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Strategies for UDL Research, Campus Change and Dissemination at Colorado State University

Strategies for UDL Research, Campus Change and Dissemination at Colorado State University. Craig Spooner, Jesse Hausler, Cathy Schelly & Marla Roll The ACCESS Project. Learning Outcomes. Today you will learn about… Universal Design for Learning

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Strategies for UDL Research, Campus Change and Dissemination at Colorado State University

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  1. Strategies for UDL Research, Campus Change and Dissemination at Colorado State University Craig Spooner, Jesse Hausler, Cathy Schelly & Marla Roll The ACCESS Project

  2. Learning Outcomes Today you will learn about… • Universal Design for Learning • Groundbreaking research and how it may help your efforts to implement UDL. • An approach to institutionalization of UDL that you can use at your campus. • UDL tools and resources you and your faculty can use.

  3. The ACCESS Project • Funded by U.S. Dept. of Education, Office of Postsecondary Education • Grant #P333A080026 • Our Goal: • Ensuring that students with disabilities receive a quality higher education • Our Method: • Universal Design for Learning (UDL) • Student Self-Advocacy

  4. What is Universal Design for Learning?

  5. History • Universal Design (UD) • Accommodate the widest spectrum of users without the need for subsequent adaptation • Public buildings, city streets, television, kitchen utensils… • Universal Design for Learning (UDL) • Inclusive pedagogy • Applies to both teaching and technology

  6. Student Diversity • Ethnicity & Culture • ESL/Native language • Nontraditional • Gender • Learning Styles • Disabilities

  7. Language Quiz What is your good name, sir? • Full name • Last name • Nickname or pet name

  8. Learning Styles • Visual • Visual-Linguistic (reading and writing) • Visual-Spatial (graphs and pictures) • Auditory (listening) • Kinesthetic (touching and moving)

  9. Disabilities • Both short-term and long-term, apparent and non-apparent • Mobility Impairments • Blindness/Visual Impairments • Deafness/Hearing Impairments • Learning Disabilities • Attention Deficit Disorder (ADD/ADHD) • Autism Spectrum Disabilities • Traumatic Brain Injury (TBI) • Post Traumatic Stress Disorder (PTSD)

  10. Disabilities • National statistics* • 11.3% of undergraduates report some type of disability • Colorado State University** • 8%–11% (ACCESS research, 2007-10) • Non-apparent disabilities are by far the largest proportion and growing • Even among students who say they have a disability, few seek accommodations *National Center for Education Statistics, 2008; U.S. Government Accountability Office, 2009 **Schelly, Davies & Spooner, Journal of Postsecondary Education and Disability, in press.

  11. 3-Part Model* • Represent information and concepts in multiple ways (and in a variety of formats). • Students are given multiple ways to express their comprehension and mastery of a topic. • Students engage with new ideas and information in multiple ways. *Center for Applied Special Technology (CAST)

  12. Representation

  13. Expression

  14. Engagement

  15. Universal Design for Learning “ Universal Design for Learning is a set of principles and techniques for creating inclusive classroom instruction and accessible course materials. teaching technology ”

  16. UDL and Technology • Educational Videos • Course Materials • Lecture Presentation Systems • Course Management Systems

  17. EducationalVideo • Transcript • Written or text-based record of dictated or recorded speech • Captions • A transcript timed to display with the video track • Descriptive Audio • Narration of key visual elements in a video or multimedia product

  18. Activity • Identify problems using PDFs • Participants brainstorm on PDF woes, lead into criteria of universally designed documents

  19. What makes a document Universally Designed? • Searchability • Copy and Paste • Bookmarks or an Interactive TOC • Text to Speech capability • Accessibility

  20. A Tale of Two PDF Documents Scanned OCR and Tags

  21. Lecture Presentation Systems • Captions and/or Transcripts • Search-ability • Navigation Options • Keyboard Accessibility • Example 1 • Example 2

  22. Course Management Systems • Areas we may not have control over • Accessibility • Consistency between courses • Areas we do have control over • Explanation of how CMS will be used • Universally Designed Documents

  23. UDL Tech Moduleshttp://accessproject.colostate.edu • Microsoft Word • PowerPoint • Adobe PDF • HTML • E-Text • Multimedia (in process) • Course Management System (in process)

  24. UDL Research

  25. Purpose of Project Research • Examine the effectiveness of instructor UDL training as measured by student and instructor perceptions. • Investigate the number of students who report having a disability and the percentage who seek accommodations • Examine perceptions regarding what promotes an effective teaching and learning environment • Lay groundwork to monitor persistence and retention

  26. First Intervention Effectiveness Study • Early research efforts – Develop and validate questionnaires • 5 section of calculus and 6 sections of Psychology lower level gateway courses • 5 instructors • 1,170 students enrolled; 722 students completed questionnaires • First intervention effectiveness study – only experimental group • 9 sections of Intro to Psychology • 5 instructors • 1,615 students enrolled; 1,362 students filled out the pre-questionnaire and 1,223 students filled out post-questionnaire

  27. Procedure: First Intervention Effectiveness Study • Pre-questionnaires given to instructors and students early in the semester • Student questionnaires administered in class – 27 questions • Data used to tailor training to instructor needs • Instructors participated in UDL training for five one-hour sessions during the semester • Instructors then implemented UDL strategies in their courses • Post-questionnaires administered at the end of the semester

  28. Results: First Intervention Effectiveness Study • Statistically significant, meaningful effect sizes (student perspective): • Information is presented in multiple formats • Instructors provide electronic equivalents of paper handouts • Instructors made the key points in videos significantly more apparent to the students after training • Instructors supplemented significantly more of the lecture and reading materials with visual aids following the UDL training Research — Schelly, Davies & Spooner (in press, JPED)

  29. Second Intervention Effectiveness Study • Experimental group • 9 sections of Psychology courses, 6 instructors • 1,164 students enrolled; 622 students filled out the pre-questionnaire and 421 students filled out post-questionnaire • Control group • 646 students enrolled; 276 students filled out the pre-questionnaire and 223 students filled out post-questionnaire

  30. Procedure: Second Intervention Effectiveness Study Experimental Group • Pre-questionnaires given to instructors and students early in the semester • Student questionnaires administered through WebCT – 52 questions • Data used to tailor training to instructor needs • Instructors participated in UDL training for five one-hour sessions during the semester • Instructors then implemented UDL strategies in their courses • Post-questionnaires administered at the end of the semester

  31. Procedure: Second Intervention Effectiveness Study Control Group • Pre-questionnaires given to students early in the semester • Student questionnaires administered through WebCT – same 52 questions • No UDL training provided for instructors • Post-questionnaires administered at the end of the semester to students and instructors • Data being analyzed

  32. Results: Second Intervention Effectiveness Study • Quantitative - Statistically significant, meaningful effect sizes (student perspective) • Information is presented in multiple formats • Instructor actively engages students in learning • Instructor relates key concepts to the larger objectives of the course • Instructor begins class with an outline • Instructor summarizes key points • Instructor highlights key points of instructional videos

  33. Results: Second Intervention Effectiveness Study Qualitative Strategies to Increase Student Engagement • i>clicker questions • Asks questions • Videos • Partner/group discussion and activities • In-class mini writing assignments Strategies to Increase and Support Learning • Videos • Provides examples • i>clicker questions • PowerPoint (format, structure, organization) • Checks/teaches for understanding

  34. Research Discussion • Examine the effectiveness of instructor UDL training • Just a few hours of training can produce significant changes in instructor teaching behavior • Number of students who report having a disability • Corroboration of national disability statistics (9-11%) • Perceptions regarding what promotes an effective teaching and learning environment • Multiple modes of representation, expression and engagement • Monitor persistence and retention • Track student IDs

  35. Activity Question 1 What percentage of essential information provided during the session was presented in multiple formats? • 0%-20% • 21%-40% • 41%-60% • 61%-80% • 81%-100%

  36. Activity Question 2 In what percentage of the session, were you actively engaged in learning? • 0%-20% • 21%-40% • 41%-60% • 61%-80% • 81%-100%

  37. Activity Question 3 How were you actively engaged? • Videos • Q & A • Group Activities • Presenter checks for understanding • Other

  38. Activity Question 4 In what percentage of conference presentations does the presenter begin with an outline of what will be covered? • 0%-20% • 21%-40% • 41%-60% • 61%-80% • 81%-100%

  39. Dissemination and Institutionalization

  40. The Old Approach • Accessibility workshops: • Course materials and documents • Web based information • Course management systems • Instructional media • Compliance with regulations, guidelines • Web Content Accessibility Guidelines (WCAG) • Section 508 of Rehabilitation Act

  41. We Failed to Gain Traction • Narrow Focus • Disability • Assistive Technology • Faculty & Administrative Perceptions • “I don’t have students with disabilities.” • Low on list of priorities • “Not my job!”

  42. Paradigm Shift • Benefits for all students • Disabilities are part of the range of diversity • Enabling the learning environment • Broader definition of “accessible” • Materials usable with a wide range of technologies, including assistive technologies • Tie our goals to those of the University

  43. Goals of the University • Access, Diversity, and Internationalization • Enhance accessibility for students with physical, learning and other disabilities • Active and Experiential Learning Opportunities • Student Engagement Outcomes (curricular and co-curricular) • Learning Outcomes • e.g., critical thinking • Retention and Graduation

  44. Institutionalization Plan • Dissemination (embedding into existing professional development) • Creation of award for UDL implementation • Formation of advisory group with campus Administrators • Strategic Campus Partnerships

  45. UDL and SA Dissemination • Colorado State University • Master Teacher Initiative • Teaching with Technology • Professional Development Institute • Provost’s Course Redesign • GTA Orientation • Key Plus Learning Community • Rocky Mountain Coalition for Veteran Support Services

  46. UDL and SA Dissemination • Regional • Colorado/Wyoming Consortium of Support Programs for Students with Disabilities • Colorado Association for Developmental Education • eLearning Consortium of Colorado (eLCC) • SWAP – School to Work Alliance regional meeting • CDE – Colorado Department of Education’s Transition Institute (June -300 educators) • National • Accessing Higher Ground • EDUCAUSE • NASPA • AHEAD

  47. UDL Award • Associates UDL with instructional innovation • Promotes awareness of UDL • Provides monetary incentive for the adoption of UDL

  48. Creation of Advisory Group • Campus representatives • Provost’s Office • Institute for Learning & Teaching • Student Affairs • Central Computing • Retention Offices • Strategic goals of the institution • The “WIIFMs” • It starts with one administrator • Offer a key role on your project

  49. Benefits of Advisory Group • Advice • Experienced external perspectives • Project directions • Opportunity • Tie UDL to the institution’s goals • Remind administration of institutional benefits of UDL • Credibility and Access • Buy-in all the way to the top • Introduction to Professional Development venues • Develop partnerships

  50. Strategic Partnerships • The Institute for Learning and Teaching • Central Computing • CSU Libraries • Academic Departments • Student Affairs

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