University of the District of Columbia
Higher education instructors frequently attempt to improve their teaching by working on isolated concepts. As such, solutions are founded on assumptions and conclusions drawn from a focus on fixing problems rather than a more systematic look at opportunities. Similarly, this same limitation also applies to progressive efforts regarding inclusive instruction. Don't get me wrong; focusing on a single issue in isolation can lead to productive outcomes and innovations. Indeed, there are structural and social barriers that should be tended to and addressed but as educators using a broader conceptualization of both the problem and opportunities before us can lead to more substantive and impactful resolutions for ourselves and our learners.