Universal Design for Learning (UDL)

[downer]

I will confess to being a real fan of incorporating UDL into my classes. Here's one example of one way I use that in practice:

Students read a paper each week and are able to select one of three discussion questions to answer. They have flexibility both in the question they choose to answer and the way in which they answer it (they can write a response or use the video feature in our UDL to record a response orally). They all read the same paper, but the way in which they engage with it gives them some flexibility within the context of the questions I prepare for them.

They also have a grading contract that allows them some flexibility in timing - they have to answer at least 3/4 of the questions by the due date to earn a B or higher, (which for my upper level Bio students is the equivalent of a "passing" grade) but they can submit the other 1/4 late up through the end of the term so they've got some wiggle room there. Again, everyone has to complete all of the assignments, but they have some flexibility in timing that helps them stay on track while still allowing for a couple of tough weeks here and there. Those tough weeks could include a mental health crisis, a flare up of a chronic condition, or an caregiving emergency (children, siblings, older relatives). It doesn't matter why you need the flexibility, but you've got it. Just like it doesn't matter if you have a wheelchair or are pushing a stroller, curb cuts help you navigate the sidewalk.

The dirty secret here - this flexibility has made my own planning and grading and engagement with students so much easier and less fraught.

That all sounds good to me. I get the sense that you must have pretty skilled students if they can read a paper a week. When I was hearing about UDL, I was frowning about some of the ideology behind it, but I was also thinking that I already incorporate some degree of flexibility in my requirements and accommodation for students having problems. I could do more as you do in accepting different kinds of student response to work -- it is an interesting idea, though I am concerned about how to do fair grading when there are different kinds of work being submitted.

[the_geneticist]

I will confess to being a real fan of incorporating UDL into my classes. Here's one example of one way I use that in practice:

Students read a paper each week and are able to select one of three discussion questions to answer. They have flexibility both in the question they choose to answer and the way in which they answer it (they can write a response or use the video feature in our UDL to record a response orally). They all read the same paper, but the way in which they engage with it gives them some flexibility within the context of the questions I prepare for them.

They also have a grading contract that allows them some flexibility in timing - they have to answer at least 3/4 of the questions by the due date to earn a B or higher, (which for my upper level Bio students is the equivalent of a "passing" grade) but they can submit the other 1/4 late up through the end of the term so they've got some wiggle room there. Again, everyone has to complete all of the assignments, but they have some flexibility in timing that helps them stay on track while still allowing for a couple of tough weeks here and there. Those tough weeks could include a mental health crisis, a flare up of a chronic condition, or an caregiving emergency (children, siblings, older relatives). It doesn't matter why you need the flexibility, but you've got it. Just like it doesn't matter if you have a wheelchair or are pushing a stroller, curb cuts help you navigate the sidewalk.

The dirty secret here - this flexibility has made my own planning and grading and engagement with students so much easier and less fraught.

That all sounds good to me. I get the sense that you must have pretty skilled students if they can read a paper a week. When I was hearing about UDL, I was frowning about some of the ideology behind it, but I was also thinking that I already incorporate some degree of flexibility in my requirements and accommodation for students having problems. I could do more as you do in accepting different kinds of student response to work -- it is an interesting idea, though I am concerned about how to do fair grading when there are different kinds of work being submitted.

For most assignments in most classes, there is no need to offer multiple assignment types.  Especially not if the goal of the assignment is to strengthen a particular skill (draw a graph, interpret a diagram, write a thesis statement, etc.).
The only time the "different kinds of work" is valid is for things like a student-designed research project.  Maybe one group uses archived samples, another uses an online databank, another sets up a field trial, etc.  All of them are valid types of research projects, but will have different questions they are asking, different types of data they collect, and different analysis methods.

The idea of "can I make you a diorama/write a paper/just not do anything instead of taking an exam" is the wishful thinking of students who don't want to meet the stated learning goals.

[artalot]

I use some aspects of UDL in my courses, with the idea that providing more clarity on assignments and expectations helps everyone, not just students who receive accommodations. So, in intro courses, I break the first essay down to each of the elements that need to be included, and I assign a clear point value for for each element. I also allow all students to submit work one week 'late' with no penalty, but I only do that in courses where the work is not scaffolded. Students can take reading quizzes until they get 100%.
In upper level courses I often allow students to choose one of three questions to answer about a reading, and I like Istelblennius' idea of allowing written or oral submission. I think I will steal that. Student designed work can really spark their interest, but it takes a lot of work on the professor's part. I think you need to have a pretty small class (15 or fewer) to do it well.
The grades aren't necessarily any higher, but students appreciate having clarity and agency concerning their coursework. And I went from 10% of my intro class emailing me for paper extensions to 0%. I still have one or two who don't get the essay in by the deadline, but because I'm not so busy keeping track of all of the extensions, I can chase down the super late students. Students who submit their essays 'late' also don't complain about how long it takes me to grade them. Totally worth it.

[Istiblennius]

I also allow students to revise work provided it is submitted by the posted deadline. They can submit late without point penalty but they won't get feedback from me (saves a lot of time grading those late papers) and they won't get to revise. Those who submit by the deadline get relatively detailed feedback (I use a combination of the annotate feature and some autogenerated LMS comments that address the most common issues to make this process easier) and are allowed to revise. About 2/3 of them submit on time and about half of those (so 1/3 total) choose to revise.

This is in a lab section of about 24, so I'm not sure I could manage if I had a big lecture section.

[lightning]

I have swung, pendulum-like, between having hard deadlines for each assignment or a wide-open 'everything is due by the last-day' policy.  Post-Covid, I am becoming convinced that the 2nd option is just setting my students up for failure.   They had so much slack over the last 2 years they have either lost, or never learned, how to meet deadlines.

If you are dealing with students who can't keep up with weekly or daily deadlines and will probably fail, tell them that they can exercise an 'everything is due by the last-day' option. They will love you. Admins will love you, too. Of course, the student will still fail--they would have failed under any circumstances, but at least you as the instructor appear compassionate and student-centered. As a bonus, it makes your life easier in terms of grading.

[FishProf]

I have swung, pendulum-like, between having hard deadlines for each assignment or a wide-open 'everything is due by the last-day' policy.  Post-Covid, I am becoming convinced that the 2nd option is just setting my students up for failure.   They had so much slack over the last 2 years they have either lost, or never learned, how to meet deadlines.

If you are dealing with students who can't keep up with weekly or daily deadlines and will probably fail, tell them that they can exercise an 'everything is due by the last-day' option. They will love you. Admins will love you, too. Of course, the student will still fail--they would have failed under any circumstances, but at least you as the instructor appear compassionate and student-centered. As a bonus, it makes your life easier in terms of grading.

I like it in principle.  In practice, it sounds like a deadline nightmare in the CMS.

[lightning]

I have swung, pendulum-like, between having hard deadlines for each assignment or a wide-open 'everything is due by the last-day' policy.  Post-Covid, I am becoming convinced that the 2nd option is just setting my students up for failure.   They had so much slack over the last 2 years they have either lost, or never learned, how to meet deadlines.

If you are dealing with students who can't keep up with weekly or daily deadlines and will probably fail, tell them that they can exercise an 'everything is due by the last-day' option. They will love you. Admins will love you, too. Of course, the student will still fail--they would have failed under any circumstances, but at least you as the instructor appear compassionate and student-centered. As a bonus, it makes your life easier in terms of grading.

I like it in principle.  In practice, it sounds like a deadline nightmare in the CMS.

I tell the student that takes the 'everything is due by the last-day' option that I won't grade any of their stuff until after the last day of the semester, unless they specifically request feedback on a specific assignment (they won't). What's good for the goose is good for the gander. It effectively eliminates that destined-for-doom student from your worry box. What you do have to stand firm on is when they ask for an "I." I've done this a few times.

[the_geneticist]

I have swung, pendulum-like, between having hard deadlines for each assignment or a wide-open 'everything is due by the last-day' policy.  Post-Covid, I am becoming convinced that the 2nd option is just setting my students up for failure.   They had so much slack over the last 2 years they have either lost, or never learned, how to meet deadlines.

If you are dealing with students who can't keep up with weekly or daily deadlines and will probably fail, tell them that they can exercise an 'everything is due by the last-day' option. They will love you. Admins will love you, too. Of course, the student will still fail--they would have failed under any circumstances, but at least you as the instructor appear compassionate and student-centered. As a bonus, it makes your life easier in terms of grading.

I like it in principle.  In practice, it sounds like a deadline nightmare in the CMS.

I tell the student that takes the 'everything is due by the last-day' option that I won't grade any of their stuff until after the last day of the semester, unless they specifically request feedback on a specific assignment (they won't). What's good for the goose is good for the gander. It effectively eliminates that destined-for-doom student from your worry box. What you do have to stand firm on is when they ask for an "I." I've done this a few times.

Oof.  I'm glad I teach lab classes just to not have that headache.  The skills build and it's not practical to allow make-up labs.  Some students really don't understand why I won't have the prep folks set up a lab room for just them.  Nope, not happening.  I suppose I *could* let them turn in worksheets late, but that's a headache for the TAs.  Plus, there is no way to know that their work is their own & not just copied from a classmate's already graded assignment.