Teaching Tips (& Survey) – November
TEACHING TIPS aims to share creative practices that Furman instructors are implementing in and out of the classroom. This month’s story focuses on the practices of Universal Design for Learning (UDL).
The UDL framework hinges on three core principles: (1) multiple means of representation, (2) multiple avenues for action and expression, and (3) multiple means of engagement.
Multiple means of representation encourages instructors to offer students several interactions with the material through different modes (e.g., reading, watching videos, engaging in discussion, listening to podcasts). It aligns with the sage teaching advice: tell students what you’re going to tell them, tell them, then tell them what you told them. Priming the brain to be ready for information and reviewing that new information frequently encourages memory formation. It can also relate to best practices around accommodation such as teaching with closed-captions so all students can access and digest the information.
Below, Dr. Megan Lyons and Dr. Meghan Slining have incorporated the second two UDL principles into their courses and share specific practices other instructors might consider.
Dr. Megan Lyons teaches with multiple avenues for action and expression (e.g., offering students varying ways to demonstrate their knowledge): “Even though UDL has existed for decades, it has returned to the spotlight in this age of technological advancement. The height of the COVID-19 pandemic changed education permanently, revealing student dependence on technology, waning engagement, and desire to see relevance in their studies. Higher Education instructors also face a new and growing challenge: Artificial Intelligence. By employing UDL principles in course assessment, instructors can face all of these challenges and positively impact student learning. For example, to combat rising AI-use by students, and to encourage creative expression, consider using alternative forms of assessment. I teach music theory, which I often describe as the math and science of music, and it is all too easy to fall into the trap of assigning analytical essays for upperclassmen. Instead, I’ve replaced traditional essays with analytical podcasts, YouTube-style videos, or even have asked students to create memes to reinforce concepts. Moving from essay to podcast or video does not change the content of the work; it asks the students to engage with the work on a more modern level, pull from successful multimedia works they enjoy, and utilize technology. Free programs such as Audacity, GarageBand, PowerPoint, or CapCut are available and will prove useful for students even outside of coursework. Creating a clear yet flexible rubric allows the instructor to set minimum learning standards while not impeding the creative component of the project. Those who are more adventurous may make their own theme song for the podcast project, while others unfamiliar with technology may simply export a narrated PowerPoint. Creating assessments with UDL in mind can be rewarding for all involved, and can push students to see coursework connecting with real life.”
Dr. Meghan Slining teaches with multiple means of engagement (e.g., motivating students by offering choices in how they engage with material and their environment). When meeting with students one-on-one at the start of the semester, Meghan asks, “What do you know about how you learn best?” While some students have never been asked that question before, others have offered insightful answers. One student, for example, mentioned her discomfort with silence, sharing that her uneasiness becomes heightened during the quiet, in-class testing environment, leading to distraction and stress. Listening to music seems to help her focus. Thinking through this suggestion, it can be common for our first reaction to be, “No, students will cheat if they listen to music.” Meghan responded to this instinctual reaction with curiosity and asked herself, “What would be needed to cheat with this method? How can we remove those risks and still honor this student’s need?” The solution: offering to all students that they can pre-create a playlist on their phone for the exam. When entering class, they press play and leave their phone at the front of the class with the instructor, having only their Bluetooth headphones in during the test. When finished, they can pick their phone back up. There is little ability to then use their phone to navigate saved information to be useful for an exam. When offering this solution, two-thirds of the class participated! This process shows how meeting the needs of one student can often be beneficial for many students. It’s also a reminder that there are many ways we can adjust course experiences to help reduce students’ stress and support their emotion regulation.
Learn More & Give Feedback!
Interested in learning more about UDL? Furman offers employees access to Coursera where you can complete the Introduction to Accessibility and Universal Design class. Judy Bagley, in the Student Office for Accessibility Resources (SOAR), also provides valuable guidance on ways faculty can make small changes to create more flexible learning environments where all students benefit. Don’t hesitate to reach out to the FDC if you’d like to try these teaching strategies yourself. We’re here to help!
Interested in shaping FDC programming for the Spring? UDL has many applications we could discuss and you may have many examples you want to share with colleagues.
Give –> FEEDBACK <– on what interests you most!