Course-based Authentic Learning Experiences (cALEs) allow students to learn and apply professional skills and practices to real-world problems (e.g., through research-, project-, and design-based curricula). Although cALEs provide broader access to high-impact experiences than traditional apprenticeship models, cALEs may also introduce barriers that instructors and disability access centers are not yet prepared to address. Here, we explore the experiences of students with disabilities in cALEs and allow student voices to direct us to potential barriers and supports for learning.

We distributed an online survey via 16 cALE instructors representing 6 STEM disciplines (math, chemistry, geology, engineering, biology, and geography) at four community colleges (CCs) and a four-year university (FYU). The preliminary version of the survey asked students to 1) indicate the extent to which they identify as having a disability, 2) select the type(s) of condition(s) they experience, and 3) describe whether and how their condition(s) had hindered their full participation in lab or project-based activities.

The barriers that students with disabilities self-reported (most commonly: missing class, social anxiety, and fast pacing) are broadly applicable to various curricula, not just cALEs. Awareness of these effects can help faculty design course policies and class activities to maximize accessibility for every student.

Teaching the language and practices of academic disciplines is critical for developing students' understanding. Yet faculty may have "expert blind spots" regarding how academic discourse can alienate students. A textbook explanation, lab manual, or assignment that seems transparent to the expert/“insider” often feels impenetrable to the novice/“outsider.” Students’ frustrating experiences with disciplinary texts can exacerbate stereotype threat and contribute to equity gaps. Instructors can provide pathways to understanding by modeling specific reading and problem-solving practices with graphs, simulations, and textbook chapters.

In a community of practice bridging the California Community College and the California State University systems, biology, chemistry, physics, engineering, and math faculty are using a powerful framework for teaching and learning—the Reading Apprenticeship framework— to design and facilitate text-based, inquiry-based, active and culturally responsive lessons driven by metacognitive conversation that can be offered in any teaching modality. This session will introduce participants to strategies CCC and CSU faculty are using to increase student engagement and build belonging while building disciplinary literacy. It will also share a resource library of learning activities designed by CCC and CSU faculty that can be used across teaching modalities.