Catlin Tucker
JULY 30, 2021
When Katie and I work with educators, we stress that a shift to universally designing blended learning is a journey. Our practice develops over time with experimentation, successes and failures, and student feedback. It will take time and a willingness to pursue our own learning.
Catlin Tucker
NOVEMBER 6, 2023
Reduces Fear of Failure When students receive feedback that focuses on the process rather than just the end result, they are less likely to fear failure. This increased self-efficacy can lead to improved performance and a willingness to tackle more complex tasks.
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Faculty Focus
JULY 23, 2023
She earned her PhD in cognitive psychology from Wayne State University (Detroit, MI) and has varied research interests including language processing, bilingual language representation, memory, universal design for learning (UDL) and numerous other topics related to the scholarship of teaching and learning. L., & Talib, A.
Faculty Focus
JULY 23, 2023
She earned her PhD in cognitive psychology from Wayne State University (Detroit, MI) and has varied research interests including language processing, bilingual language representation, memory, universal design for learning (UDL) and numerous other topics related to the scholarship of teaching and learning. L., & Talib, A.
Faculty Focus
AUGUST 3, 2023
It stands for: Transparency Real World Applications Universal Design for Learning Social Knowledge Construction Trial and Error Transparency refers to making the purpose and requirements for the assignment as clear as possible. Students can often learn more from productive failure than from success (Sinha & Kapur, 2021).
Faculty Focus
AUGUST 3, 2023
It stands for: Transparency Real World Applications Universal Design for Learning Social Knowledge Construction Trial and Error Transparency refers to making the purpose and requirements for the assignment as clear as possible. Students can often learn more from productive failure than from success (Sinha & Kapur, 2021).
Edsurge
FEBRUARY 5, 2025
I felt self-conscious about my failures every day. I believe my disabilities are not a burden to my teaching practice because I know the importance of scaffolds, accommodations and universal design learning. For weeks, I would feel incredibly low, with sporadic days of high energy.
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