UConn Case Study LogoSelf Awareness Based Online Course enables UConn students to engage in deeper dialogue about identity and inclusion

My students were able to have a richer class discussion about various aspects of identity, stereotypes, privilege and communication.  Spending time on these topics independently gave them an opportunity to critically reflect and respond to the questions posed to them in the course.  As a result it allowed them to reflect on their attitudes and behavior..


Angela Rola.

Deployment: Blended Learning

Instructional Need: Enhance student learning through focused classroom dialogue by having participants learn fundamentals and engage in self-reflection before they come to class.

…I learned a lot about myself and the type of person I am. It makes me realize some flaws I possibly have as well.


UConn Student

Learning Path: UConn selected following modules as their custom learning path

  1. Identity
  2. Bias & Stereotypes
  3. Privilege & Oppression
  4. Intercultural Communication


  • Measured changes in attitudes and beliefs
  • Convenient deployment of online course to students


  • 97% of students indicated that that “After completing the Get Inclusive curriculum, I realize that there are things I can do to help reduce discrimination” (Agree of Strongly Agree)
  • 92% of students indicated that they “have a better understanding of the terms bias, stereotype, prejudice and discrimination than before completing the Get Inclusive curriculum

Case Study

The UConn Asian American Cultural Center was looking for a novel way to enhance student learning with an easy to use instrument that would not disrupt the existing curriculum.  They required ease of integration into their current learning path without requiring any technical overhead.

The Get Inclusive curriculum team collaborated with Angela Rola to tailor the module content to the specific needs of her classroom.  Deployment was as simple as giving her students a URL and a signup code to self-enroll.  The Get Inclusive course guided students through four modules allowing them to access prior knowledge and experiences through self-awareness focused work while keeping their comments and submissions anonymous.

As a diversity trainer myself, I have had many diversity and inclusion curricula proposed to me over the years. This was head and shoulders above the rest.


Angela Rola

Get Inclusive also provided enrollment reports detailing student progress through the learning path.  This ensured that students came to class having done the preparation to engage with each other in a dialogue that went beyond the basics.

About Angela @Uconn

Angela Rola is the founding Director (1993-present) of the Asian American Cultural Center at the University of Connecticut, Storrs campus.

  • “One Woman Makes A Difference” Award by the CT Women’s Education & Legal Fund (2010)
  • UConn Outstanding Student Advisement and Advocacy Award (2007)
  • SNEHA, Inc. Award for Leadership in the Community (2004)
  • Higher Education Multicultural Faculty of the Year, 7th Annual CT Conference on Multicultural Education (2002)