The University of Calgary Campus Mental Health Strategy has identified
The University of Calgary Campus Mental Health Strategy has sub-committee dedicated to teaching and learning. They focus on promoting teaching and learning initiatives to enhance student wellness. One of the areas of interest in Universal Design for Learning (UDL), the philosophy that teaching and learning practices should reflect the diversity of students and their abilities. Dr. Amy Burns, Assistant Professor and Associate Dean (Undergraduate Programs in Education) from the Werklund School of Education, is a leader in using UDL in higher education. While she has never designed her courses and assessments around enhancing students’ mental health, she has observed about the impact on her UDL practice on students. She has shared some thoughts about the intersections between mental health, assessment, and UDL.
- UDL does not immediately improve student mental health. That does not mean it is not a powerful teaching tool.
There is no direct link between the use of UDL and better student mental health. UDL does not automatically reduce stress and anxiety or promote resilience. However, its power comes from its inherent inclusiveness. UDL is not just giving students’ choice; it is a commitment to keeping learning accessible to as many students as possible. When an instructor has a student-centered attitude and comes to class with the belief that all students are capable of success, it can transform the classroom environment. Students feel valued and important, even in a large class. That is what UDL can do for students.
- It is essential for instructors to know their role in supporting students’ mental health and stick to it.
Dr. Burns recognizes that instructors have a unique role in students’ lives. They have a responsibility to recognize if a student is struggling with their mental health and should be able to guide them to the many available resources on and off campus. When a student is distressed or struggling, they may not be able to think clearly about finding help. The role of an instructor is not, however, to make major interventions in students’ lives. They are not counsellors or mental health professionals, and should leave the serious help to them.
- Everyone can (and should) try UDL. It does not require a major course overhaul.
Her biggest piece of advice to those who are new to UDL is to find simple resources that break it down in a straightforward way. The Taylor Institute Guide Universal Design for Learning in Higher Education is a good place to start. She encourages instructors to try it out even in small ways, noting that even a choice between two readings is a form of UDL. She hopes to see more colleagues at the University of Calgary introducing UDL into their teaching. She believes that there needs to be a bigger balance between teaching essential content and the learners in the classroom, something UDL can help with.
