1. Universal Design for Learning in University Class Instruction U.S. Department of Education CSU Office of the Chancellor Project HEDS-UP - Bank Street College of Education (Higher Education Disability Support - Universal Design Principles)

2. 2 Presentation Goals  identify 3 ways all students benefit from basic adaptations to typical class instructional processes (note-taking, student interaction with ideas/concepts, presentation strategies)  review the accessibility of current class procedures using a rubric;  explore strategies to enhance accessibility of classes for all students (with little or no additional work for the instructor);  share ideas across disciplines for increasing learning for all students through accessible classroom activities.

3. 3 Universal Design for Learning Is our pedagogical environment welcoming? UDL is the process of making our course concepts educationally accessible regardless of learning style, physical or sensory abilities. ASD Project-Utah State University

4. 4 UDL Assumptions about Effective Instruction in Higher Education Role of a university faculty member is to teach all students as effectively as possible – not weeding out the unqualified Each student’s brain is wired differently, as individual as a fingerprint; built-in variety of teaching approaches helps address multiple learning styles A proactive approach to designing instruction to meet a diverse student body is preferable to making exceptions case-by-case (accommodations) Faculty want students to learn the course content in a meaningful way

5. UDL Foundations: Brain-based Learning Networks Current brain research indicates three distinct yet inter-related learning networks (Rose, Meyer, Hitchcock, 2005): 1.Recognition Learning Networks  How we make sense of presented information 2.Affective Learning Networks  How motivation & participation impacts learning 3.Strategic Learning Networks  How we demonstrate our learning or mastery 5

6. Making the Connection UDL Principles for Effective Instruction  Faculty can offer various ways to REPRESENT (show) essential course concepts in support of recognition learning networks  Faculty can offer various ways to encourage student ENGAGEMENT (participate) in support of affective learning networks  Faculty can offer students various formats for EXPRESSION (demonstration) of what they have learned through strategic learning networks 6

7. 7 What is What is REPRESENTATION? Representation refers to how you design and deliver information to your class. Ask yourself: “How do I present the essential course concepts to my students?” Fundamentals in Practice: Knowing that students access information in a variety of formats (including auditory, visual and kinesthetic), consider providing multiple formats for how you express essential course content. This increases the likelihood of information access and ultimately, how well students learn these concepts.

8. 8 Example Video Credit: Project U.P.S.I.D.E. (Springfield Technical Community College) UDL in Introductory Biology

9. 9 What is What is ENGAGEMENT? Engagement refers to how students participate in your class. Ask yourself: “How do I involve my students in the learning process?” Fundamentals in Practice: Knowing that active participation is key to learning, consider adopting various ways that students can actively participation in class. Active participation strengthens learning and ultimately, the effectiveness of your instruction.

10. 10Example Dr. Singh teaches Anthropology and is concerned that his lecture dominated style using PowerPoint is not reaching all students and he is unsure if his students have read the assigned chapters before class. How else can he engage students in class while ensuring that they have read the assigned chapter? By considering UDL, Dr. Singh redesigned how he begins and conducts his lectures. He begins each lecture with a “quick write” (posed question drawn from readings) that require individual written student responses. He also implements “guided notes” that require students to “fill-in the blanks” from his PowerPoint handouts.

11. 11 Incorporating UDL into your Teaching Engaging in Reflective Teaching 1. Select a Course What are critical course concepts? 3. Implement Changes & Assess Outcomes 2. Reflect on UDL What you teach? How you teach? How you assess? What requires attention? 4. Evaluate Outcomes Did it work?

12. 12 UDL Case Study Step 1: Select a Course Mainstreaming the Exceptional Individual Step 2: Reflect on the principles of UDL 1.Documents not accessible for assistive technology (_____) 2.Need to increase active student participation (_____) 3.Need to increase options for representing key concepts (____)

13. 13 3. Implement Changes: Creating Accessible Documents 1.Create Structured Documents Use true headers when creating documents Headers saved when converted to other formats 2.Consider Need for Images Is text sufficient to communicate idea? Add text equivalents for pictures 3.Save File as (filtered) HTML 4.Test Drive your Files for Accessibility http://portal.opera.com/ Resources: http://webaim.org/techniques/word/ http://www.coastline.edu/page.asp?LinkID=499 http://www.calstate.edu/accessibility/resources/

14. 14 02/11/06 PowerPoint Guided Notes Think/Pair/Share 1. Pair with a partner 2. Discuss the benefits and drawbacks of student engagement 3. Share ideas w/group Quick Write Considering what Ayala (p. 9) lists as the three learning network strategies, describe an educational event/activity in which you experienced the benefit of utilizing one of these networks. Resources on Guided Notes: http://telr.osu.edu/dpg/fastfact/notes.html 3. Implement Changes: Increasing Student Participation

15. 15 Evaluating UDL Outcomes Does it Work? Increased accessibility features Major course projects closely aligned to course goals and objectives Increase in quality of major course projects Increase in student satisfaction in terms of course engagement, resources generated based upon flexibility in demonstration of learning Increased student satisfaction in terms of relevancy of course to daily practice Streamlined and organized grading system

16. 16 UDL Benefits for Students Greater access to course content –Removing barriers to the learning process ensures that more students will have a greater chance of understanding what we are teaching them Greater opportunities for achievement –Multiple ways of expressing what they know ensures that students can accurately show what they have learned Greater satisfaction with the learning process –Varying how to engage students in the learning process encourages active participation and student satisfaction

17. 17 UDL Benefits for Faculty Enables you to reach a diverse student population without necessarily modifying your course requirements or academic expectations Provides you the tools to consider how and what you teach in a structured and systematic manner Offers you an opportunity to critically examine your Teaching Effectiveness in light of the Reappointment, Tenure and Promotion process

18. 18 UDL is not… Specialized privileges for a few students –It is not about special accommodations Watering down your academic expectations –It is not about making courses easier – school is supposed to be challenging if learning occurs A “magic bullet” or “fix” for all students –It is not going to solve all your curricular or pedagogical problems A prescriptive formula –No checklist will offer the “UDL solution”

19. 14 Common Elements of Universal Design for Learning in the College Classroom

20. 20 Review of Key Points 1.UDL is the process of making course concepts accessible and skills attainable regardless of learning style, physical or sensory abilities 2.UDL encourages faculty to consider varied forms of Representation, Engagement, and Expression 3.UDL offers clear benefits to students and faculty

21. Universal Design for Learning Guideline from CAST

22. 22 Resources Ensuring Access through Collaboration and Technology (EnACT) http://enact.sonoma.edu Ohio State University Faculty and Administrator Modules in Higher Education (FAME) http://www.oln.org/teaching_and_learning/ada/Fame/FAME_Content/f2_11_145. html University of Washington Disabilities, Opportunities, Internetworking, and Technology (Do-IT) http://www.washington.edu/doit/ Center for Applied Special Technology http://www.cast.org/teachingeverystudent/ Springfield Technical Community College http://www.stcc.edu/ods/doe/nsf_faculty.htm