1.3.1 Inclusive Teaching through Universal Design for Learning
One approach to inclusive teaching is the implementation of Universal Design for Learning (UDL) which is a pedagogical approach that maximizes learning for all students. UDL suggests providing multiple access points to the material, multiple modes of expression to demonstrate learning, and an emphasis on engaging learners so that students are motivated (Dell et al, 2015). The goals of UDL are to develop expert learners who are 1. ) purposeful and motivated,2. ) resourceful and knowledgeable, and 3. ) strategic and goal-directed (http://udlguidelines.cast.org/), which are admirable goals for any classroom. Although the origin and purpose of UDL is accessibility for individuals with disabilities, this pedagogical approach can enhance the learning experience for all. Importantly, individual accommodations for students is not the purpose of UDL; rather the focus is to design a course to be accessible to all so that accommodations are unnecessary (Tobin and Behling, 2018).
Beyond the technical aspects of UDL such as closed-captioning, fonts that are easiest for all readers, color palettes that take color-blindness into consideration, and simple and consistent slide structures that are easy to follow, UDL emphasizes that all students learn differently. Therefore, to be inclusive and maximize learning for all, courses should capitalize on student variation by providing multiple approaches to facilitate learning for all students. To produce learners that are “purposeful and motivated”, UDL suggests engaging all students by helping them be motivated to learn about the topic. One way of accomplishing this through active learning is to provide several primary sources rather than a traditional lecture. This way students can select the approach to a topic that is most engaging. Choice will improve motivation and has the added benefit of allowing students to avoid material they perceive as threatening and might distract from the learning goals. To produce learners that are “resourceful and knowledgeable”, UDL suggests using an array of media choices for students to access information. For instance, in the above example, in addition to providing multiple primary texts, a podcast or TED talk could be included as options to cover the same topic. Finally, to develop students who are “strategic and goal directed”, UDL suggests providing options for students to demonstrate how they learn through action and expression. To do this, variable outputs can be proposed for students to demonstrate what they learned. For example, students could choose to generate a graphical abstract for a paper they read or construct a follow up experiment in the form of a research proposal based on a podcast or TED talk. Allowing students to work either independently or as a group is another way to provide choice to students and enhance learning.
Regardless of the activities chosen or assignment options provided, instructors should be clear in their goals and expectations. That is, they should use transparent teaching strategies by providing the task (what students are asked to do), purpose (why they are doing it) and criteria (how they will be graded) for every assignment or activity (for more see, the Transparency in Learning and Teaching Project:www.tilthighered.com). This approach is easy to incorporate into class assignments or activities, it aligns with UDL goals, helps to remove the effects of “unwritten rules” or “hidden curriculum” often present in academia, and promotes inclusivity. All students benefit from transparent presentation of assignments, but gains are highest for first-generation students, low-income students, and students from groups traditionally underrepresented in science (Winkelmes et al, 2016). Paying close attention to course design, goals, and expectations is particularly important in an online course where, traditionally, students have little to no personal guidance from the instructor and need to navigate the online platform independently (Garrison et al, 1999; Darby and Lang, 2019).