TEACHx 2026

We've all experienced it: despite a well-crafted lesson, clear guidelines, and engaging delivery, our students struggle to bridge the gap between understanding course content and applying it independently. This disconnect often shows up as surface-level engagement, overreliance on AI tools, or outcomes that fall short of what we know our students can achieve. The root cause is rarely student ability or motivation; more often, it's insufficient scaffolding paired with one-size-fits-all instruction.
Universal Design for Learning (UDL) reframes scaffolding as proactive, flexible, and inclusive by design. UDL-informed scaffolding replaces rigid support with multiple pathways that meet learners where they are, not where we assume them to be. Research consistently shows this approach produces significant gains for underrepresented and lower-performing students, positioning it as both good pedagogy and a powerful equity-promoting practice.
In this interactive workshop, we'll share key findings from the research and then get to work. You'll analyze task complexity through a UDL lens, design three-phase scaffolding sequences (pre-task, during-task, and post-task) with built-in flexibility, and receive peer feedback on a scaffold you can implement immediately. Whether you're a seasoned instructor or just getting started, you'll leave with a practical UDL-informed scaffolding plan ready for your next class.

The claim that "crisis" and "opportunity" share a common root in Chinese is widely repeated but factually incorrect. Even so, crises carry a dual character: capable of genuine destruction while simultaneously compelling a reexamination of prevailing assumptions.


This webinar takes that duality as its premise. Rather than treating the so-called "reading crisis" in the age of AI as cause for alarm, the session approaches it as an invitation to more rigorous thinking. Drawing on current evidence about reading performance and evolving literacy practices, it redirects attention toward the fundamental question of what reading is for, a reframing that, in turn, opens more productive avenues for response.


The session concludes with concrete, classroom-ready strategies for higher education practitioners, offering substantive approaches to deepening comprehension and sustaining meaningful engagement with texts, as well as a demonstration of how AI, when thoughtfully integrated, may function as a resource in support of reading rather than an obstacle to it.

Engage with innovative tools to master course and program design—plan learning with purpose, align objectives, and create courses and programs that work for both instructors and students. The Course Design Helper, Instructional Design Wizard, and Program Design Wizard are three free, user-friendly, publicly available tools that provide step-by-step guidance for course and program planning and development. See how they were created, how they have been implemented, and how you could use these tools and the principles behind them to support your own course and program design. Collaborate with colleagues to experiment with these tools, analyze case studies, and share best practices for course and program design.