“Passing the Torch: Universal Design for Learning Across Educational Contexts” is the title of the CAST UDL Symposium session by Tayler Cassidy and Danielle M. Feeney that I watched tonight. Dr. Feeney is an assistant professor at the Ohio State University and teaches special education. Tayler Cassidy graduated recently. They both described themselves during their introductions. I have to remember to do that! Cassidy talked about potential scenarios that students might be experiences. These experiences will affect their interactions in the classroom and should influence our instructional methods. Feeney spoke about non-traditional pedagogical styles mentioning that “instructors who empathized with students and interacted on a personal level were found to be more effective in their teaching.” Feeney also stated that “instructors who validate students’ lived experiences and identities are more likely to create safer spaces and prevent the feeling of imposter syndrome in their courses, especially for minoritized populations.” Feeney shared ways she honors identity and policies and practices. Names and pronouns and the pronunciation of names are part of Feeney’s classroom environment. I appreciate that she said: “if you have the energy and would like to… correct me on the pronunciation.” Feeney also has a policy about addressing “isms” and microaggressions… and how we are all improving in this space and practice. Feeney wants to prioritize learning over grades and has a flexible deadline policy. In addition, learning over compliance was mentioned. Parents with children may need the weekend, mentioned Feeney… which made me reconsider our Friday afternoon due dates… though we include flexibility and a grace period every week until Monday. Feeney shared the use of universal supports:
- Contrast: high-contrast slides with 18+ pt fonts
- Highlights of key terms or main points.
- Peardeck options for participation and data collection.
- Captioning and teaching students how to use captions for their own learning.
- Hyperlinks for electronic access to resources.
- PDF articles for screen readers.
Feeney also shared several submissions for the same assignment as an example of how she “prioritizes student choice and voice.” Dr. Feeney also checks in with students with a graphic of a gauge and the prompt: “how are you getting along?” which is a prompt I have not considered. Dr. Feeney mentioned that learning about who is in the class and what they are doing (for example, clubs) helps her tailor her pace and assignments. Feeney added that asking who are the authors of the texts you use and how you bring attention to issues of diversity, equity, inclusion, and justice issues is critical.
Cassidy mentioned learning time management, emotional intelligence, responsibility, collaboration, decision-making, and communication as a participant in Universal Design for Learning rich courses. The impact of Dr. Feeney’s course design resulted in an impact on students that, Cassidy shared, moved them to create a thank you presentation. Cassidy compared Dr. Feeney’s UDL courses to other college courses lacking UDL. in Dr. Feeney’s course there were SEL check-ins each class, freedom to choose assignments, a loose grading system, and no phone policy. Cassidy spoke about “passing the torch” and communicating with other students and instructors. Cassidy shared worksheets and a table they have created. This session shared the impact of UDL-rich courses on students… and future teachers!
