ABSTRACT

Universal design for learning (UDL) is a research-based framework intended to optimise student learning by including student choice of content, process, and product in design. The UDL model recommends presenting course content in multiple ways, providing students various options for engagement, and then facilitating choice in expressing knowledge and skills. While previous research has shown that higher education instructors benefit from professional learning about UDL, little is known about the social and intellectual investments instructors make during these professional learning events. This study used qualitative research methods and a sociocultural definition of investment to investigate faculty development in a highly-ranked liberal arts university in the Midwest United States during a series of UDL workshops. Instructors invested in accordance with their beliefs that UDL could improve student engagement, enable them to teach more content, and develop important professional relationships with other instructors who also attended the workshops.

摘要

通用学习设计 (UDL) 是一个基于研究的框架，旨在通过在设计中包含学生对内容、过程和产品的选择来优化学生的学习。UDL 模型建议以多种方式呈现课程内容，为学生提供多种参与选择，然后促进选择表达知识和技能。虽然之前的研究表明高等教育教师受益于 UDL 的专业学习，但对教师在这些专业学习活动中进行的社会和智力投资知之甚少。本研究使用定性研究方法和投资的社会文化定义，在一系列 UDL 研讨会期间调查美国中西部一所排名靠前的文科大学的教师发展。