1. Incorporating Universal Design
Principles in the Development,
Delivery, and Assessment of Your
Instruction
Susan A. Aase, J.D., M.S.Ed., Outreach Coordinator, Disability Services
Ilene D. Alexander, PhD, Teaching Consultant, Center for Teaching and Learning
Tim Kamenar, M.S., Disability Specialist, Disability Services
Kate Martin, M.A., Teaching Consultant, Center for Teaching and Learning

2. Resources
• To download slides and handouts from
today’s session, go to
http://slideshare.net/uminnteachlearn
• To participate in Twitter idea sharing about
August Teaching Enrichment Series:
#atesCTL

4. Learning
• Learning refers only to significant changes in
capability, understanding, knowledge,
practices, attitudes or values by individuals,
groups, organisations or society.
– Frank Coffield

5. Learning
• One of the differences that has had the most
influence on my own approach is that
Confucian philosophy encourages questioning
and discussion but after the learner has
focused on understanding and acquiring
concepts
– “Teaching and learning: the international higher
education landscape” Sheila Trahar

6. Learning
• Silence, rather than an indicator of a lack of
engagement in the process of learning, or of
passive learning, regarded pejoratively by
many Western Academics is thus an active
process, socially positive and beneficial to
higher levels of thinking and to deepening
understanding.
– .

7. Centered Title
http://www.joebower.org/2011/08/

8. Universal Design: Key Question
• Students want to learn and their instructors
share this goal. How can instructors select
their curriculum and instructional strategies to
maximize the learning of all students?
–The Faculty Room, DoIt webpage:
http://www.washington.edu/doit/Faculty/Strategies/Universal/

9. Universal Design – Core Practice
• Employing universal design principles in
instruction does not eliminate the need for
specific accommodations for students with
disabilities. There will always be the need for
some specific accommodations, such as sign
language interpreters for students who are
deaf.

10. Universal Design – Core Practice
• However, applying universal design concepts
in course planning will assure full access to the
content for most students and minimize the
need for specific accommodations.

11. Universal Design – Core Practice
• For example, designing web resources in
accessible format as they are developed
means that no re-development is necessary if
a blind student enrolls in the class; planning
ahead can be less time-consuming in the long
run. Letting all students have access to your
class notes and assignments on an accessible
website can eliminate the need for providing
materials in alternative formats.

12. Integrated and Aligned Design
• “Integrated and Aligned Design” incorporates
the principles of Universal Design into well
established tenants of good curricular design.

13. Environment
Environmental Factors:
Institutions, Disciplines, Cultures, Communities, Classrooms
Instruction Curriculum Assessment
Learning& Teaching Feedback & Assessment
Activities Components/Tasks
IntendedLearningOutco
mes
INTEGRATED ALIGNED COURSE DESIGN
Adapted from Dee Fink

14. Environment
Situational Context
Environmental Factors:
Institutions, Disciplines, Cultures, Communities, Classrooms
Curriculum
Intended Learning
Outcomes
Instruction Assessment
Learning & Teaching Feedback & Assessment
Activities Components/Tasks

15. Integrated and Aligned Design
Backwards Design
– Establish Intended Learning Outcomes
(Curriculum)
– Determine various modes of feedback and
assessment (Assessment)
– Develop teaching and learning activities
(Instruction)

16. Backwards Design
• Begin at the END
• Write clear, unambiguous, and specific
Learning Objectives
• Use multiple accessible methods and tools for
assessment
• Teaching and learning activities are flexible,
adaptable, and consistent with outcomes
• Reflect

17. Design Exercise
• Think of one course you are teaching this term.
• What are your objectives for this course?
• With regard to these course objectives, write
one learning objective for the first week of the
term.

18. Design Exercise – 5 Minutes
• Write out one learning objective for the first
week.
• What is essential for this first week
– What should students have learned by the end of
the week
– What they should know about your course
structure, assessment plan, or teaching methods

19. Design Exercise
• Break into groups of two
• Share objectives
• Receive Scenarios and consider:
– Will this affect my outcomes
– Do I need to modify my assessment plan
– Is there an impact to my teaching strategy

20. What Can You Do Now
• Syllabus
• Technology
• Next Steps

21. Syllabus
• Universally Designed Syllabus Tips:
– Present information in a least 2 formats
– Give as many resources as possible
– Provide background information, but be brief
– Build in flexibility
– Go digital
– Less is more
(Source: Equity and Excellence in Higher Education: Universal Course Design
www.eeonline.org)

22. Technology
• Universal Course Design Tools
– Computer-based presentation hardware and
software
– Videos, pictures and graphics
– Audio related hardware
– Software
– Accessible communication tools
(Source: Equity and Excellence in Higher Education: Universal Course Design
www.eeonline.org)

23. Next Steps
• Review instruction beyond the first week
• Use principles of Universal Design to rethink
teaching/instruction
• Make the unexpected expected

24. Thank you for your participation.

25. Please complete the evaluation form.