From Theory to From Theory to

Practice:Practice:

Faculty Implementation Faculty Implementation

of Universal Designof Universal Design

AHEAD ConferenceAHEAD ConferenceCharlotte, NCCharlotte, NCJuly 18, 2007July 18, 2007

Panelists & ModeratorPanelists & Moderator

Cathy SchellyCathy Schelly Martin PatwellMartin Patwell Emiliano AyalaEmiliano Ayala Christopher LantermanChristopher Lanterman Marla RollMarla Roll Craig SpoonerCraig Spooner Julia KotheJulia Kothe

ModeratorModerator

Cathy SchellyCathy SchellyDirector, Center for Community PartnershipsDirector, Center for Community Partnerships

Faculty, Dept. of Occupational TherapyFaculty, Dept. of Occupational Therapy

PI, The ACCESS ProjectPI, The ACCESS Project

Colorado State UniversityColorado State University

PanelistPanelist

Martin PatwellMartin PatwellDirector, Disability ServicesDirector, Disability Services

West Chester University of PennsylvaniaWest Chester University of Pennsylvania

PanelistPanelist

Emiliano AyalaEmiliano AyalaAssociate Professor School of EducationAssociate Professor School of Education

EnACT Project DirectorEnACT Project Director

Sonoma State UniversitySonoma State University

PanelistPanelist

Christopher LantermanChristopher LantermanFaculty, Special EducationFaculty, Special Education

Northern Arizona UniversityNorthern Arizona University

PanelistsPanelists

Marla RollMarla RollDirector, Assistive Technology Resource CenterDirector, Assistive Technology Resource Center

Colorado State UniversityColorado State University

Craig SpoonerCraig SpoonerProfessional Development CoordinatorProfessional Development Coordinator

ACCESS ProjectACCESS Project

Colorado State UniversityColorado State University

FacilitatorFacilitator

Julia KotheJulia KotheAssistant Director, Center for Community Assistant Director, Center for Community

PartnershipsPartnerships

Self-Advocacy Coordinator, ACCESS ProjectSelf-Advocacy Coordinator, ACCESS Project

Colorado State UniversityColorado State University

AgendaAgenda

Meet the PanelistsMeet the Panelists

Video introduction to UDL/UDI/UIDVideo introduction to UDL/UDI/UID

Questions to Panelists & Group Questions to Panelists & Group DiscussionDiscussion

Role-Playing ActivitiesRole-Playing Activities

VideoVideo

““Best Practices Best Practices through Universal through Universal Design for Learning”Design for Learning”

Colorado State UniversityColorado State University

13 minutes13 minutes

VideoVideo

Video available on DVDVideo available on DVDand on the web:and on the web:

accessproject.colostate.edu/video/accessproject.colostate.edu/video/

Q & A FormatQ & A Format

1.1. Moderator presents questionModerator presents question

2.2. Panel respondsPanel responds

3.3. Audience offers Audience offers comments/questionscomments/questions

4.4. Panelists offer final commentsPanelists offer final comments

UDL StakeholdersUDL Stakeholders

1.1. Faculty Faculty

2.2. Students Students

3.3. Disability Service Providers Disability Service Providers

4.4. Teaching and Learning Centers Teaching and Learning Centers

5.5. Student AffairsStudent Affairs

6.6. Technology Staff Technology Staff

7.7. Tutoring, Supplemental Instruction Tutoring, Supplemental Instruction and Peer Mentoring Providersand Peer Mentoring Providers

UDL StakeholdersUDL Stakeholders

1.1. Faculty Faculty • Diverse content areas (e.g., hard Diverse content areas (e.g., hard

sciences, art, exercise and sports sciences, art, exercise and sports science, English, music, business) science, English, music, business)

• Modes of delivery (e.g., on-line courses, Modes of delivery (e.g., on-line courses, large lecture hall, small graduate large lecture hall, small graduate seminar courses, etc.) seminar courses, etc.)

• Faculty for whom English is not their first Faculty for whom English is not their first languagelanguage

UDL StakeholdersUDL Stakeholders

2.2. Students Students • Students with a self-identified disabilityStudents with a self-identified disability• Students with learning challenges who Students with learning challenges who

have not self-identifiedhave not self-identified• Student without a disabilityStudent without a disability• Students for whom English is not their Students for whom English is not their

first language first language

UDL StakeholdersUDL Stakeholders

3.3. Disability Service Providers Disability Service Providers

UDL StakeholdersUDL Stakeholders

4.4. Teaching and Learning Centers Teaching and Learning Centers • Pedagogy Pedagogy • Faculty development Faculty development • Best practices for higher education Best practices for higher education

instructioninstruction

UDL StakeholdersUDL Stakeholders

5.5. Student AffairsStudent Affairs• Housing (including RAs) Housing (including RAs) • Enrollment Management/ServicesEnrollment Management/Services• Retention and Recruitment Retention and Recruitment • Student Activities Student Activities • Intercollegiate AthleticsIntercollegiate Athletics• Advocacy OfficesAdvocacy Offices

UDL StakeholdersUDL Stakeholders

6.6. Technology Staff Technology Staff • Assistive Technology (AT) Assistive Technology (AT) • LibraryLibrary• Central & College Computing ServicesCentral & College Computing Services

UDL StakeholdersUDL Stakeholders

7.7. Tutoring, Tutoring, Supplemental Instruction, Supplemental Instruction, Peer Mentoring, Peer Mentoring, and Other Academic Supportsand Other Academic Supports

Key QuestionsKey Questions

1.1. What aspects of UDL most appeal to faculty?What aspects of UDL most appeal to faculty?

2.2. What are the pitfalls of UDL implementation What are the pitfalls of UDL implementation in higher education?in higher education?

3.3. How do we know that UDL implementation is How do we know that UDL implementation is having a beneficial effect, and for whom?having a beneficial effect, and for whom?

4.4. What is the impact of UDL on student What is the impact of UDL on student achievement?achievement?

5.5. What are the most effective techniques for What are the most effective techniques for disseminating UDL concepts/practices?disseminating UDL concepts/practices?

Key QuestionsKey Questions

1.1. What aspects of UDL most appeal to What aspects of UDL most appeal to faculty?faculty?

2.2. What are the pitfalls of UDL implementation What are the pitfalls of UDL implementation in higher education?in higher education?

3.3. How do we know that UDL implementation is How do we know that UDL implementation is having a beneficial effect, and for whom?having a beneficial effect, and for whom?

4.4. What is the impact of UDL on student What is the impact of UDL on student achievement?achievement?

5.5. What are the most effective techniques for What are the most effective techniques for disseminating UDL concepts/practices?disseminating UDL concepts/practices?

UD Appeal (West Chester UD Appeal (West Chester Univ.)Univ.)

increased motivation to learnincreased motivation to learn

improves classroom environmentimproves classroom environment

opens discussion into curriculum opens discussion into curriculum design design

Provides help with variety of students Provides help with variety of students (adult learners, int’l, developmental, (adult learners, int’l, developmental, swd) swd)

Appealing aspects of UDAppealing aspects of UD(Sonoma State Univ.)(Sonoma State Univ.)

98% of faculty felt it was important or 98% of faculty felt it was important or very important to teaching/learningvery important to teaching/learning

Offers practical framework on how to Offers practical framework on how to enhance the teaching and learning enhance the teaching and learning processprocess

Can apply to multiple disciplinesCan apply to multiple disciplines

Can benefit all studentsCan benefit all students

Technology appealing to most faculty Technology appealing to most faculty

Key QuestionsKey Questions

1.1. What aspects of UDL most appeal to faculty?What aspects of UDL most appeal to faculty?

2.2. What are the pitfalls of UDL What are the pitfalls of UDL implementation in higher education?implementation in higher education?

3.3. How do we know that UDL implementation is How do we know that UDL implementation is having a beneficial effect, and for whom?having a beneficial effect, and for whom?

4.4. What is the impact of UDL on student What is the impact of UDL on student achievement?achievement?

5.5. What are the most effective techniques for What are the most effective techniques for disseminating UDL concepts/practices?disseminating UDL concepts/practices?

UD Pitfalls UD Pitfalls (West Chester Univ.)(West Chester Univ.)

““Messy learning”Messy learning”(variety = inconsistency)(variety = inconsistency)

Assessment concernsAssessment concerns

Pitfalls of UDPitfalls of UD(Sonoma State Univ.) (Sonoma State Univ.)

Takes time to make course changesTakes time to make course changes

Not a panacea for all pedagogical Not a panacea for all pedagogical issuesissues

Large classes are most challenging for Large classes are most challenging for UDL implementationUDL implementation

Technology not always availableTechnology not always available

< Break >< Break >

A Problem…A Problem…

Sarah is Coordinator for Faculty Sarah is Coordinator for Faculty Development and works closely with Development and works closely with Charles who is Coordinator of Student Charles who is Coordinator of Student Services. At a recent conference, Sarah Services. At a recent conference, Sarah heard about the concept of UD and heard about the concept of UD and would like to discuss collaborating with would like to discuss collaborating with Charles on a series of UD workshops on Charles on a series of UD workshops on their campus.their campus.

Question…Question…

1.1. With UD being a relatively new With UD being a relatively new concept on campus, where would concept on campus, where would you want to start to gain faculty you want to start to gain faculty buy-in?buy-in?

Key QuestionsKey Questions

1.1. What aspects of UDL most appeal to faculty?What aspects of UDL most appeal to faculty?

2.2. What are the pitfalls of UDL implementation What are the pitfalls of UDL implementation in higher education?in higher education?

3.3. How do we know that UDL How do we know that UDL implementation is having a beneficial implementation is having a beneficial effect, and for whom?effect, and for whom?

4.4. What is the impact of UDL on student What is the impact of UDL on student achievement?achievement?

5.5. What are the most effective techniques for What are the most effective techniques for disseminating UDL concepts/practices?disseminating UDL concepts/practices?

Is UDL Beneficial?Is UDL Beneficial?(Sonoma State Univ.) (Sonoma State Univ.)

92% of faculty report they are better 92% of faculty report they are better prepared for teachingprepared for teaching

72% report that they would have not 72% report that they would have not made changes to their coursesmade changes to their courses

95% reported more confident in 95% reported more confident in gradinggrading

90% reported UD helped them better 90% reported UD helped them better clarify course goals, assignments, etc.clarify course goals, assignments, etc.

Key QuestionsKey Questions

1.1. What aspects of UDL most appeal to faculty?What aspects of UDL most appeal to faculty?

2.2. What are the pitfalls of UDL implementation What are the pitfalls of UDL implementation in higher education?in higher education?

3.3. How do we know that UDL implementation is How do we know that UDL implementation is having a beneficial effect, and for whom?having a beneficial effect, and for whom?

4.4. What is the impact of UDL on student What is the impact of UDL on student achievement?achievement?

5.5. What are the most effective techniques for What are the most effective techniques for disseminating UDL concepts/practices?disseminating UDL concepts/practices?

Student Interviews Student Interviews (West Chester Univ.)(West Chester Univ.)

N=172, N=172,

4 classes, 4 classes,

size 15-79, size 15-79,

intro to 300intro to 300

Music, Spanish, Comm., Soc workMusic, Spanish, Comm., Soc work

Student Surveys II Student Surveys II (West Chester Univ.)(West Chester Univ.)

enjoyed class 88%enjoyed class 88% recommend to others 86%recommend to others 86% challenging (16-87%)challenging (16-87%) engagement was ( 35-54%) –related engagement was ( 35-54%) –related

to difficulty level and majorto difficulty level and major capitalize on learning strengths ( 20-capitalize on learning strengths ( 20-

51%)–related to major51%)–related to major structured ( 90-100%)structured ( 90-100%) choices not confusing ( 86-100%)choices not confusing ( 86-100%)

Students Surveys III Students Surveys III (West Chester Univ.)(West Chester Univ.)

Capable of recognizing and Capable of recognizing and commenting on principlescommenting on principles

Appealing, flexible and successful in Appealing, flexible and successful in conveying infoconveying info

Assessments offered choice (68%), Assessments offered choice (68%), enhanced learning (70%), enhanced learning (70%), good match to content, good match to content, easy to understand,easy to understand, relied on students skills.relied on students skills.

UD impact on student UD impact on student achievementachievement(Sonoma State Univ.)(Sonoma State Univ.)

Increased course completion rate for Increased course completion rate for SWDSWD

Increased GPA rates for SWDIncreased GPA rates for SWD

Greater satisfaction with the learning Greater satisfaction with the learning processprocess

Key QuestionsKey Questions

1.1. What aspects of UDL most appeal to faculty?What aspects of UDL most appeal to faculty?

2.2. What are the pitfalls of UDL implementation What are the pitfalls of UDL implementation in higher education?in higher education?

3.3. How do we know that UDL implementation is How do we know that UDL implementation is having a beneficial effect, and for whom?having a beneficial effect, and for whom?

4.4. What is the impact of UDL on student What is the impact of UDL on student achievement?achievement?

5.5. What are the most effective techniques What are the most effective techniques for disseminating UDL for disseminating UDL concepts/practices?concepts/practices?

Effective dissemination Effective dissemination (West Chester Univ.) (West Chester Univ.)

Emphasize broad pedagogical benefit Emphasize broad pedagogical benefit Vary presentation designVary presentation design Highlight discussion with colleaguesHighlight discussion with colleagues Offer specific strategiesOffer specific strategies Technology/web designTechnology/web design Resources listResources list Perspective shiftPerspective shift

DisseminationDissemination(Sonoma State Univ.)(Sonoma State Univ.)

UDL Workshops (face to face)UDL Workshops (face to face) Supplementary UDL training Supplementary UDL training

(computer-based)(computer-based) Faculty Learning CommunityFaculty Learning Community Summer Accessibility InstituteSummer Accessibility Institute

Questions for Stakeholder Questions for Stakeholder GroupsGroups

Who is, or should be, driving the Who is, or should be, driving the dissemination and implementation dissemination and implementation efforts at your campus?efforts at your campus?

Where are the bottlenecks and Where are the bottlenecks and roadblocks to implementation?roadblocks to implementation?

How can UDL implementation benefit How can UDL implementation benefit disability services?disability services?

Online Resources for Online Resources for UD/UDLUD/UDL

Best Practices through Universal Design for Learning• Authors/Agency: The ACCESS Project at Colorado

State University• URL: http://accessproject.colostate.edu/

An Introduction to Universal Design for Learning• Authors/Agency: EnACT at Sonoma State

University• URL: http://drav.csumb.edu/udl1/

Online Resources for Online Resources for UD/UDLUD/UDL

Equal Access: Universal Design of Instruction• Authors/Agency: DO-IT Project at University of

Washington• URL: http://www.washington.edu/doit/Video/ea_udi.html

Universal Design for Learning• Authors/Agency: FAME at Ohio State University• URL: http://www.oln.org/ILT/ada/Fame/udl/f2_11_145.html

Thank youThank you