Universally Designed Syllabi Kirsten Behling, MA Suffolk University.
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Transcript of Universally Designed Syllabi Kirsten Behling, MA Suffolk University.
Universally Designed Syllabi Universally Designed Syllabi
Kirsten Behling, MAKirsten Behling, MA
Suffolk University Suffolk University
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.
UCD Four Key ElementsUCD Four Key Elements
1.1. CurriculuCurriculumm
2.2. Instruction Instruction
3.3. Assessment Assessment
4.4. Environment Environment
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
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?
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
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
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
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
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
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)
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?
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?
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?
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
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
Required and Optional TextsRequired and Optional Texts
Traditional Traditional UCD Version UCD Version
Required and Optional TextsRequired and Optional Texts
Traditional Traditional UCD Version UCD Version
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
Course Requirements/ Grading Course Requirements/ Grading PoliciesPolicies
Traditional Traditional UCD Version UCD Version
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…)
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?
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
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?
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?
Transforming a Traditional Transforming a Traditional Syllabus Syllabus
to a UCD syllabus to a UCD syllabus
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
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
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
For More Information Contact:For More Information Contact:
Kirsten Behling Kirsten Behling Suffolk University Suffolk University [email protected]
617-994-6820617-994-6820