Universal Design in Learning Enhancements in Geography Curriculum

Keywords: Universal Design in Learning, disability, geographic education, diversity and inclusion
Session Type: Virtual Poster Abstract
Day: Friday
Session Start / End Time: 2/25/2022 03:40 PM (Eastern Time (US & Canada)) - 2/25/2022 05:00 PM (Eastern Time (US & Canada))
Room: Virtual 73

Abstract

Universal Design for Learning (UDL) is based on the belief that greater access can help students reach their potential. Unlike accommodation where a single student can be the object of modifications, UDL seeks to improve the learning environment for all students, reflecting the reality of diversity. Northern Arizona University has a diverse student body, with nearly 50% first generation, is a Hispanic-serving institution, and is located near major Native American reservations. The student population also reflects the adjacency to California and students from inter-university relationships such as Alaska and Hawaii exchanges.

UDL ideas and strategies were used in multiple geography and urban planning courses with the goal of increasing learning access. Based on CAST's engagement, representation, and action and expression structure (CAST.org), modifications were selected that would increase access while meeting goals and objectives within each course. These modifications included physical issues, assistive technology and curricular changes. Courses involved in modifications include FYS130 Explore Flagstaff, GSP 148 Foods of the US, GSP 201 City Planning, and GSP 371 Urban Realms and Landscapes.

Physical and technological needs were considered, and curricular reflection on each course was completed prior to and after modification to identify pinch points, engagement, representation, and action and expression such as knowledge demonstration. Modifications included field trip changes, classroom arrangements, concept stacking with media, scaffolded group work involving flipping the classroom, syllabi, journals and new assignments with assessment choices. The post mortems on these courses, while not addressing all the changes, did indicate positive curricular content improvements