Applying Universal Design for Learning (UDL) Principles for Building Intentional Student-Faculty Relationships in an Online Graduate Program

Presenter Information

Robert LeGary Jr., Goodwin University

Publication Date

2023

Abstract

Student engagement in learning and relationship building among faculty and students can be challenging in an online learning environment. Relatedness and positive engagement with other students and faculty foster positive learning outcomes. The intentional application of the Universal Design for Learning (UDL) engagement guidelines and checkpoints (CAST, 2018) with Chickering and Gamson’s (1999) Seven Principles for Good Practice accommodates learner variability and promotes relationship-building experiences. In an online M.Ed. program, key elements and strategies of the UDL engagement guidelines and the Seven Principles are integrated in curriculum, teaching methods, and learning activities. Implications for practice related to the application of these relationship-building strategies and instructional design principles are discussed.

Author Biography

Robert LeGary Jr., Ed.D., is the director of the M.Ed. in Teacher Leadership Program, assistant professor, and teaching fellow at Goodwin University in East Hartford, CT. He has extensive experience in the application of Universal Design for Learning (UDL) in higher education and best practices in teaching and learning for students with neurodivergent profiles. He has 20 years of leadership experience in K-12 special education as a director of residential treatment services, special education administrator, and head of school. His research interests include UDL professional learning, equitable instructional design, and inclusive pedagogy.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 License.