Dartmouth UDL Grantee Case Studies
Addressing Comprehension Barriers in a Biostatistics Course
Kathy Cottingham, Professor of Biological Sciences, integrated principles of UDL in her biostatistics course to better support learners to develop and complete projects. She created a set of guidelines to help learners "right-size" their project and used in class time to scaffold their work on the project.
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Group Projects in Environmental Sciences
Morgan Peach, Lecturer in Environmental Studies, developed a universally designed group project with the "objective of supporting diverse learners that may face barriers to their learning related to executive function and multi-modal expression. The scaffolded steps to the project promoted team-based strategizing and goal setting in the process of iterative development of their project work."
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Interest and Wellness in a Language Course
Heidi Denzel, Senior Lecturer of German Studies, replaced her course exams with a portfolio project as part of a broader initiative to support learners' wellness in the German language program at Dartmouth.
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Supporting Executive Functioning and Preparedness in a Writing Course
Brian O'Connor, Senior Lecturer and Writing 2-3 coordinator in the Institute for Writing and Rhetoric, designed scaffolding for a term-long research paper in his writing course for "students who identify themselves in the Directed Self-Placement process as less confident in their preparedness for college-level reading, writing, and research."
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Supporting Sustained Effort in a Language Course
This case illustrates how a language professor at Dartmouth College drew from his work in the UDLi to design scaffolded comprehension activities using a variety of media in an intermediate Italian language course.
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