When considering Access and Inclusion, we had to be very intentional with our Methodology. Based on that reason, our group decided to prewrite questions and conduct interviews with a few stakeholders we identified. When selecting our interviewees, we felt it was important to pick people who belong to the diverse populations here at JMU. We also thought it was important to talk to professors and students who do not necessarily fall into the diversity area but could speak on topics like Access. Between the group, we interviewed 8-10 professionals to gain insight on their positions and perspectives around JMU and the Harrisonburg community. Each stakeholder held unique knowledge on accessibility, equity, inclusion, diversity, and hybrid-learning as a key format to higher education. 

To ensure the data we gathered would align, we used the same initial interview questions for the basis of our interviews. Due to the semi-structured nature of the interview, however, each conversation followed its own direction, which makes sense considering when talking about such significant concepts as Access and Inclusion. 

Another layer of our Methodology was researching the literature around Access and Inclusion and its 10–year forecast in higher education. This brought up topics of technology, diversity, mental health, marketability. We were thankful that the information we gathered during our interviews aligned with the data cited in the literature. Some of the journals we consulted include: Building Community From Communities: Diversity and the Future of Higher Education; Doing Diversity in Higher Education; QEP Mental Health, Well-Being, and Meaningful Lives; TPACK Creation Through Instructional Consultation; Acoustic Environments That Support Equally Accessible Oral Higher Education as a Human Right; Transforming higher education through Universal Design for Learning : an international perspective; British Journal of Educational Technology; Foundations of dynamic learning analytics: Using university student data to increase retention; Academia Next, The Futures of Higher Education.  

Using all this information, we created our main scenario with three supporting scenarios. Researching and conducting interviews on the topics of Access and Inclusion was very insightful for us as a group. Reading and hearing about people’s experiences with Access and Inclusion while recording their vision of what the two terms will look like ten years into JMU’s future has provided us with enough information for the drivers you see above.  

Definitions:

Accessibility:
Hybrid and Online Learning at JMU is designed towards unique educational journeys through a mix of learning platforms that is inclusive of all students. Hybrid learning in 2021, is the ability for people to take classes in-person, online courses, and a mix of classes taken on campus and off campus. 10 years from now, JMU will continue to utilize this format, but also engage students as a collective unit. For example, on-campus courses will be offered online and student’s will be able to access educational opportunities at a distance, while maximizing all educational experiences.

Online:
Online is: Online learning is a non-traditional learning experience that takes places at a distance. With online learning 10 years from now, JMU student’s will have accessible and inclusive courses to explore more educational opportunities. 

Inclusivity:
Marginalized groups being included in spaces from which they’ve been historically excluded from. It also entails addressing systemic inequalities and oppression so that all people will belong and matter in the spaces they are in. People are provided the resources, platform, and environment to bring their authentic selves to the institution and that their contributions are affirmed.