Inclusive Pedagogies: Universal Design & International Students

Nikhat Ghouse, Associate Librarian, University LibraryAngela Dadak, International Student Coordinator, Writing Studies ProgramJoseph Mortati, Executive in Residence, Department of Information TechnologyLauren Sinclair, Academic Director, International Accelerator Program

2018 Ann Ferren Conference

Overview

• Welcome and Overview

• International Students & the Challenge of Culture

• Universal Design for Learning (UDL) & International Students

• Case Study: UDL & ITEC 200

• Activity: Applying UDL in our Courses

Image from https://www.grcc.edu/centerforteachingexcellence/resourcesandrecordedsessions/universaldesignforlearning

Our International Student Population

Academic Data Reference Book, AU Office of Institutional Research & Assessment. http://www.american.edu/provost/oira/Academic-Data-Reference-Book.cfm

International Students by Country – Fall 2017

Country Bachelor’s Master’s Doctoral Law Non-degree & Certificate

Total

Total 581 298 95 120 436 1530

AU International Student PopulationTop 5 Countries

Country Bachelor's Country Master's Total

China 176 China 75 China 486

Saudi Arabia 25 Saudi Arabia 26 Saudi Arabia 64

Panama 18 India 23 India 59

Dominican Republic 16 Indonesia 12 Panama 44

India 15 Brazil 11 South Korea 43

International Students & the Challenge of Culture

• Culture – learned not inherited• Layers of Culture• Culture & the classroom

Hofstede- (4-D) Dimensional Model of Culture

•Power Distance (from small to large)• Individualism versus Collectivism• Femininity versus Masculinity•Uncertainty avoidance• Long-term orientation (from weak to strong)-added later

Trompanaars – 7 Dimensions of Culture

•Universalism versus particularism• Individualism versus communitarianism• Specific versus diffuse•Neutral versus emotional•Achievement versus ascription• Sequential time versus synchronous time• Internal direction versus outer direction

Universal Design began in architecture instead of retrofitting buildings for populations with particular needs, design those structures intentionally so that they are accessible to everyone

Universal Design for Learning (UDL)instead of retrofitting class practices, assignments, and assessments for particular students, designing the class to be inclusive of a broad range of learning needs

Universal Design “Designing for the divergent needs of special populations increases usability for everyone… Universal Design does not imply “one size fits all” but rather acknowledges the need for alternatives to suit many different people’s needs.”

(Rose, “Universal Design for Learning” Journal of Special Education Technology 15.1 2000)

UDL Definition & PrinciplesUniversal Design for Learning (UDL) is a set of principles for curriculum development that is intended to minimize or eliminate barriers to learning with a focus onincreasing access to course information and providing all individuals equal opportunities to learn.

– Grand Rapids Community Collegeemphases mine CAST (2011) Universal design for learning guidelines

International Students and UDLWhile it is often thought of as primarily for people with physical or cognitive disabilities, Universal Design can help instruction be more accessible to everyone.

For example, although closed captions might be necessary for students with hearing loss, they also make a video more accessible to English language learners….

American University “Ten Take-Aways: Universal Design for Learning

Emphases mine

https://www.american.edu/ocl/isss/Orientation.cfm

How can we design our courses to reduce or eliminate barriers connected to culture and language in order to increase access to course information and engagement for everyone?

RepresentationAccess and ExpressionEngagement

International Students and UDL

Practice Barrier Adaptation

Office Hours Lack of experience with personally contacting professors

Differing concept of student-professor roles and relationships

Requiring a meeting early in the semester

Suggestions of topics for office hours included in weekly schedule on syllabus

Practice Barrier Adaptation

Participation in class discussions

Time needed to compose replies in English (language)

Coming from an educational environment that emphasizes lecture, memorization, exams (culture)

Fear of being wrong, speaking with an accent

Rationale, expectations & guidelines on syllabus

Discussion questions provided ahead of time

Approach to “error”

Flexibility in what constitutes participation (pair & group discussions; other options)

Representation

Access and Expression

Engagement

http://www.oncampusadvertising.com/how-to-reach-international-college-students-as-a-target-audience/

Thinking in terms of UDL allows faculty to engage in their best teaching practices “in very intentional and reflective ways that consider the strengths and challenges of all students and endeavor to ensure that all students have equitable opportunities to achieve academic success.”

(Higbee, “Implementing Universal Instructional Design in Postsecondary Courses and Curricula” Journal of College Teaching & Learning 6.8 2009)

Universal Design for Learning

Joseph MortatiKogod School of Business

UDL Case Study

Fall 2017 Test Case• ITEC-200 "The Edge of Information Technology" (core course)• History of strong cross-section coordination• Course was already being upgraded• "Skeptically open-minded" approach• 4 sections of ~35 students involved

Test Case UDL Principles1. Provide multiple means of action and expression (size

permitting):a. Surveysb. Profilesc. Photo Rostersd. 1-on-1 meetings

Pre-Course Survey Questions1. Preferred name?2. When do you expect to graduate?3. Experience with course content?4. Expectations of the course?5. Proficiency with [software program]?6. Spoken languages?7. Questions or concerns before we start?

Prof. Joseph MortatiITEC-200 Fall 2017

Work Experience

Professor, Author, Small Business Owner, IT Consultant, Air Force Officer

Education

MBA, Johns HopkinsBA, RutgersBS, US Air Force Academy

Languages/Interests

English, Spanish, ItalianCooking, Historical Research

John Smith

• Studied abroad in Valencia, Spain last semesterand visited a lot of Europe while there.

• Spent my last month as a beekeeper in Finland

• I dabble in programming-Pongtastic.com (wrote it myself)-Codecademy-Arduino!

• Conversational in Spanish(especialmente cuando estoy borracho)

• Worked at JHUAPL Applied Physics Lab two summers ago• I enjoy painting, building, learning, and playing• I like the piano, museums, technology, electronics and DIY projects• I look up to Feynman, Cézanne, Van Gogh, Spangler and Jobs

Senior

2. Provide multiple means of representation:a. Syllabus relevanceb. Syllabus clarity

Test Case UDL Principles

University Policies Course Policies

Week

Day/Date

Topic(s) Forum

Content

StudentDeliverables

InstructorDeliverables

3. Provide multiple means of engagement:a. Blackboard content layoutb. Content in different formats

Test Case UDL Principles

Course Content by Module

Course-level information

Student Support

Data File

Slides

PDF Video

• Replay• Closed Captions• Teleprompter• Datafiles

1. Provide multiple means of action and expression (size permitting)

2. Provide multiple means of representation3. Provide multiple means of engagement

Test Case UDL Principles Recap

Applications of UDL to classPedagogical Intervention Principle

Class Survey, Profiles, Photo Rosters Multiple Means of Action and Expression;Multiple means of engagement

Required Office Hours Multiple means of engagement

Clear Course Materials (e.g. Syllabus, Blackboard, Course Readings/ Texts/ Videos)

Multiple Means of Representation; Multiple means of engagement

Clarify Vocabulary, Provide Historical/ Cultural Context in advance, Write Vocabulary on the board, Include closed captioning

Multiple Means of Representation

Assign Roles in small groups Multiple Means of Action and Expression;Multiple means of engagement

Provide & review rubrics, allow students flexible submission dates, allow students revision opportunities, scaffold assignments, offer alternate assignment formats (e.g.: produced video or live presentation)

Multiple Means of Representation; Multiple means of engagement

Apply UDL to your class

• Think of one course element (e.g.: group work, assessments, syllabus) to which you can apply UDL (2 min)

• Form a group of 3-4 people• One facilitator (keep time, make sure each person

speaks)• One note taker (on paper or on computer. Notes

will be submitted)• One reporter (reports to large group)• One questioner (optional- asks profound questions)

• Each group member presents new UDL application (6-7 minutes)

• As a group, focus on one of the new course elements and determine practically what would be needed to manifest it (5 minutes)• What resources?• What buy in?• What preparation?

Principle GuidelinesMultiple Means of Representation

Provide options for perception, language, comprehension

Multiple Means of Action and Expression

Provide options for physical action, expression and communication,

Multiple means of engagement

Provide options for recruiting interest, sustaining effort and persistence, self-regulation

Discussion & Questions

• Reporter:• Share the course element and corresponding principles/ guidelines

• What is the class? What is the element?• What resources/ support/ materials/ logistics will it require?• What questions/ considerations arose for the group?

Questions & Resources

• Angela Dadak -- adadak@american.edu (Library)• Nikhat Ghouse -- ghouse@american.edu (Writing Studies)• Joseph Mortati -- mortati@american.edu (Business• Lauren Sinclair --laurens@american.edu (IAP/SPExS)Additional ResourceInstructional Designer• Joy Adams – jkadams@american.edu (Library)• CTRL Ten-takeaways on UDL - https://edspace.american.edu/ctrl/portfolio-

item/universal-design-for-learning/• BlackBoard course on UDL- open to all faculty- consult BB team

3. Click on the link Session Evaluation on the website edspace.american.edu/afc/2018-session-102/

Please take 3 minutes to give your feedback on this session using one of these options:

1. Scan this code with your smartphone:

2. Open a browser and go to this URL: https://tinyurl.com/AFC18-102 Thank

you!