Skip to Main Content

Redesign for Equity & Accessibility Lab (REAL)

A College of San Mateo resource portal for curriculum and pedagogy redesign.

Key Key Principles

The way we deliver instructional content can affect success rates for students from historically marginalized communities and for students with disabilities.  Varying instructional methods, incorporating collaborative and active learning opportunities--especially ones that allow students to draw on their cultural strengths and apply their learning to culturally-relatable situations—are all practices that have been shown to increase student engagement, deepen learning, and narrow equity gaps.   

Our research highlights the following key principles, which are developed in more detail below: 

  • Meaningful Collaboration: Students collaborate in ways that support meaningful engagement and progress toward learning outcomes (SLOs). (Thornburg, D.,2024)

  • Multiple Ways of Participating: Students have varied, inclusive opportunities to engage in collaborative activities that suit different learning styles and needs. (Teamwork and Collaborative Learning, n.d.)

  • Inclusive Collaboration: Collaborative activities are intentionally designed to include all students and foster respectful, equitable interaction. (What is an Inclusive Classroom?, 2023)

 

video recorder Video Spotlight

CSM Physics Instructor Alex Wong revised his group work activities to be more inclusive and a more central part of the learning objectives of the course.  See him talk about his revisions below.  

Play video of Alex Wong sharing activity revision

 

Check Mark Self-Assessment Tool with Example Strategies

To help faculty assess their Activities & Discussions with regards to accessibility and cultural responsiveness, we collaborated on a rubric based on the principles above and incorporating example strategies.  Coming soon, you will be able to print the self-assessment tool, if you would preferable an editable copy.

Meaningful Collaboration: Students collaborate in ways that support meaningful engagement and progress toward learning outcomes (SLOs). 
  Getting REAL* REAL Liberatory
Reflection Questions

Does the activity allow students to work together to explain, discuss, and recall key concepts? 

Y/N/Partial 

 Does the activity allow students to collaboratively apply, analyze, or evaluate course content. 

Y/N/Partial 

Does the activity allow students to work together to generate original ideas or produce something new? 

Y/N/Partial 
Example Strategies
  • Think-pair-share: Pose a question, give students time to reflect individually, then discuss in pairs, and share with the class. 
  • Jigsaw Method: Divide a topic into subtopics; each group becomes an “expert” on one and teaches it to peers. 
  • Concept mapping in Groups: Have small groups create visual maps showing relationships among key ideas. 
  • Case Study analysis in groups: In groups, analyze a real or fictional scenario, apply course concepts, evaluate solutions, and present recommendations. 
  • Role-playing or simulations: Assign students roles (e.g., stakeholders, historical figures) to explore issues and debate solutions using course material. 
  • Collaborative problem sets:  Assign complex problems that require group members to combine skills and reasoning. 

 

  • Group creative projects: Have students develop original products—e.g., podcasts, infographics, videos—that synthesize course concepts. 
  • Co-authored work: Students collaboratively write an article, design a research poster, or draft a policy brief. 
  • Digital exhibits/portfolios: Students co-create websites, digital galleries, or portfolios that interpret course themes in creative ways. 

 

 *Each level ("Getting REAL," "REAL," and "Liberatory") represents a cumulative progression, incorporating and expanding upon the criteria of the preceding levels. 

Multiple Ways of Participating: Students have varied, inclusive opportunities to engage in collaborative activities that suit different learning styles and needs.
  Getting REAL* REAL Liberatory
Reflection Questions

Over the semester, do you vary formats for student participation (e.g., whole class, pairs, small groups, individual work). 

Y/N/Partial 

In a single activity, can students engage in multiple ways? 

Y/N/Partial 

Do you adjust participation structures in real time to increase inclusion? 

Y/N/Partial 
Example Strategies
  • Rotate participation formats intentionally across weeks or units (e.g., full-class discussion one day, small-group work the next). 
  • Whole class participation: 
    • Use think-pair-share to warm up before full-class discussion. 
    • Use live polls or word clouds (e.g., Mentimeter, Poll Everywhere) to gather quick input. 
    • Try Socratic seminars or structured debates for deeper engagement. 
  • Pairs:   
    • Peer interviews or reflections on a shared prompt or concept. 
    • Teach your partner: students explain a concept to a peer. 
    • Peer feedback/editing: pairs review and offer suggestions on each other’s work. 
  • Small Groups: 
    • Problem-solving tasks based on readings or case studies. 
    • Jigsaw strategy: groups become “experts” on a topic section, then teach others. 
    • Role-play/scenario planning from different perspectives to propose solutions. 
  • Individual:  
    • Reflective journals or discussion posts before group work. 
    • Quick writes or silent brainstorming to allow for individual thinking. 
    • Self-assessments to reflect on participation and learning preferences. 
  • Break the activity into steps: e.g., individual reflection → pair sharing → group creation → class presentation. 
  • Offer format options for submitting work: infographic, short video, blog post, concept map, etc. 
  • Use multimodal tools like Padlet, Flip, or Google Slides to support diverse input. 
  • Provide a "participation menu": options might include speaking, writing, sketching, or using a chat box/sticky note.
  • If a discussion lags, shift to small groups or think-pair-share on the spot. 
  • Use real-time feedback tools (e.g., anonymous polls or hand signals) to assess engagement. 
  • Keep alternative formats ready, like silent activities (e.g., gallery walk, whiteboard prompts). 
  • Adjust timing as needed to allow more processing time or reduce cognitive overload. 

 *Each level ("Getting REAL," "REAL," and "Liberatory") represents a cumulative progression, incorporating and expanding upon the criteria of the preceding levels. 

Inclusive Collaboration: Collaborative activities are intentionally designed to include all students and foster respectful, equitable interaction.
  Getting REAL* REAL Liberatory
Reflection Questions

Do you establish ground rules to create a safe learning environment? 

Y/N/Partial 

Do you explicitly guide students in how to collaborate in a civil, inclusive way? 

Y/N/Partial 

Do you encourage students to view inclusive collaboration as a core course goal and lifelong skill? 

Y/N/Partial 
Example Strategies
  • Clearly state expectations in the syllabus, such as:  
    • No hate speech, slurs, or personal attacks 
    • Respect others' identities and experiences 
    • Use inclusive language (e.g., correct names and pronouns) 
  • Communicate how you will address harmful behavior (e.g., “If something inappropriate is said, I’ll pause the conversation to address it respectfully but directly.”) 
  • Ask students to sign or acknowledge a class conduct agreement. 
  • Revisit ground rules before sensitive discussions or collaborative work. 
  • Establish confidentiality norms (e.g., “What’s said here stays here; what’s learned here leaves here.”) 
  • Provide mini-lessons or handouts on active listening, respectful disagreement, and equitable participation. 
  • Share collaboration guidelines or co-create them with the class (e.g., don’t interrupt, invite quieter voices, value different perspectives, handle disagreement constructively). 
  • Model inclusive communication—highlight respectful dialogue and validation of differing viewpoints. 
  • Assign roles (e.g., facilitator, recorder, timekeeper, encourager) to promote balanced participation. 
  • Include structured reflection prompts (e.g., “What went well in your group’s interaction? What could be improved?”) 
  • Include peer feedback focused on teamwork and inclusion. 
  • Provide materials or discussions on microaggressions and how to prevent them. 
  • Set norms for challenging conversations (e.g., ask questions, seek clarification, respectfully challenge assumptions). 
  • Emphasize collaboration as a professional competency (e.g., “Your ability to collaborate across differences is as valuable as your technical knowledge.”) 
  • Make inclusive collaboration an explicit course outcome (e.g., “By the end of the course, you’ll be able to collaborate respectfully and inclusively to achieve shared goals.”) 
  • Use reflective prompts to track growth (e.g., “What did you learn this week about working with others? How might that help in future roles?”) 
  • Acknowledge and celebrate moments when groups resolve conflict or improve team dynamics. 

 *Each level ("Getting REAL," "REAL," and "Liberatory") represents a cumulative progression, incorporating and expanding upon the criteria of the preceding levels. 

File Folder Example Revisions from CSM Faculty

Below you will find examples of Assignment & Assessment revisions by CSM faculty who participated in the REAL workshops in 2023-2025.  Some are complete drafts, while others describe changes the faculty made and why. Please note that the sample materials submitted by faculty are works in progress and may not reflect final versions. They are shared to support collaboration and idea exchange.

Magnifying Glass Works Cited & Additional Resources