1. From Theory to Practice: Faculty Implementation of Universal Design AHEAD Conference Charlotte, NC July 18, 2007

2. Panelists & Moderator Cathy Schelly Cathy Schelly Martin Patwell Martin Patwell Emiliano Ayala Emiliano Ayala Christopher Lanterman Christopher Lanterman Marla Roll Marla Roll Craig Spooner Craig Spooner Julia Kothe Julia Kothe

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

4. Panelist Martin Patwell Director, Disability Services West Chester University of Pennsylvania

5. Panelist Emiliano Ayala Associate Professor School of Education EnACT Project Director Sonoma State University

6. Panelist Christopher Lanterman Faculty, Special Education Northern Arizona University

7. Panelists Marla Roll Director, Assistive Technology Resource Center Colorado State University Craig Spooner Professional Development Coordinator ACCESS Project Colorado State University

8. Facilitator Julia Kothe Assistant Director, Center for Community Partnerships Self-Advocacy Coordinator, ACCESS Project Colorado State University

9. Agenda Meet the Panelists Meet the Panelists Video introduction to UDL/UDI/UID Video introduction to UDL/UDI/UID Questions to Panelists & Group Discussion Questions to Panelists & Group Discussion Role-Playing Activities Role-Playing Activities

10. Video “Best Practices through Universal Design for Learning” Colorado State University 13 minutes

11. Video Video available on DVD and on the web: accessproject.colostate.edu/video/

12. Q & A Format 1. Moderator presents question 2. Panel responds 3. Audience offers comments/questions 4. Panelists offer final comments

13. UDL Stakeholders 1. Faculty 2. Students 3. Disability Service Providers 4. Teaching and Learning Centers 5. Student Affairs 6. Technology Staff 7. Tutoring, Supplemental Instruction and Peer Mentoring Providers

14. UDL Stakeholders 1. Faculty Diverse content areas (e.g., hard sciences, art, exercise and sports science, English, music, business) Diverse content areas (e.g., hard sciences, art, exercise and sports science, English, music, business) Modes of delivery (e.g., on-line courses, large lecture hall, small graduate seminar courses, etc.) Modes of delivery (e.g., on-line courses, large lecture hall, small graduate seminar courses, etc.) Faculty for whom English is not their first language Faculty for whom English is not their first language

15. UDL Stakeholders 2. Students Students with a self-identified disability Students with a self-identified disability Students with learning challenges who have not self-identified Students with learning challenges who have not self-identified Student without a disability Student without a disability Students for whom English is not their first language Students for whom English is not their first language

16. UDL Stakeholders 3. Disability Service Providers

17. UDL Stakeholders 4. Teaching and Learning Centers Pedagogy Pedagogy Faculty development Faculty development Best practices for higher education instruction Best practices for higher education instruction

18. UDL Stakeholders 5. Student Affairs Housing (including RAs) Housing (including RAs) Enrollment Management/Services Enrollment Management/Services Retention and Recruitment Retention and Recruitment Student Activities Student Activities Intercollegiate Athletics Intercollegiate Athletics Advocacy Offices Advocacy Offices

19. UDL Stakeholders 6. Technology Staff Assistive Technology (AT) Assistive Technology (AT) Library Library Central & College Computing Services Central & College Computing Services

20. UDL Stakeholders 7. Tutoring, Supplemental Instruction, Peer Mentoring, and Other Academic Supports

21. Key Questions 1. What aspects of UDL most appeal to faculty? 2. What are the pitfalls of UDL implementation in higher education? 3. How do we know that UDL implementation is having a beneficial effect, and for whom? 4. What is the impact of UDL on student achievement? 5. What are the most effective techniques for disseminating UDL concepts/practices?

22. Key Questions 1. What aspects of UDL most appeal to faculty? 2. What are the pitfalls of UDL implementation in higher education? 3. How do we know that UDL implementation is having a beneficial effect, and for whom? 4. What is the impact of UDL on student achievement? 5. What are the most effective techniques for disseminating UDL concepts/practices?

23. UD Appeal (West Chester Univ.) increased motivation to learn increased motivation to learn improves classroom environment improves classroom environment opens discussion into curriculum design opens discussion into curriculum design Provides help with variety of students (adult learners, int’l, developmental, swd) Provides help with variety of students (adult learners, int’l, developmental, swd)

24. Appealing aspects of UD (Sonoma State Univ.) 98% of faculty felt it was important or very important to teaching/learning 98% of faculty felt it was important or very important to teaching/learning Offers practical framework on how to enhance the teaching and learning process Offers practical framework on how to enhance the teaching and learning process Can apply to multiple disciplines Can apply to multiple disciplines Can benefit all students Can benefit all students Technology appealing to most faculty Technology appealing to most faculty

25. Key Questions 1. What aspects of UDL most appeal to faculty? 2. What are the pitfalls of UDL implementation in higher education? 3. How do we know that UDL implementation is having a beneficial effect, and for whom? 4. What is the impact of UDL on student achievement? 5. What are the most effective techniques for disseminating UDL concepts/practices?

26. UD Pitfalls (West Chester Univ.) “Messy learning” (variety = inconsistency) “Messy learning” (variety = inconsistency) Assessment concerns Assessment concerns

27. Pitfalls of UD (Sonoma State Univ.) Takes time to make course changes Takes time to make course changes Not a panacea for all pedagogical issues Not a panacea for all pedagogical issues Large classes are most challenging for UDL implementation Large classes are most challenging for UDL implementation Technology not always available Technology not always available

29. A Problem… Sarah is Coordinator for Faculty Development and works closely with Charles who is Coordinator of Student Services. At a recent conference, Sarah heard about the concept of UD and would like to discuss collaborating with Charles on a series of UD workshops on their campus.

30. Question… 1. With UD being a relatively new concept on campus, where would you want to start to gain faculty buy-in?

31. Key Questions 1. What aspects of UDL most appeal to faculty? 2. What are the pitfalls of UDL implementation in higher education? 3. How do we know that UDL implementation is having a beneficial effect, and for whom? 4. What is the impact of UDL on student achievement? 5. What are the most effective techniques for disseminating UDL concepts/practices?

32. Is UDL Beneficial? (Sonoma State Univ.) 92% of faculty report they are better prepared for teaching 92% of faculty report they are better prepared for teaching 72% report that they would have not made changes to their courses 72% report that they would have not made changes to their courses 95% reported more confident in grading 95% reported more confident in grading 90% reported UD helped them better clarify course goals, assignments, etc. 90% reported UD helped them better clarify course goals, assignments, etc.

33. Key Questions 1. What aspects of UDL most appeal to faculty? 2. What are the pitfalls of UDL implementation in higher education? 3. How do we know that UDL implementation is having a beneficial effect, and for whom? 4. What is the impact of UDL on student achievement? 5. What are the most effective techniques for disseminating UDL concepts/practices?

34. Student Interviews (West Chester Univ.) N=172, N=172, 4 classes, 4 classes, size 15-79, size 15-79, intro to 300 intro to 300 Music, Spanish, Comm., Soc work Music, Spanish, Comm., Soc work

35. Student Surveys II (West Chester Univ.) enjoyed class 88% enjoyed class 88% recommend to others 86% recommend to others 86% challenging (16-87%) challenging (16-87%) engagement was ( 35-54%) –related to difficulty level and major engagement was ( 35-54%) –related to difficulty level and major capitalize on learning strengths ( 20-51%)– related to major capitalize on learning strengths ( 20-51%)– related to major structured ( 90-100%) structured ( 90-100%) choices not confusing ( 86-100%) choices not confusing ( 86-100%)

36. Students Surveys III (West Chester Univ.) Capable of recognizing and commenting on principles Capable of recognizing and commenting on principles Appealing, flexible and successful in conveying info Appealing, flexible and successful in conveying info Assessments offered choice (68%), Assessments offered choice (68%), enhanced learning (70%), enhanced learning (70%), good match to content, good match to content, easy to understand, easy to understand, relied on students skills. relied on students skills.

37. UD impact on student achievement (Sonoma State Univ.) Increased course completion rate for SWD Increased course completion rate for SWD Increased GPA rates for SWD Increased GPA rates for SWD Greater satisfaction with the learning process Greater satisfaction with the learning process

38. Key Questions 1. What aspects of UDL most appeal to faculty? 2. What are the pitfalls of UDL implementation in higher education? 3. How do we know that UDL implementation is having a beneficial effect, and for whom? 4. What is the impact of UDL on student achievement? 5. What are the most effective techniques for disseminating UDL concepts/practices?

39. Effective dissemination (West Chester Univ.) Emphasize broad pedagogical benefit Emphasize broad pedagogical benefit Vary presentation design Vary presentation design Highlight discussion with colleagues Highlight discussion with colleagues Offer specific strategies Offer specific strategies Technology/web design Technology/web design Resources list Resources list Perspective shift Perspective shift

40. Dissemination (Sonoma State Univ.) UDL Workshops (face to face) UDL Workshops (face to face) Supplementary UDL training (computer- based) Supplementary UDL training (computer- based) Faculty Learning Community Faculty Learning Community Summer Accessibility Institute Summer Accessibility Institute

41. Questions for Stakeholder Groups Who is, or should be, driving the dissemination and implementation efforts at your campus? Who is, or should be, driving the dissemination and implementation efforts at your campus? Where are the bottlenecks and roadblocks to implementation? Where are the bottlenecks and roadblocks to implementation? How can UDL implementation benefit disability services? How can UDL implementation benefit disability services?

42. Online Resources for UD/UDL Best Practices through Universal Design for Learning Authors/Agency: The ACCESS Project at Colorado State University URL: http://accessproject.colostate.edu/http://accessproject.colostate.edu/ An Introduction to Universal Design for Learning Authors/Agency: EnACT at Sonoma State University URL: http://drav.csumb.edu/udl1/http://drav.csumb.edu/udl1/

43. Online Resources for UD/UDL Equal Access: Universal Design of Instruction Authors/Agency: DO-IT Project at University of Washington URL: http://www.washington.edu/doit/Video/ea_udi.htmlhttp://www.washington.edu/doit/Video/ea_udi.html Universal Design for Learning Authors/Agency: FAME at Ohio State University URL: http://www.oln.org/ILT/ada/Fame/udl/f2_11_145.html http://www.oln.org/ILT/ada/Fame/udl/f2_11_145.html

44. Thank you