This document summarizes a training workshop on incorporating universal design principles in instruction. The workshop objectives were to establish an understanding of universal design, link its principles to course design practices, and apply the framework to assessment and planning. The agenda included introductions, explaining universal design and integrated aligned design, project work, and evaluation. Participants would leave with strategies for applying universal design principles to their work and a plan for assessing their work using these principles.

2. Link the principles of Universal Design to practices in design and delivery of courses, workshops, instructional resources, or tools.

4. Participants will be able to create a timeline for applying Universal Design to their work.

6. Universal Design/Integrated, Aligned Design

7. Project Work

13. EXAMPLESSuggestions from Early Childhood Instructors’ WikiRESOURCESSuggestions from us for Further InformationCourse CurriculumA statistics professor at New Hampshire Community Technical College began his course by asking students name their interests. He then incorporated the interests into the statistical data sets he used in class. Students reported being more interested in the class and better able to understand how information they learned applied to their profession. Developing an Inclusive Curric. http://z.umn.edu/ukinclusiveCreating an Inclusive Campus: http://z.umn.edu/3h8InstructionA family studies professor at the University of Vermont teaching a large lecture class used to lecture for an hour but noticed that after 20 minutes students’ eyes look dazed and they stopped taking notes. When the mid-term exam scores were not great he decided to begin providing the class with an outline of session concepts & content. Also, students broke into groups to discuss a particular problem and then report to the entire class. This strategy increased the level of engagement in class. Using an MP3 player to audio, he recorded lectures, and after class put the audio file on the website for students to download. As a result of this technique, students were better prepared to participate in class. Preparing Future Faculty portal: http://z.umn.edu/ida8101 Improving web access for learning: http://webaim.org/Accessible PowerPoints: HYPERLINK "http://z.umn.edu/3h9"http://z.umn.edu/3h9Connecting: HYPERLINK "http://z.umn.edu/findingcommonground" "_blank" http://z.umn.edu/findingcommongroundMerlot on UCD: http://z.umn.edu/udmerlotAssessment An education professor at Rhode Island College recognized the diverse learning styles in her classroom and decided that a typical final exam would not accurately reflect what students had learned. So, she gave them a choice: take the final exam or develop a website in groups of 3 using wikis to reflect what they had learned in the class. 65% of the students chose to develop a website, which they still refer to that site as a resource and she has used it as a resources in subsequent classes. Accessible Assessments: http://z.umn.edu/assmtUniversal Design for Testing: http://z.umn.edu/3ha Universal Design for Assessment: http://z.umn.edu/3hbWriting & Multilingual Students: http://z.umn.edu/multilingualEnvironment A nursing professor at the UMassachusetts-Boston assigned a small classroom with rows of chairs does not like the arrangement because it does not permit her to freely interact with all students. So, she arrives in the classroom a half an hour early to rearrange the chairs into a large circle, equalizing the learning environment for all. Students not only take a more active role in the conversation during the class, but also arrive early to help her with the chairs & speak to her about their work. Multicultural Learning/Teaching: http://z.umn.edu/islandsUniversal Design for Instruction: http://udi.uconn.edu/Program Evaluation<br />University of Minnesota Disability Services / Center for Teaching & Learning<br />Program Title:Incorporating Universal Design Principles in the Development, Delivery, and Assessment of Your Instruction<br />Presenters: Aase, Alexander, Kamenar, and Martin<br />Date: May 13, 2011<br />Please respond to the following items using this scale:<br />1 = Strongly Disagree<br />2 = Disagree<br />3 = Neutral<br />4 = Agree<br />5 = Strongly Agree<br />1. The program met the objectives outlined 12345<br />by the presenters.<br />2. The presenters were well prepared.12345<br />3. The presenters communicated ideas 12345<br />effectively.<br />4. The presenters tried to actively involve 12345<br />the audience in the program.<br />5. I like the way the program was designed.12345<br />6. As a result of the program, I have a better 12345<br />understanding of the topic.<br />7. The handouts/audio visual materials for 12345<br />this program were helpful.<br />Continue to page 2 for additional questions<br />8. What specific aspects of this program were most helpful to you? <br />9. Have you increased your comfort level regarding the Universal Design for Instruction (UDI) principles you identified initially as more difficult or challenging to implement?<br />10. What changes would you recommend for this program?<br />11. What other kinds of programs would be helpful to you?<br />