Teaching Everyone Course (Self-Paced)
How do you design and teach a course when you have learners from a range of backgrounds and experiences? Are you looking for ways to foster belonging and engagement in your course? Are you interested in finding ways to make your assessments and overall course more effective so that a wide variety of learners can thrive?
Teaching Everyone: Designing More Inclusive Courses is a free self-paced, asynchronous course designed for post-secondary educators and offered by Notre Dame Learning.
Course Description
Drawing on a developmental model that incorporates decades of research on teaching and learning, Teaching Everyone helps educators apply evidence-based and high-impact teaching principles and practices across different elements of the course design process to give all students the opportunity to learn and thrive. The course invites educators across all disciplines to examine how they are already being inclusive in their teaching and identify aspects of their course where they can take small steps to teach more inclusively.
Consisting of five modules, the course includes a mix of videos, readings, reflections, and interactive elements. You can expect to spend 30–90 minutes on each module. After completing the course you will receive a signed “Confirmation of Participation” as documentation of your engagement with the course content.
For Notre Dame faculty, staff, postdocs, and graduate students, the course will run from September 15, 2025, to May 30, 2026. To enroll, please complete this brief form.
Course Overview
Module 0: About This Course
This module includes information about the learning outcomes of the course and an overview of the structure, flow, tools and resources that will be used in the course.
Module 1: Course Design Framework
This module introduces educators to a course and curricular design framework by identifying how different elements of a course can be more or less inclusive. Educators are able to reflect on elements of the course design process where they are already being inclusive, and identify areas they would want to focus on more intentionally when designing and teaching their courses.
Module 2: Instructors
This module introduces educators to the “Instructor” element of the course design process, inviting them to examine the ways in which their personal and social backgrounds shape their teaching decisions. By the end of the module, educators leave with some practices they might adopt in their teaching to leverage their background and experiences to foster belonging and engagement in their course.
Module 3: Learners
This module introduces educators to the “Learners” element of the course design process, providing strategies and practices from the perspective of instructors and students on ways to understand the variety of experiences and needs learners bring into the classroom. By the end of the module, educators identify small steps they can take to design and teach their courses by taking into account the various experiences and needs of learners.
Module 4: Assessment
This module introduces educators to the “Assessment” element of the course design process, drawing on research principles and experiences of educators across disciplines on designing assessments for a range of learners. By the end of the module, educators develop a plan for applying assessment strategies that promote learning and engagement for various learners in their course.
Module 5: Next Steps
This module encourages educators to adopt an evidence-driven approach to course design as well as teaching and learning. The module includes a summary of different approaches educators can use to assess the impact of the changes they have made in their courses.
Questions?
If you have any technical issues using the course or have questions, please email kaneb@nd.edu and include "Teaching Everyone” in the subject line.