Abstract College STAR Online Faculty Development Modules are designed around the principles of Universal Design for Learning (UDL) for the purposes of sharing effective teaching practices. Modules are being created at the branches of the UNC System that are partnering in College STAR. The online modules allow faculty to showcase their effective teaching practices and provide other faculty with new ideas for enhancing the student classroom experience and increasing access to learning for all students. Each module contains a description of how the instructor implements the instructional practice and a brief summary of the professional literature that supports the instructional practice. Modules are freely available on collegestar.org Background Information These online faculty development modules provide information about effective instructional practices for diverse learners. Each campus is using their unique way of determining topics for their College STAR modules. ECU is using student nominations that allow us to “hear” student voices about effective teaching practices. s are sent to undergraduate students with a link to an electronic survey. Students write a description of the instructional practice they believe helps them to learn more and the name of their instructor. Reporting student name is voluntary. Students who disclose their names are eligible to receive items selected from the student store if their nomination is used in the development of a module and, if they consent, they may be invited to participate in a future focus group. Nominated faculty receive a congratulatory copied to their dean and chair with student comments. Letters, copied to deans and chairs, are sent to faculty whose strategies are highlighted in modules. ASU uses student nominations and combs through teaching award recipients to select topics. The student voice is still present as students nominate faculty, and (even if a peer nominated the faculty member) nominees must submit student evaluations of teaching as well as evidence of student learning. Module Components Introduction: Rationale for the instructional practice, photo of contributing faculty, and concept map UDL Principles: Description of the UDL principles and the module alignment with the UDL principles Instructional Practice: Detailed description of the instructional practice Literature Base: Brief summary from research and professional literature supporting the practice Learn More: Bibliography, Additional Resources, and Shared Success Feedback & Assessment: A brief survey about the effectiveness of module components; future quiz Current Modules and Contributing Faculty Charting Student Information: Charting Student Information to Increase Engagement Dr. Christine Shea, Dept. of Special Education, Foundations, & Research Using Clickers: Student Response Systems to Increase Representation, Expression, and Engagement Dr. Subodh Dutta, Dept. of Chemistry Dr. Grant Gardner, Dept. of Biology Mr. Bob Green, Dept. of Nursing Dr. Janice Neil, Dept. of Nursing Dr. Karen Mulcahy, Dept. of Geography Utilizing Livescribe Smartpens: Capturing Information to Increase Representation, Expression, & Engagement Mr. Timm Hackett, Dept. of English Dr. Leonard Trujillo, Dept. of Occupational Therapy Cooperative Learning: Collaborative Group Techniques for Increasing Representation, Expression & Engagement Dr. Kirsten Cuthrell, Dept. of Elementary & Middle Grades Education Cultivating Learner Attention and Engagement: Using Imagination as Motivation Mr. Jeff Goodman, ASU Dept. of Curriculum & Instruction Modules in Development and Contributing Faculty Exploring Student Engagement: Utilizing Student Exploration as a Means of Information Synthesis Mr. Jeff Goodman, ASU Dept. of Curriculum & Instruction Questioning as an Instructional Strategy: Increasing Representation, Expression, & Engagement Dr. John Kenney, Dept. of Physics Using Syllabi to Organize a Course: Increasing Representation, Expression, and Engagement Dr. Carolyn Dunn, Technology Systems Dr. Douglas Schneider, Dept. of Accounting Increasing Compliance with Assigned Readings: Quizzing to Increase Representation & Engagement Dr. Melinda Kane, Dept. of Sociology Incorporating UDL in Library Instruction Sessions and Workshops Amy Harris Houck, UNC-G University Libraries Increasing Memory with Mnemonic Strategies: Using Mnemonics for Representation, Expression, & Engagement Dr. Joanna Bradley, Dept. of Foreign Languages Creating Welcoming Learning Environments: Engaging Students Ms. Jennifer Sisk, Dept. of English Pre-Class Advance Organizers: Increasing Representation, Expression, & Engagement Dr. Derrick Wirtz, Dept. of Psychology Mrs. Tiffany Woodward, Dept. of Management Mrs. Morgan James, Project STEPP Module Team Sue Steinweg, PhD, Instructional Consultant, College STAR Tanner Jones, BFA, Technology Specialist, College STAR Evaluation Model Several types of evaluation were incorporated within development and use of the modules. After a module is written, it goes through several levels of editing by multiple individuals for clarity, grammar, content and accuracy. Once module content is placed online, the module is reread and edited by multiple individuals. External reviews have been conducted by individuals with expertise in UDL using a 13-page evaluation form with a Likert scale of items and open response items. Additionally, 15 faculty members from multiple departments on campus were asked to review the two pilot modules and revisions were incorporated. Module viewers are invited to complete a survey asking them to evaluate the effectiveness of module elements and possible impact on their future instructional practice. The survey offers the option to agree to participate in future focus groups. The future plan is for a multiple-choice assessment covering module content that will evaluate understanding of the information and the option to print a certificate of completion. References College STAR Faculty Development Modules CAST National Center on Universal Design for Learning College STAR Online Faculty Development Modules