Inclusive Pedagogies: Universal Design & International Students · 2018. 1. 22. · Inclusive...
Transcript of Inclusive Pedagogies: Universal Design & International Students · 2018. 1. 22. · Inclusive...
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 -- [email protected] (Library)• Nikhat Ghouse -- [email protected] (Writing Studies)• Joseph Mortati -- [email protected] (Business• Lauren Sinclair [email protected] (IAP/SPExS)Additional ResourceInstructional Designer• Joy Adams – [email protected] (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!