Universal Design for Learning: A Retention Tool for Higher Education

Universal Design for Learning: A Retention

Tool for Higher Education

http://uvm.edu/~cdci/universaldesign/

UDL as a Retention Tool

Annie Stevens Assistant Vice President for Student and Campus Life

Ellen McShane Director of Academic Support Programs

Workshop Goals

Understand how Universal Design for Learning connects to the millennial student.

How to apply UDL principles as a retention tool?

UDL Principles in Higher Education

UDL is about the Power of the Individualto Contribute to the Whole

Millennials are About…

Team-Oriented Confident Sheltered

Conventional Pressured Achieving


Innovation comes from the margins.

Millennials on the Margins Feel that every job should be as

stimulating as a video game Machines should be able to do the

mundane work: social networking. They see the world as having an

inconsistent set of values –so feel working the system is appropriate.


Celebrates the diversity of learners.

Millennials and Diversity

Maintain an international perspective. Are a global generation. Have a social justice perspective. Have a greater sense of world humanity. Profoundly diverse. Divided by socio-economic class more

than diversity


Higher Education’s Methods are Disabled.

Higher Education’s methods and delivery systems are disabled.

Millennials and Higher Education

They are master negotiators! Expect and need praise. They will

mistake silence for disapproval. They expect feedback. Need clear expectations and explicit

instructions for completing assignments.


Their educational activities changed often and they were actively involved in the learning process.

They are a generation who is interested in a life with value and meaning.

Have lived programmed lives and are capable of learning several jobs simultaneously and performing well.


THINK Take a few minutes to think about

information that is critical for you to help students understand. Write down how you currently present that information to students.

PAIR Pair up with someone next to you and share

your thoughts REVISE

Revise this presentation based on what you know about UDL and Millennials.

Representation for MillenialsThe “what” of learning Get to know them/Establish mentoring

relationships Allow group work – esp. through technology Use multiple means of disseminating information

simultaneously (pictures, writing, movement, etc.)

Help them brainstorm an approach Set specific bench-marks to be completed Try to create a low stress environment

Culturally sensitive approaches for range of diversity Provide physically comfortable space

Engaging MillenialsThe “how” of learning

Give them “work that matters.” Help them understand why it is important.

Reward accomplishments with increased responsibility

Encourage & reward innovation Give clearly defined goals & strong

leadership Require them to take 100% responsibility

for their work Be laid back in your approach – They like to

have fun! Balance role of educator & team player

Expression with MillenialsThe “why” of learning

Be flexible in your assignments/tasks Consistently provide constructive feedback Help them set goals & reach them Reward good work Give them electronic access to as much as

is philosophically possible Give them definitions, boundaries and rules

and offer choices/options for expression

Questions ?

Summary

Higher Education Research Institute’s Outcomes for Higher Education

Habits of Mind for Learning

Pluralistic Thinking

Complex Thinking

“Habits of Mind” for LearningScholastic

Asks questions in class

Revises own papers to improve writing

Seeks feedback on academic work

Seeks solutions to problems and explain them to others

Based on David Conley’s College Knowledge

Critical Thinking Supports opinions with a logical

argument

Evaluates the quality or reliability of information received

Seeks alternate solutions to a problem

Looks up scientific research articles and resources

Explores topics on own, even though it was not required for a class

Predictors of Success

Background Campus Activities

High school behaviors SAT scores

Discussed course content with students outside of class

First year GPA

Community service as part of class

First year seminars Quantity and quality

of faculty contact Participated in a

professor’s research project

Pluralistic Thinking as a College Outcome

Practical standpoint: measure was derived directly from the skills articulated by employers for a diverse workforce (Bikson & Law, 1994).

Developmental perspective: outcome is linked to students’ thinking and social interaction (cognitive), perspective taking (social-cognitive) as well as new models of intercultural competence and maturity (inter- and intrapersonal dimensions; King & Baxter-Magolda, 2005)

Behaviors Leading to Pluralistic Thinking as an Outcome

Tolerance of others with different beliefs Ability to work cooperatively with diverse peopleOpenness to having my own views challengedAbility to discuss/negotiate controversial issuesAbility to see world from someone else’s perspective

College Experience Effects on Pluralistic Orientation

INFORMAL Positive interactions

with diverse peers Taking action on

racial issues Hrs/week working for

pay Hrs/week studying Hrs/week socializing

CAMPUS FACILITATED Leadership training Diversity co-curricular

activities Diversity courses Service learning &

community service Course opportunities

offering intensive dialogue

Behaviors Linked to Complex Thinking for a Diverse Society

• Understanding of the problems facing the community

• Understanding of social problems facing our nation

• Ability to get along with people of different races/cultures

• Knowledge of people from different races/cultures

• Ability to think critically

College Experience Effects on Complex Thinking

INFORMAL Positive interactions with

diverse peers Interactions with students

outside the U.S. Voted in a student election Demonstrated for/against

the war

Also related to high ratings on:

Academic abilityUnderstanding of othersSelf-understanding

CAMPUS FACILITATED Performed community

service as part of a class Attended a racial/cultural

awareness workshop Took an ethnic studies

course Took a women’s studies

course

UDL/Millennial Students and HERI Outcomes

How can we utilize UDL with a focus on millennial students to implement HERI’s outcomes?

References

Chambers, R. (September 28, 2006) “Managing the Millennials.” Big-10 Printing Manager’s Conference.

Kerestly, E. “Millennials Go To College: Understanding the generational persona of today’s high school & college students.” Powerpoint Presentation. http://www.umflint.edu/resources/centers/tclt/events/Millennial%20PresentationUofMFlint.ppt Accessed 1/7/2008.

Manning, T., Everett, B., & Roberts, C. “The Millennial Generation: The next generation in college enrollment.” Central Piedmont Community College & The Center for Applied Researchhttp://www1.cpcc. edu/planning/studies-and-reports)

Howe, N. & Strauss, W. (2000). Millennials Rising. Vintage.Wendover, R. W. (May 2004). “Managing the Millennial Generation.” GenTrends: Catchign the wave of the generations to come! Center for Generational Studies.Wendover, R. W. “Getting Millennials to Engage.” Center for Generational Studies. http://www.gentrends.com/getting_millennials_to_engage.html (Accessed 1/3/2008).Wendover, R. W. “Critical Thinking and Emerging Leaders.” Center for Generational Studies. http://www.gentrends.com/critical_thinking_and_emerging_leaders.html (Accessed 1/3/2008).

Documents

Universal Design for Learning: A Retention Tool for Higher Education