Each episode is accompanied by a brief summary and connection to several UDL guidelines. Episodes are hosted by Dr. Shannon Mulhearn and/or Dr. Megan Adkins unless otherwise noted. “Flash pods” are shorter episodes that explain a single concept or practice. Episodes are available on Spotify, Amazon Music, and Audible.
Episode coming soon.
Guest
CJ Jacobs, Department of Modern Languages
UDL principles
Optimize relevance, value, and authenticity; nurture joy and play; clarify the meaning and purpose of goals; optimize challenge and support; foster belonging and community; offer action-oriented feedback; represent a diversity of perspectives and identities in authentic ways; clarify vocabulary, symbols, and language structures; cultivate understanding and respect across languages and dialects; illustrate through multiple media; connect prior knowledge to new learning; cultivate multiple ways of knowing and meaning making; use multiple media for communication; set meaningful goals
Overview
In this episode, CJ Jacobs explains his use of social media and current trends to make learning languages like French and Italian relevant, creative, and fun. He further builds on this relevancy by substituting traditional exams with practical, proficiency-based projects. His seemingly laid-back, humor-driven instructional style, as hosts Shannon and Megan point out, hides a structured effort to foster authentic communication, even when class discussions are intentionally derailed by student interests, which he views as valuable practice in the target language.
Foster collaboration, interdependence, and collective learning; offer action-oriented feedback; develop awareness of self and others; promote individual and collective reflection
Overview
This episode primarily discusses the application of Gallup’s Clifton Strengths assessment to improve collaboration and foster student-self discovery in the classroom. However, even for instructors who do not use this assessment, the assessment shares insights about the value of asset-based approaches to education. Focusing on developing students’ abilities rather than rectifying weaknesses is often a more effective and affirming approach.
Optimize relevance, value, and authenticity; develop awareness of self and others; vary and honor the methods for response, navigation, and movement; use multiple media for communication; use multiple tools for construction, communication, and creativity
Overview
This episode features a discussion on the importance of generational awareness within the higher education classroom. The college student population includes baby boomers, Gen X, millennials, and Gen Z, each influenced by distinct historical and cultural touchpoints that shape their values and preferred learning styles. To effectively meet students "where they are," Megan and Shannon advocate for a flexible and individualized teaching approach that provides a variety of formats (such as video, audio, and text) for consuming course material.
Brad Modlin and Theodora Ziolkowski, Department of English
UDL principles
Optimize choice and autonomy; optimize relevance, value, and authenticity; nurture joy and play; foster collaboration, interdependence, and collective learning; foster belonging and community; offer action-oriented feedback; promoted individual and collective reflection; illustrate through multiple media; connect prior knowledge to new learning; vary and honor the methods for response, navigation, and movement; use multiple media for communication; use multiple tools for construction, composition, and creativity
Overview
In this episode, two creative writing professors discuss how they bring some elements of a highly interactive creative writing workshop to their online MA courses. They detail several innovative strategies to foster community and accountability, such as utilizing Zoom for one-on-one conferencing and small-group virtual meetings to establish personal connections. They also how they take advantage of the multimodal possibilities of the online classroom, including commenting on students’ submissions via audio recording and assigning projects inspired by visual art.
Optimize choice and autonomy; optimize relevance, value, and authenticity; nurture joy and play; foster belonging and community; cultivate empathy and restorative practices
Overview
In this flash pod episode, Shannon and Megan explore humanistic learning theory, which centralizes the learner’s growth and individual well-being. In this approach, the instructor acts as the facilitator rather than the primary source of information, fostering students’ independence and self-learning. It also recognizes students as whole people, acknowledging their emotions, belonging, and basic needs.
Optimize relevance, value, and authenticity; foster belonging and community; cultivate empathy and restorative practices; vary and honor the methods for response, navigation, and movement; challenge exclusionary practices
Overview
Shannon and Megan talk about how to make our office spaces more inviting and student-centered. Key strategies discussed include customizing spaces to reflect authenticity, ensuring accessibility and safety, and using intentional elements like visual aids and conversation starters to make students feel comfortable sharing personal challenges. They also suggest reframing office hours as “student hours” to emphasize that this time is dedicated to student support, as well as implementing changes like flexible scheduling for online learners.
Illustrate through multiple media; vary and honor the methods for response, navigation, and movement; use multiple tools for construction, composition, and creativity; address biases related to modes of expression and communication
Overview
In this flash pod episode, Shannon interviews Nadine Saylor about a technique she uses to ensure safety for all students in her glass blowing class. To ensure that students know the proper names of tools and appropriate safety procedures, students take a quiz where they sketch what the tool or procedure looks like. Shannon connects this to a similar practice where students communicate their understanding through photos.
Clarify the meaning and purpose of goals;optimizechallenge and support;connect prior knowledge to new learning; build fluencies with graduated support for practice and performance; set meaningful goals; organize information and resources
Overview
Megan and Shannon discuss Bloom’s Taxonomy,a hierarchical framework for categorizing learningobjectives, typically visualized as a pyramid moving from the most basic cognitive load to the most complex.They emphasizethateducators should not feel bound to follow a rigid bottom-to-top progression, especially with adult learners.Ultimately, theframework serves as a tool for intentionally designing engaging assignments that maximize students' cognitive potential.
Jim Jones, Department of Mathematics and Statistics
UDL principles
Foster collaboration, interdependence, and collective learning; foster belonging and community; support decoding of text, mathematical notation, and symbols; optimize access to accessible materials and assistive and accessible technologies and tools; anticipate and plan for challenges; enhance capacity for monitoring progress; challenge exclusionary practices
Overview
In this episode, Jim and Shannon discuss the transition from lecture-based to active learning. Students are encouraged to “do more work” through practice problems and collaborative worksheets. Jones encourages instructors to take advantage of the digital and interactive tools that are bundled with many textbooks or available online. He also advises using a flexible syllabus that can adapt to students’ needs and pace.
Many of them—there is extensive discussion of UDL strategies here!
Overview
This episode is a deep dive into the importance and implementation of active learning to boost student engagement and ultimately improve academic retention rates. In this approach, students must be both mentally and physically involved, moving beyond traditional lectures to foster deeper understanding through activities like partner discussions, problem-solving, and creative projects. The discussion also stresses the need for instructors to use multimodal representations and frequent, authentic, performance-based assessments to align teaching strategies with UDL principles.
Optimize choice and autonomy; optimize relevance, value, and authenticity; promote individual and collective reflection; support multiple ways to perceive information; vary and honor the methods for response, navigation, and movement; optimize access to accessible materials and assistive and accessible technologies and tools; organize information and resources
Overview
This flash pod episode introduces the concept of self-directed learning (SDL), emphasizing a shift from a teacher-centered to a student-centered instructional approach. SDL makes learning deeper and more authentic because it is initiated and guided by the learner with the instructor serving as facilitator. While implementing SDL may require more initial effort for the instructor to establish structure, the long-term benefits include increased student satisfaction, relevance, and intrinsic motivation, ultimately leading to a more engaging and effective classroom environment.
