Opening the Pathway: An Example of Universal Design for Learning as a Guide to Inclusive Teaching Practices-Reference-Cited by-同舟云学术

Opening the Pathway: An Example of Universal Design for Learning as a Guide to Inclusive Teaching Practices

Published:2022-06 Issue:2 Volume:21 Page:
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

Orndorf Hayley C.¹,Waterman Margaret¹,Lange Donna²,Kavin Denise³,Johnston Sam Catherine⁴,Jenkins Kristin P.⁵

Affiliation:

1. BioQUEST, Raymond, NH 03077

2. Information and Computing Studies and

3. Division of Outreach, Placement and Special Projects, National Technical Institute for the Deaf, Rochester Institute of Technology, Rochester, NY 14623

4. Postsecondary Education and Workforce Development, CAST, Wakefield, MA 01880

5. Texas Institute for Discovery Education in Science, College of Natural Sciences, University of Texas at Austin, Austin, TX 78712

Abstract

The Opening the Pathway conference focused on raising awareness about careers in biotechnology and student success in introductory biology. The conference engaged participants in addressing the role of a Universal Design for Learning approach in building accessible, inclusive, productive learning environments, particularly for deaf/hh students.

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

Reference51 articles.

1. Procedural Facilitators and Cognitive Strategies: Tools for Unraveling the Mysteries of Comprehension and the Writing Process, and for Providing Meaningful Access to the General Curriculum

2. Measuring the Implementation of UDL in Classrooms and Schools: Initial Field Test Results

3. Welcoming Deaf Students into STEM: Recommendations for University Science Education

4. The Deaf Mentoring Survey: A Community Cultural Wealth Framework for Measuring Mentoring Effectiveness with Underrepresented Students

5. Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and…Tensions with Professional Identity?

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