The Academic Commons

In this episode, Karla A. Bell (she/they), PT, DPT, PhD, FNAP and Audrey Zapletal (she/her/hers), OTD, OTR/L, FNAP, discuss what it means to create truly inclusive learning environments in higher education. They explore intentional course design and the importance of recognizing the diverse identities and experiences students bring to the classroom. Listeners will gain practical strategies for fostering belonging, navigating challenging conversations, reducing barriers to learning, and embedding inclusive practices into everyday teaching.

Transcript Episode 17: Inclusive Practices with Dr. Karla Bell & Dr. Audrey Zapletal

Guest: Karla A. Bell (she/they), PT, DPT, PhD, FNAP

• Role: Professor, Department of Physical Therapy, Assistant Provost of Diversity, Equity, Inclusion - Center City Campus, Co-Founder of Sexual and Gender Minorities Education and Training (SGMET) Professional Development Program
• Expertise: Health equity, LGBTQ+ inclusion, structural competency in professional education, population health and mitigation of healthcare disparities

Guest: Audrey Zapletal (she/her/hers), OTD, OTR/L, CLA, CHSE, FNAP

• Role: Teaching Associate Professor, Doctor of Occupational Therapy, Co-Founder of Sexual and Gender Minorities Education and Training (SGMET) Professional Development Program
• Expertise: Occupational therapy education, healthcare simulation, and experiential learning

Quote from the Episode:

Getting Started:

• Use a brief survey or reflection activity to learn students' names, pronouns, goals, and support needs.
• Establish discussion norms that encourage respectful dialogue, curiosity, and belonging.
• Implement one inclusive practice, gather feedback, and refine your approach over time.
• Consider your current practices with the Inclusive Teaching Strategies Self-Assessment and Reflection Tool.
• Contact us to talk about inclusive course design.

Terms to Know:

The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear.

• Intersectional Lens: A framework for understanding how different aspects of identity, such as race, gender, class, disability, and sexual orientation, interact to create unique experiences of privilege or oppression.
• Psychological Safety: Creating an environment where students feel valued, able to participate, and comfortable sharing their perspectives.
• Brave Space: A learning environment that acknowledges the challenges that both students and faculty have when attempting to discuss difficult and/or sensitive topics such as race, power, privilege and the various forms of oppression for the purpose of learning.
• Community Agreements: Co-created expectations between students and faculty detailing a shared understanding of how everyone will work together during the course. They allow students to advocate for their needs and ensure their voices are heard and valued in the classroom.
• Inclusive Teaching: The intentional design of learning environments that recognize, value, and support the diverse identities, experiences, and ways of knowing that learners bring with them.

Selected Resources:

The Learning Curve team curated this list based on university resources or guest recommendations.

1. Universal Design for Learning: Academic Commons Page
2. Professional Development Program For Sexual and Gender Minority Education and Training (SG-MET)
3. Zapletal, A., Baird, J., Van Oss, T., Hoppe, M., Prast, J., & Herge, E.A. (2022.) Clinical Simulation for Health Care Professionals. Slack Incorporated/Routledge.
4. Hanna-Attishaand, M. (2018). What the eyes don't see: a story of crisis, resistance, and hope in an American city. One World
5. Zakrajsek, T. (2022). The New Science of Learning (3rd ed). Routledge
6. Zamani-Gallaher, E., Choudhuri, D.D., & Taylor, J.L. (2023). Rethinking LGBTQIA Students and Collegiate Contexts: Identity, Policies, and Campus Climate. Routledge
7. Academic Commons Upcoming Workshops and Events