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Teaching Enrichment Series: Incorporating Universal Design
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Teaching Enrichment Series: Incorporating Universal Design


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  • While they’re writing
  • For brief discussion about learning
  • Prompt for specific example – asking for students to report on readings
  • Prompt for specific example – designated listener(s) during a discussion of readings
  • Build reading example – Ida note
  • Transcript

    • 1. Incorporating Universal Design Principles in the Development, Delivery, and Assessment of Your Instruction
      Susan A. Aase, J.D., M.S.Ed., Outreach Coordinator, Disability Services
      Ilene D. Alexander, PhD, Teaching Consultant, Center for Teaching and Learning
      Tim Kamenar, M.S., Disability Specialist, Disability Services
      Kate Martin, M.A., Teaching Consultant, Center for Teaching and Learning
    • 2. Resources
      To download slides and handouts from today’s session, go to
      To participate in Twitter idea sharing about August Teaching Enrichment Series:
    • 3.
    • 4. Learning
      Learning refers only to significant changes in capability, understanding, knowledge, practices, attitudes or values by individuals, groups, organisations or society.
      Frank Coffield
    • 5. Learning
      One of the differences that has had the most influence on my own approach is that Confucian philosophy encourages questioning and discussion but after the learner has focused on understanding and acquiring concepts  
      “Teaching and learning: the international higher education landscape” Sheila Trahar
    • 6. Learning
      Silence, rather than an indicator of a lack of engagement in the process of learning, or of passive learning, regarded pejoratively by many Western Academics is thus an active process, socially positive and beneficial to higher levels of thinking and to deepening understanding.
    • 7. Centered Title
    • 8. Universal Design: Key Question
      Students want to learn and their instructors share this goal. How can instructors select their curriculum and instructional strategies to maximize the learning of all students?
      The Faculty Room, DoIt webpage:
    • 9. Universal Design – Core Practice
      Employing universal design principles in instruction does not eliminate the need for specific accommodations for students with disabilities. There will always be the need for some specific accommodations, such as sign language interpreters for students who are deaf.
    • 10. Universal Design – Core Practice
      However, applying universal design concepts in course planning will assure full access to the content for most students and minimize the need for specific accommodations.
    • 11. Universal Design – Core Practice
      For example, designing web resources in accessible format as they are developed means that no re-development is necessary if a blind student enrolls in the class; planning ahead can be less time-consuming in the long run. Letting all students have access to your class notes and assignments on an accessible website can eliminate the need for providing materials in alternative formats.
    • 12. Integrated and Aligned Design
      “Integrated and Aligned Design” incorporates the principles of Universal Design into well established tenants of good curricular design.
    • 13. Curriculum
      Learning& Teaching Activities
      EnvironmentEnvironmental Factors:Institutions, Disciplines, Cultures, Communities, Classrooms
      Feedback & Assessment Components/Tasks
      Adapted from Dee Fink
    • 14. Intended Learning Outcomes
      Learning & Teaching Activities
      EnvironmentEnvironmental Factors:Institutions, Disciplines, Cultures, Communities, Classrooms
      Situational Context
      Feedback & Assessment Components/Tasks
    • 15. Integrated and Aligned Design
      Backwards Design
      Establish Intended Learning Outcomes (Curriculum)
      Determine various modes of feedback and assessment (Assessment)
      Develop teaching and learning activities (Instruction)
    • 16. Backwards Design
      Begin at the END
      Write clear, unambiguous, and specific Learning Objectives
      Use multiple accessible methods and tools for assessment
      Teaching and learning activities are flexible, adaptable, and consistent with outcomes
    • 17. Design Exercise
      Think of one course you are teaching this term.
      What are your objectives for this course?
      With regard to these course objectives, write one learning objective for the first week of the term.
    • 18. Design Exercise – 5 Minutes
      Write out one learning objective for the first week.
      What is essential for this first week
      What should students have learned by the end of the week
      What they should know about your course structure, assessment plan, or teaching methods
    • 19. Design Exercise
      Break into groups of two
      Share objectives
      Receive Scenarios and consider:
      Will this affect my outcomes
      Do I need to modify my assessment plan
      Is there an impact to my teaching strategy
    • 20. What Can You Do Now
      Next Steps
    • 21. Syllabus
      Universally Designed Syllabus Tips:
      Present information in a least 2 formats
      Give as many resources as possible
      Provide background information, but be brief
      Build in flexibility
      Go digital
      Less is more
      (Source: Equity and Excellence in Higher Education: Universal Course Design
    • 22. Technology
      Universal Course Design Tools
      Computer-based presentation hardware and software
      Videos, pictures and graphics
      Audio related hardware
      Accessible communication tools
      (Source: Equity and Excellence in Higher Education: Universal Course Design
    • 23. Next Steps
      Review instruction beyond the first week
      Use principles of Universal Design to rethink teaching/instruction
      Make the unexpected expected
    • 24. Thank you for your participation.
    • 25. Please complete the evaluation form.