UDL, Academic Mindset, and Engagement

ACADEMIC MINDSET AND ENGAGEMENT

The concept of Academic Mindset relates to Engagement (the "why" of learning). As described by CAST (2015), the affective (engagement) dimensions address "how learners get engaged and stay motivated; and how they are challenged, excited, or interested." The four traits vital to positive student outcomes are "1) a sense of belonging, 2) questioning whether they can learn the material, 3) determining whether the material learned has a purpose, and 4) if what was learned is what is needed to put to use on the job." (Source: TBR Statewide Summit).  Each of these traits bolster the need to design courses with the UDL Principle of Engagement in mind.

"Do I feel like I belong?"

Faculty may impact a student's perception of belonging by:

  • Fostering collaboration and community. (1.2 Provide options for sustaining effort and persistence.)
  • Optimizing individual choice and autonomy. (1.3 Provide options for recruiting interest.)
  • Optimizing relevance, value, and authenticity. (1.3 Provide options for recruiting interest.)
  • Minimizing threats and distractions.(1.3 Provide options for recruiting interest.)

"Do I believe I can learn?"

Faculty may impact a student's perception of their ability to learn by:

  • Promoting expectations and beliefs that optimize motivation. (1.1 Provide options for self-regulation.)
  • Encouraging students to develop self-assessments and reflections. (1.1 Provide options for self-regulation.)
  • Facilitating personal coping skills and strategies. (1.1 Provide options for self-regulation.)
  • Heightening salience of goals and objectives. (1.2 Provide options for sustaining effort and persistence.)
  • Varying demands and resources to optimize challenge. (1.2 Provide options for sustaining effort and persistence.)
  • Increasing mastery-oriented feedback. (1.2 Provide options for sustaining effort and persistence.)
  • Minimizing threats and distractions. (1.3 Provide options for recruiting interest.)

"Do I feel like what I am learning is purposeful?"

Faculty may impact a student's perception of personal relevance by:

  • Heightening salience of goals and objectives. (1.2 Provide options for sustaining effort and persistence.)
  • Optimizing individual choice and autonomy. (1.3 Provide options for recruiting interest.)
  • Optimizing relevance, value, and authenticity. (1.3 Provide options for recruiting interest.)

"Do I perceive I need this for a job?"

Faculty may impact a student's perception of career/job relevance by:

  • Heightening salience of goals and objectives. (1.2 Provide options for sustaining effort and persistence.)
  • Optimizing individual choice and autonomy. (1.3 Provide options for recruiting interest.)
  • Optimizing relevance, value, and authenticity. (1.3 Provide options for recruiting interest.)

Each of the above recommendations were adapted from the Universal Design for Learning Guidelines.

RULES OF EnGAGEMEnt FOr ONLINE STUDENTS