The document discusses building universal design and equity into courses. It recommends providing multiple means of representation by giving learners various ways to acquire information through text, video and audio. It also recommends providing multiple means of action and expression by giving learners alternatives to demonstrate their knowledge through essays, diagrams, tables or outlines. Finally, it recommends providing multiple means of engagement by tapping into learners' interests, appropriately challenging them, and motivating them to learn through authentic and intrinsic/extrinsic motivation. The document is adapted from resources on accessibility, universal design for learning and open educational resources.

1. Building Universal design and Equity
into your Courses
JUNE 18-20, 2018 • ANAHEIM
Suzanne Wakim
This work is licensed under a Creative Commons Attribution 4.0 International License.

2. Which one are you?
By damianosullivan (Own work) CC BY-SA 3.0, via Wikimedia Commons

3. Universal Design & Equity in Learning
Provide multiple means of representation:
give learners various ways of acquiring
information and knowledge (text, video,
audio)
Provide multiple means of action and
expression: provide learners alternatives for
demonstrating what they know (essay,
diagram, table, outline)
Provide multiple means of engagement:
tap into learners' interests, challenge them
appropriately, and motivate them to learn.
(authentic, intrinsic/extrinsic motivation)
Adapted from ACCESSIBILITY AND OPEN EDUCATIONAL RESOURCES by UDL on Campus Creative Commons Attribution-ShareAlike 4.0 International License
And Universal Design for Learning by Wikipedia Creative Commons Attribution-ShareAlike 4.0 International License
And Teen checking rearview mirror by Statefarm Attribution 2.0 Generic (CC BY 2.0)
There is no
“ average / typical ”
student

4. Accessibility Universal Design
By Mario Roberto Duran Ortiz Mariordo (Own work) [GFDL or CC BY
3.0], via Wikimedia Commons
RIA Novosti archive, image #21116 / Oleg Lastochkin [CC BY-SA 3.0],
via Wikimedia Commons

5. Captions
Bob Marley photo by Monosnaps ;
https://www.flickr.com/photos/dubpics/5619867903
Attribution-NonCommercial-ShareAlike 2.0
Princeton Lecture By *christopher* from San Francisco, USA
(princeton) [CC BY 2.0], via Wikimedia Commons
Ranft J, Almeida LG, Rodriguez PC, Triller A, Hakim V (2017) An
aggregation-removal model for the formation and size
determination of post-synaptic scaffold domains. PLoS Comput
Biol 13(4): e1005516.
https://doi.org/10.1371/journal.pcbi.1005516;
ttp://journals.plos.org/ploscompbiol/article?id=10.1371/journal.p
cbi.1005516Cereal, lil’ darlin, cereal
An aggregation-removal model for the formation and size determination of
post-synaptic scaffold domains

6. Constant
• Content
• Rigor
Choices
• Learning
Resources
• Assignments

7. 1. Helicase unwinds DNA
strands
2. Topoisomerase prevents
supercoiling
3. SSBP prevent reattachment
4. RNA primase adds RNA
primer
5. …
The enzyme used for this process is DNA
polymerase. (“poly” means many “mer”
means pieces and “ase” tells me this is an
enzyme). So, the name tells me this is an
enzyme (“ase”) that binds many (“poly”)
pieces (“mer”) of DNA to each other.
There are a number of other enzymes
involved in this process as well (as you
can see below). Some enzymes open the
DNA strand, others copy the strand, and
others fill in any gaps.
• http://learn.genetics.utah.edu/co
ntent/basics/transcribe/
• https://www.dnalc.org/resources
/3d/central-dogma.html
• https://commons.wikimedia.org/
wiki/File:DNA_replication_en.svg
Give learners various ways of acquiring information and knowledge (text, video, audio)
Provide multiple means of representation:

8. http://imgs.xkcd.com/comics/flow_charts.png

9. Textbook Choices

10. provide learners alternatives for demonstrating what they know (essay, diagram, table, outline)
Provide multiple means of action and expression:
• Peptide Bond
• Lactose
• Cholesterol
• Wax
• Polysaccharide
• Nucleotide
• Cellulose
• Nitrogenous base
• Enzyme
• Triglyceride
• Glycogen
• starch
• Glucose
• Amino acid
• Dissacharide
• Fatty Acid
• Deoxyribose
• Chitin
• Phospholipid
• Ribose
• DNA
• protein
• Glycerol
• RNA
1. Which relationship is different?
A. Monosaccharide / Polysaccharide
B. Monosaccharide / Disaccharide
C. Phospholipid / Lipid
D.Amino Acid / Protein
Define & Group the following

12. This work is licensed under a Creative Commons Attribution-NoDerivs 3.0 Unported License.
Author: Samantha Penney, samantha.penney@gmail.com
http://faculty.indstate.edu/spenney/bdt.htm

13. http://roola.weebly.com

14. tap into learners' interests, challenge them appropriately, and motivate
them to learn. (authentic, intrinsic/extrinsic motivation)
Provide multiple means of engagement:

15. Community Service

16. Open Pedagogy
Students can add to the world of education too!

17. Teach with Wikipedia https://wikiedu.org/
samantha@wikiedu.org

18. Have students create a textbook
https://sites.google.com/site/buttebiology/home

19. Universal Design & Equity in Learning
Provide multiple means of representation:
give learners various ways of acquiring
information and knowledge (text, video,
audio)
Provide multiple means of action and
expression: provide learners alternatives for
demonstrating what they know (essay,
diagram, table, outline)
Provide multiple means of engagement:
tap into learners' interests, challenge them
appropriately, and motivate them to learn.
(authentic, intrinsic/extrinsic motivation)
Adapted from ACCESSIBILITY AND OPEN EDUCATIONAL RESOURCES by UDL on Campus Creative Commons Attribution-ShareAlike 4.0 International License
And Universal Design for Learning by Wikipedia Creative Commons Attribution-ShareAlike 4.0 International License
And Lecture Hall By Xbxg32000 [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons
There is no
“ average / typical ”
student