1. Craig Spooner, ACCESS Project Coordinator The ACCESS Project, Colorado State University Universal Design for Learning: A framework for good teaching, a model for student success

2. BIG Question #1

3. Student Diversity  Ethnicity & Culture  ESL/Native language  Nontraditional  Gender  Learning Styles  Disabilities

4. Ethnicity & Culture* *CSU Facts at a Glance, 2009-2010 CSU StudentsCSU Faculty Minority13.6%12.8% International3.5%4.7%

5. ESL / Native Language  Potential barriers to comprehension  For both students and instructors  Affects written and verbal communication

6. Language Quiz 1 What is your good name, sir? A.Full name B.Last name C.Nickname or pet name

7.  I say there are 100 Crore stars in the sky. You say the stars number 10,000 Lakh. Do we agree?  1 lakh*=100,000  1 crore=10,000,000 Language Quiz 2

8. Nontraditional Students Percentage of undergraduates with nontraditional characteristics: 1992–93 and 1999–2000

9. Nontraditional Students  Highly motivated & Achievement oriented  Finances and family are two of the biggest concerns  Strong consumer orientation  Need flexible schedules  Integrate learning with life and work experiences  Prefer more active approaches to learning  Relatively independent  Lack of a cohort, “student life” experience

10. Men & Women* *CSU Facts at a Glance, 2009-2010

11. Learning Styles 1. Visual a) Visual-Linguistic (reading and writing) b) Visual-Spatial (graphs and pictures) 2. Auditory (listening) 3. Kinesthetic (touching and moving)

12. DisabilitiesDisabilities  Both short-term and long-term, apparent and non-apparent  Mobility Impairments  Blindness/Visual Impairments  Deafness/Hearing Impairments  Learning Disabilities  Attention Deficit Disorder (ADD/ADHD)  Autism Spectrum Disabilities  Traumatic Brain Injury (TBI)  Post Traumatic Stress Disorder (PTSD)

13. DisabilitiesDisabilities  National statistics*  11.3% of undergraduates report some type of disability  Colorado State University**  8%–11% (ACCESS research, 2007-10)  Non-apparent disabilities are by far the largest proportion and growing  Even among students who say they have a disability, few seek accommodations *National Center for Education Statistics, 2008; U.S. Government Accountability Office, 2009 **Schelly, Davies & Spooner, Journal of Postsecondary Education and Disability, in press.

14. BIG Question #2

15. Universal Design for Learning Universal Design for Learning (UDL) is a set of principles and techniques for creating inclusive classroom instruction and accessible course materials. teaching technology “ ”

16. History of UDL  Universal Design (UD)  Accommodate the widest spectrum of users without the need for subsequent adaptation  Access to public buildings, city streets, television…  Universal Design for Learning (UDL)  Inclusive pedagogy  Applies to both teaching and technology

17. UDL’s 3 Principles 1.Represent information and concepts in multiple ways (and in a variety of formats). 2.Students are given multiple ways to express their comprehension and mastery of a topic. 3.Students engage with new ideas and information in multiple ways.

18. RepresentationRepresentation

19. #1: Representation  Presenting ideas and information in multiple ways and in a variety of formats  Lectures  Group activities  Hands-on exercises  Text + Graphics, Audio, Video  Usable electronic formats (e.g., Word, PDF, HTML)

20. What makes a document Universally Designed?  Searchability  Copy and Paste  Bookmarks or an Interactive TOC  Text to Speech capability  Accessibility

21. A Tale of Two PDF Documents Scanned OCR and Tags

22. UDL Tech Tutorials  Microsoft Word  Styles and Headings  Images  PowerPoint  Adobe PDF  HTML  E-Text http://accessproject.colostate.edu

23. ExpressionExpression

24. #2: Expression  Students expressing their comprehension in multiple ways  “Three P’s”: Projects, Performances, Presentations  Mini-writing assignments  Portfolios/Journals/Essays  Multimedia (text/graphics/audio/video)

25. EngagementEngagement

26. #3: Engagement  Engaging students in multiple ways  Express your own enthusiasm!  Challenge students with meaningful, real-world assignments (e.g., service learning)  Give prompt and instructive feedback  Use classroom response systems (i>clickers)  Make yourself available to students during office hours in flexible formats

27. CSU Psychology Undergraduates: What helps you learn?  Information presented in multiple formats  Instructor actively engages students in learning  Instructor relates key concepts to the larger objectives of the course  Instructor begins class with an outline  Instructor summarizes key points  Instructor highlights key points of instructional videos

28. CSU Psychology Undergraduates: What engages you?  Strategies that increase engagement  i>clicker questions  Asks questions  Videos  Partner/group discussion and activities  In-class mini writing assignments

29. Represent Express Engage

30. BIG Question #3

31. Goals of the University  Access, Diversity, and Internationalization  Accessibility for students with physical, learning and other disabilities  Active and Experiential Learning Opportunities  Student Engagement Outcomes  Learning Outcomes (e.g., critical thinking)  Retention and Graduation

32. The ACCESS Project  Funded by U.S. Dept. of Education, Office of Postsecondary Education  Grant #P333A080026  Our Goal:  Ensuring that students with disabilities receive a quality higher education  Our Method:  Universal Design for Learning (UDL)  Student Self-Advocacy

33. Published UDL Resources Burgstahler, S., & Cory, R. (2008). Universal design in higher education: From principles to practice. Cambridge, MA: Harvard Education Press. Rose, D., et al. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2), 135-151. Schelly, C. L., Davies, P. L., & Spooner, C. L. (in press). Student Perceptions of Faculty Implementation of Universal Design for Learning. Journal of Postsecondary Education and Disability.

34. The ACCESS Project, Colorado State University Funded by U.S. Dept. of Education, Office of Postsecondary Education Grant #P333A080026 Thank you! Website: accessproject.colostate.edu Craig Spooner craig.spooner@colostate.edu 970-491-0784accessproject.colostate.edu craig.spooner@colostate.edu Thank you! Website: accessproject.colostate.edu Craig Spooner craig.spooner@colostate.edu 970-491-0784accessproject.colostate.edu craig.spooner@colostate.edu