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Recently, there has been a demand for increased educational technology usage in the university classroom, despite expanded access and implementation there has been little attention paid to student data privacy concerns. Our work is one institution's response to addressing the data privacy gap by creating a comprehensive review process for educational technology discernment and adoption. Our review process provides a critical degree of reliability and validity for informed decision-making surrounding educational technology selection. We prioritize the frames of safety, pedagogy, consistency, and accessibility throughout the review. With the creation of this review process educational technology stakeholders can make empirically based decisions regarding educational technologies. While this work is only one institution's response, we believe that this process and approach can empower a broad set of stakeholders to consider their method behind adopting educational technologies.

A collaboration between campus partners including the center for teaching and learning and a fee-based student learning support program set out to engage faculty in an educational campaign aimed at designing inclusive classrooms for neurodiverse students. The Neurodiversity Institute, a two-day interactive experience, provides faculty with tools to support neurodiverse students in the classroom, while cultivating sustained change beyond their participation in the Institute. Participants are tasked with developing deliverables aimed at self-reflection and growth, departmental engagement, and strategic planning for more systemic changes to practice. Findings indicated that faculty who engage with this program report a better understanding of key terms including accessibility, neurodiversity, and Universal Design for Learning (UDL). Moreover, the requirement that participants engage their department and plan strategically resulted in innovative approaches to serving neurodiverse students at the department level. This article discusses the goals of the program, findings from post-institute surveys, and recommendations for other institutions striving to change the culture and improve the educational experience for neurodiverse students. [ABSTRACT FROM AUTHOR]