Johnson, James

Course revision can be a difficult process, and can sometimes seems so big that the thought of
revising your course become paralyzing. Luckily, it doesn’t have to be this way! Suggested as a
way to implement Universal Design for Learning (UDL) principles in their book Reach Everyone,
Teach Everyone: Universal Design for Learning in Higher Education, authors Thomas J. Tobin
and Kirsten T. Behling argue that adopting a “Plus One Approach” will alleviate the stress and
strain of course revision by narrowing instructor focus and making an all-at-once approach an
iterative one (134).

The Plus One Approach is simple: first, identify the places in your course where students
struggle, have more questions than usual, or often need alternative explanations. After you’ve
identified these “pinch points,” try to find just one thing that you can add or revisie to alleviate
student stress in each of these points. (Some examples: provide an additional source, introduce
an element of choice, or provide access to lecture materials, notes, etc.)

The beautiful thing about the Plus One Approach is that it is flexible and timely–you can use it to
improve lecture materials, instruction, and assessment whenever you run into “pinch points” or
while revising a course at the end of a term. For more information about UDL, the Plus One
Approach, or any other help with course design, contact the Instructional Designers at
Instructional Technology!

Tobin, T. J., & Behling, K. T. (2018). Reach everyone, teach everyone: Universal design for learning in higher education. Morgantown: West Virginia University Press.

Contributed by Rick Lewis, ITD, (253) 359-6656