Module Link 

Summary

This case study makes explicit the connection of personalizing learning and co-creating course syllabi with Universal Design for Learning. It presents the study process and results of my research involving co-creating syllabi with my undergraduate students. 

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

College students appreciate a detailed class syllabus, presented in a friendly manner so that they are encouraged to do their best in the course. Instructors who write syllabi that convey a welcoming tone may motivate students by conveying an expectation of positive outcomes (Slattery & Carlson, 2005). Students also appreciate the way that a thorough syllabus can act as a guide to the course, assisting them in understanding the course objectives, planning for deadlines and completing assignments. This research supported approach is one way that instructors can organize a course to support student learning. In addition to crafting syllabi that meet the needs of students, faculty often include standard sections that may be mandatory at universities or within academic departments A syllabus can take on several concurrent roles. It can act as a self-management tool for students, helping them approach assignments, gauge their success, and assess where they need to invest more effort (Parkes & Harris, 2002).

The syllabus can serve as a permanent record of class rules and policies, which may prevent students from challenging the grading system by saying that course requirements weren’t communicated clearly (Parkes & Harris, 2002). Often, a syllabus functions as a type of informal contract or agreement between faculty and students, defining their respective responsibilities (Davis & Schrader, 2009; Habanek, 2005; Matejka & Kurke, 1994; Parkes & Harris, 2002; Slattery & Carlson, 2005). The syllabus also can serve as a bridge to all learners. A syllabus that provides options for completing assignments so that students can choose a format that plays to their strengths is practicing the principles of Universal Design for Learning (UDL)

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

These accessibility guides and resources will help higher ed. faculty create more accessible learning environments.  The checklists will guide users toward implementing greater accessibility when preparing or revising courses.   

The UDL Syllabus Rubric is a tool that can be implemented as part of a self-discovery related to course design and effectiveness.

Individual Implementation:
One can simply select a course syllabus and analyze it according to the rubric elements and respective rating categories.  For each element, there is also a Notes field that serves as a place to record why a particular rating was given on a UDL syllabus element.  By doing so, the in-the-moment information is documented.  In addition to better retaining the information, prompts can be embedded, which serve as low-stakes self-contracts or reference points for future areas of syllabus refinement.

Group Implementation:
The preferred method for using the UDL Syllabus Rubric is via in-depth, Faculty Learning Community process.  This allows for simultaneous self-reflection and peer-input.  In addition, the FLC process is often interdisciplinary, which helps reconsider from a different lens how to represent course material, engage students, or assess their expression of learning.

The UDL Syllabus Rubric is often used by one faculty member to evaluate and give input to another.  However, it is important to first establish an atmosphere of mutual respect and trust.  Once this is done, faculty members are often more open to input by their peers.  Once a faculty member receives input via peer-dialog and rubric documentation, that faculty member explores which changes are reasonable and what steps it may take.  Often, the changes might be adding additional syllabus information to a specific section or simply reformatting a particular element.  Importantly, FLC dialog often leads to further UDL-based course changes and reflections that benefit all participants.