Incorporating Academic Strategy Instruction in Assignment Design to Remove Barriers to Writing Assignments in Philosophy

Deanna Fidelak, Kristin Rodier

Source Title: Handbook of Research on Applying Universal Design for Learning Across Disciplines: Concepts, Case Studies, and Practical Implementation

ISBN13: 9781799871064|ISBN10: 1799871061|ISBN13 Softcover: 9781799871071|EISBN13: 9781799871088

DOI: 10.4018/978-1-7998-7106-4.ch005

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MLA

Fidelak, Deanna, and Kristin Rodier. "Incorporating Academic Strategy Instruction in Assignment Design to Remove Barriers to Writing Assignments in Philosophy." Handbook of Research on Applying Universal Design for Learning Across Disciplines: Concepts, Case Studies, and Practical Implementation, edited by Frederic Fovet, IGI Global, 2021, pp. 97-114. https://doi.org/10.4018/978-1-7998-7106-4.ch005

APA

Fidelak, D. & Rodier, K. (2021). Incorporating Academic Strategy Instruction in Assignment Design to Remove Barriers to Writing Assignments in Philosophy. In F. Fovet (Ed.), Handbook of Research on Applying Universal Design for Learning Across Disciplines: Concepts, Case Studies, and Practical Implementation (pp. 97-114). IGI Global. https://doi.org/10.4018/978-1-7998-7106-4.ch005

Chicago

Fidelak, Deanna, and Kristin Rodier. "Incorporating Academic Strategy Instruction in Assignment Design to Remove Barriers to Writing Assignments in Philosophy." In Handbook of Research on Applying Universal Design for Learning Across Disciplines: Concepts, Case Studies, and Practical Implementation, edited by Frederic Fovet, 97-114. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7106-4.ch005

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Abstract

In early 2020, there was a faculty development workshop at MacEwan University on how to design philosophy writing assignments with fewer barriers commonly experienced by students with disabilities. This chapter streamlines the workshop and surveys barriers common to philosophy assignment guidelines: length, jargon, single-format, and a “don'ts” section. The authors contextualize these characteristics within the values, norms, and practices of academic philosophy. They present a case study of transforming Rodier's introductory philosophy guidelines before and after a UDL consult with Fidelak. They demonstrate the reasoning behind the transformation, including specific UDL applications and incorporating techniques from academic strategy instruction that address the hidden curriculum. In addition, they outline changes to in-class teaching that support students in completing assignments.