Pharmacology and Molecular Sciences Training Program: Enhancing Inclusivity Through Universal Design for Learning in Graduate Courses

点击翻译按钮获取中文摘要

Project Summary The aim of this supplement to the Pharmacology and Molecular Sciences T32 training program is to accelerate efforts to promote inclusive learning in biomedical graduate courses at Johns Hopkins University (JHU), through implementation of Universal Design for Learning (UDL) approaches. There is institutional support for students who need accommodations in courses. However, not all students make these requests, and such accommodations do not extend to other students who may also benefit from them. UDL is a framework to guide the design of learning goals, as well as course materials, delivery and assessments, in a way that accommodates learners from different backgrounds and with diverse learning preferences. Designing courses to provide content in an accessible way as a default for all students increases inclusivity, reducing the need for special accommodations and avoiding singling-out students with documented disabilities. We strive for such inclusive learning environments, however, competing demands on faculty create real barriers to implementing UDL best practices into courses, which we intend to address through this supplement. To maximize the initial impact of this project at JHU, we will implement inclusive practices in graduate courses which are team-taught by faculty from multiple departments and taken by students in other training programs. The objectives of the project are to promote awareness in many JHU programs of how UDL enhances inclusivity, and to provide direct support in revising course materials and delivery. In collaboration with an Instructional Designer, we will engage course directors, faculty instructors and TAs in a targeted, structured way to lower the barrier to UDL implementation by: 1) educating on UDL rationale and concepts, and available resources, 2) providing specific guidance on course design and delivery, and 3) helping course directors and instructors with transition of course materials and delivery to accessible formats. The proposed activities are a key catalyst to surmount initial barriers of transforming courses and creating the platform to educate faculty and TAs and impart skills that they can build on. Participating faculty and TAs will serve as ambassadors within their departments and programs. Together with an established educational platform and institutional support, this will impact many T32 programs at JHU in a sustainable way to ensure UDL best practices in all courses.