Name: UDL at Scale Volume 9. Whole-Campus Universal Design for Learning (en Inglés)
SKU: 67160464
Price: 28.54 USD
Availability: InStock
Author: Thomas J. Tobin

portada UDL at Scale Volume 9. Whole-Campus Universal Design for Learning (en Inglés)

UDL at Scale Volume 9. Whole-Campus Universal Design for Learning (en Inglés)

Formato

Libro Físico

Editorial

University of Oklahoma Press

Autor

Thomas J. Tobin

Colección

Teaching, Engaging, and Thriving in Higher Ed

Año

2026

Idioma

Inglés

N° páginas

184

Encuadernación

Tapa Blanda

Dimensiones

22.9x15.2 cm

ISBN13

9780806197067

UDL at Scale Volume 9. Whole-Campus Universal Design for Learning (en Inglés)

Thomas J. Tobin (Autor) · University of Oklahoma Press · Tapa Blanda

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Reseña del libro "UDL at Scale Volume 9. Whole-Campus Universal Design for Learning (en Inglés)"

Universal Design for Learning (UDL) has been widely and effectively used across colleges and universities to create flexible learning environments and minimize barriers to higher education. UDL at Scale gives campus leaders and administrators the tools to expand UDL's reach. A call to action and a how-to guide, the book offers an executive-focus understanding of the background, research, and practical steps for framing, testing, and adopting universal design for learning at a systemic level.

Thomas J. Tobin, a leading speaker and researcher on the topic of UDL, provides an evidence-based model for mid-level and senior administrators, with real-life stories from educators who have adopted UDL practices to address enrollment, persistence, and retention concerns—and along the way lower barriers for students, instructors, and staff members. UDL at Scale will help campus leaders define challenges, build a team of UDL champions, create compelling messaging for a campus-wide community, map goals and measurements for UDL-at-scale projects, and assess the work and creativity that colleagues put into becoming a UDL institution. Throughout, Tobin presents ideas for designing systems that give agency and space for all involved in the processes of teaching and learning that occur at universities. Looking beyond classrooms and courses, his insights and suggestions extend to the support offices and staff who interact with students (such as librarians, tutors, and counselors) and are instrumental to creating a campus-wide climate of inclusion and welcome.

Last—but certainly not least—Tobin argues that lowering access barriers campus-wide also makes good financial sense, and UDL at Scale shows readers how to do it.