Background: In the first year of our ambitious and innovative Occupational Therapy Doctorate (OTD) program curriculum, the authors co-taught a course using Team-Based Learning (TBL) strategies to a student population with wide-ranging academic and cultural backgrounds. Objectives: Participants will -- identify potential tensions and resonances between TBL and universal design for learning -- identify strategies for integrating universal design principles into courses structured by TBL Methods: Drawing upon our classroom experience and TBL and universal design literatures, we describe and analyze our initial approach, challenges and conflicts we encountered, and how we modified and plan to modify our instructional strategies for equity and inclusion. Results: Small but significant changes to course materials and procedures produced enhanced learning outcomes and classroom environment. Midterm check-ins were crucial to achieving a needed shift. Implications: When matters of varied learning styles and needs arise, newcomers to a new pedagogical method may be unsure of how or whether to vary from procedures for fear of losing learning benefits of the method. Universal design principles offer strategies that may be integrated to good results for both learning outcomes and the classroom environment. Acknowledgement: Many thanks to Duke Learning Innovation consultants for Fall 2021 workshops on inclusive course design, which significantly informed our learning and inquiry processes.

Date

• 2022

Lead Author/Creator

• Nepveux, Denise

Mitwirkende

• Carroll, Abigail
• Gallagher, MaryBeth

Affiliation

• School of Medicine

Stichwort

• universal design for learning
• team-based learning
• inclusion
• equity

Item type

• Poster

Permanent Link:

• http://hdl.handle.net/2193.1/R781WG03D

Educational Competency

• Curriculum Design
• Educational Theory