Inclusive Teaching in BU Hub Specialty Courses
Designed for instructors of Hub specialty courses (i.e., social and racial justice courses, the Cross-College Challenge, cocurriculars, and interdisciplinary courses) and others interested in inclusive pedagogy (defined here), this is an annotated list of teaching strategies, organized into five categories: Starting Points, Syllabus & Assignment Design, Grading & Assessment, Classroom Climate & Community, and Equitable […]
UDL Principles for Course Materials: An Overview
UDL Principles for Course Materials: An Overview Multiple formats When ordering textbooks, allow students to choose from multiple formats, including digital. Digital documents Whenever available, digitally generated documents are easier to make accessible than scanned documents. Some scans can be improved by using OCR (Optical Character Recognition technology) to make the text searchable and copyable […]
UDL Principles for Designing Accessible Documents
Designing Accessible Documents Use headings, styles, and lists In Word or Google Docs, use built-in styles consistently (ex. Title, Heading 1, Heading 2, Body Text, Lists etc). Don’t skip heading levels. To create structured documents that screen readers can navigate, it’s important to use styles, rather than manually adjusting font size to be large like […]
UDL Principles for Designing Accessible Slideshows
Designing Accessible Slideshows Use templates In a slide design program such as PowerPoint or Google Slides, start with a template. Often, less is more: choose a high-contrast template theme with easy-to-read fonts (24 point or larger, sans-serif fonts are generally preferred) and simpler backgrounds. Avoid having too much text on each slide. Title slides Create […]
UDL Principles for Course Communications
General Principles Accessible Syllabus Creating an accessible classroom environment begins with the syllabus. Consider both accessible policies (warmth, flexibility, and choice; see links below for more resources) and accessible document design (see “UDL Principles for Course Materials and Documents” in this guide). Redundancy When communicating with your class, especially important announcements and assignments, provide information […]
UDL Principles for Labs + Discussions
UDL Principles for Labs + Discussions Introduction Universal Design for Learning is a teaching philosophy that calls for intentional design of courses and course materials to be accessible to as many students as possible. In practice, we will never be able to anticipate the needs of all students, but educators can work to identify barriers […]
Inclusive Teaching in BU Hub Specialty Courses
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Universal Design for Learning: An Introduction
Introduction Inspired by the accessible architecture movement, Universal Design for Learning (UDL) is a teaching philosophy that looks for barriers in the learning environment rather than “special needs” or “deficiencies” in the student. In the same way that a curb cut in the sidewalk helps not only people who use wheelchairs but caregivers with strollers, […]
Teaching BU Hub Courses in the Summer
The Hub encourages students to explore a range of disciplines and learn skills they can build on in their personal, professional, and civic lives. Your course plays an important role in this exploration and preparation. All courses that carry Hub areas must list in their syllabi the areas and the learning outcomes for each area. […]
CTL Guide to Digital/Multimedia Expression
Guidance for faculty designing or teaching a Digital/Multimedia Expression (DME) course, including assignment resources and examples. From the BU Hub Curriculum Guide “Communication through means other than words—whether spoken or written—requires a distinct set of skills. In a world where messages are routinely conveyed through audiovisual media, BU students need to develop an understanding of […]