References

American Association of Colleges of Nursing. (2017). Diversity, equity, and inclusion in academic nursing. Position Statement. https://www.aacnnursing.org/Diversity-Equity-and-Inclusion/Publications-on-Diversity/Position-Statement

Assessment Technologies Institute (ATI). (2015). Tree of impact. ATI Nursing Education. https://cdn.ymaws.com/www.ohioleaguefornursing.org/resource/resmgr/oln_fall_conference/Tree_of_Impact.pdf

Basham, J., Blackorby, J., and Marino, M. (2020). Opportunity in crisis: The role of Universal Design for Learning in educational redesign. Learning Disabilities: A Contemporary Journal, 18(1), 71-91.

Blackboard. (2022). Course Accessibility Report. https://help.blackboard.com/Ally/Ally_for_LMS/Instructor/Course_Accessibility_Report

Boucher, E. (2016). It’s time to ditch our deadlines. The Chronicle of Higher Education. https://www.chronicle.com/article/its-time-to-ditch-our-deadlines/

CAST. (2022). About Universal Design for Learning (UDL).  https://www.cast.org/impact/universal-design-for-learning-udl​

Cornell University. (2022). Incorporating diversity. Center for Teaching Innovation. https://teaching.cornell.edu/teaching-resources/designing-your-course/incorporating-diversity

Cumming, T. M., Rose, M. C. (2022). Exploring universal design for learning as an accessibility tool in higher education: A review of the current literature. Australian Educational Researcher, 49(5), 1025-1043. https://doi.org/10.1007/s13384-021-00471-7

Eblen-Zayas, M., Burson, K. M., & McDermott, D. (2022). Course Modifications to Promote Student Mental Health and Move toward Universal Design for Learning. Physics Teacher, 60(8), 628–631. https://doi.org/10.1119/5.0051626

Gierdowski, D., Brooks, D. C., and Galanek, J. (2020). Educause 2020 Student Technology Report: Supporting the Whole Student. Educause. https://www.educause.edu/ecar/research-publications/student-technology-report-supporting-the-whole-student/2020/accessibility-and-accommodations 

Kaltura. (n.d.). Accessibility at Kaltura: Setting the standard for a video accessibility mindset. https://corp.kaltura.com/wp-content/uploads/2018/11/Accessibility_at_Kaltura.pdf

Leong, J. (2022). Rutgers-Camden designated a Minority Serving Institution. Rutgers University Foundation. https://support.rutgers.edu/news-stories/rutgers%E2%80%92camden-designated-a-minority-serving-institution/ 

Lucas, M. (2022). More Rutgers students seeking assistance from the office of disability. Rutgers Today. https://www.rutgers.edu/news/more-rutgers-students-seeking-assistance-office-disability-services?utm_source=newsletter&utm_medium=email&utm_campaign=rutgerstoday&utm_content=Campus%20Life

Marquis, E., Jung, B., Schormans, A. F. (2016). Developing inclusive educators: Enhancing the accessibility of teaching and learning in higher education. The International Journal for Academic Development, 21(4), 337-349. https://doi.org/10.1080/1360144X.2016.1181071

Metzger, K. and Via, Z. (2022). Warming up the cold call: Encouraging classroom inclusion by considering warm-&-cold-calling techniques. The American Biology Teacher, 84(6), 342-346. DOI: 10.1080/1360144X.2016.1181071

National League for Nursing. (2016). Achieving diversity and meaningful inclusion in nursing education. NLN Vision Series. https://www.nln.org/docs/default-source/uploadedfiles/about/vision-statement-achieving-diversity.pdf?sfvrsn=85a4d30d_0

National League for Nursing. (2017). NLN diversity & inclusion toolkit. https://www.nln.org/docs/default-source/uploadedfiles/professional-development-programs/diversity-toolkit.pdf

Ouyang, R. (n.d.). Question levels and questioning skills. https://www.unf.edu/~n00632624/ece4473/q-techni.htm

Rutgers University Equity and Inclusion. (2022). Beloved community. https://diversity.rutgers.edu/our-beloved-community 

Sanderson, C. D., Hollinger-Smith, L. M., & Cox, K. (2021). Developing a Social Determinants of Learning™ Framework: A case study. Nursing Education Perspectives, 42(4), 205–211. https://doi.org/10.1097/01.NEP.0000000000000810

SeeWriteHear. (2022). What is accessibility. https://www.seewritehear.com/learn/what-is-accessibility/#site-header

Scherer, M. L. (2022). Strategically unequal: How class, culture, and institutional context shape academic strategies. Social Sciences, 11(11), 1-18. https://doi-org.proxy.libraries.rutgers.edu/10.3390/socsci11110500

Singleton, K., Evmenova, A., Kinas Jerome, M. and Clark, K. (2019). Integrating UDL strategies into the online course development process: Instructional designers’ perspectives. Online Learning, 23(1), 206-235. https://doi.org/10.24059/olj.v23i1.1407 

University of Tennessee Chattanooga. (2023a). Equity-oriented pedagogy and Universal Design for Learning (UDL) framework. Equity-oriented pedagogy and UDL. https://www.utc.edu/academic-affairs/walker-center-for-teaching-and-learning/teaching-resources/equity-oriented-pedagogy-and-universal-design-for-learning-udl-framework 

University of Tennessee Chattanooga. (2023b). Questioning skills. Pedagogical Strategies and Techniques. https://www.utc.edu/academic-affairs/walker-center-for-teaching-and-learning/teaching-resources/pedagogical-strategies-and-techniques/questions

W3C. (2018). Web Content Accessibility Guidelines (WCAG) 2.1. https://www.w3.org/TR/WCAG21/

W3C. (2019). How to meet WCAG (Quick reference). https://www.w3.org/WAI/WCAG21/quickref/#principle4

Washington Monthly. (2022). 2022 National University Rankings. https://washingtonmonthly.com/2022-college-guide/national/

Yaqoubi, T., Mohammadi, Z., and Golzar, J. (2022). An analysis of Universal Design for Learning at collegial level: Effective ways to maximise learning outcomes, inclusion, and equity. Research in Post -Compulsory Education, 27(4), 594-621. https://doi.org/10.1080/13596748.2022.2110775