2. Universally Designed Syllabi Kirsten Behling, MA Suffolk University

3. What is Universal Course Design? Universal Course Design (UCD) is the design of college courses including the course curriculum, instruction, assessment and the environment, to be usable by all students, to the greatest extent possible, without the need for accommodations.

4. UCD Four Key Elements 1. Curriculum 2. Instruction 3. Assessment 4. Environment

5. What is the purpose of a syllabus? The syllabus is more than a calendar and a task reminder, it is: The syllabus is more than a calendar and a task 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 learner and the material  results in increased engagement with the course Provides high level of initial interaction between the learner and the material  results in increased engagement with the course

6. Problems with Traditional 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 dates Students are not able to clearly distinguish due dates Traditional syllabi are static documents, often only referred to once Traditional syllabi are static documents, often only referred to once Students have at least 3 other syllabi, how is yours different? Students have at least 3 other syllabi, how is yours different?

7. Example of a Traditional Syllabus Example of a Traditional Syllabus

8. Student cited Benefits of UCD Syllabi Students prefer a flexible dynamic syllabus Students prefer a flexible dynamic syllabus Students are offered a choice of how to interact with the content Students are offered a choice of how to interact with the content There is a reduction in confusion around course logistics There is a reduction in confusion around course logistics Students take ownership of the syllabus referring to it on their own Students take ownership of the syllabus referring to it on their own

9. UCD Syllabi UCD Syllabi

10. Characteristics of A Universally Designed Syllabus Emphasize the process of learning more so than the content Emphasize the process of learning more so than the content Encourages self-determined investigation Encourages self-determined investigation Learning spaces for reflective activities Learning spaces for reflective activities *Note: Students may initially struggle with the freedom found in an UCD syllabus

11. UCD Syllabi promotes self-exploration For example: use embedded chronologies to promote active self learning

12. UCD Syllabi a space for reflective activity

13. Technical Characteristics of an UCD Syllabus  Every component on the syllabus should be available in 2 formats  The syllabus should be in addition to the traditional syllabus  The syllabus should be available digitally

14. Examples of UCD Syllabi Examples of UCD Syllabi

15. Creating a UCD Syllabus

16. Considering different learning styles Visual: images, charts, maps, videos, animations Visual: images, charts, maps, videos, animations Auditory: audio files w/ accompany text files Auditory: audio files w/ accompany text files Kinesthetic: materials that they can interact with and control Kinesthetic: materials that they can interact with and control A UCD Syllabus should have each of these components

17. Easy UCD Syllabus Add a table – use Word, html editor, Dreamweaver (are good resources)

18. Course Name Traditional Traditional UCD Version

19. Course Name Traditional Traditional UCD Version

20. UCD Strategies for Course 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 name Write a brief explanation of the name Include a history of how the course came to be Include a history of how the course came to be Others? Others?

21. Course Information Traditional UCD Version

22. Course Information Traditional UCD Version

23. UCD Strategies for Course Information Add a map of the campus with an arrow pointing to the building where your class is held Add a map of the campus with an arrow pointing to the building where your class is held Add a link to a map for students to get directions too (particularly helpful with practicum, internships, etc.) Add a link to a map for students to get directions too (particularly helpful with practicum, internships, etc.) Add a calendar graphic detailing when your courses meet. Add a calendar graphic detailing when your courses meet. Others? Others?

24. Instructor Information Traditional UCD Version

25. Instructor Information Traditional UCD Version

26. Strategies for Instructor Information Include multiple means of contact Include multiple means of contact Write a letter to your students explaining your expectations Write a letter to your students explaining your expectations Include a link to a personal website Include a link to a personal website Include an interesting tid-bit of information (what your favorite food is, or the best place you have visited) Include an interesting tid-bit of information (what your favorite food is, or the best place you have visited) Others? Others?

27. Office Hours Traditional UCD Version

28. Office Hours Traditional UCD Version

29. Strategies for Office Hours Add a calendar graphic to showcase the schedule of the course Add a calendar graphic to showcase the schedule of 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-mail E-mail Instant message Instant message BlackBoard discussion BlackBoard discussion Answering your phone Answering your phone

30. Course Description Traditional UCD Version

31. Course Description Traditional UCD Version

32. Strategies for Course Description / Goals Clearly define general course goals, connect them to specific learning objectives Clearly define general course goals, connect them to specific learning objectives 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 goals Add 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 it Ask previous students to write the goals for the course as they experienced it

33. Required and Optional Texts Traditional UCD Version

34. Required and Optional Texts Traditional UCD Version

35. Strategies 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 ISB # Provide as much detail about the text as possible, including the ISB # Add table that details where students might be able to find these texts Add table that details where students might be able to find these texts 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

36. Course Requirements/ Grading Policies Traditional UCD Version

37. Course Requirements Traditional UCD Version

38. Strategies for Course Requirements Clearly define specific grading policies Clearly define specific grading policies Provide hyperlinks for more information about course requirements and/or examples of papers and activities Provide hyperlinks for more information about course requirements and/or examples of papers and activities When possible offer alternative exam and assignment dates When possible offer alternative exam and assignment dates Use bullets to clearly distinguish between different requirements Use bullets to clearly distinguish between different requirements Course participation – be flexible as to what this means (online discussion, in class participation, group leader, etc…) Course participation – be flexible as to what this means (online discussion, in class participation, group leader, etc…)

39. Course Schedule Traditional UCD Version

40. Course Schedule Traditional UCD Version

41. Strategies for Course Schedule Additional UCD Strategies: Additional UCD Strategies: Include topics, assigned readings, activities, assignments, and assessments in the schedule Include topics, assigned readings, activities, assignments, and assessments in the schedule Use color coding and symbols to highlight important dates and assignments Use color coding and symbols to highlight important dates 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 information about specific assignments and/or classes Use hyperlinks which allow students to find more information about specific assignments and/or classes Others? Others?

42. Grading/ Evaluation Traditional UCD Version

43. Grading/ Evaluation Traditional UCD Version

44. Strategies for Course Evaluations / Grading Specify the number and types of exams that will be given and the percentage of the grade awarded to each exam Specify the number and types of exams that will be given and the percentage of the grade awarded to each exam Use links to connect to assignment rubrics, and/or examples of well done assignments Use links to connect to assignment rubrics, and/or 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 final project Provide working dates for students leading up to a final project

45. Disability Statement Traditional UCD Version

46. Strategies for Disability Statement First include one. First include one. UCD Strategies: UCD Strategies: Include office location and office hours after the statement Include office location and office hours after the statement Link to the Disability Office homepage Link to the Disability Office homepage Show a picture of the office Show 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?

47. Course Policies Traditional UCD Version

48. Strategies for Course Policies First clearly type out the policies you will use for this course. First clearly type out the policies you will use for this course. UCD Strategies: UCD Strategies: Have a separate space for these policies on your syllabus. Have a separate space for these policies on your syllabus. Clearly detail what the policy is. Continually point students to these policies throughout the semester. Clearly detail what the policy is. Continually point students to these policies throughout the semester. Use links to connect to campus-wide or departmental policies when appropriate. Use links to connect to campus-wide or departmental policies when appropriate. Others? Others?

49. Transforming a Traditional Syllabus to a UCD syllabus

50. Things to keep in mind If you use a website that requires a plug-in (windows media player) provide the plug in If you use a website that requires a plug-in (windows media player) provide the plug in If you use audio or video clips, offer students low or high bandwidth connection options If you use audio or video clips, offer students low or high bandwidth connection options If linking to video/ audio link directly to the source and not the page that hosts it, as the page may change If linking to video/ audio link directly to the source and not the page that hosts it, as the page may change

51. UCD and Syllabi - Final Check List Determine the specific content, skills, and strategies of the course Determine the specific content, skills, and strategies of the course Ask, “How will the students access the information?” Ask, “How will the students access the information?” Provide flexible media and materials for each learning style Provide flexible media and materials for each learning style Engage the students based on interest, experience, and application Engage the students based on interest, experience, and application

52. Student Suggestions for UCD Syllabi 68% asked that syllabi be posted prior to the beginning of the semester 68% asked that syllabi be posted prior to the beginning 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 instructor 86% want multiple access points to the instructor Provide clear expectations of the course requirements Provide clear expectations of the course requirements

53. For More Information Contact: Kirsten Behling Suffolk University kbehling@suffolk.edu 617-994-6820