52
Universally Designed Syllabi Universally Designed Syllabi Kirsten Behling, MA Kirsten Behling, MA Suffolk University Suffolk University

Universally Designed Syllabi

Embed Size (px)

DESCRIPTION

Universally Designed Syllabi. Kirsten Behling, MA Suffolk University. What is Universal Course Design?. - PowerPoint PPT Presentation

Citation preview

Page 1: Universally Designed Syllabi

Universally Designed Syllabi Universally Designed Syllabi

Kirsten Behling, MAKirsten Behling, MA

Suffolk University Suffolk University

Page 2: Universally Designed Syllabi

What is Universal Course What is Universal Course

Design?Design?

Universal Course Design Universal Course Design (UCD) is the design of college (UCD) is the design of college courses including the course courses including the course curriculumcurriculum, , instructioninstruction, , assessmentassessment and theand the environmentenvironment, to be usable by , to be usable by all students, to the greatest all students, to the greatest extent possible, without the extent possible, without the need for accommodations. need for accommodations.

Page 3: Universally Designed Syllabi

UCD Four Key ElementsUCD Four Key Elements

1.1. CurriculuCurriculumm

2.2. Instruction Instruction

3.3. Assessment Assessment

4.4. Environment Environment

Page 4: Universally Designed Syllabi

What is the purpose of a What is the purpose of a syllabus?syllabus?

The syllabus is more than a calendar and a task The syllabus is more than a calendar and a task reminder, it is: reminder, it is:

A contract A contract

Contains detail course expectations and requirements Contains detail course expectations and requirements

One stop reference for students One stop reference for students

Provides high level of initial interaction between the Provides high level of initial interaction between the learner and the material learner and the material results in increased results in increased engagement with the courseengagement with the course

Page 5: Universally Designed Syllabi

ProblemsProblems with Traditional with Traditional Syllabi Syllabi

Students don’t read it, they get lost in the details Students don’t read it, they get lost in the details

Students are not able to clearly distinguish due Students are not able to clearly distinguish due datesdates

Traditional syllabi are static documents, often only Traditional syllabi are static documents, often only referred to oncereferred to once

Students have at least 3 other syllabi, how is yours Students have at least 3 other syllabi, how is yours different? different?

Page 6: Universally Designed Syllabi

Example of a Traditional Syllabus

Page 7: Universally Designed Syllabi

Student cited Student cited BenefitsBenefits of UCD of UCD Syllabi Syllabi

Students prefer a flexible dynamic syllabusStudents prefer a flexible dynamic syllabus

Students are offered a choice of how to interact with Students are offered a choice of how to interact with the contentthe content

There is a reduction in confusion around course There is a reduction in confusion around course logisticslogistics

Students take ownership of the syllabus referring to Students take ownership of the syllabus referring to it on their ownit on their own

Page 8: Universally Designed Syllabi

UCD Syllabi

Page 9: Universally Designed Syllabi

Characteristics of A Characteristics of A Universally Designed SyllabusUniversally Designed Syllabus

Emphasize the process of learning more so than the Emphasize the process of learning more so than the content content

Encourages self-determined investigationEncourages self-determined investigation

Learning spaces for reflective activitiesLearning spaces for reflective activities

*Note: *Note: Students may initially struggle with the freedom found in Students may initially struggle with the freedom found in an UCD syllabusan UCD syllabus

Page 10: Universally Designed Syllabi

UCD Syllabi promotes self-UCD Syllabi promotes self-exploration exploration

For example: use embedded chronologies to promote active For example: use embedded chronologies to promote active self learning self learning

Page 11: Universally Designed Syllabi

UCD Syllabi a space for UCD Syllabi a space for reflective activityreflective activity

Page 12: Universally Designed Syllabi

Technical Characteristics of Technical Characteristics of an UCD Syllabusan UCD Syllabus

Every component on the syllabus should be Every component on the syllabus should be available in 2 formatsavailable in 2 formats

The syllabus should be The syllabus should be in additionin addition to the traditional to the traditional syllabussyllabus

The syllabus should be available digitally The syllabus should be available digitally

Page 13: Universally Designed Syllabi

Examples of UCD Syllabi

Page 14: Universally Designed Syllabi

Creating a UCD SyllabusCreating a UCD Syllabus

Page 15: Universally Designed Syllabi

Considering different learning Considering different learning stylesstyles

Visual: Visual: images, charts, maps, videos, animationsimages, charts, maps, videos, animations

Auditory: Auditory: audio files w/ accompany text filesaudio files w/ accompany text files

Kinesthetic: Kinesthetic: materials that they can interact materials that they can interact with and controlwith and control

A UCD Syllabus should have each of these A UCD Syllabus should have each of these componentscomponents

Page 16: Universally Designed Syllabi

Easy UCD SyllabusEasy UCD Syllabus

Add a table – use Word, html editor, Dreamweaver (are good Add a table – use Word, html editor, Dreamweaver (are good resources) resources)

Page 17: Universally Designed Syllabi

Course Name Course Name

Traditional Traditional UCD VersionUCD Version

Page 18: Universally Designed Syllabi

Course Name Course Name

Traditional Traditional UCD VersionUCD Version

Page 19: Universally Designed Syllabi

UCD Strategies for Course UCD Strategies for Course Name Name

Add a picture Add a picture

Add a link to a relevant website Add a link to a relevant website

Add some key words relevant to the course Add some key words relevant to the course

Write a brief explanation of the nameWrite a brief explanation of the name

Include a history of how the course came to beInclude a history of how the course came to be

Others?Others?

Page 20: Universally Designed Syllabi

Course Information Course Information

Traditional Traditional UCD Version UCD Version

Page 21: Universally Designed Syllabi

Course Information Course Information

Traditional Traditional UCD Version UCD Version

Page 22: Universally Designed Syllabi

UCD Strategies for Course UCD Strategies for Course Information Information

Add a map of the campus with an arrow pointing to Add a map of the campus with an arrow pointing to the building where your class is heldthe building where your class is held

Add a link to a map for students to get directions too Add a link to a map for students to get directions too (particularly helpful with practicum, internships, etc.)(particularly helpful with practicum, internships, etc.)

Add a calendar graphic detailing when your courses Add a calendar graphic detailing when your courses meet. meet.

Others?Others?

Page 23: Universally Designed Syllabi

Instructor Information Instructor Information

Traditional Traditional UCD Version UCD Version

Page 24: Universally Designed Syllabi

Instructor Information Instructor Information

Traditional Traditional UCD Version UCD Version

Page 25: Universally Designed Syllabi

Strategies for Instructor Strategies for Instructor Information Information

Include multiple means of contactInclude multiple means of contact

Write a letter to your students explaining your Write a letter to your students explaining your expectationsexpectations

Include a link to a personal websiteInclude a link to a personal website

Include an interesting tid-bit of information (what Include an interesting tid-bit of information (what your favorite food is, or the best place you have your favorite food is, or the best place you have visited)visited)

Others?Others?

Page 26: Universally Designed Syllabi

Office HoursOffice Hours

Traditional Traditional UCD Version UCD Version

Page 27: Universally Designed Syllabi

Office HoursOffice Hours

Traditional Traditional UCD Version UCD Version

Page 28: Universally Designed Syllabi

Strategies for Office HoursStrategies for Office Hours

Add a calendar graphic to showcase the schedule Add a calendar graphic to showcase the schedule of the courseof the course

Have a direct link to your email from your syllabus Have a direct link to your email from your syllabus

Conduct at least one online office hour a week Conduct at least one online office hour a week E-mailE-mail Instant message Instant message BlackBoard discussion BlackBoard discussion Answering your phoneAnswering your phone

Page 29: Universally Designed Syllabi

Course Description Course Description

Traditional Traditional UCD Version UCD Version

Page 30: Universally Designed Syllabi

Course Description Course Description

Traditional Traditional UCD Version UCD Version

Page 31: Universally Designed Syllabi

Strategies for Course Strategies for Course Description / GoalsDescription / Goals

Clearly define general course goals, connect them to specific learning Clearly define general course goals, connect them to specific learning objectivesobjectives

Explain what you hope students will learn and how you will teach Explain what you hope students will learn and how you will teach

Use bullet points to reduce the amount of text Use bullet points to reduce the amount of text

Create graphic images to represent the description of the course Create graphic images to represent the description of the course

Add pictures, websites or video clips that are reflective of the course goalsAdd pictures, websites or video clips that are reflective of the course goals

Ask previous students to write the goals for the course as they experienced itAsk previous students to write the goals for the course as they experienced it

Page 32: Universally Designed Syllabi

Required and Optional TextsRequired and Optional Texts

Traditional Traditional UCD Version UCD Version

Page 33: Universally Designed Syllabi

Required and Optional TextsRequired and Optional Texts

Traditional Traditional UCD Version UCD Version

Page 34: Universally Designed Syllabi

Strategies for Required TextsStrategies for Required Texts

Clearly define textbook requirements (required or recommended)Clearly define textbook requirements (required or recommended)

Provide as much detail about the text as possible, including the Provide as much detail about the text as possible, including the ISB #ISB #

Add table that details where students might be able to find these Add table that details where students might be able to find these textstexts

Include a bio of the author of each text Include a bio of the author of each text

Include links to all virtual texts Include links to all virtual texts

Use culturally responsive texts Use culturally responsive texts

Page 35: Universally Designed Syllabi

Course Requirements/ Grading Course Requirements/ Grading PoliciesPolicies

Traditional Traditional UCD Version UCD Version

Page 36: Universally Designed Syllabi

Course RequirementsCourse Requirements

Traditional Traditional UCD Version UCD Version

Page 37: Universally Designed Syllabi

Strategies for Course Strategies for Course RequirementsRequirements

Clearly define specific grading policies Clearly define specific grading policies

Provide hyperlinks for more information about course Provide hyperlinks for more information about course requirements and/or examples of papers and activitiesrequirements and/or examples of papers and activities

When possible offer alternative exam and assignment datesWhen possible offer alternative exam and assignment dates

Use bullets to clearly distinguish between different Use bullets to clearly distinguish between different requirements requirements

Course participation – be flexible as to what this means (online Course participation – be flexible as to what this means (online discussion, in class participation, group leader, etc…) discussion, in class participation, group leader, etc…)

Page 38: Universally Designed Syllabi

Course ScheduleCourse Schedule

Traditional Traditional UCD Version UCD Version

Page 39: Universally Designed Syllabi

Course ScheduleCourse Schedule

Traditional Traditional UCD Version UCD Version

Page 40: Universally Designed Syllabi

Strategies for Course Schedule Strategies for Course Schedule

Additional UCD Strategies: Additional UCD Strategies: Include topics, assigned readings, activities, Include topics, assigned readings, activities,

assignments, and assessments in the scheduleassignments, and assessments in the schedule Use color coding and symbols to highlight important Use color coding and symbols to highlight important

dates and assignmentsdates and assignments Clearly connect what course dates with what is due. Clearly connect what course dates with what is due. Use hyperlinks which allow students to find more Use hyperlinks which allow students to find more

information about specific assignments and/or classesinformation about specific assignments and/or classes Others?Others?

Page 41: Universally Designed Syllabi

Grading/ Evaluation Grading/ Evaluation

Traditional Traditional UCD Version UCD Version

Page 42: Universally Designed Syllabi

Grading/ Evaluation Grading/ Evaluation

Traditional Traditional UCD Version UCD Version

Page 43: Universally Designed Syllabi

Strategies for Course Strategies for Course Evaluations / Grading Evaluations / Grading

Specify the number and types of exams that will be Specify the number and types of exams that will be given and the percentage of the grade awarded to given and the percentage of the grade awarded to each exameach exam

Use links to connect to assignment rubrics, and/or Use links to connect to assignment rubrics, and/or examples of well done assignments examples of well done assignments

Offer a choice in assignments as much as possible Offer a choice in assignments as much as possible

Provide working dates for students leading up to a Provide working dates for students leading up to a final project final project

Page 44: Universally Designed Syllabi

Disability Statement Disability Statement

Traditional Traditional UCD Version UCD Version

Page 45: Universally Designed Syllabi

Strategies for Disability Strategies for Disability Statement Statement

First First include one. include one.

UCD Strategies: UCD Strategies: Include office location and office hours after the Include office location and office hours after the

statementstatement Link to the Disability Office homepageLink to the Disability Office homepage Show a picture of the officeShow a picture of the office Point out the location of the office on a map Point out the location of the office on a map Others?Others?

Page 46: Universally Designed Syllabi

Course Policies Course Policies

Traditional Traditional UCD Version UCD Version

Page 47: Universally Designed Syllabi

Strategies for Course Policies Strategies for Course Policies

First First clearly type out the policies you will use for clearly type out the policies you will use for this course. this course.

UCD Strategies: UCD Strategies: Have a separate space for these policies on your Have a separate space for these policies on your

syllabus. syllabus. Clearly detail what the policy is. Continually point Clearly detail what the policy is. Continually point

students to these policies throughout the semester. students to these policies throughout the semester. Use links to connect to campus-wide or departmental Use links to connect to campus-wide or departmental

policies when appropriate. policies when appropriate. Others?Others?

Page 48: Universally Designed Syllabi

Transforming a Traditional Transforming a Traditional Syllabus Syllabus

to a UCD syllabus to a UCD syllabus

Page 49: Universally Designed Syllabi

Things to keep in mindThings to keep in mind

If you use a website that requires a plug-in If you use a website that requires a plug-in (windows media player) provide the plug in(windows media player) provide the plug in

If you use audio or video clips, offer students low If you use audio or video clips, offer students low or high bandwidth connection optionsor high bandwidth connection options

If linking to video/ audio link directly to the If linking to video/ audio link directly to the source and not the page that hosts it, as the page source and not the page that hosts it, as the page may changemay change

Page 50: Universally Designed Syllabi

UCD and Syllabi - Final Check UCD and Syllabi - Final Check ListList

Determine the specific content, skills, and strategies Determine the specific content, skills, and strategies of the courseof the course

Ask, “Ask, “How will the students access the information?”How will the students access the information?”

Provide flexible media and materials for each Provide flexible media and materials for each learning stylelearning style

EngageEngage the students based on interest, experience, the students based on interest, experience, and applicationand application

Page 51: Universally Designed Syllabi

StudentStudent Suggestions for UCD Suggestions for UCD SyllabiSyllabi

68% asked that syllabi be posted prior to the 68% asked that syllabi be posted prior to the beginning of the semesterbeginning of the semester

37% asked faculty to use electronic course materials 37% asked faculty to use electronic course materials

86% want multiple access points to the instructor86% want multiple access points to the instructor

Provide clear expectations of the course Provide clear expectations of the course requirements requirements

Page 52: Universally Designed Syllabi

For More Information Contact:For More Information Contact:

Kirsten Behling Kirsten Behling Suffolk University Suffolk University [email protected]

617-994-6820617-994-6820