Is universal design even possible? What does harm reduction look like in a classroom or on a syllabus? What role have university centers for teaching and learning played in supporting radical pedagogy–and when and where have they interrupted projects of liberation? We address these questions in the second part of our series with Sarah Silverman. Sarah E. Silverman, feminist instructional designer and disability studies scholar, breaks down these questions and their reverberant implications. Dr. Silverman is a leading voice in the multi-front movement to resist remote proctoring and educational surveillance technologies, as well as to promote authentic assessment and universal design for learning (UDL). A generous critic and prolific writer—especially on her extraordinarily useful blog—Dr. Silverman was until very recently based at the Hub for Teaching and Learning Resources at the University of Michigan, Dearborn. Currently, she is working as an independent scholar and lecturer. She holds a PhD in Entomology and Demography from the University of California, Davis.This is the second part of a two-part series:Part 1 maps the terrain of academic surveillance tech and introduces universal design as a specifically feminist approach to pedagogy, with concrete examples from Sarah's own practice.Part 2 digs deeper into these issues, as we discuss principles of the “non-abusive syllabus," classroom practices of harm reduction, and the ambivalent institutional role of university centers for teaching and learning.Credits: Outro Music by Akrasis (Max Bowen, raps; Mark McKee, beats); audio editing by Aliyah Harris; production by Lucia Hulsether + Tina Pippin.Support us on Patreon!