Dartmouth UDL Grantee Case Studies
Scaffolding Successful Student Projects
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.
Kathy's UDL Story
Designing Effective Group Work
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."
Morgan's UDL Story
Boosting Investment and Wellbeing 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' wellbeing in the German language program at Dartmouth.
Heidi's UDL Story
Developing Executive Functioning and Preparedness Skills
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."
Brian's UDL Story
Supporting Sustained Effort
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.
An Italian UDL Story