Starting with the Syllabus

Starting with the Starting with the SyllabusSyllabus

A workshop on integrating A workshop on integrating Universal Design principles Universal Design principles

into syllabus designinto syllabus design

Sponsored by The Center Sponsored by The Center for Teaching Excellencefor Teaching Excellence

Presented by members of the Presented by members of the Equity and Excellence in Equity and Excellence in

Education Grant Team, a FIPSE Education Grant Team, a FIPSE GrantGrant

PresentersPresenters

Sheridan Kelley, Student Innovation Sheridan Kelley, Student Innovation Center & New MediaCenter & New MediaTina Passman, Modern Languages and Tina Passman, Modern Languages and ClassicsClassicsValerie Smith, The Center for Valerie Smith, The Center for Community Inclusion and Disability Community Inclusion and Disability StudiesStudiesLu Zeph, Director, The Center for Lu Zeph, Director, The Center for Community Inclusion and Disability Community Inclusion and Disability StudiesStudies

Core ConceptCore Concept

A core concept of Universal A core concept of Universal Design is that by anticipating Design is that by anticipating and planning for the diverse and planning for the diverse needs of potential users during needs of potential users during the design process, the resulting the design process, the resulting product or outcome will better product or outcome will better suit the needs of all userssuit the needs of all users

When applied to education, When applied to education, all users – including all users – including

instructors – have a better instructors – have a better experienceexperience

And are reminded about And are reminded about the great diversity of the great diversity of

humanityhumanity

Universal Design in Higher Universal Design in Higher EducationEducation

While courses, technology, and While courses, technology, and student services are typically student services are typically designed for the “average” designed for the “average” student, universal design in student, universal design in education promotes the education promotes the consideration of people with a consideration of people with a broad range of characteristics in broad range of characteristics in the design of all educational the design of all educational products and environments. products and environments.

Universal Design in Higher Universal Design in Higher EducationEducation

UD goes beyond accessible UD goes beyond accessible design for people with design for people with disabilities to make all aspects disabilities to make all aspects of the educational experience of the educational experience more inclusive for students and more inclusive for students and instructors with a great variety instructors with a great variety of characteristics. of characteristics.

These characteristics include These characteristics include those related to gender, those related to gender, race/ethnicity, age, stature, race/ethnicity, age, stature, disability, and learning style.disability, and learning style.

Timeliness of UDTimeliness of UD

Changing demographics of both Changing demographics of both learners and teacherslearners and teachers

A more sophisticated A more sophisticated understanding of the learning understanding of the learning process through developments process through developments in neurosciencein neuroscience

Timeliness of UDTimeliness of UD

A deeper concern for access of A deeper concern for access of all to a democratic and “quality” all to a democratic and “quality” educational experience educational experience

Reinforcement of educational Reinforcement of educational access through local, state and access through local, state and federal statutesfederal statutes

Universal Design Principles Universal Design Principles applied to curriculum design applied to curriculum design

Guiding ideas for all coursesGuiding ideas for all courses

UD PrinciplesUD Principles

Equitable UseEquitable Use. The design of . The design of your course is useful and viable your course is useful and viable for people with diverse abilities. for people with diverse abilities. It is accessible and fair to all. In It is accessible and fair to all. In terms of online teaching, this terms of online teaching, this translates into using accessible translates into using accessible technology and limiting the technology and limiting the number of tools a student is number of tools a student is required to have and use.required to have and use.


Flexibility in UseFlexibility in Use. Your design . Your design accommodates a wide range of accommodates a wide range of individual preferences and individual preferences and abilities. For online teaching, abilities. For online teaching, being aware of and providing for being aware of and providing for multiple formats, and always multiple formats, and always annotating images, including annotating images, including PowerPoint presentations, is PowerPoint presentations, is extremely important.extremely important.


Simple and IntuitiveSimple and Intuitive. The design of . The design of your course is easy to understand, your course is easy to understand, regardless of the user's experience, regardless of the user's experience, knowledge, language skills, or knowledge, language skills, or current concentration level. current concentration level. Software that gives clear, intuitive Software that gives clear, intuitive directions for use employs this directions for use employs this principle. Online courses should use principle. Online courses should use consistent icons, terminology, and consistent icons, terminology, and format. format.

Simpler is always better. Simpler is always better.


Multiple Delivery Modalities for Multiple Delivery Modalities for InformationInformation. Your design . Your design communicates necessary communicates necessary information effectively to the information effectively to the user, regardless of the user's user, regardless of the user's sensory abilities. sensory abilities.

Multiple Delivery ModalitiesMultiple Delivery Modalities

Captions are provided for videos, Captions are provided for videos, alternative assignments are alternative assignments are available when video or visual available when video or visual information is presented, texts information is presented, texts always accompany audio always accompany audio material. material.

Multiple Delivery ModalitiesMultiple Delivery Modalities

Documents are available in html, Documents are available in html, rtf or doc formats for those using rtf or doc formats for those using screen readers. Pdf documents screen readers. Pdf documents are not accessible for those with are not accessible for those with visual impairments who use visual impairments who use screen readers.screen readers.

And for online coursesAnd for online courses

All of the above plus:All of the above plus: Alt tags are used or there is a Alt tags are used or there is a

text alternative for images.text alternative for images.

UD Principles, continuedUD Principles, continued

You are available. You are available. Students know how Students know how to contact you in multiple ways, and to contact you in multiple ways, and that you are available to address not that you are available to address not only instructional questions, but also only instructional questions, but also unintended consequences of your unintended consequences of your course design. course design.

And for online coursesAnd for online courses

You connect students with each You connect students with each other and with outside other and with outside resources, such as the Students resources, such as the Students with Disabilities office and with Disabilities office and Writing Center. Often, distance Writing Center. Often, distance students do not know that they students do not know that they are entitled to accommodation are entitled to accommodation and help readily available to on and help readily available to on site students.site students.

For more information For more information about Universal Design in about Universal Design in

Higher EducationHigher Education

There are many resources There are many resources at: at:

http://www.washington.edhttp://www.washington.edu/doit/u/doit/

The SyllabusThe Syllabus

Creating a syllabus that Creating a syllabus that reflects the principles of UDreflects the principles of UD

Why?Why?

The syllabus clearly outlines not only The syllabus clearly outlines not only the content you have to offer as an the content you have to offer as an expert in the field, but shows the care expert in the field, but shows the care in which you have designed your in which you have designed your course to create the best and most course to create the best and most appropriate learning environment for appropriate learning environment for achieving the goals of the courseachieving the goals of the course

A Universal model invites all learners to A Universal model invites all learners to participate in what you have to offerparticipate in what you have to offer

Based on NEASC accreditation Based on NEASC accreditation standards standards http://www.neasc.org/cihe/standards_for_accredihttp://www.neasc.org/cihe/standards_for_accreditation_2005.pdftation_2005.pdf

You have a handout which contains You have a handout which contains these standardsthese standards

You also have a template that You also have a template that incorporates these standards and incorporates these standards and ideas, and has been approved by the ideas, and has been approved by the UPCCUPCC

Overview for on site and electronic Overview for on site and electronic environmentsenvironments

Course informationCourse information Learning outcomesLearning outcomes Faculty informationFaculty information Instructional materials and methodsInstructional materials and methods Grading and course expectationsGrading and course expectations Course scheduleCourse schedule PoliciesPolicies

For all syllabi For all syllabi All information should be available in All information should be available in hard copy, audio, and online with hard copy, audio, and online with screenreader access. If the course has screenreader access. If the course has electronic elements, the electronic elements, the recommendations (below) for electronic recommendations (below) for electronic classroom accessibility should be classroom accessibility should be integrated.integrated.

Course informationCourse information

Course designator, number, and full Course designator, number, and full titletitle

Course descriptionCourse description Number of credit hoursNumber of credit hours Prerequisites (previous courses, Prerequisites (previous courses,

knowledge, and skills)knowledge, and skills) URL for Syllabus/Course (508-URL for Syllabus/Course (508-

compliant electronic presentation)compliant electronic presentation)

Learning OutcomesLearning Outcomes

Course goals and objectivesCourse goals and objectives

Expected outcomesExpected outcomes

Faculty InformationFaculty Information

Your nameYour name Your phone numbers Your phone numbers Your e-mail addressYour e-mail address Where students may leave messages Where students may leave messages

for youfor you Your office hoursYour office hours

Instructional Materials and MethodsInstructional Materials and Methods

Textbook title(s) and other required Textbook title(s) and other required course materialscourse materials

List of references and reserve List of references and reserve materialsmaterials

If non-traditional teaching methods If non-traditional teaching methods are used, please describeare used, please describe

Grading and course expectationsGrading and course expectations

Your grading criteriaYour grading criteria Components of final course grade and Components of final course grade and

relative contribution of componentsrelative contribution of components Expectations for student engagement Expectations for student engagement

“beyond” the classroom wall“beyond” the classroom wall ““Hidden” factors, such as active Hidden” factors, such as active

participation, etc.participation, etc. Tentative exam scheduleTentative exam schedule

Course scheduleCourse schedule

TopicsTopics Learning activities (both in-class and Learning activities (both in-class and

out-of-class)out-of-class) AssignmentsAssignments Quizzes, exams, and projectsQuizzes, exams, and projects

Your policiesYour policies

Attendance and class participationAttendance and class participation

Late assignments, make-up, retake Late assignments, make-up, retake and reschedule exams; and extra and reschedule exams; and extra creditcredit

Incomplete workIncomplete work

The following is recommended The following is recommended wording for the academic honesty wording for the academic honesty

and disabilities statements for and disabilities statements for inclusion in the syllabus:inclusion in the syllabus:

(At UMaine, we require these)(At UMaine, we require these)

Academic honesty (plagiarism, etc.)Academic honesty (plagiarism, etc.)

Sample wording: Sample wording: Academic dishonesty includes cheating, plagiarism Academic dishonesty includes cheating, plagiarism

and all forms of misrepresentation in academic and all forms of misrepresentation in academic work, and is unacceptable at The University of work, and is unacceptable at The University of Maine. As stated in the University of Maine’s online Maine. As stated in the University of Maine’s online undergraduate “Student Handbook,” plagiarism undergraduate “Student Handbook,” plagiarism (the submission of another’s work without (the submission of another’s work without appropriate attribution) and cheating are violations appropriate attribution) and cheating are violations of The University of Maine Student Conduct Code. of The University of Maine Student Conduct Code. An instructor who has probable cause or reason to An instructor who has probable cause or reason to believe a student has cheated may act upon such believe a student has cheated may act upon such evidence, and should report the case to the evidence, and should report the case to the supervising faculty member or the Department supervising faculty member or the Department Chair for appropriate action.Chair for appropriate action.

Students with disabilities statement Students with disabilities statement

Sample wording: Sample wording: If you have a disability for which you If you have a disability for which you

may be requesting an may be requesting an accommodation, please contact Ann accommodation, please contact Ann Smith, Director of Disabilities Smith, Director of Disabilities Services, 121 East Annex, 581-2319, Services, 121 East Annex, 581-2319, as early as possible in the term.as early as possible in the term.

Electronic LearningElectronic Learning

the syllabus should clearly the syllabus should clearly address all of the following address all of the following

items when relevant:items when relevant:

Course Infrastructure and AccessCourse Infrastructure and Access

Design and management of electronic Design and management of electronic learning environment and technologies learning environment and technologies used (how assignments & exams go back used (how assignments & exams go back and forth -- e.g. Word, WebCT, etc.).and forth -- e.g. Word, WebCT, etc.).

Computer literacy requirements for Computer literacy requirements for students -- access to a computer, knowing students -- access to a computer, knowing how to turn computer on, reboot when how to turn computer on, reboot when necessary, download programs, e.g. necessary, download programs, e.g. FirstClass, send email, read email, access FirstClass, send email, read email, access the web. the web.

Course infrastructure, cont.Course infrastructure, cont.

Hardware, software, and bandwidth Hardware, software, and bandwidth requirements for students.requirements for students.

Contact information to help students Contact information to help students gain access to course and resources: gain access to course and resources: "Technical support"."Technical support".

Time ManagementTime Management

Importance of time management and Importance of time management and adherence to assignment due dates, adherence to assignment due dates, including course-specific information including course-specific information about time for common experiences, about time for common experiences, turnaround time for instructor turnaround time for instructor responses, and interactive work with responses, and interactive work with other students. other students.

Address any other expectations that might Address any other expectations that might be different from a face-to-face class.be different from a face-to-face class.

Some students who take an online Some students who take an online course may be homebound or course may be homebound or place bound for a variety of place bound for a variety of reasons. Assignments which reasons. Assignments which require travel may represent a require travel may represent a significant hardship. significant hardship.

Alternate assignments should Alternate assignments should always be an option.always be an option.

Access reiteratedAccess reiterated

Websites for electronic learning Websites for electronic learning environments courses should be fully environments courses should be fully accessible and meet the needs of diverse accessible and meet the needs of diverse students. In accordance with federal law students. In accordance with federal law and the University of Maine System and the University of Maine System policies, websites should be designed policies, websites should be designed using Universal Design Guidelines. using Universal Design Guidelines.

Elements of electronic accessElements of electronic access alternate descriptions of graphical alternate descriptions of graphical

elements and text equivalents for all non-elements and text equivalents for all non-textual elements (graphs, charts, color, textual elements (graphs, charts, color, frames, etc.), high contrast between frames, etc.), high contrast between background and text, and a minimum of background and text, and a minimum of visual clutter;visual clutter;

audio that deaf or hearing-impaired audio that deaf or hearing-impaired individuals can understand;individuals can understand;

Elements of Electronic AccessElements of Electronic Access

equivalent alternatives for equivalent alternatives for multimedia presentations that are multimedia presentations that are synchronized with the presentation;synchronized with the presentation;

identifying language for links.identifying language for links.

All students benefit from Universal Course All students benefit from Universal Course

Design in all learning environmentsDesign in all learning environments Students with audio learning styles Students with audio learning styles

benefit from audio accessbenefit from audio access Students with visual learning styles Students with visual learning styles

benefit from visual accessbenefit from visual access Students without transportation, who Students without transportation, who

have personal circumstances that have personal circumstances that limit mobility, who have temporary limit mobility, who have temporary mobility impairments benefit from mobility impairments benefit from alternative assignmentsalternative assignments

Faculty benefitFaculty benefit

Multiple delivery systems increase Multiple delivery systems increase actual engagement in the actual engagement in the educational processeducational process

Diversity Diversity RetentionRetention Student successStudent success Equity in the educational processEquity in the educational process

Thank you!Thank you!

Many of our conversations with our colleagues Many of our conversations with our colleagues have helped us to develop this vision of have helped us to develop this vision of systems-change to make educational truly systems-change to make educational truly accessible for all learners and teachers. We accessible for all learners and teachers. We look forward to the ongoing conversation.look forward to the ongoing conversation.