Faculty Development with Faculty Development with Universal Course Design (UCD)Universal Course Design (UCD)

Kirsten Behling, MAKirsten Behling, MASuffolk 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!

1010

30VisualAuditory

60

30 AuditoryKinesthic

What is Universal Design?What is Universal Design?W s U ve s es g ?W s U ve s es g ?

Consider the Consider the needsneeds of the of the broadest possible rangebroadest possible range of users of users from the from the beginningbeginning..

Quick Inquiry Quick Inquiry i hi k f d i li hi k f d i lWrite, think of or draw your responses quietlyWrite, think of or draw your responses quietly

1.1. WhoWho is the number one user of closed captioning?is the number one user of closed captioning?

2.2. Why do Why do youyou use curb cuts? use curb cuts?

3.3. What are the benefits of unisex bathrooms?What are the benefits of unisex bathrooms?

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 rsesUni ersal Co rse Design (UCD) is the design of college co rsesUniversal 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 curriculumcurriculum, , instructioninstruction, , assessmentassessment and and thethe environmentenvironment, 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 NUCD N UCD CUCD CUCD verses NonUCD verses Non--UCD CourseUCD Course

100

95

100

90

95

85

90 Non-UCDUCD

80

85

80Exam

1Exam

2FinalExam

Course Evaluation Data: Course Evaluation Data: O i l ThO i l ThOccupational TherapyOccupational Therapy

4.55

33.5

4

22.5

3Avg. Evaluationscore

0.51

1.5

00.5

Non UCD UCD

Examples of UD benefiting all studentsExamples of UD benefiting all studentsExamples of UD benefiting all studentsExamples of UD benefiting all students

Perry SeagrovesPerry Seagroves

David RoseDavid Rose

UCD Four Key ElementsUCD Four Key ElementsUCD Four Key ElementsUCD Four Key Elements

11 CurriculumCurriculum1.1. CurriculumCurriculum

22 InstructionInstruction2.2. Instruction Instruction

33 AssessmentAssessment3.3. Assessment Assessment

4.4. EnvironmentEnvironment4.4. Environment Environment

A Sampling of UCD Strategies for CurriculumsA Sampling of UCD Strategies for Curriculumsp g gp g g

Present the course syllabus in more than one wayPresent the course syllabus in more than one wayPresent the course syllabus in more than one way Present the course syllabus in more than one way

Incorporate student interests into the curriculumIncorporate 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 classthe class

Ch d l iCh d l i di i l h l ll didi i l h l ll diChoose text and multiChoose text and multi--media materials that are culturally diversemedia materials that are culturally diverse

Put a statement the syllabus inviting students to meet with you to discuss disabilityPut 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 SyllabusExample of a Traditional Syllabus

UCD SyllabiUCD Syllabi

Incorporating UCD into InstructionIncorporating UCD into InstructionIncorporating UCD into InstructionIncorporating UCD into Instruction

UCD Strategies for InstructionUCD 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 resultsplan based on the resultsplan based on the results. plan based on the results.

Alternate delivery methods (discussion, handsAlternate delivery methods (discussion, hands--on activities)on activities)

Face the class and speak clearly, avoid using pronounsFace the class and speak clearly, avoid using pronouns

P id i d i l l f d i hP id i d i l l f d i hProvide printed materials early for students to prepare with Provide printed materials early for students to prepare with

If using a PowerPoint, make sure it is universally designedIf using a PowerPoint, make sure it is universally designed

Post additional information on course websitesPost additional information on course websites

Others?Others?

Faculty Experiences with UCD Faculty Experiences with UCD d I id I iand Instructionand Instruction

A Biology professor records all of A Biology professor records all of his lectures. his lectures.

He posts each lecture online afterHe posts each lecture online afterHe posts each lecture online after He posts each lecture online after the class is over. the class is over.

H h 185 d i hiH h 185 d i hiHe has 185 students in his course. He has 185 students in his course.

Podcasting results:Podcasting results:Podcasting results:Podcasting results:

l dl d39 lectures were posted.39 lectures were posted.

The lecture was downloaded 1 333 timesThe lecture was downloaded 1 333 timesThe 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 pp y gw pp y gthe 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 podcastsStudent opinions of the podcastsd p p dd p 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. pp

Allowed them to pause, rewind and fast forward a lectureAllowed them to pause, rewind and fast forward a lecture

Incorporating UCD into AssessmentIncorporating UCD into AssessmentIncorporating UCD into AssessmentIncorporating UCD into Assessment

UCD Strategies for AssessmentUCD Strategies for AssessmentUCD Strategies for AssessmentUCD Strategies for Assessment

Pro ide feedback after the assignment is completePro ide feedback after the assignment is completeProvide feedback after the assignment is completeProvide feedback after the assignment is complete

Offer students a choice of final assessmentsOffer students a choice of final assessmentsOffer students a choice of final assessmentsOffer students a choice of final assessments

Provide specific criteria and examples of good projectsProvide specific criteria and examples of good projects

Consider alignment between what you teach and testConsider alignment between what you teach and test

Evaluate knowledge throughout the courseEvaluate knowledge throughout the course

UCD Assessment in a Journalism CourseUCD Assessment in a Journalism CourseUCD Assessment in a Journalism CourseUCD Assessment in a Journalism Course

Final Assignment:Final Assignment:

1.1. 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 choosemay choosebetween print, video or online journalism.between print, video or online journalism.

2.2. 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, 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 youfor you (paper, audio file, podcast, video). (paper, audio file, podcast, video).

UCD Assessment in a Journalism CourseUCD Assessment in a Journalism CourseUCD Assessment in a Journalism CourseUCD Assessment in a Journalism Course

Paper (10 total)Paper (10 total)

55 i t j lii t j li

Alternative project: (15 total) Alternative project: (15 total)

7 di fil i l di t l i t i7 di fil i l di t l i t i5 5 –– print journalismprint journalism3 3 –– video journalismvideo journalism

2 2 –– online journalismonline journalism

7 audio files, including actual interview 7 audio files, including actual interview and selfand self--reflections.reflections.6 written reports6 written reports2 short video movies documenting the 2 short video movies documenting the experience. experience.

UCD Strategies for the EnvironmentUCD Strategies for the Environmentgg

l h d l dl h d l dCreate a classroom environment that respects and values diversityCreate a classroom environment that respects and values diversity

Assure that classrooms labs and field work are accessible to individualsAssure that classrooms labs and field work are accessible to individualsAssure that classrooms, labs, and field work are accessible to individuals Assure that classrooms, labs, and field work are accessible to individuals with a wide range of physical abilities and disabilitieswith a wide range of physical abilities and disabilities

Be aware of ambient noise, use amplification or captioningBe aware of ambient noise, use amplification or captioning

Ask students if they can hear and see the presentationAsk students if they can hear and see the presentation

How do you bring UCD to your campusHow do you bring UCD to your campus??How do you bring UCD to your campusHow do you bring UCD to your campus??

It must come from within:It must come from within:

1.1. Develop a UCD Core Team Develop a UCD Core Team

2.2. Start small, start with interested parties Start small, start with interested parties

3.3. Commit to semester long meetings Commit to semester long meetings

4.4. Ensure each meeting functions as a workshopEnsure each meeting functions as a workshop

5.5. Aim to change only three components of a courseAim to change only three components of a course

What is a UCD Core Team?What is a UCD Core Team?

A UCD Core Team is one of the keys to sustain UCD on athe keys to sustain UCD on a college campus. A UCD Core Team is a peer support

t k d i d t h lnetwork designed to help faculty learn about UCD and incorporate into their courses.

Who should be on the team?Who should be on the team?

E h UCD C T h ld h 3 6 i bEach UCD Core Team should have 3 to 6 consistent team members. Representatives from the following offices have been on the team:

DSS OfficeInformational technology Lib iLibrarianThe Center Teaching and Excellence The Diversity OfficeThe Student Academic Affairs Office

UCD Core Team ResponsibilitiesUCD Core Team Responsibilities

/Meet once/month for a minimum of one hour, throughout the semester

Spend the first semester learning about UCD

Recruit the initial 5 faculty members for the second semesterRecruit the initial 5 faculty members for the second semester

Work as a team to advise 5 faculty during the second semester

Promote the work of the faculty through presentations, poster sessions, newsletters, websites

UCD Core Team Timeline

First Semester UCD Core Team Development

Second SemesterFaculty & UCD Core Team

Work Together

Fourth SemesterFaculty Mentors

New Faculty Work w/ UCD Team Work Together

Third SemesterThird SemesterFaculty Mentors

New Faculty Work w/ UCD Team

First Semester AgendaFirst Semester AgendaFirst Semester AgendaFirst Semester Agenda

August August –– UCD Overview and Semester Planning UCD Overview and Semester Planning Participate in the UCD Transformation activity Participate in the UCD Transformation activity Meeting dates and timesMeeting dates and timesUCD homeworkUCD homeworkUCD homework UCD homework

September September –– UCD SyllabiUCD Syllabi

October October –– UCD Instruction UCD Instruction

November November –– UCD Assessment UCD Assessment

DecemberDecember –– UCD Faculty Recruitment Brainstorm planning for second semesterUCD Faculty Recruitment Brainstorm planning for second semesterDecember December UCD Faculty Recruitment Brainstorm, planning for second semester UCD Faculty Recruitment Brainstorm, planning for second semester

Next Steps

Set meeting dates, times, locations

Next Steps

Set meeting dates, times, locations

Watch the introductory UCD video at: www.universalcoursedesign.org

Each person view one tutorial and familiarize yourself with it (assign tutorials that the group thinks will be most valuable to NECC)g p )

Review your own day to day work. Think of examples where UCD l d i t d h i ht t t i l t italready exists and where you might try to implement it.