From Principles to Practice: Faculty Implementation of UDL

1. From Principles to Practice: Faculty Implementation of UDL Accessing Higher Ground 2007 Craig Spooner Cathy Schelly

2. Craig Spooner • Professional Development CoordinatorACCESS ProjectColorado State University

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

4. The ACCESS Project • “Access to Postsecondary Education through Universal Design for Learning” • Funded by U.S. Department of Education, Office of Postsecondary Education • Currently in year 3: the dissemination and institutionalization phase

5. What is UDL? • Stress the broad applicability of UDL practices • Students with disabilities • International students • Students using diverse technologies, including assistive tech • Students with different learning styles • Increase buy-in by adopting broader definitions of “accessibility” and “diversity”

6. Video “Best Practices through Universal Design for Learning” Run time: 13 minutes accessproject.colostate.edu/video

7. Dissemination & institutionalization • Promote dissemination using a multi-pronged approach with the goal of “institutionalizing” UDL at CSU and beyond. • Bundle UDL with broader effort to improve teaching • The Institute for Learning and Teaching • Bundle UDL with technology training • Computer Training and Support Services

8. Dissemination & institutionalization • Use existing venues for professional development and incorporate into all training regarding pedagogy and instructional technology • Network with sister institutions (e.g., CO-WY Consortium) • Outreach through Cooperative Extension

9. UDL Research • Research about UDL is scarce, despite the fact that it is based on long-established principles of teaching and learning, as well as more recent brain research. • Ours is some of the first research to test the real-world effectiveness of UDL implementation in higher education.

10. The ACCESS UDL Study • ACCESS study attempts to address retention and performance in “gateway” freshman courses before, during, and after implementation of UDL principles.

11. Psychology 100 • One of the “gateway” freshman courses • First or second semester of college • 1,700 students • 7 sections – approximately 250 students each

12. Research design • Pre- and post-surveying of students about UDL practices • Student questionnaires (anonymous) • Instructor self-assessment questionnaires using the same scale • Compare grades across semesters • Track retention of students with disabilities

13. Questionnaires • Questions are divided into three categories • Multiple modes of (re)presentation • Multiple means of expression • Multiple opportunities for engagement • Two subcategories for each category • Pedagogy • Instructional Materials

14. Presentation • Pedagogy • The instructor presents information in multiple formats (e.g., lecture, text, graphics, audio, video). • The instructor’s expectations are consistent with the learning objectives stated on the course syllabus or on the study guides. • During lecture, the instructor ties the most important points to the larger objectives of the course. • The instructor often speaks while facing the board/screen or looking down at his/her notes, laptop, or overhead transparency. • The instructor begins each lecture with an outline of what will be covered. • The instructor summarizes key points throughout the lecture.

15. Presentation • Instructional Materials • The course syllabus clearly describes the content and expectations of this course, specifically or in broad terms. • Instructor provides electronic equivalents (e.g., HTML, Word, PDF) of all paper handouts. • Required reading assignments (other than the textbook) are available online. • I am able to grasp the key points from instructional videos for this class. • The instructor uses instructional technologies (e.g., clickers, RamCT) to enhance learning. • Course materials (other than the textbook) are accessible, clearly organized, and easy to use.

16. Expression • Pedagogy • Students in this course are allowed to express their comprehension of material in ways besides traditional tests and exams (e.g., written essays, projects, portfolios).

17. Expression • Instructional Materials • This course employs technology to facilitate communication among students and between students and the instructor. • Assignments for this course can be submitted electronically.

18. Engagement • Pedagogy • I receive prompt and instructive feedback on all assignments. • In this course I feel interested and motivated to learn. • I feel challenged with meaningful assignments. • The instructor expresses enthusiasm for the topics covered in class. • The instructor offers contact with students outside of class time in flexible formats (e.g., face-to-face, email, online chat, telephone) • The instructor explains the real-world importance of the topics taught in this course.

19. Engagement • Instructional Materials • The instructor creates a class climate in which student diversity is respected. • The instructor is highly approachable and available to students. • This course supplements lecture and reading assignments with visual aids (e.g., charts, diagrams, interactive simulations).

20. Additional Questions • Student Self-Assessment • What grade to you think you will get in this course? • Disability • I am a student with a disability (for example, a learning disability, ADHD, a physical disability, etc.): True/False • If so, I have contacted the Resources for Disabled Students office (RDS) to request accommodation services: True/False

21. UDL Intervention and Instructor Feedback • Faculty training regarding UDL techniques and “best practices” • Ongoing modification of training based on instructor feedback • Modification of survey instrument based on instructor feedback at end of semester

22. Results • We’re looking for improvements in • UDL implementation, indicated by surveys pre and post. • Learning, indicated by grades from one semester to the next. • Retention, especially among students w/ disabilities.

23. Key Documents • What is Universal Design for Learning? • From Theory to Practice: Universal Design for Learning Quick Tips • How Do You Teach?—A Quick UDL Checklist • Video:Best Practices through Universal Design for Learning

24. Modules (available soon) • Microsoft Word, Universally Designed • Adobe PDF, Universally Designed • Tech Tips for Universally Designed HTML (also available in PDF) • Microsoft PowerPoint, Universally Designed • Web Accessibility Tests using Firefox and WAVE • E-text: What's it all about? Access to Alternate Format • Web Pages, Universally Designed using Dreamweaver

25. The ACCESS Website • http://accessproject.colostate.edu

26. Questions from AHEAD 2007 • How do we know that UDL implementation is having a beneficial effect, and for whom? • What is the impact of UDL on student achievement?

27. Questions from Office of Postsecondary Education (OPE) • Longitudinal data regarding outcomes for students with disabilities, during college and after exit • Student perceptions and receptivity to UDL implementation (versus faculty perceptions/ implementation)

28. Thank you! We welcome your comments and questions.