.
- Make it personal. Special features we wanted in our Empowerment Center included a huge, interactive flatscreen TV that students, teachers, and guest speakers use to interact and work together. There’s also a large selection of donated books, the latest technology tools, and artwork that was personally selected by an art curation team. They were able to secure artists from the LA community to create and share visuals that our students are really familiar with. For example, some of the artwork spotlights female empowerment (i.e., with photos of authors like Octavia Butler) and the importance of acknowledging indigenous people. Everything in the hub is meant to spark curiosity.
- Brace yourself for some jaw-dropping moments. At our ribbon-cutting ceremony last year, our parents’ jaws were on the floor. They just never thought these resources would be available to their kids. A lot of them grew with us being in the church and a co-located space, and then we asked them to trust us to deliver on our promise, and now we’re able to show that as the reward for supporting us. We feel really proud that our parents were just over the moon about it.
Hitting it out of the park

Reflecting on the process we put in place to get our modern student hub designed, built, and open for business, I can say that the end result is an engaging, collaborative space that can be used for hanging out, structured learning, or a little of both. I think we really hit the ball out of the park with this innovative space.

Student, teacher, and family feedback on the Empowerment Center has been extremely positive. Everyone loves it, and students are always excited to come and spend time in the modern, comfortable space that’s equipped with the technology and tools they need to be able to learn and engage.

Jade Stevens, LA Promise Fund and Westbrook Academy

Jade Stevens is the senior director of communications for the LA Promise Fund and Westbrook Academy in Los Angeles, CA.

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June 6, 2025
Reviving Engagement in the Spanish Classroom: A Musical Challenge with ChatGPT – Faculty Focus
Halfway through the semester, it’s not uncommon to notice a shift in your students’ energy levels (Baghurst and Kelley, 2013; Kumari et al., 2021). The initial enthusiasm for learning a foreign language may wane as other courses with demanding assignments compete for their attention. Some students prioritize subjects they perceive as more directly tied to their major or career, while others simply feel the weight of mid-semester exhaustion. In the spring, the long winter months can add to this fatigue, making it even harder to keep students engaged (Rohan and Sigmon, 2000).

This is the moment when a language instructor must pivot, shifting the classroom dynamic to reignite curiosity and motivation. Although instructors strive to incorporate activities that cater to the five preferred learning styles (Felder and Henriques, 1995)—visual (learning through images and spatial understanding), auditory (learning through listening and discussion), reading/writing (learning through text-based interaction), kinesthetic (learning through movement and hands-on activities), and multimodal (a combination of multiple styles)—it is beneficial to intersperse these well-structured, and, after a while, predictable classes with activities that break the mold. Introducing something unexpected and different from the established classroom dynamics can reenergize students, foster creativity, and enhance their enthusiasm for learning.

Music, in particular, has long been an ally of instructors teaching a second language (L2)—a language learned after one’s native tongue—especially since the field transitioned toward a more communicative approach. Rooted in interaction and real-world application, the communicative approach prioritizes meaningful engagement over rote memorization, helping students develop fluency in natural, immersive ways. Research has consistently highlighted the benefits of music in L2 acquisition, from improving pronunciation and listening skills to enhancing vocabulary retention and cultural understanding (Degrave, 2019; Kumar et al. 2022; Nuessel and Marshall, 2008; Vidal and Nordgren, 2024).

Building on this tradition, the activity we will share here not only incorporates music but also integrates artificial intelligence, adding a new layer of engagement and critical thinking. By using AI as a tool in the learning process, students not only familiarize themselves with its capabilities but also develop the ability to critically evaluate the content it generates. This approach encourages them to reflect on language, meaning, and interpretation while engaging in text analysis, creative writing, public speaking, and gamification—all within an interactive, culturally rich framework.

Activity Description: Musical Challenge with ChatGPT: “Sing and Discover”

Objective:

Students will improve their listening comprehension and written production in Spanish by analyzing and recreating song lyrics with the help of ChatGPT. While the instructions are presented here in English, the activity should be conducted in the target language—whether Spanish or another language being taught.

Instructions:

1. Listen and Decode
- Divide the class into groups of 2-3 students.
- Choose a song in Spanish (e.g., La Llorona by Chavela Vargas, Oye Cómo Va by Tito Puente, Vivir Mi Vida by Marc Anthony).
- Provide each group with an incomplete version of the lyrics with missing words.
- Students listen to the song and fill in the blanks.
2. Interpret and Discuss
- Within their groups, students analyze the song’s meaning.
- They discuss what they think the lyrics convey, including emotions, themes, and any cultural references they recognize.
  
  Each group shares their interpretation with the class.
  
  What do you think the song is trying to communicate?
  
  Which emotions or feelings do the lyrics evoke for you?
  
  Can you identify any cultural references in the song? How do they shape its meaning?
  
  How does the music (melody, rhythm, etc.) influence your interpretation of the lyrics?
3. Compare with ChatGPT
- After forming their own analysis, students ask ChatGPT:
  
  What do you think the song is trying to communicate?
  
  Which emotions or feelings do the lyrics evoke for you?
- They compare ChatGPT’s interpretation with their own ideas and discuss similarities or differences.
4. Create Your Own Verse
- Each group writes a new verse that matches the song’s style and rhythm.
- They may ask ChatGPT for assistance: “Help us write a new verse for this song in the same style.”
5. Perform and Sing
- Each group presents their new verse to the class.
- If they feel comfortable, they can sing it using the original melody.
- It is beneficial for the professor to have a karaoke (instrumental) version of the song available so that students’ lyrics can be heard clearly.
- Displaying the new lyrics on a monitor or projector allows other students to follow along and sing together, enhancing the collective experience.
6. Election – The Grammy Goes To
Students vote for different categories, including:
- Best Adaptation
- Best Reflection
- Best Performance
- Best Attitude
- Best Collaboration
7. Final Reflection
- What was the most challenging part of understanding the lyrics?
- How did ChatGPT help interpret the song?
- What new words or expressions did you learn?
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June 6, 2025
Microsoft and FFA help students use smart sensors and AI to learn about the future of farming and technology

Microsoft Corp. and the National FFA Organization on Tuesday announced the national expansion of FarmBeats for Students, a cutting-edge educational program integrating smart sensors, data science and artificial intelligence (AI) to teach precision agriculture in classrooms. Starting today, FFA teachers and students throughout the United States, including FFA chapters in 185 middle and high schools, will receive a classroom set of FarmBeats for Students kits free of charge. The kits include ready-to-use sensor systems along with curriculum for teachers and are designed for classrooms of all kinds; no prior technical experience is required.

More and more farmers are adopting advanced technology, including automating systems such as tractors and harvesters and using drones and data analysis to intervene early against pests and disease, to maximize crop yield, optimize resource usage, and adjust to changing weather patterns. Gaining hands-on experience with machine automation, data science and AI will help American agricultural students remain competitive in the global market.

Using the FarmBeats for Students kits and free curriculum, students build environmental sensor systems and use AI to monitor soil moisture and detect nutrient deficiencies — allowing them to understand what is happening with their plants and make data-driven decisions in real time. Students can adapt the kit to challenges unique to their region — such as drought, frost and pests — providing them with practical experience in tackling real-world issues in their hometowns.

“Microsoft is committed to ensuring students and teachers have the tools they need to succeed in today’s tech-driven world, and that includes giving students hands-on experience with precision farming, data science and AI,” said Mary Snapp, Microsoft vice president, Strategic Initiatives. “By teaming up with FFA to bring FarmBeats for Students to students across the country, we hope to inspire the next generation of agriculture leaders and equip them with the skills to tackle any and all challenges as they guide us into the future.”

“Our partnership with Microsoft exemplifies the power of collaboration in addressing industry needs while fostering personal and professional growth among students,” said Christine White, chief program officer, National FFA Organization. “Supporting agricultural education and leadership development is crucial for shaping the next generation of innovators and problem solvers. Programs like this equip students with technical knowledge, confidence and adaptability to thrive in diverse and evolving industries. Investing in these young minds today sets the stage for a more sustainable, innovative and resilient agricultural future.”

In addition, teachers, students or parents interested in FarmBeats for Students can purchase a kit for $35 at this link and receive free training at Microsoft Learn.

Any educator interested in implementing the FarmBeats for Students program can now access a new, free comprehensive course on the Microsoft Educator Learn Center, providing training on precision agriculture, data science and AI, allowing teachers to earn professional development hours and badges.

FarmBeats for Students was co-developed by Microsoft, FFA and agriculture educators. The program aligns with the AI for K-12 initiative guidelines; Agriculture, Food and Natural Resources career standards; Computer Science Teachers Association standards; and Common Core math standards.

For more information about FarmBeats for Students, visit aka.ms/FBFS.

Kevin is a forward-thinking media executive with more than 25 years of experience building brands and audiences online, in print, and face to face. He is an acclaimed writer, editor, and commentator covering the intersection of society and technology, especially education technology. You can reach Kevin at [email protected]

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May 30, 2025
Alliant Credit Union Foundation Grants $108K to Boost AI and Digital Programs at Ridgewood High School
The Alliant Credit Union Foundation has awarded a $108,000 grant to Digital Leaders Now, the nonprofit that powers the Digital Leaders Academy at Ridgewood Community High School District 234, to support the implementation of innovative digital opportunity programs.

The initiative will begin rolling out in Spring 2025, with full program implementation for the 2025-2026 school year. The grant will help students gain critical digital skills, enhance career preparation opportunities at Ridgewood and beyond, and ensure teachers have the necessary resources to integrate technology into the classroom effectively.

“The Alliant Credit Union Foundation is committed to fostering educational opportunities that prepare students for the future,” said Meredith Ritchie, President of The Alliant Credit Union Foundation. “By partnering with the Digital Leaders Academy, we are helping to bridge the digital divide and ensure that students in Ridgewood Community High School District 234 are equipped with the skills and knowledge they need to succeed in the evolving workforce.”

The grant will support key initiatives, including:
- Integration of AI Tools: Students will gain hands-on experience using AI and emerging technologies to enhance their learning and problem-solving skills.
- Teacher Training & Development: Supporting professional development programs that empower educators with the tools and knowledge to incorporate digital learning strategies into their curriculum.
- Digital Fluency Expansion: Enhancing student digital literacy and technology-based learning experiences to build a foundation for future careers.
- Career Readiness Programs: Preparing students for high-demand technology roles by connecting them with industry experts, mentorship opportunities, and real-world applications of digital skills.
Through this initiative, the Alliant Credit Union Foundation continues its mission of driving positive change in education by expanding access to technology and professional development resources.

“The Digital Leaders Academy is a testament to the power of partnership and community. With the support of Alliant, we’re equipping students, teachers, and parents with the tools to thrive in the digital age, because when we invest in digital fluency, we unlock limitless potential,” said Caroline Sanchez Crozier, Founder of Digital Leaders Now, an Illinois-based nonprofit, and creator of Digital Leaders Academy.

Ridgewood Community High School District 234 students will benefit from enhanced learning experiences, giving them a competitive edge in today’s digital economy.

Kevin is a forward-thinking media executive with more than 25 years of experience building brands and audiences online, in print, and face to face. He is an acclaimed writer, editor, and commentator covering the intersection of society and technology, especially education technology. You can reach Kevin at [email protected]

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May 26, 2025
Empowering neurodiverse learners with AI-driven solutions

Key points:

A traditional classroom is like a symphony, where every student is handed the same sheet music and expected to play in perfect unison. But neurodiverse learners are not able to hear the same rhythm–or even the same notes. For them, learning can feel like trying to play an instrument that was never built for them. This is where AI-powered educational tools step in, not as a replacement for the teacher, but as a skilled accompanist, tuning into each learner’s individual tempo and helping them find their own melody.

At its best, education should recognize and support the unique ways students absorb, process, and respond to information. For neurodiverse students–those with ADHD, dyslexia, autism spectrum disorder (ASD), and other learning differences–this need is especially acute. Traditional approaches often fail to take care of their varied needs, leading to frustration, disengagement, and lost potential. But with advances in AI, we have the opportunity to reshape learning environments into inclusive spaces where all students can thrive.

Crafting personalized learning paths

AI’s strength lies in pattern recognition and personalization at scale. In education, this means AI can adapt content and delivery in real time based on how a student is interacting with a lesson. For neurodiverse learners who may need more repetition, multi-sensory engagement, or pacing adjustments, this adaptability is a game changer.

For example, a child with ADHD may benefit from shorter, interactive modules that reward progress quickly, while a learner with dyslexia might receive visual and audio cues alongside text to reinforce comprehension. AI can dynamically adjust these elements based on observed learning patterns, making the experience feel intuitive rather than corrective.

This level of personalization is difficult to achieve in traditional classrooms, where one teacher may be responsible for 20 or more students with diverse needs. AI doesn’t replace that teacher; it augments their ability to reach each student more effectively.

Recent research supports this approach–a 2025 systematic review published in the EPRA International Journal of Multidisciplinary Research found that AI-powered adaptive learning systems significantly enhance accessibility and social-emotional development for students with conditions like autism, ADHD, and dyslexia.

Equipping educators with real-time insights

One of the most significant benefits of AI tools for neurodiverse learners is the data they generate–not just for students, but for educators. These systems can provide real-time dashboards indicating which students are struggling, where they’re excelling, and how their engagement levels fluctuate over time. For a teacher managing multiple neurodiverse learners, these insights are crucial. Rather than relying on periodic assessments or observations, educators can intervene early, adjusting lesson plans, offering additional resources, or simply recognizing when a student needs a break.

Imagine a teacher noticing that a student with ASD consistently disengages during word problems but thrives in visual storytelling tasks. AI can surface these patterns quickly and suggest alternatives that align with the student’s strengths, enabling faster, more informed decisions that support learning continuity.

Success stories from the classroom

Across the U.S., school districts are beginning to see the tangible benefits of AI-powered tools for neurodiverse learners. For instance, Humble Independent School District in Texas adopted an AI-driven tool called Ucnlearn to manage its expanding dyslexia intervention programs. The platform streamlines progress monitoring and generates detailed reports using AI, helping interventionists provide timely, personalized support to students. Since its rollout, educators have been able to handle growing caseloads more efficiently, with improved tracking of student outcomes.

Meanwhile, Houston Independent School District partnered with an AI company to develop reading passages tailored to individual student levels and classroom goals. These passages are algorithmically aligned to Texas curriculum standards, offering engaging and relevant reading material to students, including those with dyslexia and other learning differences, at just the right level of challenge.

The future of neurodiverse education

The promise of AI in education goes beyond improved test scores or sleek digital interfaces, it’s about advancing equity. True inclusion means providing every student with tools that align with how they best learn. This could be gamified lessons that minimize cognitive overload, voice-assisted content to reduce reading anxiety, or real-time emotional feedback to help manage frustration. Looking ahead, AI-driven platforms could even support early identification of undiagnosed learning differences by detecting subtle patterns in student interactions, offering a new frontier for timely and personalized intervention.

Still, AI is not a silver bullet. Its impact depends on thoughtful integration into curricula, alignment with proven pedagogical goals, and ongoing evaluation of its effectiveness. To be truly inclusive, these tools must be co-designed with input from both neurodiverse learners and the educators who work with them. The score is not yet finished; we are still composing. Technology’s real legacy in education will not be in algorithms or interfaces, but in the meaningful opportunities it creates for every student to thrive.

Aditya Prakash, SKIDOS

Aditya Prakash is the founder and CEO of SKIDOS Labs, an award-winning edtech company based in Copenhagen, Denmark, that blends education and gaming to help children unlock their full potential.An alumnus of ISB, Hyderabad, and The Tuck School of Business, Dartmouth, Aditya has over two decades of experience across telecommunications, media, and FMCG.

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May 23, 2025
Supporting Student Mental Health in the Classroom: A Faculty Guide to Compassionate Engagement – Faculty Focus

In recent years, higher education has witnessed a surge in conversations around student mental health. National surveys consistently report escalating rates of anxiety, depression, and loneliness among college students (American College Health Association 2023). Yet despite these growing concerns, faculty remain largely underprepared to intervene effectively. While staff in student affairs and counseling centers are often trained in mental health response and early intervention, faculty are frequently left out of these critical conversations. This divide has resulted in a persistent gap—both in knowledge and in action.

Studies show that students are more likely to exhibit early signs of distress in the classroom than in other campus spaces, making faculty key frontline responders (Lipson et al., 2022). However, faculty often report feeling ill-equipped or unsure about how to identify mental health concerns or refer students appropriately. A 2020 national survey of faculty found that only 51% felt confident in recognizing when a student might need help, and fewer than 30% had received any formal training (NASPA, 2020). In addition, given the other responsibilities to achieve tenure, it can be challenging to know how to prioritize a list of competing needs.

Despite the increase in mental health programming across universities, little has changed in how faculty are prepared to support students. Institutions often prioritize staff development in these areas, assuming counseling centers or student affairs teams will manage the bulk of mental health interventions. However, without better integration of faculty into institutional wellbeing strategies, students may continue to fall through the cracks.

Recognizing the Signs: What Faculty Can Do

Common signs of student distress—frequent absences, changes in participation, disorganized thinking, or emotional outbursts—often surface in classroom settings. While faculty are not expected to diagnose or treat mental health conditions, being able to recognize these red flags and respond appropriately can be lifesaving.

It is important for faculty to understand their role in the broader system of care: to notice, approach with compassion, and refer. The role does not include functioning as a therapist. Each faculty member has been socialized in their respective fields for several years. That training should not be set aside. Rather, learning how to refer students is vital. Still, the referral process can be opaque. Many faculty are unaware of what services are available, who to call, or what their responsibility is after making a referral. Closing this knowledge gap requires clear, accessible systems—and consistent faculty inclusion in mental health trainings and initiatives.

From Concern to Connection: The Power of Referral

Faculty can make a difference by normalizing help-seeking behavior and offering concrete pathways to support. A simple statement like, “I’ve noticed you seem a bit off lately—are you okay? If you’d like, I can help you find someone to talk to,” can build trust and remove stigma. Learning the language of how to intervene can help facilitate the appropriate connection to campus services. The goal is to get students connected to care in ways that faculty can provide.

The Divide Between Faculty and Staff

Staff members in counseling services and student affairs are trained in trauma-informed practices, crisis response, and developmental theory. Faculty, by contrast, are rarely required to learn these skills, even as they face growing demands to support student wellbeing.

This disconnect is structural, not personal. The division between academic and student affairs has long been a feature of higher education. Yet if we are to meet the holistic needs of students, institutions must actively dismantle these silos and build collaborative, cross-functional approaches to care. Faculty should be partners in designing wellbeing strategies, not peripheral to them.

Supporting Faculty Mental Health

It’s also essential to acknowledge that faculty are under pressure too. Burnout, compassion fatigue, and rising expectations in teaching and service can make it difficult to engage in additional emotional labor. Supporting student mental health cannot come at the expense of faculty wellbeing. It should also be noted that female presenting faculty are more likely to be approached by students to share about their mental health. Female presenting faculty may be carrying the additional stress of trying to help students in addition to their other duties.

Institutions must invest in faculty support systems—professional development, access to mental health resources, and workload adjustments—to ensure sustainable engagement. Training in student mental health should be framed not as an added burden, but as a shared responsibility that supports teaching, learning, and community resilience.

Toward a Culture of Care

UMBC is advancing a “Culture of CARE” that centers equity, resilience, and connection across the campus experience. For faculty, this means being empowered to recognize when students need help, equipped with tools to respond appropriately, and connected to a broader network of care. It also means ensuring that faculty themselves are cared for, supported, and not left to carry this burden alone.

As the Assistant Vice President for health and wellbeing, I enjoy assisting in bridging the divide between faculty and staff. By embedding mental health into the culture of higher education, we can create campuses where everyone—students and educators alike—can thrive.

Dr. Rae Chresfield is a higher education leader with over 15 years of experience in mental health, wellbeing, and student support. A first-generation college graduate, she began her academic journey at Coastal Carolina Community College and earned a B.S. in Behavioral Science from the University of Maryland University College, an M.A. in Mental Health and Wellness from NYU, and a Ph.D. in Counselor Education and Supervision from SUNY Buffalo.

Dr. Chresfield has held progressive leadership roles in higher education, including Director of Counseling Services, Associate Dean of Health and Wellness, and Assistant Professor. She currently serves as the inaugural Assistant Vice President for Health and Wellbeing at UMBC, where she leads strategic efforts to embed a holistic Culture of CARE across campus. Her work focuses on integrated service delivery and bridging the gap between mental health professionals and institutional leadership.

Widely known as “Dr. Rae,” she is recognized for her compassionate approach and commitment to student-centered systems that support wellbeing, equity, and resilience.

References

American College Health Association. 2023. National College Health Assessment: Spring 2023 Reference Group Data Report. Silver Spring, MD: ACHA.

Lipson, Sarah K., Laura H. Eisenberg, and Daniel Eisenberg. 2022. “Faculty and Mental Health: Knowledge, Confidence, and Responsibility.” Journal of American College Health 70(6): 1491–1500. https://doi.org/10.1080/07448481.2021.1909043.

NASPA. 2020. The Role of Faculty in Student Mental Health: Results of a National Survey. Washington, DC: NASPA Student Affairs Administrators in Higher Education.

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May 23, 2025
Steps Toward Creating a More Accessible and Inclusive College Classroom – Faculty Focus
Preparing the next generation of graduates in a 21st-century, diverse, and international classroom requires a pedagogical shift to recalibrate one’s practice. A faculty vision of inclusive pedagogy informed by equity and social justice transcends bias and makes diversity functional and beneficial to all students. Creating a classroom in the service of social justice (The Metropolitan Center for Urban Education, 2008) requires a profound understanding of the impact of human diversity on teaching and learning (Cushner et al., 2024). Enacting equity pedagogy as an essential component of multicultural education (Banks & Banks, 1995) requires instructors to become change agents. It is important to understand inclusive pedagogies as practices where we discern the nuance between general multicultural education or culturally responsive pedagogy and inclusive practices that specifically address the ability/disability continuum and the health dimension. In this article, we will examine ability/disability as a characteristic of human diversity in education as illustrated by Cushner et al. (2024) in their diversity framework. Approaches to creating an inclusive classroom are presented.

Start here…
- Adopt an asset-based approach for all students.
- Recognize that disability is often defined by the environment in which an individual exists.
- Ensure you are not making ableist statements that reinforce stereotypes (ex: “turn a blind eye,” “fall on deaf ears;” using phobia to mean discrimination, ie “transphobia”).
- Avoid negative descriptions of disability (ex: “suffers from a condition,” “confined/bound to a wheelchair”).
- Use person-first language rather than deficit-first language (ex: “student with a learning disability,” not “learning disabled student”), unless an individual discloses that they prefer to use identity-first language (for example: some individuals on the autism spectrum may prefer to call themselves “autistic” rather than “a person with autism”; someone may identify as part of the Deaf community). Refer to people how they refer to themselves.
- Realize that impact matters, regardless of intention.
- Assume that students are capable and possess knowledge and skills.
- Support colleagues with disabilities.
- Tell a colleague that you are committing to the work of becoming a more inclusive educator. When they ask what this means, share these suggestions!
Beginning
- Add literature/resources from neurodivergent, disabled, and diverse authors to assigned course readings and class activities.
- Replace and/or supplement outdated readings.
- Provide electronic files of reading, resources, presentations, and other materials.
- Provide multiple sources and access points for assignment requirements and expectations (written descriptions, presentations, instructional videos, examples, rubrics).
- Be open and welcome student questions.
- Understand that all behavior is a function or indicative of something else; ask if students need support rather than punish them.
- Update course syllabi to include statements from the campus disability/accommodations resource office, a statement on academic diversity, religious observant policies, and campus mental health resources.
- Create community guidelines for discussions that include intention and impact/anti-bias language.
- Immediately address ableist/biased remarks in the classroom through discussion.
- Update course syllabi to include a statement of classroom environment that encourages regard for others and respects free speech while not tolerating hate speech.
- When presenting a visual/image, also provide a description of the image (alt text).
- Provide Closed Captioning on posted videos (lectures, resources, etc.).
- Incorporate the impact of and perspectives of groups of diverse abilities in policies of the past and present.
- Encourage students (and ourselves as faculty) to analyze research and articles to ensure they represent the perspectives of marginalized groups; follow up with questioning why and providing additional resources to promote self-advocacy.
- Revise course syllabi to include Student Learning Objectives, Essential Questions, and Course Descriptions related to self-reflection/advocacy/inclusion/preparing students to be agents of change.
- Examine course syllabi to make sure policies (late work, absence, participation grades, etc.) do not indirectly or directly target students with disabilities OR demonstrate bias toward neurotypical students (for example: a “cameras on” video policy in an online course may disproportionately punish students who require accommodations or have diverse learning needs; deductions for late work may punish students who need flexibility due to medical or mental health needs; requiring students to disclose personal details in order to receive extensions or incompletes disrespects students’ privacy of health and disability needs)
- Be willing to adjust your expectations through flexibility.
- Re-examine assignments and assessments for bias and exclusionary practices.
- Consider changing assessments from high-stakes timed tests to projects, homework, open-note/open-book take-home tests.
- Ask a colleague to audit your syllabi for readings/topics/policies as listed here.
- Collaborate with colleagues in accessibility services to better understand and integrate the services and supports available.
- Discuss the need to broaden participation and opportunities for people with disabilities in your department/college.
- Examine courses to make sure provided resources are organized and labeled clearly.
Advanced, all the previous steps plus…
- Advocate for (or lead!) professional development opportunities on inclusion.
- Participate in on- and off-campus events that promote disability acceptance and inclusive practices.
- Inform students of community opportunities they can take part in promoting disability acceptance or inclusive practices.
- Model examination/reflection on your own privilege (if neurotypical and able-bodied) or experience as a person with(out) a disability.
- Consider multimodal access to course participation (for example, HyFlex courses have in-person, video and asynchronous options for all students).
- Ask a colleague to informally observe your teaching and provide constructive feedback on your work of being an inclusive teacher.
- Invite guest speakers with disabilities to speak with your students about their experiences.
- Collaborate with an ADA coordinator to educate students and colleagues about accessibility on your campus.
- Collaborate with administrators and faculty who may be working toward DEI or inclusion initiatives on your campus.
- Seek input from resources such as the Association of University Centers on Disabilities (AUCD) and Think College for postsecondary education program guidance for individuals with disabilities.
We believe that the responsibility of anti-oppressive work in higher education belongs to all and that making education accessible for individuals with disabilities advances freedom for all groups of people. These universally designed teaching practices, while necessary to increase access for individuals with disabilities, are beneficial for all individuals, regardless of identity status. Thank you for your work towards broadening access to higher education!

Laura N. Sarchet is an autistic self-advocate and Assistant Professor of Special Education at Niagara University who uses her experience as a neurodivergent person to raise awareness about autism and disability through research and practice.

Haoua M. Hamza is an associate professor in the Middle and Adolescence Education Department in the College of Education.

Rachel Bailey Jones, Professor of Education at Nazareth University, focuses their research and teaching on working for educational justice for LGBTQ+ students through an intersectional lens.

Jennifer E. Hartman is an Instructor-ABD in the Special Education Department at Niagara University.

Dennis P. Garland, Ph. D. is Associate Professor and Chair of the Special Education Department at Niagara University.

Maria R. Nader is passionate about providing equitable education for all students and supporting educators to achieve this goal. She serves as a Faculty Fellow in the Special Education Department at Niagara University and has held teaching and administrative roles at the local, state, and university levels in New York, Ohio, and Hawai’i.

References

Banks, J. A., & Banks, C. A. M. (2004). Handbook of research on multicultural education. 2nd ed. Jossey-Bass.

Coughlin, M. (2021). 10 things faculty need to understand about autism. Inside Higher Ed. https://www.insidehighered.com/advice/2021/10/20/lessons-teaching-students-autism-spectrum-opinion

Cushner, K., McClelland, A., Safford P., & Cushner, H. (2024). Human diversity in education. McGraw Hill.

The Metropolitan Center for Urban Education. (2008). Culturally Responsive-Sustaining Education Framework. New York State Education Department.

Sarchet, L. N. (2021). Faculty and staff: Training and outreach. University of Rochester Office of Disability Resources, adapted with permissions. https://www.rochester.edu/college/disability/assets/pdf/more-accessible-classroom.pdf

Waitoller, F. R., & King Thorius, K. A. (2016). Cross-pollinating culturally sustaining pedagogy and universal design for learning: Toward an inclusive pedagogy that accounts for dis/ability. Harvard Educational Review, 86(3), 366–389. https://doi.org/10.17763/1943-5045-86.3.366
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May 19, 2025