Outcomes, Lessons Learned, and Moving Forward

The 2019 Wickerson Foundation Fund project demonstrated the effectiveness of UDL/Indigenous pedagogies in meeting students where they are, enhancing skill sets and capacity, and transforming learning for all students. Challenges remain for both students and our instructional team. Science students express that reflective writing is often difficult and uncomfortable. We acknowledge that the unsettling nature of reflective writing is important as it results in less opportunity for incidents of academic dishonesty and unauthorized use of AI. Instructors and seminar leaders continue to wade through currents of resistance when introducing a different worldview and knowledge system. Yet, this struggle leads to the calmer waters created by “ah ha” moments and new understandings.

UDL and Indigenous pedagogies have significant commonalities – active learning/learning by doing, multiple forms of knowledge transmission, and multiple methods of expression. Wall anticipates expanding UDL/Indigenous pedagogical methods to continue to create positive, supportive, and equitable learning environments and classroom communities in future offerings of this and other ​​courses.