ACCESS Project at Colorado State University Presenter: Craig Spooner, Professional Development Coordinator With Cathy Schelly, PI, Director of CCP Cathy Schelly, PI, Director of CCP Marla Roll, Co-PI, Director of ATRC Marla Roll, Co-PI, Director of ATRC

Applying UD in Higher Ed Integrates accessibility and usability studies with research on effective teaching practices. A framework for inclusive pedagogy Maximizes scholastic achievement and retention, while maintaining standards of excellence.

4 Goals 1. Develop… Develop… 2. Implement… Implement… 3. Evaluate… Evaluate… 4. Institutionalize… Institutionalize…

Develop… Teaching methods to reach broad range of students, including those with disabilities and atypical learning needs. Teaching methods to reach broad range of students, including those with disabilities and atypical learning needs. Techniques for accessible course materials with emphasis on feasibility for faculty. Techniques for accessible course materials with emphasis on feasibility for faculty. Self-advocacy materials to help students with disabilities take initiative with their educational pursuits and connect with needed resources. Self-advocacy materials to help students with disabilities take initiative with their educational pursuits and connect with needed resources.

Implement… Web modules and training: Web modules and training: Colorado State University (CSU)Colorado State University (CSU) Including “gateway” courses in Natural Sciences Front Range Community CollegeFront Range Community College CSU Pueblo campusCSU Pueblo campus CSU Cooperative Extension field officesCSU Cooperative Extension field offices

Evaluate… The impact of UDL on: The impact of UDL on: Student gradesStudent grades Student satisfactionStudent satisfaction Retention in the “gateway courses” — math, physics, psychology, etc.Retention in the “gateway courses” — math, physics, psychology, etc.

Institutionalize… Infuse UDL into professional development activities for faculty, staff, and GTAs (areas of training include both instructional technology and pedagogy) Infuse UDL into professional development activities for faculty, staff, and GTAs (areas of training include both instructional technology and pedagogy)

Future Institutionalization Work through an alliance with the Institute for Learning and Teaching (TILT) to redesign core courses under mandate from the Provost Work through an alliance with the Institute for Learning and Teaching (TILT) to redesign core courses under mandate from the Provost The ACCESS Project may become one of several “options” for faculty when redesigning courses

What makes the ACCESS project unique? Institutionalization Institutionalization Embedded content vs. stand-alone trainingEmbedded content vs. stand-alone training A “train-the-trainer” approachA “train-the-trainer” approach Measuring the impact of UDL on retention, GPA, and student satisfaction Measuring the impact of UDL on retention, GPA, and student satisfaction Holistic view of the development of self- advocacy skills Holistic view of the development of self- advocacy skills

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