Layering Theoretical Frameworks in Curriculum Design: An example from the C2C Workshop

The Courses to Careers (C2C) workshop is a dual-thread, professional development (PD) experience that is centered on creating faculty-student partnerships to address ableism in physics courses and careers. With both faculty and disabled students in the room, this workshop employs a unique model that elevates and centers disabled students' expertise and lived experience to aid in course reform, while the same disabled students also benefit from faculty expertise in potential STEM career pathways. Through the creation of this workshop, we drew on multiple theoretical frameworks, including Universal Design for Learning, Critical Disability Theory, Academic Ableism, Communities of Practice, Students as Partners, Social Learning Theory, and the Bond & Blevins PD framework. In this presentation, we focus on the ways in which these theoretical frameworks fit together and influenced the activity design, schedule, and goals of the workshop.

This work is supported by NSF Grant Nos. DUE 2336367 and DUE 2336368.