Craig Spooner, Jesse Hausler, Cathy Schelly & Marla RollThe ACCESS Project

Strategies for UDL Research, Campus Change and Dissemination

at Colorado State University

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.

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

What is Universal Design for Learning?

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

Student Diversity

Ethnicity & Culture

ESL/Native language

Nontraditional

Gender

Learning Styles

Disabilities

Language Quiz

What is your good name, sir?

A. Full name

B. Last name

C. Nickname or pet name

Learning Styles

1. Visuala) Visual-Linguistic (reading and writing)b) Visual-Spatial (graphs and pictures)

2. Auditory (listening)

3. Kinesthetic (touching and moving)

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)

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.

3-Part Model*

1. Represent information and concepts in multiple ways (and in a variety of formats).

2. Students are given multiple ways to express their comprehension and mastery of a topic.

3. Students engage with new ideas and information in multiple ways.

*Center for Applied Special Technology (CAST)

Representation

Expression

Engagement

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

“”

UDL and Technology

Educational Videos

Course Materials

Lecture Presentation Systems

Course Management Systems

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

Activity

Identify problems using PDFs

Participants brainstorm on PDF woes, lead into criteria of universally designed documents

What makes a document Universally

Designed?

Searchability

Copy and Paste

Bookmarks or an Interactive TOC

Text to Speech capability

Accessibility

A Tale of Two PDF Documents

Scanned OCR and Tags

Lecture Presentation Systems

Captions and/or Transcripts

Search-ability

Navigation Options

Keyboard Accessibility

Example 1

Example 2

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

UDL Tech Moduleshttp://accessproject.colostate.edu

Microsoft Word PowerPoint Adobe PDF HTML E-Text Multimedia (in process) Course Management System (in process)

UDL Research

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

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

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

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)

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

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

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

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

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

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

Activity Question 1

What percentage of essential information provided during the session was presented in multiple formats?

A. 0%-20%B. 21%-40%C. 41%-60%D. 61%-80%E. 81%-100%

Activity Question 2

In what percentage of the session, were you actively engaged in learning?

A. 0%-20%B. 21%-40%C. 41%-60%D. 61%-80%E. 81%-100%

Activity Question 3

How were you actively engaged?A. VideosB. Q & AC. Group ActivitiesD. Presenter checks for understandingE. Other

Activity Question 4

In what percentage of conference presentations does the presenter begin with an outline of what will be covered?

A. 0%-20%B. 21%-40%C. 41%-60%D. 61%-80%E. 81%-100%

Dissemination and Institutionalization

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

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!”

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

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

Institutionalization Plan

1. Dissemination (embedding into existing professional development)

2. Creation of award for UDL implementation

3. Formation of advisory group with campus Administrators

4. Strategic Campus Partnerships

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

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

UDL Award

Associates UDL with instructional innovation

Promotes awareness of UDL

Provides monetary incentive for the adoption of UDL

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

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

Strategic Partnerships

The Institute for Learning and Teaching

Central Computing

CSU Libraries

Academic Departments

Student Affairs

Summary of Institutionalization

Institutionalization of UDL is being achieved through: Dissemination plan UDL award Advisory group of key administrators Strategic partnerships UDL research

Discussion Questions

What professional development opportunities for UDL inclusion exist on your campus?

What university/college strategic goals align with your UDL implementation goals?

What key players on your campus would be interested in joining an advisory board?

Discussion Questions

3-5 pearls of wisdom from this session?

How does this session help you understand where your campus stands in the paradigm shift from individualized accommodations to accessibility through universal design?

What from this session would you take to key stakeholders on your campus?

How might you implement a version of this on your campus?

How does this session inform the 2-5 year outlook on your campus?

How does technology play a role here?

The ACCESS Project, Colorado State UniversityFunded by U.S. Dept. of Education, Office of Postsecondary EducationGrant #P333A080026

Thank you!Website: accessproject.colostate.edu

Craig SpoonerJesse Hausler Cathy SchellyMarla Roll