Universal Design for Learning (UDL) & Wellbeing Community of Practice

Feeling like another term of changes, unknowns, and stressors ahead as an instructor? You are not alone. The Wellness Collaborative, Centre for Teaching Excellence, Centre for Extended Learning, Student Success Office, and fellow instructors have partnered up to critically look at how UDL can (and cannot) support holistic wellbeing in the learning environment. We invite you, instructors and others who support the learning environment, to join us in a Community of Practice (CoP). Upcoming sessions are listed below:

November 8, 2023 | Unpacking the “universal” of Universal Design for Learning

For more details about each session, see content below.

In our inaugural six sessions, we looked at the origins of UDL and practical starting places for implementing UDL practices for wellbeing in your teaching and learning spaces. Now, we would like to take a deeper dive into UDL and Wellbeing, how we can unpack it as a tool for equity and determine how this impacts your implementation of UDL in the classroom, and what it means for the evolution of this community of practice.

We truly value and appreciate the energy around UDL for wellbeing across campus and therefore, want to continue to emphasize the community aspect of this group. This is a space where folks can bring their own examples of how they are already using UDL, or ideas that did not work as you had intended. By doing this, we can continue to work together on what UDL may (or may not) have to offer.

Please join us wherever you are on your journey.

The CoP will be hosted virtually through Microsoft Teams and members can access resources
and support asynchronously.

To get involved in the CoP, please complete this brief Qualtrics survey.

We look forward to connecting with you!

Upcoming sessions

Unpacking the “universal” of Universal Design for Learning

When: Wednesday, November 8^th | 1pm-2:30 pm

Where: Microsoft Teams

Facilitators/Presenters:

Jay Dolmage- (Faculty of Arts)

Christine Zaza- (Human Resources)

Leah Foster- (Campus Wellness)

Description:

We know that marginalization comes in many forms and at many intersections within individuals and communities. UDL is one way to “meet students where they are at” within the learning environment and engage in material that is responsive to all learners and their respective, social locations. Therefore, UDL is a tool for equity.

As a follow up to our previous sessions whose purpose was to lay the foundation for implementing UDL in the learning environment, we are now goin to take a step back to unpack the term “universal”. Together, we will work to understand how the term aligns with the design/principles/philosophy of UDL and what it means to each of you in your learning and teaching spaces.

Presenters will provide background on the term “universal” as it relates to Universal Design for Learning and how it is problematic within disability studies and other learning spaces. Presenters will also discuss the intention vs. the impact of using the term “universal” and how we think our institution should respond to this discussion, given that UDL will not change.

In this session you will learn about:

· The term “universal” within the context of disability studies.

· The potential impact this conversation has on the UDL and Wellbeing Community of Practice moving forward.

Registration (if you are new to the UDL CoP):

To register, please complete this brief survey, once completed you will be added to a Microsoft Team and you will receive a calendar invite for this session.

We have made efforts to use multiple forms of engagement for this session. If you have any questions or accessibility needs, please contact Leah Foster at ljsims@uwaterloo.ca.

References:

Edwards, Claire, and Gill Harold. "DeafSpace and the principles of universal design." Disability and
Rehabilitation 36.16 (2014): 1350-1359. https://www.tandfonline.com/doi/pdf/10.3109/09638288.2014.913710

Godden, Richard, and Jonathan Hsy. "Universal design and its discontents." Disrupting the Digital
Humanities (2016): 91-115.

Hackman, Heather W. "Broadening the pathway to academic success: The critical intersections of
social justice education, critical multicultural education, and universal instructional
design." Pedagogy and student services for institutional transformation: Implementing universal
design in higher education (2008): 25-48. https://bitly.ws/Ynqd

Hamraie, Aimi. "Universal design and the problem of “post-disability” ideology." Design and
Culture 8.3 (2016): 285-309. https://www.tandfonline.com/doi/pdf/10.1080/17547075.2016.1218714

Hamraie, Aimi. "Designing collective access: A feminist disability theory of universal
design." Disability, Space, Architecture: A Reader. Routledge, 2017. 78-297. https://dsq-sds.org/index.php/dsq/article/view/3246/3185

Imrie, Rob. "Universalism, universal design and equitable access to the built environment." Disability
and rehabilitation 34.10 (2012): 873-882. https://www.tandfonline.com/doi/pdf/10.3109/09638288.2011.624250

Jones, Paul. "Situating universal design architecture: designing with whom?." Disability and
rehabilitation 36.16 (2014): 1369-1374. https://www.tandfonline.com/doi/pdf/10.3109/09638288.2014.944274

Previous sessions

Universal Design for Learning & Wellbeing Reflections and Pathways Forward

Wednesday, June 21, 2023 | 1:00 PM - 2:30 PM

Location: Microsoft Teams

Facilitators & Presenters:

Trevor Holmes (Centre for Teaching Excellence)
Melissa Potwarka (Campus Wellness)
Christine Zaza (Disability Inclusion Team)
Jillian Watkins (Campus Wellness)
Robbyn Hesch (Campus Wellness)
Leah Foster (Campus Wellness)

Description:

In this session, we will focus on sharing what we’ve learned about UDL, what we’ve changed in our practice and consider pathways forward.

Registration:

To register, please complete this brief survey. Once completed, you will be added to a Microsoft Team and will receive future invites to Community of Practice sessions.

UDL: What is it and why would I use it?

Thursday, September 29, 2022 | 1:00 PM - 2:30 PM

Location: Microsoft Teams

Facilitators & Presenters:

Trevor Holmes (Centre for Teaching Excellence)
Melissa Potwarka (Campus Wellness)
Christine Zaza (Centre for Extended Learning)
Veronica Stephenson (Centre for Teaching Excellence)
Jillian Watkins (Campus Wellness)

Description:

Universal Design for Learning (UDL) is a “framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn” (CAST, 2020). UDL is a process-based framework for inclusive pedagogy that draws on insights from technology, neuroscience and Universal Design in architecture (Liasidou, 2014). The intent is to create more responsive and equitable learning environments that account for student variability and diverse needs in non-discriminatory and socially just ways (Dolmage, 2017; Mcguire et al., 2006; Liasidou, 2014). UDL confronts systems that place individuals with disabilities on the margins, thus creating learning environments that are responsive to the broadest range of learners (Dolmage, 2017). UDL offers instructors three dimensions for reflecting on their course design, teaching practices through: 1) multiple means of representation, 2) multiple means of action and expression, and 3) multiple means of engagement.

In this session, you will learn about:

UDL’s foundations, underlying principles, and its application in the learning environment
Critiques, pitfalls, perils and myths of UDL
Practical considerations for implementing UDL in your practice

Presenters will share about their experiences supporting and/or utilizing UDL practices in their roles; challenges and opportunities for implementation of UDL in learning environments; and intersections with other inclusive pedagogical frameworks. Participants will have the opportunity to share their own experiences using UDL and seek support moving forward in their own practice.

Registration:

To register please complete this brief survey, once completed you will be added to a Microsoft Team and you will receive calendar invites for the three fall sessions.

References:

CAST. (2020). CAST: About Universal Design for Learning. Cast. https://www.cast.org/impact/universal-design-for-learning-udl#:~:text=Universal Design for Learning (UDL,insights into how humans learn.

Dolmage, J. T. (2017). Academic Ableism: Disability and Higher Education. University of Michigan Press. https://doi.org/10.3998/MPUB.9708722

Liasidou, A. (2014). Critical disability studies and socially just change in higher education. British Journal of Special Education, 41(2), 120–135. https://doi.org/10.1111/1467-8578.12063

Mcguire, J. M., Scott, S. S., & Shaw, S. F. (2006). Universal Design and its applications in educational environments. Remedial and Special Education, 27(3), 166–175.

Harnessing UDL for wellbeing in the learning environment

Thursday, October 27, 2022 | 1:00 PM - 2:30 PM

Location: Microsoft Teams

Facilitators & Presenters:

Laura Williams (Centre for Teaching Excellence)
Melissa Potwarka (Campus Wellness)
Christine Zaza (Centre for Extended Learning)
Jillian Watkins (Campus Wellness)

Description:

Addressing wellbeing in the learning environment is a priority for the University of Waterloo. Through consultations at Waterloo, Universal Design for Learning (UDL) emerged as a salient mechanism for a meaningful impact on wellbeing in the learning environment. This session will focus on how wellbeing in holistically conceptualized at Waterloo to reflect “physical, mental and social well-being and not merely the absence of disease or infirmity" (Constitution of the World Health Organization, 1946). Promoting wellbeing is a proactive process that moves “beyond a focusing on individual behaviour towards a wide range of social and environmental interventions” (World Health Organization, 1998) to address determinants of health, and improve health, social justice, equity, and sustainability in all settings, organizations and systems (Okanagan Charter, 2015).

UDL confronts systems that place individuals with disabilities on the margins, thus creating learning environments that are responsive to the broadest range of learners (Dolmage, 2017). By centering on the needs of learners, UDL supports diversity in the classroom, a key determinant of student wellbeing (Fovet, 2020; Nieminen & Pesonen, 2020). Drawing on practical applications of UDL to course design, content delivery and assessment, to reduce student stress, improve affective experiences of learning inherent to student wellbeing and contribute to a culture of inclusivity.

In this session, you will learn about:

Wellbeing considerations for the learning environment?
How students are doing with their wellbeing at Waterloo?
Practical considerations for how UDL can be harnessed to support wellbeing in the learning environment.
Critical consideration for instructor wellbeing and workload.

Presenters will share evidence-based UDL strategies for students wellbeing, as well practical tips they have found to positively impact students. We will engage in critical reflection of the impacts on instructor workload and the importance of the ‘start small and build from there’ approach. There will be opportunity to discuss with presenters and other group member regarding ‘places to start’ and in your own practice.

Registration:

To register please complete this brief survey, once completed you will be added to a Microsoft Team and you will receive calendar invites for the three fall sessions.

References:

Constitution of the World Health Organization. (1946). World Health Organization. https://www.who.int/about/governance/constitution

Dolmage, J. T. (2017). Academic Ableism: Disability and Higher Education. University of Michigan Press. https://doi.org/10.3998/MPUB.9708722

Fovet, F. (2020). Exploring the Potential of Universal Design for Learning with Regards to Mental Health Issues in Higher Education. Pacific Rim International Conference on Disability & Diversity, July, 0–16.

Nieminen, J. H., & Pesonen, H. (2020). Taking universal design back to its roots: Perspectives on accessibility and identity in undergraduate mathematics. Education Sciences, 10(12), 1–22. https://doi.org/10.3390/educsci10010012

Okanagan Charter: An International Charter for Health Promoting Universities and Colleges. (2015). https://open.library.ubc.ca/cIRcle/collections/53926/items/1.0132754

World Health Organization. (1998). Health Promotion Glossary. https://www.who.int/health-topics/health-promotion#tab=tab_1

UDL for inclusive pedagogy

Thursday, November 24, 2022 | 1:00 PM - 2:30 PM

Location: Microsoft Teams

Facilitators & Presenters:

Trevor Holmes (Centre for Teaching Excellence)
Jay Dolmage (Professor, Chair of English)

Description:

In this session, Dr. Jay Dolmage and Dr. Trevor Holmes will share their histories with UDL in their teaching, and facilitate conversations about inclusive teaching practices and barriers to inclusion at Waterloo.

Registration:

To register please complete this brief survey, once completed you will be added to a Microsoft Team and you will receive calendar invites for the three fall sessions.

The Difference Between UDL and Accommodations

Monday February 13, 2023 | 1:00 PM to 2:30 PM

Location: Microsoft Teams

Facilitators & Presenters:

Laura Williams (Centre for Teaching Excellence)
Geoffrey Shifflett (AccessAbility Services)
Laura Myers (AccessAbility Services)
Melissa Potwarka (Campus Wellness)
Jillian Watkins (Campus Wellness)

Description:

In this session we welcome Laura Williams from the Centre for Teaching Excellence, and Geoffrey Shifflett and Laura Myers from AccessAbility Services to discuss the differences between accommodations and Universal Design for Learning. We will discuss how implementing aspects of UDL in course design can and cannot support students who require accommodations.

Goals for the session:

Discuss differences between accommodations and UDL

Increase awareness of the role of instructors and the role of AccessAbility Services in supporting students in the accommodation process.

Registration:

To register please complete this brief survey, once completed you will be added to a Microsoft Team and you will receive calendar invites for the three fall sessions.

Centering Student Voices in Universal Design for Learning

Monday March 20, 2023 | 1:00 PM to 2:30 PM

Location: Microsoft Teams

Facilitators & Presenters:

Elise Vist (Writing and Communication Centre)
Nasim Shojayi (Student Success Office)
Nicolas Banks (student panelist)
Sofia Somani Slater (student panelist)
Stephanie Wilson (student panelist)
Grey Shaikevich (student panelist)
Melissa Potwarka (Campus Wellness)
Jillian Watkins (Campus Wellness)

Description:

In this session we will focus on student experiences of Universal Design for Learning (UDL) instructional techniques. A panel of students will share their personal reflections on experiences with various UDL techniques that they have been exposed to in learning environments, as well as tools they have used in their own teaching and mentoring. Discussion will include a focus on how UDL techniques can impact student wellness.

Other UDL resources

What is Universal Design?
Inclusive Instructional Practices
Universal Design for Course Design
Universal Design for Instructional Strategies
Universal Design - Places to Start resource – complementary resources to Academic Ableism
Supporting Student Mental Well-Being through Course Design
Supporting Student Mental Well-Being through Instructional Strategies
Library’s Universal Design for Learning – Online Training Module