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Universally Designed Syllabi

Universally Designed Syllabi. Kirsten Behling, MA Suffolk University. What is Universal Course Design?.

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Universally Designed Syllabi

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  1. Universally Designed Syllabi Kirsten Behling, MA Suffolk University

  2. What is Universal Course Design? Universal Course Design (UCD) is the design of college courses including the course curriculum, instruction, assessmentand theenvironment, to be usable by all students, to the greatest extent possible, without the need for accommodations.

  3. UCD Four Key Elements • Curriculum • Instruction • Assessment • Environment

  4. What is the purpose of a syllabus? • The syllabus is more than a calendar and a task reminder, it is: • A contract • Contains detail course expectations and requirements • One stop reference for students • Provides high level of initial interaction between the learner and the material  results in increased engagement with the course

  5. Problems with Traditional Syllabi • Students don’t read it, they get lost in the details • Students are not able to clearly distinguish due dates • Traditional syllabi are static documents, often only referred to once • Students have at least 3 other syllabi, how is yours different?

  6. Example of a Traditional Syllabus

  7. Student cited Benefits of UCD Syllabi • Students prefer a flexible dynamic syllabus • Students are offered a choice of how to interact with the content • There is a reduction in confusion around course logistics • Students take ownership of the syllabus referring to it on their own

  8. UCD Syllabi

  9. Characteristics of A Universally Designed Syllabus Emphasize the process of learning more so than the content Encourages self-determined investigation Learning spaces for reflective activities *Note: Students may initially struggle with the freedom found in an UCD syllabus

  10. UCD Syllabi promotes self-exploration For example: use embedded chronologies to promote active self learning

  11. UCD Syllabi a space for reflective activity

  12. Technical Characteristics of an UCD Syllabus • Every component on the syllabus should be available in 2 formats • The syllabus should be in addition to the traditional syllabus • The syllabus should be available digitally

  13. Examples of UCD Syllabi

  14. Creating a UCD Syllabus

  15. Considering different learning styles Visual: images, charts, maps, videos, animations Auditory: audio files w/ accompany text files Kinesthetic: materials that they can interact with and control A UCD Syllabus should have each of these components

  16. Easy UCD Syllabus Add a table – use Word, html editor, Dreamweaver (are good resources)

  17. Course Name • Traditional • UCD Version

  18. Course Name • Traditional • UCD Version

  19. UCD Strategies for Course Name Add a picture Add a link to a relevant website Add some key words relevant to the course Write a brief explanation of the name Include a history of how the course came to be Others?

  20. Course Information Traditional UCD Version

  21. Course Information Traditional UCD Version

  22. UCD Strategies for Course Information Add a map of the campus with an arrow pointing to the building where your class is held Add a link to a map for students to get directions too (particularly helpful with practicum, internships, etc.) Add a calendar graphic detailing when your courses meet. Others?

  23. Instructor Information Traditional UCD Version

  24. Instructor Information Traditional UCD Version

  25. Strategies for Instructor Information Include multiple means of contact Write a letter to your students explaining your expectations Include a link to a personal website Include an interesting tid-bit of information (what your favorite food is, or the best place you have visited) Others?

  26. Office Hours Traditional UCD Version

  27. Office Hours Traditional UCD Version

  28. Strategies for Office Hours • Add a calendar graphic to showcase the schedule of the course • Have a direct link to your email from your syllabus • Conduct at least one online office hour a week • E-mail • Instant message • BlackBoard discussion • Answering your phone

  29. Course Description Traditional UCD Version

  30. Course Description Traditional UCD Version

  31. Strategies for Course Description / Goals Clearly define general course goals, connect them to specific learning objectives Explain what you hope students will learn and how you will teach Use bullet points to reduce the amount of text Create graphic images to represent the description of the course Add pictures, websites or video clips that are reflective of the course goals Ask previous students to write the goals for the course as they experienced it

  32. Required and Optional Texts Traditional UCD Version

  33. Required and Optional Texts Traditional UCD Version

  34. Strategies for Required Texts Clearly define textbook requirements (required or recommended) Provide as much detail about the text as possible, including the ISB # Add table that details where students might be able to find these texts Include a bio of the author of each text Include links to all virtual texts Use culturally responsive texts

  35. Course Requirements/ Grading Policies Traditional UCD Version

  36. Course Requirements Traditional UCD Version

  37. Strategies for Course Requirements Clearly define specific grading policies Provide hyperlinks for more information about course requirements and/or examples of papers and activities When possible offer alternative exam and assignment dates Use bullets to clearly distinguish between different requirements Course participation – be flexible as to what this means (online discussion, in class participation, group leader, etc…)

  38. Course Schedule Traditional UCD Version

  39. Course Schedule Traditional UCD Version

  40. Strategies for Course Schedule • Additional UCD Strategies: • Include topics, assigned readings, activities, assignments, and assessments in the schedule • Use color coding and symbols to highlight important dates and assignments • Clearly connect what course dates with what is due. • Use hyperlinks which allow students to find more information about specific assignments and/or classes • Others?

  41. Grading/ Evaluation Traditional UCD Version

  42. Grading/ Evaluation Traditional UCD Version

  43. Strategies for Course Evaluations / Grading Specify the number and types of exams that will be given and the percentage of the grade awarded to each exam Use links to connect to assignment rubrics, and/or examples of well done assignments Offer a choice in assignments as much as possible Provide working dates for students leading up to a final project

  44. Disability Statement Traditional UCD Version

  45. Strategies for Disability Statement • First include one. • UCD Strategies: • Include office location and office hours after the statement • Link to the Disability Office homepage • Show a picture of the office • Point out the location of the office on a map • Others?

  46. Course Policies Traditional UCD Version

  47. Strategies for Course Policies • First clearly type out the policies you will use for this course. • UCD Strategies: • Have a separate space for these policies on your syllabus. • Clearly detail what the policy is. Continually point students to these policies throughout the semester. • Use links to connect to campus-wide or departmental policies when appropriate. • Others?

  48. Transforming a Traditional Syllabus to a UCD syllabus

  49. Things to keep in mind If you use a website that requires a plug-in (windows media player) provide the plug in If you use audio or video clips, offer students low or high bandwidth connection options If linking to video/ audio link directly to the source and not the page that hosts it, as the page may change

  50. UCD and Syllabi - Final Check List • Determine the specific content, skills, and strategies of the course • Ask, “How will the students access the information?” • Provide flexible media and materials for each learning style • Engagethe students based on interest, experience, and application

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