Faculty Development with Faculty Development with Universal Course Design (UCD) Universal Course Design (UCD) Kirsten Behling, MA Kirsten Behling, MA Suffolk University Suffolk University
Do all students learn alike? Do all students learn alike? Do all students learn alike? Do all students learn alike?
No! No! No! No! 10 10 Visual 30 30 Auditory Auditory Kinesthic 60
What is Universal Design? W What is Universal Design? W s U s U ve s ve s es g ? es g ? Consider the Consider the needs needs of the of the broadest possible range broadest possible range of users of users from the from the beginning beginning.
Quick Inquiry Quick Inquiry Write, think of or draw your responses quietly Write, think of or draw your responses quietly i i hi k f hi k f d d i l i l Who is the number one user of closed captioning? Who is the number one user of closed captioning? 1. 1. Why do Why do you you use curb cuts? use curb cuts? 2. 2. What are the benefits of unisex bathrooms? What are the benefits of unisex bathrooms? 3. 3.
What is Universal Course Design? What is Universal Course Design? What is Universal Course Design? What is Universal Course Design? Uni ersal Co rse Design (UCD) is the design of college co rses Uni ersal Co rse Design (UCD) is the design of college co rses Universal Course Design (UCD) is the design of college courses Universal Course Design (UCD) is the design of college courses including the course including the course curriculum curriculum , , instruction instruction , , assessment assessment and and the the environment environment , to be usable by all students, to the greatest , to be usable by all students, to the greatest extent possible, without the need for accommodations. extent possible, without the need for accommodations.
A Study of Student Mean Grades in a A Study of Student Mean Grades in a UCD verses Non- UCD verses Non UCD UCD N N -UCD Course UCD C UCD C UCD Course 100 100 95 95 90 90 Non-UCD UCD 85 85 80 80 Exam Exam Final 1 2 Exam
Course Evaluation Data: Course Evaluation Data: O O Occupational Therapy Occupational Therapy i i l Th l Th 5 4.5 4 3.5 3 3 2.5 Avg. Evaluation score 2 1.5 1 0.5 0.5 0 Non UCD UCD
Examples of UD benefiting all students Examples of UD benefiting all students Examples of UD benefiting all students Examples of UD benefiting all students Perry Seagroves Perry Seagroves David Rose David Rose
UCD Four Key Elements UCD Four Key Elements UCD Four Key Elements UCD Four Key Elements Curriculum Curriculum Curriculum Curriculum 1 1. 1. Instruction Instruction Instruction Instruction 2. 2. 2 Assessment Assessment Assessment Assessment 3. 3. 3 Environment Environment Environment Environment 4. 4. 4. 4.
A Sampling of UCD Strategies for Curriculums A Sampling of UCD Strategies for Curriculums p p g g g g � Present the course syllabus in more than one way � Present the course syllabus in more than one way Present the course syllabus in more than one way Present the course syllabus in more than one way � � � Incorporate student interests into the curriculum Incorporate student interests into the curriculum � � Create an outline of each class, post it on the board or online prior to the beginning of Create an outline of each class, post it on the board or online prior to the beginning of � the class the class � Choose text and multi Ch Choose text and multi-media materials that are culturally diverse Ch d d l i l i media materials that are culturally diverse di di i l i l h h l l ll di ll di � � Put a statement the syllabus inviting students to meet with you to discuss disability Put a statement the syllabus inviting students to meet with you to discuss disability- - � related accommodations and other special learning needs. related accommodations and other special learning needs. related accommodations and other special learning needs. related accommodations and other special learning needs. � Others? Others? �
Example of a Traditional Syllabus Example of a Traditional Syllabus
UCD Syllabi UCD Syllabi
Incorporating UCD into Instruction Incorporating UCD into Instruction Incorporating UCD into Instruction Incorporating UCD into Instruction
UCD Strategies for Instruction UCD Strategies for Instruction � � Administer a learning style survey at the beginning of class, adjust your instructional Administer a learning style survey at the beginning of class, adjust your instructional plan based on the results plan based on the results plan based on the results. plan based on the results. � Alternate delivery methods (discussion, hands Alternate delivery methods (discussion, hands- -on activities) on activities) � Face the class and speak clearly, avoid using pronouns � Face the class and speak clearly, avoid using pronouns � � Provide printed materials early for students to prepare with P Provide printed materials early for students to prepare with P id id i i d d i l i l l f l f d d i h i h � If using a PowerPoint, make sure it is universally designed If using a PowerPoint, make sure it is universally designed � � Post additional information on course websites Post additional information on course websites � � Others? Others?
Faculty Experiences with UCD Faculty Experiences with UCD and Instruction and Instruction d I d I i i � A Biology professor records all of A Biology professor records all of his lectures. his lectures. � He posts each lecture online after � He posts each lecture online after He posts each lecture online after He posts each lecture online after the class is over. the class is over. � He has 185 students in his course. H h H h He has 185 students in his course. 185 185 d d i hi i hi
Podcasting results: Podcasting results: Podcasting results: Podcasting results: � 39 lectures were posted. 39 lectures were posted. l l d d � The lecture was downloaded 1 333 times � The lecture was downloaded 1,333 times. The lecture was downloaded 1 333 times The lecture was downloaded 1,333 times. � Each student downloaded approximately 7 lectures throughout Each student downloaded approximately 7 lectures throughout w w pp pp y y g g the course. the course. � 89% of the downloads took place a week before an exam. 89% of the downloads took place a week before an exam.
Student opinions of the podcasts Student opinions of the podcasts d d p p p d p d � Students said that the podcast helped them to: Students said that the podcast helped them to: � � Pay attention in class without furiously taking notes. Pay attention in class without furiously taking notes. � Review the lecture later on to reinforce a concept in their text. Review the lecture later on to reinforce a concept in their text. p � Allowed them to pause, rewind and fast forward a lecture Allowed them to pause, rewind and fast forward a lecture
Incorporating UCD into Assessment Incorporating UCD into Assessment Incorporating UCD into Assessment Incorporating UCD into Assessment
UCD Strategies for Assessment UCD Strategies for Assessment UCD Strategies for Assessment UCD Strategies for Assessment � Provide feedback after the assignment is complete Pro ide feedback after the assignment is complete Pro ide feedback after the assignment is complete Provide feedback after the assignment is complete � Offer students a choice of final assessments Offer students a choice of final assessments Offer students a choice of final assessments Offer students a choice of final assessments � Provide specific criteria and examples of good projects Provide specific criteria and examples of good projects � Consider alignment between what you teach and test Consider alignment between what you teach and test � Evaluate knowledge throughout the course Evaluate knowledge throughout the course
UCD Assessment in a Journalism Course UCD Assessment in a Journalism Course UCD Assessment in a Journalism Course UCD Assessment in a Journalism Course Final Assignment: Final Assignment: � � Write a 15 page paper on the ethics journalist must adhere to. You Write a 15 page paper on the ethics journalist must adhere to. You may choose may choose 1. 1. between print, video or online journalism. between print, video or online journalism. Spend a day shadowing a local journalist. Interview them on their code of ethics, Spend a day shadowing a local journalist. Interview them on their code of ethics, 2. 2. include a personal reflection. Submit your project in include a personal reflection. Submit your project in a medium that works best a medium that works best for you for you (paper, audio file, podcast, video). (paper, audio file, podcast, video).
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