2022 #20 Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education (Tobin/Behling)

Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education by Thomas J. Tobin
My rating: 4 of 5 stars

This is an engaging and informative (yes!) basic introduction to implementing the core principles of UDL (Universal Design for Learning) into higher education. What is particularly useful (and sets it apart from other books on the topic) is the "multiple paths" through the book. A useful "Suggested first-read chart" outlines the various readerships that might benefit from the book and which chapters might be most relevant, making it an excellent resource for small-group reading circles of administrators, staff, and faculty. Chapter 1 is a great primer on concepts such as learner variability, Universal Design (overall) and basic tenets of accessibility in higher education. Chapter 2 is a useful overview of some of the lawmaking surrounding accessibility, and is an important read for those who may need to make a case to administrators. The most compelling point is that the UDL framework can "reduce the need for individuals to have to ask for special treatment." The strange land that lies between accessibility and accommodations is one that is just now being more deeply explored as differences between "inclusion" and "belonging" are also being better understood.

Part 2, Reframing UDL, includes chapters on Mobile Learners and Digital Learners, but it is Chapter 5 that will resonate the most for faculty who may want to make changes but don't know where to start. The UDL framework, as fully presented by CAST, can be daunting. Tobin and Behling advocate for a "plus-one" approach that promotes a pre-emptive, responsive, and iterative process to designing assignments, syllabi, and/or assessment. This is a manageable strategy that can both temper the workload that may seem required to integrate UDL into a course, and it very well may bring skeptics on board, who might benefit from how to make "one assignment" more accessible (rather than "how to make YOUR TEACHING more accessible").

Chapter Six seems to widen the ambition, telling us that "UDL is too big to do alone," and while the point is well-taken, this would be one of those chapters that would be less useful to the skeptical faculty member. It will, however, motivate the faculty member who doesn't need to be convinced and is looking for allyship and teamwork in implementing UDL on a more curricular level. The greater point here is that UDL has the greatest impact on an institutional culture when supported across departments and at all levels.

Having prepared the reader for that concept/endeavor, Part 3 is devoted to "Adopt UDL on Your Campus" which provides solid guidance for moving from the individual "plus-one" to the institutional level. The final chapter "Engage! The UDL Life Cycle" is most useful for the condensing of information and review in a digestible format.

The book is beautifully researched and referenced, yet written in an inclusive and accessible tone. There are places that get rather heavy-laden with acronyms (other than UDL) , and while they are mostly cross-referenced, I would have loved to see more regular footnoting or parenthetical reminders of what they stand for. I was also a bit concerned when reading about the instructor who taught two sections of the same course and changed the approach to design and studying in only one of them as an experiment. Students are always subject to our pedagogical experimentation in some sense, but it didn't sit well with me to suggest that multiple sections of the same course (taught by the same instructor) should be drastically different to benefit our own learning as professors. While the data this professor received was valuable to implementing UDL more widely (and that was the point of including the anecdote), I do think we have to be careful about "experimenting" with inclusion in a way that can put others at a clear disadvantage.

The index makes it a great reference and resource, and the book is definitely one of the first I would recommend to faculty members who are interested in creating more inclusive spaces or who feel that "accommodations" are not supported. The book unapologetically subscribes to UDL as a framework, but even for those who prefer to pick-and-choose some of the ideas from UDL, it is a meaningful read. I'd also recommend that chairs, deans, VPs, provosts, and anyone in higher education read this book, especially if the institution is one that draws a strong line of demarcation between faculty and admin. Joint learning would go a long way to smoothing that divide and changing campus climate for the better.

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