1. Student Centered Teaching Through Universal Instructional Design Part II

2. Principle 1 Create A Welcoming Environment

3. Principle 1 Create a Welcoming Environment Students, from all backgrounds, find this course a safe & fair learning environment because … physical environment is accessible & comfortable faculty promote and respect diversity faculty establish ground rules to honor all students students have an effective orientation to the course faculty design an inclusive syllabus faculty get to know students

4. Principle 1 Creating an Accessible Environment Can every student get into the classroom? Can every student navigate the room? Does everyone have a choice of where to sit? Can everyone see and hear the instructor? Are the accessibility features on the AV equipment on?

5. Principle 1 Create a Welcoming Environment Possible Goals for the First Day of Class Motivating students regarding course outcomes Framing the course content Establishing expectations for workload Assessing students Informally Creating a comfortable class climate Engaging with course content Informing on essential administrative and immediate Student Tasks

6. Principle 1 Create a Welcoming Environment Strategies Design inclusive syllabus "Any students with a need for reasonable accommodations are encouraged to discuss this with me after class or during office hours. Students must be registered with Disability Services to receive accommodations.“ Establish ground rules to honor all students Acknowledge diversity of students

7. ACeS Faculty Strategies: Creating a Welcoming Environment Mini-Biography Card Debunking Math Myths Syllabus Revisions

8. Principle 2 Determine Essential Components of a Course

9. Principle 2 Essential Course Components What are the outcomes skills knowledge attitudes all students must demonstrate with or without using accommodations Differentiate what is “essential” knowledge for a course vs. what the professor would “prefer” a student to know

10. Principle 2 Essential Course Components In determining essential components of a course, consider: College standards and requirements Departmental standards and requirements Course description Learning objectives/outcomes External licensing requirements

11. Principle 2 Essential Course Components Purpose of the course – in lecture or syllabus “Frame the course” – The five essential questions this course will answer are… Use a graphic flow chart or concept map of the course to explain how the course fits in with the program or major Outcomes required of all students What must all students know and be able to do by the conclusion of the course? Why must students be able to do or know it?

12. ACeS Faculty Strategies: Essential Course Components

13. Principle 3 Communicate Clear Expectations

14. What the students will be expected to learn What the students will be expected to do How the students will be evaluated What resources are available to students

15. Principle 3 Communicate Clear Expectations Syllabus elements Introductory information Contact information Essential components and course prerequisites Course goals and learning objectives Textbooks and readings Course calendar or listing of topics Additional materials required Grading procedures Course policies Helpful tips or strategies Disability statement

16. Principle 3 Communicate Clear Expectations Strategies Organization Organize materials, including course management sites, in a way that makes them easy to navigate Provide consistent procedures for assignments, quizzes, etc. Review important course information to enhance understanding Review syllabus at the start of class and again a week later Explain and discuss rules more than once

17. Principle 3 Communicate Clear Expectations Strategies Quality work Provide examples of good quality papers and projects Post the examples online Grading Use rubrics to communicate how performance translates to grade Provide a chart for students to use to track their own grades Return graded items in a timely manner

18. ACeS Faculty Strategies: Communicating Clear Expectations Student Friendly Language Table of Contents with Simplified Language Friendlier Format Visual Icons Color coded assignments with pie chart of grading percentages Assignments in calendar format Interactive elements within syllabus Highlighters distributed for syllabus review

19. Principle 4 Provide Constructive Feedback

20. Provide feedback that is: specific relevant timely frequent accurate offers a mix of positive and corrective feedback

21. Principle 4 Provide Constructive Feedback Provide feedback at regular intervals regarding: In-class assignments Short-term assignments Long-term assignments Group work Class participation Tests/evaluations

22. Principle 4 Provide Constructive Feedback Strategies Use rubrics to communicate how students’ performance translates to their grade Structure long-term assignments providing students with the option of turning in sections and/or early drafts for constructive feedback Provide feedback that includes an explanation for both correct and incorrect answers Include suggestions for improvement

23. ACeS Faculty Strategies: Providing Constructive Feedback Progress reports Remediate multiple choice sections on exams Homework checklist/chart for recording grades Review assignments/provide feedback Contract