1. Universal Design. for Learning:
Universal Design for Learning: A framework for good teaching, a model for student success
Thanks to Sandy Chapman and TILT for inviting me to speak, and to all of you for coming
I’m Craig Spooner ACCESS Project, a federally funded grant working to improve teaching and learning through the application of something called “universal design for learning.”
Q: How many of you have heard of Universal Design for Learning or “UDL”?
Now, normally I would jump right into a definition of UDL, But today I’m going to try something a little different—something that should provide some context and help you understand how UDL might affect you as an instructor at CSU.
I am going to structure my brief talk about 3 BIG questions today, the first of which is . . .
Craig Spooner, Project Coordinator
The ACCESS Project
Colorado State University

2. 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
Cathy?
Last point: We believe that learning occurs at the intersection of good instruction and student self-advocacy, and so the ACCESS Project includes both a faculty component and a student component.

3. UDL What is it? Who needs it? How can you implement it?
So, what are we going to talk about today?

4. 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
Craig ”
technology

5. 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
The UD movement began in the early ’90s with an architect named Ron Mace at N. Carolina State University…
He realized that buildings were being retrofitted w/ costly changes to allow wheelchair access.
Why, he wondered, hadn’t the designers anticipated that in the original design?
Design with diverse uses in mind, so that retrofitting or subsequent adaptation isn’t necessary – the guiding principle.
Q: Can you think of an example of something that was designed originally to accommodate people w/ disabilities, but that’s now in widespread use?
Examples:
Ramp and automatically door opener (wheelchair | person on crutches;
Curb cuts in city streets (wheelchair | mom w/ stroller)
TV Closed captions (hearing impaired | busy airport/quiet computer lab in the library)
Ergonomic kitchen utensils (stroke victim w/ mobility impairment | anyone!)
The underlying principles is PLAN FOR DIVERSITY!
UDL: the same principle applied to instruction…

6. 3 Principles
Represent information and concepts in multiple ways (and in a variety of formats).
Students are given multiple ways to express their comprehension and mastery of a topic.
Students engage with new ideas and information in multiple ways.
Representation refers to the many way students get to see, read or interact with new ideas and information, and UDL model suggests that the more ways we do this, the better it is for students.
Similarly, students should be given…

7. Representation

8. #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
Distribute class notes ahead of time
Usable electronic formats (e.g., Word, PDF, HTML)
The first principle is that Ideas and information need to be represented in multiple ways.
Lectures can be terrific, but they address only one kind of learning style.
So, in addition to instructors lecturing and students taking notes, UDL recommends other teaching practices known to reach and engage more students.
For example:
student-centered learning,
active learning and other models of pedagogy that put students in the driver’s seat.
UDL also emphasizes hands-on activities, the use of visual materials (and their text equivalents), preferably posted online so that everyone has easy access to them.
Electronic documents need to have usability features such as searchability, copy and paste, bookmarks, text-to-speech
These features are nice for many users, but absolutely essential for some, like those with disabilities!

9. Alternative Representations*
Lecture: Its strengths and weaknesses
Video/Audio podcasts
Shared note taking
The enormous expressivity of the human voice
*Rose, David H., Harbour, Wendy S., Johnston, Catherine Sam, Daley, Samantha G., & Abarbanell, Linda. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2),

10. A Tale of Two Documents: The Technical Side of UDL
Scanned
OCR and Tags

11. What makes a document Universally Designed?
Searchability
Copy and Paste
Bookmarks or an Interactive Table of Contents
Text to Speech capability
Accessibility
Keyboard access, alternative to images, etc.

12. UDL Tech Tutorials Microsoft Word PowerPoint Adobe PDF HTML E-Text
Styles and Headings
Images
PowerPoint
Adobe PDF
HTML
E-Text

13. Expression

14. #2: Expression Students express their comprehension in multiple ways
The “Three P’s”: Projects, Performances, Presentations
Mini-writing assignments
Portfolios/Journals/Essays
Multimedia (text/graphics/audio/video)
If we present information to students in multiple ways, then it makes sense that we should give them opportunities to express their understanding of that content in multiple ways.
Whenever possible, look beyond standardized testing; encourage what Rich Feller calls the “Three Ps”: Project, Performances, and Presentations.
For example…

15. Engagement

16. #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
Getting students engaged is the cornerstone of learning!
UDL advocates “active learning” strategies that are promoted in the education literature. Many of TILT’s efforts are devoted to making learning more active and engaging, such as Service Learning…

17. 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

18. 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
Transition considerations – students entering higher ed ….

19. UDL
Who needs it?
The need for UDL…

20. Student Diversity Ethnicity & Culture Gender Nontraditional
ESL/Native language
Learning Styles/Intelligences
Disabilities
Students today are a very diverse group, and not just in the ways we’re accustomed to thinking about!

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

22. Language Quiz 1 What is your good name, sir? Full name Last name
Nickname or pet name
Craig

23. Language Quiz 2
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
Yes Crore = 1 billion; same as 10,000 Lakh
Crore: 10 million
Lakh: 100,000
So, 1 krore is equal to 100 lakh.
See “South Asian numbering system” on Wikipedia.

24. Learning Styles Visual Auditory (listening)
Visual-Linguistic (reading and writing)
Visual-Spatial (graphs and pictures)
Auditory (listening)
Kinesthetic (touching and moving)

25. Disabilities 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)
Craig – introduce the slide.
Marla – query their perspectives on who has an IEP or receives integrative services (apparent or non – apparent)

26. Disabilities in Higher Education
Nationally, 11.3% of undergraduates report some type of disability1
At Colorado State University2
8%–11% report a disability
Non-apparent disabilities are by far the largest proportion and growing
Even among students who say they have a disability, few seek accommodations
1National Center for Education Statistics, 2008; U.S. Government Accountability Office, 2009
2Schelly, Davies & Spooner, Journal of Postsecondary Education and Disability (Feb. 2011)

27. The Goals of Colorado State 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
I pulled these right from CSU’s strategic plan.

28. The UDL Framework Represent Express Engage Begin Wrap-Up
Q: Now, are any of these teaching methods new?
In fact, many are drawn from the Seven principles for good practice in undergraduate education set out by Chickering and Gamson in 1987.
WRAP-UP:
What is new is the three-part conceptual framework in which these well-known teaching practices are organized—a framework that emphasizes respect for the diversity of learners.
What’s also new is a way of conceptualizing the creation of course materials that everyone can use, despite the myriad technologies in use today.

29. What can UDL accomplish?
Cast a wider net to “catch” a more diverse set of learners
Make learning more active and engaging
Make learning and the materials of instruction accessible and usable by more students
Help reduce the need for individual accommodations
Wrap-up: Craig and Marla

30. 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), 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.

31. Thank you! Craig Spooner craig.spooner@colostate.edu 970-491-0784
accessproject.colostate.edu