Universal Design for Learning in the College Classroom

1. Universal Design for Learning in the College Classroom • Instructional Strategy Description • Education • Arrange practice opportunities in college classroom before implementing in field. • Assign practicum placements in dyads. • Provide frequent feedback with how and why to revise. • Make explicit links between research and practice through videos, class activities, and reflections. • Nursing • Implement peer teaching • Support and guide peer teaching preparation with readings, videos, and hands on practice prior to lab. • Facilitate peer teaching by encouraging, redirecting, and summarizing. • Demonstrate skills during lab • Construction • Offer lecture topics that mimic with job site situations. • Utilize “fill-in-the-blank” handouts in lab setting • Support students by providing mid-class breaks & sending email encouragers on days before tests • Incorporate team competition to enhance leadership, team building, confidence, and presentation skills. • Occupational Safety • Integrate animation & videos into PowerPoints. • Utilize Discussion Board to build interest. • Provide labs to connect theory and application. • Provide specific, frequent feedback for mastery. • Assign team projects, which synthesize course objectives, with class presentation & written report. Faculty Learning Community Members Data Collection and Analysis In the fall semester, faculty met weekly to discuss UDL and research design. Each FLC member redesigned a spring course and developed an instructional plan. Particular focus was on increasing Multiple Means of Engagement to support student learning. Faculty kept a weekly journal of the progress. In three meetings during the spring semester, faculty shared their perceptions of UDL implementation and their student performance in their classes. The conversations were recorded and transcribed. The focus group transcripts were read for emerging themes. Weekly journals were used to provide examples and evidence of those themes. Abstract This Faculty Learning Community (FLC) integrated components of Universal Design for Learning (UDL) to redesign four courses across various disciplines. Focusing on ways to provide multiple means of engagement, faculty incorporated collaborative projects and active participation strategies along with on-going feedback to support student learning of knowledge and skills they would apply in professional settings. Results and Lessons Learned Students responded positively to the increased opportunities to engage, collaborate, and take ownership for learning. In professional courses, classroom experience needs to be relevant to and connect with future careers. Themes: (1) Applied and Practical learning objectives Opportunities to practice and apply information Focus on professional skills (2) Enhancing student engagement with a variety of learning activities Face-to-face and virtual discussions Active, cooperative, and inductive learning (3) Continuous faculty improvement. Refine evaluation and feedback approaches Implement additional interactive course components • Background Information • Each faculty redesigned a course to improve student engagement and participation through integration of UDL principles. Specific challenges included, but were not limited to: • passive student learning • limited student understanding of course applications to professional settings • ineffective faculty instructional and planning practices. • In order to address these needs, faculty investigated the principles of UDL. In particular, faculty concentrated on providing multiple means of engagement (CAST, 2011) to support all students learning in their courses. References CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Delaney, J., Johnson, A., Johnson, T., & Treslan, D. (2010). Students’ perceptions of effective teaching in higher education. St. John’s, NL: Distance Ed & Learning technologies. Edyburn, D. L. (2010). Would you recognize Universal Design for Learning if you saw it? Ten propositions for new directions for the second decade of UDL. LDQ, 33, 33-41. • Timeline and/or Next Steps • Continue to develop opportunities for increased student engagement utilizing principles of UDL • Complete manuscript of project results (June 2013) • Bring back ideas we developed to other faculty across the University (2013-2014)