Salisbury University |  Instructional Design & Delivery Newsletter | October 18, 2022

FLC Spotlight: Intentional Universal Design for Equity and Inclusion

Recent research suggests that a universal design for learning (UDL) pedagogical approach supports student self-efficacy, culturally equitable environments and accessible content to meet the needs of various learners by providing multiple means of engagement and representation. This Intentional Universal Design for Equity and Inclusion Faculty Learning Community (FLC) will follow a book club approach, where they read, discuss, plan and intentionally implement UDL principles to:

• design for accessibility by designing for all learners,
• support diverse learners through culturally responsive and equitable UDL principles,
• design and apply UDL in disciplinary settings,
• and incorporate flexibility and technology with UDL.

Join this FLC to explore, discuss and reflect on UDL practices already in use, and plan to implement new UDL principles through multi-disciplinary, cross-departmental conversations in a reflective learning environment of like-minded advocates.

For more information about this FLC, please contact Haley Cristea (Instructional Design and Delivery).

Teaching Tip: Support Access To Disciplinary Background Knowledge

An integral part of supporting student learning is scaffolding concepts across a chapter, unit, course or disciplinary program. Scaffolding operates under the assumption that students have a foundational starting point to build on, which supports a Universal Design for Learning (UDL) course design. However, as subject matter experts, it's easy to forget the different experiences (or lack of experiences) that students bring with them into the classroom as a foundational understanding of a concept. Therefore, ID&D recommends being mindful to build in background information and different points of entry for understanding a topic or concept.

Supporting background knowledge and providing alternate entry points to understand a concept supports all learners; students with learning disabilities, students from varied socioeconomic backgrounds and students with learning experiences informed by teachers who provided different explanations/viewpoints in the past, for example, can all benefit from resources that help clarify your expectations of understanding and disciplinary philosophies.

Providing resources such as glossaries, disciplinary examples or case studies, or concept recap videos that students can reference in their own time can help fill in the missing pieces that strengthen comprehension and meaning making.

October 26: “Don’t Dis My ABILITY” Student Panel

The Disability Resource Center (DRC) reminds us that October is recognized nationally as Disability History and Awareness Month (DHAM). Throughout the month of October, the DRC is raising awareness and understanding of disability rights and history and recognizing the contributions of individuals with disabilities. 

As part of the “Embracing the Stigma” theme, students will be sharing their experiences as members of the SU community. This event is an excellent opportunity to consider how you can incorporate Inclusive Pedagogy into your courses, keeping in mind the lived experiences of these students! This student panel is held in Conway Hall 153 on Wednesday, October 26, at 5 p.m. (EST). No registration is required to attend.

ID&D Webinar: Beginners Guide to Open Pedagogy

If you’ve ever heard someone mention open pedagogy, but you weren’t really sure what it was, a Beginner’s Guide to Open Pedagogy is the webinar for you. Open pedagogy is the practice of experiential learning for students. This webinar will give you an overview of open pedagogy as a teaching practice and introduce you to the benefits to you and your students. Through open pedagogy, instructor and student become collaborators in the educational process. Open pedagogy using open educational resources makes learning accessible to all students and provides more autonomy in the learning process.

Instructors find that the use of open pedagogy increases student retention and performance as students take greater pride in their work when the see and value its relevance. Instructors also have more agency to modify and add content to their courses, which can support their own scholarship and professional development. Students also report better critical thinking skills when they become experiential learners. Register to join virtually via Zoom!

Beginners Guide to Open Pedagogy

Friday, October 28 ● 11 a.m.-Noon (EST)

Soaring with Online Learning - Winter 2023

Instructional Design and Delivery is currently accepting applications for the next cohort of Soaring with Online Learning (Soaring) to be held January 2-February 13, 2023. Soaring is a faculty development program to prepare Salisbury University faculty to design, develop and deliver courses in an online (online and no scheduled meetings), remote (online and synchronous meetings) or hybrid (combination of in-person and online/remote meetings) environment through the learning management system MyClasses @ SU. The winter 2023 cohort focuses on faculty designing online, remote or hybrid courses for summer or fall 2023 sessions.    

Program details and the Soaring application can be accessed from the Soaring with Online Learning webpage. The application deadline is Friday, December 2.