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Faculty perspectives on UDL: exploring bridges and barriers for broader adoption in higher education

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dc.contributor.authorHills, Melissa
dc.contributor.authorOverend, Alissa
dc.contributor.authorHildebrandt, Shawn
dc.date.accessioned2022-07-13
dc.date.accessioned2022-10-12T21:20:29Z
dc.date.available2022-10-12T21:20:29Z
dc.date.issued2022
dc.description.abstractUniversal Design for Learning (UDL) strategies aim to reduce learning barriers in the classroom for all students and remove the need for students with disabilities to advocate on their own behalf. Leadership in Scholarship of Teaching and Learning has a role to play in advancing inclusive learning cultures in higher education. At the frontline of higher education delivery, faculty are best positioned to implement UDL practices. Initiatives to encourage broader implementation of UDL require an understanding of the barriers and opportunities in higher education. Published studies that investigate faculty understanding and implementation of UDL have been almost exclusively conducted in US institutions. Our study enriches the existing literature through a mixed methods approach withinterviews and a faculty survey in a Canadian context. Themes revealed in our interviews were reinforced by survey findings. Many of the issues raised by faculty, including time and resource constraints, a lack of institutional support, and a lack of understanding are consistent with previous research done in the US, highlighting the systemic challenges for UDL implementation in higher education. To conclude, we explore the limits of a strictly bottom-up approach and contend, in line with recent studies, that top-down initiatives are also vital to encouraging broader implementation of UDL practices.
dc.format.extent461.63KB
dc.format.mimetypePDF
dc.identifier.citationHills, M., Overend, A., & Hildebrandt, S. (2022). Faculty Perspectives on UDL: Exploring Bridges and Barriers for Broader Adoption in Higher Education. The Canadian Journal for the Scholarship of Teaching and Learning, 13(1). https://doi.org/10.5206/cjsotlrcacea.2022.1.13588
dc.identifier.doihttps://doi.org/10.5206/cjsotlrcacea.2022.1.13588
dc.identifier.urihttps://hdl.handle.net/20.500.14078/2760
dc.languageEnglish
dc.language.isoen
dc.rightsAll Rights Reserved
dc.subjectUniversal Design for Learning (UDL)
dc.subjecthigher education
dc.subjectfaculty
dc.subjectinclusion
dc.titleFaculty perspectives on UDL: exploring bridges and barriers for broader adoption in higher educationen
dc.typeArticle

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