1. From Principles to Practice: Faculty Implementation of UDL Accessing Higher Ground 2007 Craig Spooner Cathy Schelly

2. Craig Spooner Professional Development Coordinator ACCESS Project Colorado State University Professional Development Coordinator ACCESS Project Colorado State University

3. Cathy Schelly Director, Center for Community Partnerships Director, Center for Community Partnerships Faculty, Dept. of Occupational Therapy Faculty, Dept. of Occupational Therapy PI, ACCESS Project Colorado State University PI, ACCESS Project Colorado State University

4. The ACCESS Project “Access to Postsecondary Education through Universal Design for Learning” “Access to Postsecondary Education through Universal Design for Learning” Funded by U.S. Department of Education, Office of Postsecondary Education Funded by U.S. Department of Education, Office of Postsecondary Education Currently in year 3: the dissemination and institutionalization phase Currently in year 3: the dissemination and institutionalization phase

5. What is UDL? Stress the broad applicability of UDL practices Stress the broad applicability of UDL practices Students with disabilities Students with disabilities International students International students Students using diverse technologies, including assistive tech Students using diverse technologies, including assistive tech Students with different learning styles Students with different learning styles Increase buy-in by adopting broader definitions of “accessibility” and “diversity” Increase buy-in by adopting broader definitions of “accessibility” and “diversity”

6. Video “Best Practices through Universal Design for Learning” Run time: 13 minutes accessproject.colostate.edu/video

7. Dissemination & institutionalization Promote dissemination using a multi-pronged approach with the goal of “institutionalizing” UDL at CSU and beyond. Promote dissemination using a multi-pronged approach with the goal of “institutionalizing” UDL at CSU and beyond. Bundle UDL with broader effort to improve teaching Bundle UDL with broader effort to improve teaching The Institute for Learning and Teaching The Institute for Learning and Teaching Bundle UDL with technology training Bundle UDL with technology training Computer Training and Support Services Computer Training and Support Services

8. Dissemination & institutionalization Use existing venues for professional development and incorporate into all training regarding pedagogy and instructional technology Use existing venues for professional development and incorporate into all training regarding pedagogy and instructional technology Network with sister institutions (e.g., CO-WY Consortium) Network with sister institutions (e.g., CO-WY Consortium) Outreach through Cooperative Extension Outreach through Cooperative Extension

9. UDL Research Research about UDL is scarce, despite the fact that it is based on long-established principles of teaching and learning, as well as more recent brain research. Research about UDL is scarce, despite the fact that it is based on long-established principles of teaching and learning, as well as more recent brain research. Ours is some of the first research to test the real- world effectiveness of UDL implementation in higher education. Ours is some of the first research to test the real- world effectiveness of UDL implementation in higher education.

10. The ACCESS UDL Study ACCESS study attempts to address retention and performance in “gateway” freshman courses before, during, and after implementation of UDL principles. ACCESS study attempts to address retention and performance in “gateway” freshman courses before, during, and after implementation of UDL principles.

11. Psychology 100 One of the “gateway” freshman courses One of the “gateway” freshman courses First or second semester of college First or second semester of college 1,700 students 1,700 students 7 sections – approximately 250 students each 7 sections – approximately 250 students each

12. Research design Pre- and post-surveying of students about UDL practices Pre- and post-surveying of students about UDL practices Student questionnaires (anonymous) Student questionnaires (anonymous) Instructor self-assessment questionnaires using the same scale Instructor self-assessment questionnaires using the same scale Compare grades across semesters Compare grades across semesters Track retention of students with disabilities Track retention of students with disabilities

13. Questionnaires Questions are divided into three categories Questions are divided into three categories 1. Multiple modes of (re)presentation 2. Multiple means of expression 3. Multiple opportunities for engagement Two subcategories for each category Two subcategories for each category 1. Pedagogy 2. Instructional Materials

14. Presentation Pedagogy Pedagogy 1. The instructor presents information in multiple formats (e.g., lecture, text, graphics, audio, video). 2. The instructor’s expectations are consistent with the learning objectives stated on the course syllabus or on the study guides. 3. During lecture, the instructor ties the most important points to the larger objectives of the course. 4. The instructor often speaks while facing the board/screen or looking down at his/her notes, laptop, or overhead transparency. 5. The instructor begins each lecture with an outline of what will be covered. 6. The instructor summarizes key points throughout the lecture.

15. Presentation Instructional Materials Instructional Materials 7. The course syllabus clearly describes the content and expectations of this course, specifically or in broad terms. 8. Instructor provides electronic equivalents (e.g., HTML, Word, PDF) of all paper handouts. 9. Required reading assignments (other than the textbook) are available online. 10. I am able to grasp the key points from instructional videos for this class. 11. The instructor uses instructional technologies (e.g., clickers, RamCT) to enhance learning. 12. Course materials (other than the textbook) are accessible, clearly organized, and easy to use.

16. Expression Pedagogy Pedagogy 13. Students in this course are allowed to express their comprehension of material in ways besides traditional tests and exams (e.g., written essays, projects, portfolios).

17. Expression Instructional Materials Instructional Materials 15. This course employs technology to facilitate communication among students and between students and the instructor. 16. Assignments for this course can be submitted electronically.

18. Engagement Pedagogy Pedagogy 14. I receive prompt and instructive feedback on all assignments. 17. In this course I feel interested and motivated to learn. 18. I feel challenged with meaningful assignments. 19. The instructor expresses enthusiasm for the topics covered in class. 20. The instructor offers contact with students outside of class time in flexible formats (e.g., face-to-face, email, online chat, telephone) 21. The instructor explains the real-world importance of the topics taught in this course.

19. Engagement Instructional Materials Instructional Materials 22. The instructor creates a class climate in which student diversity is respected. 23. The instructor is highly approachable and available to students. 24. This course supplements lecture and reading assignments with visual aids (e.g., charts, diagrams, interactive simulations).

20. Additional Questions Student Self-Assessment Student Self-Assessment 25. What grade to you think you will get in this course? Disability Disability 26. I am a student with a disability (for example, a learning disability, ADHD, a physical disability, etc.): True/False 27. If so, I have contacted the Resources for Disabled Students office (RDS) to request accommodation services: True/False

21. UDL Intervention and Instructor Feedback Faculty training regarding UDL techniques and “best practices” Faculty training regarding UDL techniques and “best practices” Ongoing modification of training based on instructor feedback Ongoing modification of training based on instructor feedback Modification of survey instrument based on instructor feedback at end of semester Modification of survey instrument based on instructor feedback at end of semester

22. Results We’re looking for improvements in We’re looking for improvements in UDL implementation, indicated by surveys pre and post. UDL implementation, indicated by surveys pre and post. Learning, indicated by grades from one semester to the next. Learning, indicated by grades from one semester to the next. Retention, especially among students w/ disabilities. Retention, especially among students w/ disabilities.

23. Key Documents What is Universal Design for Learning? What is Universal Design for Learning? From Theory to Practice: Universal Design for Learning Quick Tips From Theory to Practice: Universal Design for Learning Quick Tips How Do You Teach?—A Quick UDL Checklist How Do You Teach?—A Quick UDL Checklist Video: Best Practices through Universal Design for Learning Video: Best Practices through Universal Design for Learning

24. Modules (available soon) Microsoft Word, Universally Designed Microsoft Word, Universally Designed Adobe PDF, Universally Designed Adobe PDF, Universally Designed Tech Tips for Universally Designed HTML (also available in PDF) Tech Tips for Universally Designed HTML (also available in PDF) Microsoft PowerPoint, Universally Designed Microsoft PowerPoint, Universally Designed Web Accessibility Tests using Firefox and WAVE Web Accessibility Tests using Firefox and WAVE E-text: What's it all about? Access to Alternate Format E-text: What's it all about? Access to Alternate Format Web Pages, Universally Designed using Dreamweaver Web Pages, Universally Designed using Dreamweaver

25. The ACCESS Website http://accessproject.colostate.edu http://accessproject.colostate.edu http://accessproject.colostate.edu

26. Questions from AHEAD 2007 How do we know that UDL implementation is having a beneficial effect, and for whom? How do we know that UDL implementation is having a beneficial effect, and for whom? What is the impact of UDL on student achievement? What is the impact of UDL on student achievement?

27. Questions from Office of Postsecondary Education (OPE) Longitudinal data regarding outcomes for students with disabilities, during college and after exit Longitudinal data regarding outcomes for students with disabilities, during college and after exit Student perceptions and receptivity to UDL implementation (versus faculty perceptions/ implementation) Student perceptions and receptivity to UDL implementation (versus faculty perceptions/ implementation)

28. Thank you! We welcome your comments and questions.