Although Universal Design for Learning (UDL) is commonly heard of in higher education, most are implementing it at the level of individual interactions or

The work of teaching, assessing, and supporting our learners may feel more challenging recently. New barriers have cropped up alongside existing ones. How can we replace counter-productive responses with inclusive and equitable ones?

Advocates ask teachers to cede authority to students. But what if you are a faculty member of color or an adjunct without much acknowledged authority to share?