Isaac Holloway, a Sauder School of Business professor in the Strategy and Business Economics Division, worked closely with Sunah Cho, Sauder’s CTLT Faculty Liaison, as part of the 2023 UDL Fellows Program. Together, they used UDL to make changes to COMM 295. Here, they discuss the strategies they used to break down learning barriers associated with complex economic concepts.
Please describe how you have applied UDL principles in your course.
Isaac and Sunah: We applied UDL principles to the following two different components.
First, we created an animated video titled “Asymmetric Information,” complete with closed captions and downloadable transcripts. This video was designed to engage students and enhance their understanding of the concept by considering UDL principles, specifically Multiple Means of Representation and Multiple Means of Engagement. For example, at the 1:47 mark, the caption displays the expected value of the car (the formula), which is reflected in the onscreen text even if the audio doesn’t mention it. Including this onscreen text in the closed captions and transcripts benefits learners who prefer reading the script on the go, such as on a bus, and those who rely on assistive technology due to visual barriers. Without considering UDL principles, we might have overlooked the importance of adding this additional text to the captions. The video is publicly available.
Second, COMM 295 (Managerial Economics) traditionally relied heavily on multiple-choice quizzes and exams due to the nature of the course. However, through the UDL project, we introduced a short case study (Mia’s Wagashi Shop) and added a group project to allow students to practice and demonstrate their understanding of the material collaboratively and engagingly. This newly added case study assignment (worth 5% of the final grade) required students to form groups of 5-6 through random formation in Canvas and respond to three questions based on the case study. This approach provided students with opportunities to collaborate, learn from each other, and engage with the material in diverse ways.
What motivated you to initiate this work in your course or practice?
Sunah: My involvement in the 2023 UDL Fellows program began with a UDL workshop I co-facilitated with my CTLT colleagues in November 2022, for Sauder faculty members. This workshop, requested by Sauder’s Senior Associate Dean, introduced UDL during the “Food for Thought” session. When the first UDL Fellows program was announced, COMM 295 (Managerial Economics), one of the foundational courses at Sauder, was strategically chosen for its potential to integrate UDL in ways that could significantly enhance student learning.
Serving as a Fellow in the first cohort aligned perfectly with my professional and personal goals of deepening UDL expertise. As a Faculty Liaison, my role involves supporting faculty in creating inclusive learning environments, which is integral to our institutional goals of accessibility and inclusivity.
Even though I had foundational UDL knowledge before joining the cohort, my deeper interest in UDL stems from my personal experiences as an immigrant. Navigating cultural and linguistic barriers has shaped my understanding of “differences” and “barriers,” making UDL not just a teaching and learning approach but a personal philosophy.
UDL has become a lens through which I strive to be a better person.
The Fellows program offered me meaningful insights and deeper skills, reinforcing that there is no one size fits all solution to effective teaching and learning. My journey toward UDL literacy has taught me that our differences are not obstacles but sources of strength and diversity. My perceptions of teaching and learning have evolved and continue to evolve alongside this understanding.
What challenges did you face when implementing UDL, and how did you overcome them?
Isaac: The main challenge was thinking about how to make changes to the course without losing what was working well. For example, this course requires students to learn models and solve problems. It is important that students can demonstrate these skills individually, and exams work well in this regard. In the end, we made small changes that added to the student experience, but didn’t take anything away. Of course, this can only go so far without causing bloat. I think we struck a good balance.
How have students benefited from the UDL strategies you implemented?
Isaac and Sunah: Students have benefited significantly from the UDL strategies we implemented. The animated video, with its captions and transcripts, provides an engaging and accessible way to learn complex concepts, catering to diverse learning preferences and needs. The group case study assignment has fostered collaboration, critical thinking, and real-world application of course concepts. These strategies have not only enhanced students’ understanding and engagement but also offered them multiple ways to demonstrate their knowledge and skills.
Overall, we received positive feedback about the video from a survey conducted at the end of the term. Some of the comments included:
“I loved the video, it was super helpful in helping me understand concepts and I think we would benefit from more videos to watch and review.”
“Liked how the video gave me a more accessible way of learning”
“It was super fun and I really liked the animations. I felt really engaged watching it. It was straightforward and gave the necessary information, which made it so informative and engaging.”