Transcript From Principles to Practice: Faculty Implementation of UDL

From Principles
to Practice:
Faculty Implementation
of UDL
Accessing Higher Ground 2007
Craig Spooner
Cathy Schelly
Craig Spooner

Professional Development Coordinator
ACCESS Project
Colorado State University
Cathy Schelly
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

Director, Center for Community Partnerships
Faculty, Dept. of Occupational Therapy
PI, ACCESS Project
Colorado State University
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
What is UDL?
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Stress the broad applicability of UDL practices
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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”
Video
“Best Practices
through Universal Design
for Learning”
Run time: 13 minutes
accessproject.colostate.edu/video
Dissemination & institutionalization
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Promote dissemination using a multi-pronged
approach with the goal of “institutionalizing”
UDL at CSU and beyond.
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Bundle UDL with broader effort to improve
teaching
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The Institute for Learning and Teaching
Bundle UDL with technology training
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Computer Training and Support Services
Dissemination & institutionalization
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Use existing venues for professional development
and incorporate into all training regarding
pedagogy and instructional technology
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Network with sister institutions
(e.g., CO-WY Consortium)
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Outreach through Cooperative Extension
UDL Research
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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.
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Ours is some of the first research to test the realworld effectiveness of UDL implementation in
higher education.
The ACCESS UDL Study
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ACCESS study attempts to address retention and
performance in “gateway” freshman courses
before, during, and after implementation of UDL
principles.
Psychology 100
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One of the “gateway” freshman courses
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First or second semester of college
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1,700 students
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7 sections – approximately 250 students each
Research design
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Pre- and post-surveying of students about UDL
practices
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Student questionnaires (anonymous)
Instructor self-assessment questionnaires using the
same scale
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Compare grades across semesters
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Track retention of students with disabilities
Questionnaires
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Questions are divided into three categories
1. Multiple modes of (re)presentation
2. Multiple means of expression
3. Multiple opportunities for engagement
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Two subcategories for each category
1. Pedagogy
2. Instructional Materials
Presentation
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Pedagogy
1. The instructor presents information in multiple formats (e.g.,
2.
3.
4.
5.
6.
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.
Presentation
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Instructional Materials
7. The course syllabus clearly describes the content and
expectations of this course, specifically or in broad terms.
8. Instructor provides electronic equivalents (e.g., HTML, Word,
PDF) of all paper handouts.
9. Required reading assignments (other than the textbook) are
available online.
10. I am able to grasp the key points from instructional videos for
this class.
11. The instructor uses instructional technologies (e.g., clickers,
RamCT) to enhance learning.
12. Course materials (other than the textbook) are accessible,
clearly organized, and easy to use.
Expression
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Pedagogy
13. 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).
Expression
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Instructional Materials
15. This course employs technology to facilitate
communication among students and between
students and the instructor.
16. Assignments for this course can be submitted
electronically.
Engagement
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Pedagogy
14. I receive prompt and instructive feedback on all assignments.
17. In this course I feel interested and motivated to learn.
18. I feel challenged with meaningful assignments.
19. The instructor expresses enthusiasm for the topics covered in
class.
20. The instructor offers contact with students outside of class time
in flexible formats (e.g., face-to-face, email, online chat,
telephone)
21. The instructor explains the real-world importance of the topics
taught in this course.
Engagement
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Instructional Materials
22. The instructor creates a class climate in which
student diversity is respected.
23. The instructor is highly approachable and available
to students.
24. This course supplements lecture and reading
assignments with visual aids (e.g., charts, diagrams,
interactive simulations).
Additional Questions
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Student Self-Assessment
25. What grade to you think you will get in this course?
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Disability
26. I am a student with a disability (for example, a
learning disability, ADHD, a physical disability, etc.):
True/False
27. If so, I have contacted the Resources for Disabled
Students office (RDS) to request accommodation
services: True/False
UDL Intervention and Instructor
Feedback
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Faculty training regarding UDL techniques and
“best practices”
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Ongoing modification of training based on
instructor feedback
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Modification of survey instrument based on
instructor feedback at end of semester
Results
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We’re looking for improvements in
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UDL implementation, indicated by surveys pre and
post.
Learning, indicated by grades from one semester to
the next.
Retention, especially among students w/ disabilities.
Key Documents
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What is Universal Design for Learning?
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From Theory to Practice: Universal Design for
Learning Quick Tips
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How Do You Teach?—A Quick UDL Checklist
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Video: Best Practices through Universal Design
for Learning
Modules (available soon)
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Microsoft Word, Universally Designed
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Adobe PDF, Universally Designed
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Tech Tips for Universally Designed HTML (also
available in PDF)
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Microsoft PowerPoint, Universally Designed
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Web Accessibility Tests using Firefox and WAVE
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E-text: What's it all about? Access to Alternate Format
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Web Pages, Universally Designed using Dreamweaver
The ACCESS Website
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http://accessproject.colostate.edu
Questions from AHEAD 2007
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How do we know that UDL implementation is
having a beneficial effect, and for whom?
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What is the impact of UDL on student
achievement?
Questions from Office of
Postsecondary Education (OPE)
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Longitudinal data regarding outcomes for students
with disabilities, during college and after exit
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Student perceptions and receptivity to UDL
implementation (versus faculty perceptions/
implementation)
Thank you!
We welcome your comments and
questions.