SPREADING UNIVERSAL DESIGN:
STRATEGIES FOR BUILDING
AN INCLUSIVE LEARNING EXPERIENCES
ACROSS CAMPUS
A Framework and Strategies for All Learners
Description
In this workshop we will review the concepts of Universal
Design and discuss strategies for disseminating this
information to faculty across campus in order to build a
more inclusive learning experience for our students.
Part 1 – UD overview
Part 2 – Building a Culture of Inclusion
Universal Design for Learning, UDL/UD
http://www.youtube.com/watch?v=bDvKnY0g6e4
Universal Design for Learning
Is our pedagogical environment welcoming?
UD is the proactive design of our courses to ensure they
are educationally accessible regardless of learning style,
and/or abilities.
Just as physical barriers exist in our physical environment,
curricular barriers exist in our instructional environment.
UD Foundations:
Brain-based Learning Networks
Brain-based research indicates three distinct yet inter-related
learning networks (Rose, Meyer, Hitchcock, 2005):
1.
Recognition Learning Network (what)
 How we make sense of presented information
2.
Strategic Learning Network (how)
 How we demonstrate our learning or mastery
3.
Affective Learning Network (why)
 How motivation & participation impacts learning
http://lessonbuilder.cast.org/learn.php
Brain Imaging Showing Individual Differences
These three functional magnetic resonance images (fMRI)
show brain activity patterns of three different people
performing the same simple, finger tapping task. The level
of brain activity during performance of this task is
designated using color. Blue indicates a low to moderate
level of activity, red indicates a high level of activity, and
yellow indicates an extremely high level of activity.
CAST: Teaching Every Student © 2002-2009
Universal Design (UD) 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 “UD solution” for all courses
Plan, execute, and adjust
There is no one-size-fits-all answer.
Inclusiveness does not mean all students
doing the same thing the same way. It
means enabling everyone to achieve the
same goals.
Benefits of UD Practices
• Enables you to reach a diverse student population
without necessarily modifying your course requirements
or academic expectations.
• Provides you the tools to consider what and how you
teach in a structured and systematic manner.
• Increases student participation, achievement, and
satisfaction.
Inclusive Thinking
Content
Pedagogy
Technology
To build inclusive experiences
teachers need to consider how
the pedagogy, the content, and
the tools they use impact the
unique needs of students.
Visual
Impairments
Cognitive
Impairments
Hearing
Impairments
Physical
Impairments
Making the Connection
UD Principles for Effective Instruction
 Faculty can offer various ways to REPRESENT
(show) essential course concepts in support of
recognition learning networks
 Faculty can offer students various formats for
EXPRESSION (demonstration) of what they
have learned through strategic learning networks
 Faculty can offer various ways to encourage
student ENGAGEMENT (participate) in support
of affective learning networks
UD Checklist
7 Principles for
Good Practice in
Undergraduate
Education
Universal
Instructional
Design
Quality
Matters
Rubric
Standards
Principle 1
Creating a welcoming, respectful learning
environment
Principle 2
Addressing essential course components
As the Architect of Your Classroom….
Imagine Stephen Hawking, one of
the preeminent physicists of our
time, taking a timed pencil-andpaper physics exam. He would
likely fail it outright. His test
performance would not reflect
his knowledge of physics – which
is extraordinary among the best but merely his inability to master
the means of expression required
by a timed paper-and-pencil test.
What are we measuring?
Principle 3
Communicating clear expectations &
providing constructive feedback
Do you have an EXPLICIT learning environment?
 Expectations are clear and in writing?
 Clear alignment between learning activities & objectives
 Large assignments are broken up overtime.
 Instructions and Rubrics are thorough
 Feedback is timely and constructive
 Student feedback is welcomed and encouraged
Principle 4
Providing natural supports (including technology)
for learning to enhance opportunities for all
learners
Building a Supportive Learning Environment
Educationally, Does One Size Fit All?
Educationally, Does One Size Fit All?
Principle 5
Using teaching methods that consider diverse
learning styles, abilities, ways of knowing, and
previous experience and background knowledge
Principle 6
Offering multiple ways for students to
demonstrate their knowledge
Principle 7
Promoting interaction among students and
between you and the students
Course Design
Switching Gears…
• Working together to meet students needs …
• Building an Accessibility Program …
• Building a Culture of Inclusion …
Meeting Student Needs Can NO Longer Be a
Siloed Process!
We have to work together on one goal: Student
Success
Build Support Networks
It takes a Village!
 Find people on campus that are on your team!
 Instructional Designers
 Center for Teaching and Learning
 Deans/Administration
 Faculty that are leading the way in Universal Design
 Student Organizations
Office of Disability meets student accommodations
People outside of the Disability Office need to build Social Currency
regarding Universal Design
• Administrations set expectations
• Faculty add peer engagement and peer pressure
• Center for Teaching and Learning and Instructional Designers
offer intensive and sustainable faculty development and
course development.
Building a Culture of Inclusion
•Value
•Visible
•Voice
Building an Accessibility Program
What USDOJ Requires
 Must cover web and mobile experiences
 Must meet WCAG 2.0 AA
 Must have a web accessibility coordinator in place
 Must work with an independent consultant to validate accessibility
 Must train all staff on accessibility
 Must post a public policy
 Must have accessibility information available from the home page
 Must add measurement to employee evaluations
 Must use a testing tool
 Must conduct usability testing with users
Source: The Law Office of Lainey Feingold, http://www.LFLegal.com
How do we engage faculty?
Inclusive Classroom:
Teacher challenges
Building an inclusive classroom isn’t
always easy. Some of the key
challenges teachers face include
1. Awareness
2. Knowledge & skill gaps
3. Time involved
4. Technology & tools
5. Ongoing Support
Value/Visible/Voice
Faculty Development geared toward faculty needs
• Increased student engagement and satisfaction
• How to teach to varying age groups (What to do with millennial?!)
• Boot camps to get their courses ready
• Course Design
• Universal Design
• Writing Student Learning Outcomes
• Student Friendly Syllabus
• Teaching Strategies
• Timely Information
• Pamphlets or How To Tutorials/Step Charts
Faculty Mentorship/Faculty Lead Development
• Brown Bag Workshops
Faculty continued …
Affiliation
• Build communities/Taskforces/Committees
• This should be a part of their service requirements
Accreditation/Recognition
• Quality Matters Certifications and Membership
• Internal “Badges” or “Awards” for meeting student needs
• Personal letters of recognition from Disability Office/Students
Initiatives
• Faculty Learning Community
• Course Design
• UC - Universal Design for Learning & Accessibility
Stipends/Grants
• Scholarship of Learning – Redesign curriculum to meet QM
Standards
Student Engagement & Involvement
Inclusive Classroom:
Diverse learner benefits
Inclusive learning approaches
benefit ALL students. But, learners
with diverse needs often see
significant returns in the following
areas:
1. Engagement
2. Socialization
3. Peer Learning
4. Positive environments
5. Increased success
Student Engagement & Involvement
Affiliation
• Student Groups
• Advocacy groups
• Learning groups
• Student Organizations Sponsorship/Advocacy
• Student Congress/Diversity Groups
• Student Events
Conversations and Information – Student Voice/Student
Stories
•
•
•
•
Celebrate Student Success
Video Highlights – My Story
Newsletter – highlighting student stories or student needs/struggles
Student Thank You Letters to Faculty
Identity
• Student Ambassadors, Student Mentors, Faculty Mentor/Mentee
Your Strategic Plan …
THANK YOU FOR ATTENDING
MY SESSION
Contact Information
Tammy Waldron
[email protected]