Pharmacology and Molecular Sciences Training Program: Enhancing Inclusivity Through Universal Design for Learning in Graduate Courses

药理学和分子科学培训计划：通过研究生课程学习的通用设计增强包容性

• 批准号: 10592034
• 负责人: Caren L. Freel Meyers
• 金额: $ 8.63万
• 依托单位: JOHNS HOPKINS UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-07-01 至 2025-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10592034
• 关键词: Learning; Molecular; Pharmacology; Science; Training Programs; design

Project Summary The aim of this supplement to the Pharmacology and Molecular Sciences T32 training program is to accelerate efforts to promote inclusive learning in biomedical graduate courses at Johns Hopkins University (JHU), through implementation of Universal Design for Learning (UDL) approaches. There is institutional support for students who need accommodations in courses. However, not all students make these requests, and such accommodations do not extend to other students who may also benefit from them. UDL is a framework to guide the design of learning goals, as well as course materials, delivery and assessments, in a way that accommodates learners from different backgrounds and with diverse learning preferences. Designing courses to provide content in an accessible way as a default for all students increases inclusivity, reducing the need for special accommodations and avoiding singling-out students with documented disabilities. We strive for such inclusive learning environments, however, competing demands on faculty create real barriers to implementing UDL best practices into courses, which we intend to address through this supplement. To maximize the initial impact of this project at JHU, we will implement inclusive practices in graduate courses which are team-taught by faculty from multiple departments and taken by students in other training programs. The objectives of the project are to promote awareness in many JHU programs of how UDL enhances inclusivity, and to provide direct support in revising course materials and delivery. In collaboration with an Instructional Designer, we will engage course directors, faculty instructors and TAs in a targeted, structured way to lower the barrier to UDL implementation by: 1) educating on UDL rationale and concepts, and available resources, 2) providing specific guidance on course design and delivery, and 3) helping course directors and instructors with transition of course materials and delivery to accessible formats. The proposed activities are a key catalyst to surmount initial barriers of transforming courses and creating the platform to educate faculty and TAs and impart skills that they can build on. Participating faculty and TAs will serve as ambassadors within their departments and programs. Together with an established educational platform and institutional support, this will impact many T32 programs at JHU in a sustainable way to ensure UDL best practices in all courses.

项目摘要 该补充剂对药理学和分子科学T32培训计划的目的 是为了加快在约翰斯的生物医学研究生课程中促进包容性学习的努力 霍普金斯大学（JHU），通过实施通用学习（UDL） 方法。对于需要住宿的学生提供了机构支持。 但是，并非所有学生都提出这些请求，并且此类住宿不会扩展到其他要求 也可能会从中受益的学生。 UDL是指导学习设计的框架 目标以及课程材料，交付和评估，以适应的方式 来自不同背景的学习者以及各种学习偏好。设计课程 以可访问的方式提供内容，作为所有学生默认 需要特殊住宿的需求，并避免有记录的挑剔的学生 残疾。但是，我们为这种包容性学习环境而努力，但是，竞争的要求 教师为将UDL的最佳实践实现为课程创造了真正的障碍，我们打算 通过此补品解决。为了最大化该项目在JHU的最初影响，我们将 在研究生课程中实施包容性实践，这些课程是由多个教师教授的团队 部门并由学生参加其他培训计划。该项目的目标是 在许多JHU计划中提高人们如何增强包容性并提供的认识 在修改课程材料和交付方面的直接支持。与教学合作 设计师，我们将与课程主任，教师教练和TA与有针对性的结构化 通过以下方式降低UDL实施的障碍的方法：1）对UDL原理和概念进行教育， 2）提供课程设计和交付的具体指导，以及3） 帮助课程主管和讲师过渡课程材料，并交付 可访问的格式。拟议的活动是克服初始障碍的关键催化剂 改造课程并创建平台，以教育教师和TAS，并授予这些技能 他们可以基础。参加教师和TA将担任其大使 部门和计划。与既定的教育平台和机构一起 支持，这将以可持续的方式影响JHU的许多T32计划，以确保UDL最佳 在所有课程中进行练习。