Starting with the Syllabus

1. Starting with the Syllabus A workshop on integrating Universal Design principles into syllabus design

2. Sponsored by The Center for Teaching Excellence Presented by members of the Equity and Excellence in Education Grant Team, a FIPSE Grant

3. Presenters Sheridan Kelley, Student Innovation Center & New MediaTina Passman, Modern Languages and ClassicsValerie Smith, The Center for Community Inclusion and Disability StudiesLu Zeph, Director, The Center for Community Inclusion and Disability Studies

4. Core Concept • A core concept of Universal Design is that by anticipating and planning for the diverse needs of potential users during the design process, the resulting product or outcome will better suit the needs of all users

5. When applied to education, all users – including instructors – have a better experience

6. And are reminded about the great diversity of humanity

7. Universal Design in Higher Education • While courses, technology, and student services are typically designed for the “average” student, universal design in education promotes the consideration of people with a broad range of characteristics in the design of all educational products and environments.

8. Universal Design in Higher Education • UD goes beyond accessible design for people with disabilities to make all aspects of the educational experience more inclusive for students and instructors with a great variety of characteristics.

9. These characteristics include those related to gender, race/ethnicity, age, stature, disability, and learning style.

10. Timeliness of UD • Changing demographics of both learners and teachers • A more sophisticated understanding of the learning process through developments in neuroscience

11. Timeliness of UD • A deeper concern for access of all to a democratic and “quality” educational experience • Reinforcement of educational access through local, state and federal statutes

12. Universal Design Principles applied to curriculum design Guiding ideas for all courses

13. UD Principles • Equitable Use. The design of your course is useful and viable for people with diverse abilities. It is accessible and fair to all. In terms of online teaching, this translates into using accessible technology and limiting the number of tools a student is required to have and use.

14. UD Principles • Flexibility in Use. Your design accommodates a wide range of individual preferences and abilities. For online teaching, being aware of and providing for multiple formats, and always annotating images, including PowerPoint presentations, is extremely important.

15. UD Principles • Simple and Intuitive. The design of your course is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level. Software that gives clear, intuitive directions for use employs this principle. Online courses should use consistent icons, terminology, and format.

16. Simpler is always better.

17. UD Principles • Multiple Delivery Modalities for Information. Your design communicates necessary information effectively to the user, regardless of the user's sensory abilities.

18. Multiple Delivery Modalities • Captions are provided for videos, alternative assignments are available when video or visual information is presented, texts always accompany audio material.

19. Multiple Delivery Modalities • Documents are available in html, rtf or doc formats for those using screen readers. Pdf documents are not accessible for those with visual impairments who use screen readers.

20. And for online courses • All of the above plus: • Alt tags are used or there is a text alternative for images.

21. UD Principles, continued • You are available. Students know how to contact you in multiple ways, and that you are available to address not only instructional questions, but also unintended consequences of your course design.

22. And for online courses • You connect students with each other and with outside resources, such as the Students with Disabilities office and Writing Center. Often, distance students do not know that they are entitled to accommodation and help readily available to on site students.

23. For more information about Universal Design in Higher Education There are many resources at: http://www.washington.edu/doit/

24. The Syllabus Creating a syllabus that reflects the principles of UD

25. Why? • The syllabus clearly outlines not only the content you have to offer as an expert in the field, but shows the care in which you have designed your course to create the best and most appropriate learning environment for achieving the goals of the course • A Universal model invites all learners to participate in what you have to offer

26. Based on NEASC accreditation standards http://www.neasc.org/cihe/standards_for_accreditation_2005.pdf You have a handout which contains these standards You also have a template that incorporates these standards and ideas, and has been approved by the UPCC

27. Overview for on site and electronic environments • Course information • Learning outcomes • Faculty information • Instructional materials and methods • Grading and course expectations • Course schedule • Policies

28. For all syllabi All information should be available in hard copy, audio, and online with screenreader access. If the course has electronic elements, the recommendations (below) for electronic classroom accessibility should be integrated.

29. Course information • Course designator, number, and full title • Course description • Number of credit hours • Prerequisites (previous courses, knowledge, and skills) • URL for Syllabus/Course (508-compliant electronic presentation)

30. Learning Outcomes • Course goals and objectives • Expected outcomes

31. Faculty Information • Your name • Your phone numbers • Your e-mail address • Where students may leave messages for you • Your office hours

32. Instructional Materials and Methods • Textbook title(s) and other required course materials • List of references and reserve materials • If non-traditional teaching methods are used, please describe

33. Grading and course expectations • Your grading criteria • Components of final course grade and relative contribution of components • Expectations for student engagement “beyond” the classroom wall • “Hidden” factors, such as active participation, etc. • Tentative exam schedule

34. Course schedule • Topics • Learning activities (both in-class and out-of-class) • Assignments • Quizzes, exams, and projects

35. Your policies • Attendance and class participation • Late assignments, make-up, retake and reschedule exams; and extra credit • Incomplete work

36. The following is recommended wording for the academic honesty and disabilities statements for inclusion in the syllabus: (At UMaine, we require these)

37. Academic honesty (plagiarism, etc.) Sample wording: • Academic dishonesty includes cheating, plagiarism and all forms of misrepresentation in academic work, and is unacceptable at The University of Maine. As stated in the University of Maine’s online undergraduate “Student Handbook,” plagiarism (the submission of another’s work without appropriate attribution) and cheating are violations of The University of Maine Student Conduct Code. An instructor who has probable cause or reason to believe a student has cheated may act upon such evidence, and should report the case to the supervising faculty member or the Department Chair for appropriate action.

38. Students with disabilities statement Sample wording: • If you have a disability for which you may be requesting an accommodation, please contact Ann Smith, Director of Disabilities Services, 121 East Annex, 581-2319, as early as possible in the term.

39. Electronic Learning the syllabus should clearly address all of the following items when relevant:

40. Course Infrastructure and Access • Design and management of electronic learning environment and technologies used (how assignments & exams go back and forth -- e.g. Word, WebCT, etc.). • Computer literacy requirements for students -- access to a computer, knowing how to turn computer on, reboot when necessary, download programs, e.g. FirstClass, send email, read email, access the web.

41. Course infrastructure, cont. • Hardware, software, and bandwidth requirements for students. • Contact information to help students gain access to course and resources: "Technical support".

42. Time Management Importance of time management and adherence to assignment due dates, including course-specific information about time for common experiences, turnaround time for instructor responses, and interactive work with other students.

43. Address any other expectations that might be different from a face-to-face class. Some students who take an online course may be homebound or place bound for a variety of reasons. Assignments which require travel may represent a significant hardship. Alternate assignments should always be an option.

44. Access reiterated • Websites for electronic learning environments courses should be fully accessible and meet the needs of diverse students. In accordance with federal law and the University of Maine System policies, websites should be designed using Universal Design Guidelines.

45. Elements of electronic access • alternate descriptions of graphical elements and text equivalents for all non-textual elements (graphs, charts, color, frames, etc.), high contrast between background and text, and a minimum of visual clutter; • audio that deaf or hearing-impaired individuals can understand;

46. Elements of Electronic Access • equivalent alternatives for multimedia presentations that are synchronized with the presentation; • identifying language for links.

47. All students benefit from Universal Course Design in all learning environments • Students with audio learning styles benefit from audio access • Students with visual learning styles benefit from visual access • Students without transportation, who have personal circumstances that limit mobility, who have temporary mobility impairments benefit from alternative assignments

48. Faculty benefit • Multiple delivery systems increase actual engagement in the educational process • Diversity • Retention • Student success • Equity in the educational process

49. Thank you! Many of our conversations with our colleagues have helped us to develop this vision of systems-change to make educational truly accessible for all learners and teachers. We look forward to the ongoing conversation.