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

项目摘要 本补充药理学和分子科学T32培训计划的目的 是加快努力，促进在约翰生物医学研究生课程的包容性学习， 霍普金斯大学（JHU），通过实施通用学习设计（UDL） 接近。有机构支持学生谁需要住宿的课程。 然而，并不是所有的学生都提出这些要求，这种住宿并不延伸到其他学生。 学生也可以从中受益。UDL是指导学习设计的框架 目标，以及课程材料，交付和评估，以适应的方式， 来自不同背景和不同学习偏好的学习者。设计课程， 以可访问的方式为所有学生提供默认内容，提高了包容性， 需要特殊的住宿和避免挑出学生与文件 残疾。我们努力创造这种包容性的学习环境，然而， 教师创造真实的障碍，以实现UDL的最佳实践到课程，我们打算 通过这个补充。为了最大限度地发挥JHU项目的初步影响，我们将 在研究生课程中实施包容性实践，这些课程由来自多个国家的教师团队授课 部门和学生在其他培训计划采取。该项目的目标是 在许多JHU项目中提高人们对UDL如何增强包容性的认识，并提供 直接支持修订课程材料和交付。与一个教学团队合作 设计师，我们将从事课程主任，教师和助教在一个有针对性的，结构化的 降低UDL实施障碍的方法：1）关于UDL原理和概念的教育， 2）提供关于课程设计和交付的具体指导，以及3） 帮助课程主任和讲师将课程材料和交付过渡到 无障碍格式。拟议的活动是一个关键的催化剂，以克服最初的障碍， 转变课程，创建平台，教育教师和助教，传授技能， 他们可以建立。参与教师和助教将担任大使，在他们的 部门和方案。加上一个既定的教育平台和机构 支持，这将以可持续的方式影响JHU的许多T32项目，以确保UDL最佳 在所有课程中练习。

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.