"The Power of Multimodal Design" (Consideration 2.5)

“Facilitating Student Goal Setting” (Consideration 6.1)

What transforms vague intentions into powerful learning goals? In this episode of the UDL Guidelines podcast, we'll examine the practice of setting meaningful goals that are both challenging and actionable. We'll discuss why traditional assumptions about student goal-setting fall short and examine research showing that students who set specific, challenging goals significantly outperform those simply told to "do their best." Whether you're looking to build students' self-regulation skills or help them to connect course content with career aspirations, this episode offers actionable approaches for teaching goal-setting as a lifelong skill. This podcast is brought to you by the Goodwin University Institute for Learning Innovation, specializing in Universal Design for Learning. Our goal is to transform how you think about teaching and learning. Learn more at goodwin.edu [https://www.goodwin.edu/]. UDL Tips "Facilitating Student Goal Setting: Strategies That Work" [https://www.goodwin.edu/files/docs/guili/facilitating-student-goal-setting.pdf] Resources Anthropic. (2025). Claude Opus 4.5 [Large language model]. https://claude.ai/ [https://claude.ai/] CAST. (2024). Set meaningful goals. Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org/action-expression/strategy-development/set-meaningful-goals [https://udlguidelines.cast.org/action-expression/strategy-development/set-meaningful-goals] Latham, G. P., & Locke, E. A. (1991). Self-regulation through goal setting. Organizational Behavior and Human Decision Processes, 50(2), 212-247. Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57(9), 705-717. Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25(1), 71-86. Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. Credits Based on UDL Tips by Diana J. LaRocco, EdD Produced and Hosted by Brian A. Dixon, PhD Music by Lynne Publishing

"Fostering Belonging in an Online Community" (Consideration 8.4)

Online learners face unique challenges related to social isolation and limited opportunities to build relationships, yet belonging and community are fundamental needs that shape student motivation and success. In this episode of the UDL Guidelines podcast, we'll show how you can proactively foster belonging in the online classroom. We'll review practical strategies for building social presence in online spaces. And we'll cover how to support students with multiple roles, implement inclusive design practices, and maintain a focus on meaningful connections. Whether you're designing your first online course or looking to strengthen the sense of community in your existing courses, this episode offers actionable approaches for creating a learning space in which all students feel welcome and valued using Universal Design for Learning. This podcast is brought to you by the Goodwin University Institute for Learning Innovation and the Center for Teaching Excellence, specializing in Universal Design for Learning. Our goal is to transform how you think about teaching and learning. Learn more at goodwin.edu [https://www.goodwin.edu/guili/]. UDL Tips "Sense of Belonging and Online Learning" [https://www.goodwin.edu/files/docs/guili/sense-of-belonging-and-online-learning.pdf] Resources Anthropic. (2025). Claude Opus 4.5 [Large language model]. https://claude.ai/  Åkerfeldt, A., Bergdahl, N., & Hrastinski, S. (2023). Adult learners' perceptions of distance education. Journal of Studies in International Education, 30(1), 248-266.  Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497-529. CAST. (2024). Foster belonging and community. Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org/engagement/effort-persistence/belonging-community/  [https://udlguidelines.cast.org/engagement/effort-persistence/belonging-community/ ] Dulfer, N., Gowing, A., & Mitchell, J. (2025). Building belonging in online classrooms: relationships at the core. Teaching in Higher Education, 30(4), 1024–1040. Mitra, S. (2022). Does collaborative learning improve student outcomes for underrepresented students? Evidence from an online bottleneck business course. Journal of Education for Business, 97(3), 161–167.  Price, J., & Fox, A. (2023). Transformative praxis: A critical design framework for belonging and inclusion in technology-rich learning spaces. Journal of Teaching and Learning with Technology, 12, 55-71 Shatila, S. L. (2024). Not alone when I’m feeling stressed: Online adult learner connection and retention. Adult Education Quarterly, 74(1), 43–61.  Credits Based on UDL Tips by Diana J. LaRocco, EdD Produced and Hosted by Brian A. Dixon, PhD Music by Lynne Publishing

"Academic Integrity with Empathy" (Consideration 9.4)

There's more to cheating than fault and punishment. In this episode of the UDL Guidelines podcast, we'll reframe the issue of academic integrity through an ethics-of-care lens rather than a punitive framework. We'll review practical strategies for building an integrity-centered community, from co-creating classroom agreements to designing assessments that support authentic engagement. We'll cover how you can model integrity skills, provide clear guidelines around collaboration and AI use, and embrace restorative approaches when concerns arise. Whether you're rethinking your syllabus policies or looking for ways to help students learn the ethics that they'll need in their careers, this episode will provide you with practical strategies that you can use to create a culture of care using Universal Design for Learning. This podcast is brought to you by the Goodwin University Institute for Learning Innovation and the Center for Teaching Excellence, specializing in Universal Design for Learning. Our goal is to transform how you think about teaching and learning. Learn more at goodwin.edu [https://www.goodwin.edu/guili/]. UDL Tips "Integrity: From Classroom to Career" [https://www.goodwin.edu/files/docs/guili/integrity-from-classroom-to-career.pdf] Resources Anthropic. (2025). Claude Opus 4.5 [Large language model]. https://claude.ai/ [https://claude.ai/] Bertram Gallant, T. (2008). Academic integrity in the twenty-first century: A teaching and learning imperative. ASHE Higher Education Report, 33(5), 1–143. CAST. (2024). Cultivate empathy and restorative practices. Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org/engagement/emotional-capacity/empathy-restorative-practices/ [https://udlguidelines.cast.org/engagement/emotional-capacity/empathy-restorative-practices/] International Center for Academic Integrity. (2021). The fundamental values of academic integrity (3rd ed.). https://academicintegrity.org/aws/ICAI/asset_manager/get_file/911282 [https://academicintegrity.org/aws/ICAI/asset_manager/get_file/911282] Karp, D. R. (2019). The little book of restorative justice for colleges and universities (2nd ed.). Good Books. Lang, J. M. (2013). Cheating lessons: Learning from academic dishonesty. Harvard University Press. McCabe, D. L., Butterfield, K. D., & Treviño, L. K. (2012). Cheating in college: Why students do it and what educators can do about it. Johns Hopkins University Press. van As, J., & Kluyts, M. (2023). Reimaging academic integrity through the lenses of ethics of care and restorative justice to establish a culture of academic integrity. In U. G. Singh, C. S. Nair, & R. Watson (Eds.), Academic quality and integrity in the new higher education digital environment: A global perspective (pp. 23–54). Elsevier. https://doi.org/10.1016/B978-0-323-95423-5.00003-X [https://doi.org/10.1016/B978-0-323-95423-5.00003-X] Credits Based on UDL Tips by Diana J. LaRocco, EdD Produced and Hosted by Brian A. Dixon, PhD Music by Lynne Publishing

"Ways of Knowing and Making Meaning" (Consideration 3.3)

Each of us has our own way of looking at the world around us as we strive to better understand it. In this episode of the UDL Guidelines podcast, we'll consider how honoring diverse approaches to understanding—from the empirical and experiential to the Indigenous and creative—allows educators to create more inclusive and impactful learning experiences. We'll review practical strategies for diversifying your assignments, presentations, and learning materials. Whether you're redesigning a course or just looking to enable the collaborative construction of meaning in your classroom, this episode will provide you with practical strategies that you can use to implement Universal Design for Learning in your work. This podcast is brought to you by the Goodwin University Institute for Learning Innovation and the Center for Teaching Excellence, specializing in Universal Design for Learning. Our goal is to transform how you think about teaching and learning. Learn more at goodwin.edu [https://www.goodwin.edu/guili/]. UDL Tips "Ways of Knowing and Making Meaning" [https://www.goodwin.edu/files/docs/guili/ways-of-knowing-and-making-meaning.pdf] Resources CAST. (2024). Cultivate multiple ways of knowing and making meaning. Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org/representation/building-knowledge/making-meaning/ [https://udlguidelines.cast.org/representation/building-knowledge/making-meaning/]  Knowles Teacher Initiative. (2025, May 27). Different ways of knowing: In support of a broadened life science classroom. https://start.knowlesteachers.org/resource/different-ways-of-knowing-in-support-of-a-broadened-life-science-classroom [https://start.knowlesteachers.org/resource/different-ways-of-knowing-in-support-of-a-broadened-life-science-classroom] Walsh, R., & Danto, D. (2024). Ways of knowing and higher education. In M. E. Norris & S. M. Smith (Eds.), Leading the way: Envisioning the future of higher education. Canadian Digital Scholarly Publishing. https://ecampusontario.pressbooks.pub/futureofhighereducation/ [https://ecampusontario.pressbooks.pub/futureofhighereducation/]  Gurm, B. (2013). Multiple ways of knowing in teaching and learning. International Journal for the Scholarship of Teaching and Learning, 7(1), Article 4. https://doi.org/10.20429/ijsotl.2013.070104 [https://doi.org/10.20429/ijsotl.2013.070104]  Knowles, M., Holton, E. F., III, Robinson, P. A., & Caraccioli, C. (2025). The adult learner: The definitive classic in adult education and human resource development (10th ed.). Routledge. Credits Based on UDL Tips by Diana J. LaRocco, EdD Produced and Hosted by Brian A. Dixon, PhD Music by Lynne Publishing

"The Power of Multimodal Design" (Consideration 2.5)

There's a reason your students sometimes experience that all-important lightbulb moment when they're looking at your whiteboard. In this episode of the UDL Guidelines podcast, we'll consider dual coding theory and examine why our brains are wired to process information through both visual and verbal channels. We'll cover practical ways to present key concepts in multiple formats so that you're enhancing learning rather than creating cognitive overload. Whether you're redesigning a course or just looking to make your teaching materials more accessible, this episode will provide you with practical strategies that you can use to implement Universal Design for Learning in your own work. This podcast is brought to you by the Goodwin University Institute for Learning Innovation, specializing in Universal Design for Learning. Our goal is to transform how you think about teaching and learning. Learn more at goodwin.edu [https://www.goodwin.edu/guili/]. UDL Tips "Visual + Verbal = Better Learning The Power of Multimodal Design" [https://www.goodwin.edu/files/docs/guili/illustrate-through-multiple-media.pdf] Resources CAST. (2024). Illustrate through multiple media. Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org/representation/language-symbols/multiple-media/ [https://udlguidelines.cast.org/representation/language-symbols/multiple-media/] Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149-210. https://doi.org/10.1007/BF01320076 [ https://doi.org/10.1007/BF01320076] Mayer, R. E. (2019). How multimedia can improve learning and instruction. In J. Dunlosky & K. A. Rawson (Eds.), The Cambridge handbook of multimedia learning (2nd ed., pp. 460-479). Cambridge University Press. https://doi.org/10.1017/9781108235631.019 [https://doi.org/10.1017/9781108235631.019] Smith, M. (2016, November 17). Dual coding: Can there be too much of a good thing? The Learning Scientists. https://www.learningscientists.org/blog/2016/11/17-1 [https://www.learningscientists.org/blog/2016/11/17-1] Credits Based on UDL Tips by Diana J. LaRocco, EdD Produced and Hosted by Brian A. Dixon, PhD Music by Lynne Publishing