1. Bauman Moscow State Technical University Professional Development Seminar Sponsored by: PEN-International 18-19, November 2004

2. Helping Deaf Students to Succeed in University Training: Faculty Focus Nancy M. Castle, Ph.D. Northern Illinois University DeKalb, Illinois

3. Faculty interaction a key to success for all university students

4. Faculty interaction can be a problem for deaf students

5. Improved Awareness = Improved Behavior?

6. Traditional awareness training Information overload No practice

7. Northern Illinois University Project Goal: Improve student success by helping faculty to be better teachers

8. Approach: Intensive Training Follow up Contact/Mentoring Required Project

9. Intensive training: Learning styles auditory visual tactile Disability information Instructional design

10. Learning Styles When you concentrate are you: distracted by untidiness or movement ?

11. Learning Styles When you concentrate are you: distracted by untidiness or movement ? distracted by noise in the environment?

12. Learning Styles When you concentrate are you: distracted by untidiness or movement ? distracted by noise in the environment? distracted by activity around you?

13. Disability Information Consistent with visual, auditory and tactile learning styles.

14. Disability Information Consistent with visual, auditory and tactile learning styles. Impact of a disability on student’s ability to learn the information

15. Universal Instructional Design Designing your course to engage (all) students in the learning process.

16. refers to teaching and assessment methods that will benefit all students including deaf students! Universal Instructional Design

17. A good curriculum will include alternative ways for deaf students to learn information and alternate ways to demonstrate that they learned it.

18. Curriculum Design Guidelines Multiple representations of content Flexible means of expression Flexible means of engagement Flexible means of assessment

19. Curriculum Design Guidelines Multiple representations of content

20. Curriculum Design Guidelines Multiple representations of content Flexible means of expression

21. Curriculum Design Guidelines Multiple representations of content Flexible means of expression Flexible means of engagement

22. Flexible Means of Engagement: Support and challenge students Novelty and familiarity Developmental and cultural interest Flexibility of curricular materials

23. Curriculum Design Guidelines Multiple representations of content Flexible means of expression Flexible means of engagement Flexible means of assessment

24. Back to the NIU Project →

25. Approach: Intensive Training Follow up Contact/Mentoring Required Project

26. The Required Project

27. What can you do at your university?

28. Projects make the difference Group support important key