Component B: Faculty Learning Community Nigel Davies & Sandi Lane

1. Component B: Faculty Learning Community Nigel Davies & Sandi Lane • FLC Reflections • FACULTY LEARNING COMMUNITY PARTICIPANTS • Selected Reflections During Our FLC First 4 Months • “After the first few FLC meetings I realized that UDL would require me to rethink my teaching style and course delivery.” • “ What stands out for me from our FLC activities on UDL is that the way students choose to learn on any occasion, is influenced more by what they are attempting to learn, along with other contextual factors.” • “I am not going to give up lecturing!” • “Of all the concepts we discussed and reviewed this past spring, I had the most difficulty applying multiple modes of delivery and student choice in my course redesign.“ • “Creating assessments for a specific assignment that are fair, valid & reliable for multiple means of expression will be a challenge.” • “ I am thoroughly unconvinced of the necessity for rubrics in designing curricula.” • “Is providing choices the main feature of UDL, or is it providing study and assessment material in different ways (e.g. ‘guided notes,’ etc.)?” • “I will continue to search for application and use of multiple modes of delivery incorporating student choice in the delivery method.” • “ I have moved to project-based learning and adjusted my teaching (and continue to do so) to embed choice and challenging experiences.” • Fall 2012 • FORMAL FRAMEWORK DESIGN • Faculty Learning Community Design • Topic: • Universal Design for Learning (UDL) • Based around CAST.org’s framework • Designers: • Nigel Davies Ed.D. (Hubbard Programs) • UDL Faculty Learning Community (FLC) Facilitator • Kate Brinko, Ph.D. (Hubbard Programs) • College STAR Component B Director • Will Canu, Ph.D. (Psychology) • College STAR Project Director • Design: • Three Phase Commitment: • Phase 1 – Learn and Course (re)Design • Learning about & exploring UDL • Attending Lilly Conference • FLC meetings, forums & projects • Attending course (re)design retreat • Course (re)design individual evaluations • Phase 2 – Research Design • Designing assessment instruments • Course (re)Design implementation • Data collection • Phase 3 – Research Sharing (SoTL) • Data analysis & summary • Presentations &/or publications • Member Recruitment: • Application • Sequentially offered to faculty of varying experience • 0-3 years; pre-tenure; all faculty • Identify course(s) • Departmental Chair approval/recommendation • Spring 2013 • FACULTY LEARNING COMMUNITY IMPLEMENTATION • FLC Meetings • Meeting #1: • Administrative (contracts, commitment/expectations, etc.) • Meet & greet (who are we & why are we here?) • What is UDL? Is it pertinent & why? • Outcomes, needs, resources • Homework activities • Lilly Conference • Divided between presentations • Re-grouped & shared our learning via webpage • Meeting #2: • Administrative (blogs, webpage, forums, etc.) • UDL activity, analysis & discussion • Current course reflections (strengths & needs) • Threshold concepts, skills, capabilities • Homework activities • Meeting #3: • Administrative (blogs, webpage, forums, etc.) • UDL activity, analysis & discussion • UDL team assessment analysis & discussion • Checklists, rubrics (course, teacher, student) • Homework activities • Meeting #4: • Administrative (blogs, SLC, forums, research/IRB, etc.) • UDL technology demonstrations (Qwaq, Read & Write GOLD) • Course (re)Design Retreat preparations • Homework activities • Course (re)Design Retreat: • Four days of planning, course analysis & construction • UDL & Creating Significant Learning Experiences • Submission of course redesigns • Peer assessment & review • UDL • Multiple means of: • Representation • Action & Expression • Engagement