Incorporating Universal Design Principles in the Development, Delivery, and Assessment of Your Instruction<br />University of Minnesota<br />Library Staff<br />May 13, 2011, 9:00 a.m. – Noon<br />Room 120 Elmer L. Andersen Library<br />Presented by <br />Susan A. Aase, J.D., M.S.Ed., Outreach Coordinator, Disability Services<br />Ilene D. Alexander, PhD, Teaching Consultant, Center for Teaching & Learning<br />Tim Kamenar, M.S., Disability Specialist, Disability Services<br />Kate Martin, M.A., Teaching Consultant, Center for Teaching & Learning<br />Objectives<br /><ul><li>Establish a baseline understanding of Universal Design and how it generally applies to instruction.
Link the principles of Universal Design to practices in design and delivery of courses, workshops, instructional resources, or tools.
Apply a Universal Design framework to the assessment and next-stage planning related to the participant’s work.</li></ul> <br />Outcomes<br /><ul><li>Participants will leave with strategies for incorporating principles of Universal Design into their work.
Participants will be able to create a timeline for applying Universal Design to their work.
Participants will be able to develop a plan for assessing their work that incorporates Universal Design principles.</li></ul> Agenda<br /><ul><li>Activity/Introductions
Is the new information accessible (electronically)?</li></ul>B. Assessment Planning<br />1. How will you assess the progress and learning of your students while you are with them?<br /><ul><li>What type of actions/tools will you use to conduct a check on learning?Are there practical exercises that reinforce/extend the learning and provide an indication of participant understanding?
What are cues to active engagement and when will I adjust delivery/instruction to retain attention/focus?</li></ul>2. How will you assess the effectiveness of what you did? How will you know that you met students’ needs?<br /><ul><li>Multiple modes of allowing students to express knowledge
Assessment tied to learning objectives</li></ul>C. Timeline <br />What is a realistic timeline for getting your first priority done?<br /><ul><li>How long will it take to acquire the new resource or information? Will my project completion date change (for each additional element)?
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" t "_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/</li></ul>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 />