Dr. Jaclyn Dee from the Faculty of Science redesigned BIOL209: Biodiversity of Algae, Fungi, and Bryophytes, using UDL principles to make the course more inclusive and accessible.
How have you applied UDL to your course?
I’ve applied UDL in a few different ways. One was through multiple means of representation. For example, I incorporated tactile 3D models in my lab course so that students could engage with the material in ways beyond just the visual. I even incorporated organism tasting, where appropriate.
I also edited and redesigned the lab manual, simplifying the language and making it free and fully online as an option on our course Canvas site, while still offering a printed version for convenience. Since the lab manual is the main course text, I wanted to ensure students could access and interact with it in whatever format worked best for them.
For student engagement and expression, I created a Choice Project where students could decide whether they even wanted to do a project. They could opt-in, decide whether to work alone or in groups, pick their own topics, and present their learning in various formats such as videos, hands-on teaching and learning kits, sculptures, online posts to iNaturalist (a freely available citizen science platform), and simple written formats.
Finally, I introduced class field trips to make them more widely accessible. Instead of optional weekend trips attended by handfuls of students, I scheduled them during lab time, and I created alternatives such as virtual trips and on-campus, self-guided experiences for students who couldn’t attend. I also made sure that the field sites we used were as physically accessible as possible.
What motivated you to incorporate UDL?
A couple of years ago, I was thinking to myself: What if we had a student who was blind or had a visual impairment? BIOL 209 is such a visual course—microscopes, field observations, identifying organisms—that I wondered how that student could participate. That question pushed me to start exploring alternatives.
I also wanted the course to be affordable, fun, and accessible for as many students as possible. Field trips, for example, had been optional weekend activities, which created barriers for students with jobs or other commitments. I wanted everyone to have those field experiences because I think they can be so fruitful for learning, enjoyment, wellbeing, and creating a sense of community in the class.
Another motivation was addressing the limitations of exam-based assessments and the limitations of my own imagination. Exams are efficient and can be useful, but they are not the best measure of student learning for all students. I wanted students to have more options for showing their learning and to pursue topics they were genuinely interested in that maybe I would not have come up with or had time to include in my lectures.
What challenges did you face, and how did you overcome them?
The biggest challenge was time and learning new technologies. Honestly, I didn’t overcome that alone. I had support from colleagues and partners. For example, when I wanted to create tactile 3D models, my partner, Dr. Gigi Lau, helped with the research and connected me with someone in our zoology unit who knew about 3D printing.
I found that asking questions, reaching out, and getting help from people who already had expertise made the process much easier and quicker.
How have students benefited?
Student feedback has been very positive. In end-of-term surveys, students especially highlighted the Choice Project. Some said even though they didn’t do one, it was valuable just to know they had the choice. Those who did complete projects produced excellent work—connecting course material to their personal lives, exploring research, and practicing skills they wanted to develop.
The field trips were a major highlight. Students enjoyed being outside, connecting with peers, and applying biology in real-world settings. Most notably, they were asking even better biological questions in the field than they were in lectures or in lab. I was worried about student discomfort, but even when they mentioned being cold, they also described the experience as fun and memorable. When I asked how they felt after one trip, one student simply said, “I feel happy.” That kind of feedback is rare in the middle of a cold, rainy, dark, Vancouver day in a stressful term.
I also think students appreciated the reduced costs of the course materials and the flexibility built into activities and assessments. I bumped into students on the bus and in various places on campus and completely unsolicited, they told me that they missed BIOL 209—something I hadn’t heard from students before.
Why is UDL important in biology?
Biology is often taught in highly visual and lab-based ways, which can exclude some students. UDL opens up multiple avenues for engaging with organisms and concepts. For example, tactile models and field-based experiences give students different ways to connect with the material.
It also supports equity and inclusion. For students with English as an additional language, accessible materials and more diverse assessments make them feel included and able to succeed.
In biology specifically, UDL helps students build their identity as biologists. Experiencing organisms in the field, in their natural environment, adds a richness to learning that complements lecture and lab-based work.
Do you have any tips for others implementing UDL?
- Don’t do it alone. If possible, work with a partner or join a cohort like the UDL Fellows program for structured support and time.
- Ask for help. Others have experience and expertise you can draw on.
- Start small. Even simple steps—like moving materials online or offering multiple formats—can make a difference.
- Stay flexible. Not everything needs to look the same for every student. The goal is to make your class more inclusive, engaging, and equitable overall.
It doesn’t need to be “perfect UDL.” If your changes make the course more accessible and meaningful for students, that’s already a movement in the right direction.
Thank you to Dr. Dee for sharing her story.