UNIVERSAL DESIGN FOR LEARNING
Taking courses for a master's degree has been an incredible opportunity for me to spend some time and energy learning and reviewing the guidelines for turning theory to practice when designing a course focusing on collaboration, different media, accessibility, and student voice/choice. Building a course or unit considering the flexibility necessary to help students of all levels to be successful, meet the course objectives, and address the variability from the start is so important in diverse classrooms. The framework provided by the three principles of Universal Design for Learning (UDL), allowing for multiple means of engagement, representation, and action & expression, is great for incorporating many ways for students to demonstrate their knowledge in an online course (CAST, 2020). The ultimate goal is to make the content understandable and be proactive in the design phase.
Creating content for a course is both exciting and challenging. Trying to design a course by the Universal Design for Learning (UDL) guidelines could still leave room for growth as you continue to teach and learn about new tools. I think that any time you teach a new course, you are going to feel like you forgot something or did not sequence the activities correctly. On top of that, when creating a course from scratch, there are so many options for how you can engage students, that it can become overwhelming when choosing the right content, methods, and materials; but it is important to find what works for your teaching style so that you are able to remain authentic, as this establishes “comfortability with students” (Conroy, n.d.). Another challenge could be the mandates by your school administration in terms of schedule and required artifacts. This could limit the options for your course design.
LEADERSHIP THROUGH ETHICAL COMMUNICATION
Communication is as interconnected with my leadership philosophy as relationship building and planning. None of these can be done in isolation. I strive to communicate effectively and clearly in a variety of methods. It is important to create structures that facilitate better communication, and ensure all messages are relevant to the members of the organization, as well as stakeholders. To that end, I believe it is important to create sub-groups to have a balanced representation for input. This strategy ensures that the relevant people are discussing issues and getting information. Providing consistent information through a variety of mediums, whether in campus updates, meetings with groups or individuals, emails or general announcements is vital to ethical leadership. I strive to be empathetic, supportive, but honest in my communication. Presenting a situation or issue truthfully and looking to identify options that are best for the institution and the individual will be part of my responsibility as a leader. I will do the best I can to treat people fairly and equitably. Skepticism can be eliminated when faculty and students can clearly see that a plan is fair and was created through deliberate collaboration and shared meaning. One area that I have identified for pursuing additional professional development is in communication structures that promote equitable communication. To that end I have begun using ‘weather checks’ in my class. I will work to employ active listening strategies, and provide space for people to say what is important to them. I recognize that communication, like leadership, takes constant effort, and this course has encouraged me to continue working to be conscious of my shortcomings.