Faculty Development Modules and Case Studies


Throughout the College STAR modules, we will be providing information about Universal Design for Learning. If you are interested in digging deeper now, you may want to consider viewing Information about the UDL framework found in the "Introduction to UDL" module, one of the CAST UDL Online Modules (CAST, 2009). Additionally, the National Center on UDL (2011) presents excellent information in their "About UDL" section.

Currently Available Modules

Typical undergraduates do not always understand or appreciate the importance of art to society. So Ms. Lillian Nave Goudas strives to help her students to see the relevance of her class in their lives and creates assessment strategies to involve students in knowledge creation. By using active collaborative quizzes Ms. Nave Goudas provides a real-world corollary to problem solving that increases the student's depth of knowledge in a relaxed and encouraging environment. Her collaborative quiz functions not only as an assessment tool, but also introduces the student to multiple ways of learning and sharing knowledge.

Faculty members are often in search of methods for presenting content that are beneficial in helping different types of college students learn. One approach, the Advance Organizer, is a visual organization practice which can be used at the beginning of a class or a new unit of study to present new information to students. It can also set the stage for building on existing knowledge from prior learning.

This module covers information about two student record charts that are clearly linked to the UDL principle of Multiple Means of Engagement.

This module covers information about the use of clickers (response systems) to facilitate student interaction, formative assessment, and summative assessment in ways that are clearly linked to the UDL principles of Multiple Means of Representation, Multiple Means of Expression and Action, and Multiple Means of Engagement.

Innovative teaching isn’t always informed by new developments. Sometimes it’s situated in the past, drawing from established methods proven to enhance student learning. Cooperative learning is one such strategy that has been revitalized in recent years by college faculty who want to engage students by involving them directly in the learning process.

This module covers information about Welcoming Learning Environments, which is clearly linked to principle III, Multiple Means of Engagement

This module describes how effective use of relevant information like social media, and captivating scenarios, like fantastical stories, can capture student attention and increase engagement.

This module provides an overview of the flipped classroom design, and provides detail on the many ways traditional classrooms can be flipped to provide greater student engagement. A flipped classroom reflects Universal Design for Learning (UDL) principles, presenting both initial content, and opportunities for application of that content, to meet the needs of diverse learners.

Case Studies

Blended learning describes an educational model where classroom time in a lecture format is combined with online learning, and in-class group activities. The proposed module will describe the experience of using a blended model for increasing active learning in a nutrition course, while still providing lectures and pre-class video and reading materials. The professor, and teaching assistants will discuss their experiences, and course materials and methods will be provided.
In this case study Dr. Joe Wirgau shares tips and design elements that are useful when creating videos for his “flipped” classroom. Dr. Wirgau has a background in Chemistry, but this case study is broadly applicable to any discipline.
This module provides a practical example of how an instructor-centered classroom can be transformed by inverting the standard order of content delivery: making the teacher's lesson available for home viewing and helping students apply the content in class. This flipped approach allows learners to master the content in a variety of ways: via audio and visual cues at home; and in the classroom by reading and writing, physical movement, through peer learning, and with the instructor's guidance.

This module covers information about game-based learning, which is clearly linked to all three principles of Universal Design for Learning–Multiple Means of Representation, Multiple Means of Action and Expression, and Multiple Means of Engagement.

This module covers information about Inquiry-based Learning, which is clearly linked to the principles of Universal Design for Learning–Multiple Means of Action and Expression, and Multiple Means of Engagement.

Lecture Capture refers to a wide range of technologies designed to preserve information created in a classroom setting. In a traditional sense this could be considered student notes or distributed PowerPoint slides. Recently schools have placed greater emphasis on using video recording technologies for this purpose. As such, videos will be the primary focus of this module, which provides details on the types of technologies available to create a range of different types of recorded lectures, and places them within the context of the Universal Design for Learning.

The Livescribe™ smartpen is a technology tool used to provide linked auditory and visual information in a linear or nonlinear format. At this time, the Livescribe™ pen is the only smartpen that synchronizes written notes with recorded audio. Livescribe™ smartpens were developed to be used by note takers, such as students, who wish to audio record lectures which correspond to their handwritten class notes.

This module offers fun and fast ways to express and assess student learning each week. Students, individually or in groups, summarize the main lesson they learned in class that week by using a series of creative, expressive communication techniques. This module describes the instructional strategy for engaging students in otherwise wearying or intimidating courses, sharing the variety of creative communication devices that enable students to express what they’re learning. This module includes actual templates that teachers can download and use, electronically or on paper, online or face-to-face, to engage students in fast and fun reflective summaries of that day’s or week’s lesson.

Mnemonic strategies are commonly used across content areas to help students remember important information or concepts. When we talk about mnemonics, people often think of mnemonic acronyms that enable people to remember items through the use of a catchy word or phrase in which the acronym letters begin each of the terms in a list. For example, many people remember the colors in the rainbow using the acronym "ROY G BIV," which represents the colors in the order they appear in a rainbow-red, orange, yellow, green, blue, indigo, and violet. But there are many other types of mnemonics.

Integrating practices of mindfulness in the classroom can develop essential affective attributes that support student success. Integrating classroom activities and assignments that incorporate self awareness, compassion, acceptance, and focused attention align with goals of Universal Design Learning (UDL) that aim to create students who are purposeful, resourceful, and strategic. This case study will outline several mindfulness practices for the college classroom that can be applied across all disciplines. Descriptions of students’ experiential reflections and the instructor’s observations will consider areas of challenge and success. The conclusion will provide educators first steps in facilitation for the pedagogical application of mindfulness that aligns with UDL goals and offer supplemental resources for further guidance in the inner technology of mindfulness.

Developed by Allan Carrington, the Padagogy Wheel is designed to connect Bloom's Taxonomy with Apple iPad applications (commonly known as "apps"). The Padagogy Wheel is divided into five segments that relate directly to the cognitive domains of Bloom's Taxonomy. Within the five segments of the wheel, subcategories explore each domain further with related action verbs, activities, and iPad apps. The goal of the Padagogy Wheel is for students to access the higher order thinking of Bloom's Taxonomy via iPad technology.

In this module, a faculty member in dance shares her experience using frequent, short writing assignments to prepare students to be successful in a longer, formal assignment.

At Appalachian State University (ASU), Mr. Jeff Goodman uses a model known as the 5E Instructional Model to introduce scientific concepts to his students. This model helps frame instructional practices for teaching course content in the following sequence: engagement, exploration, explanation, elaboration, and evaluation.

With versatile features and a discreet, customizable toolbar, Read & Write Gold for the desktop offers digital supports to users at school, home, and work. Read & Write Gold integrates reading, writing, studying, and research support tools with commonly used programs.

This model promotes active learning, communication and team collaboration, while also emphasizing the importance of individual accountability. This module provides an overview of Team-Based Learning design, guidelines and strategies on ways to incorporate team-based learning into the classroom.

Case Studies

Collaboration is an essential professional skill, yet group projects often evoke anxiety in upper-level students. The insight that inspired this 15 process was this: Instructors often ask students to work in groups without teaching them about group communication and how the best groups function. This omission can lead to difficulty in teams and a distaste for collaborative work overall. After listening to student concerns about group projects for years and drawing on information from conferences, workshops, literature, and discussions with colleagues, I developed this process with intentional remedies to ease the main issues that cause tension in group projects.

The modulus proposed here is about implementing an innovative technology using iPad to preserve information created in a classroom during lecture time. Most of the currently available techniques use cameras to capture either the class or screen. The proposed technique focuses on the content rather than the instructor and enables instructors to record the lecture, save the notes and share it with students through various formats. It provides teachers with a versatile tool to preserve information created in classroom setting like discussions, solved problems and notes, and helps them to improve the class performance by reusing and updating the previously created content.

This module covers information about well-organized courses which are clearly linked to Principles I, II, and III of Universal Design for Learning–Provide Multiple Means of Representation, Multiple Means of Action and Expression, and Multiple Means of Engagement.

This module covers information about quizzing students to increase compliance with assigned readings, which is clearly linked to two principles of Universal Design for Learning—Provide Multiple Means of Representation and Provide Multiple Means of Engagement.

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).

Case Studies

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.

This module introduces Web 2.0 tools and showcases how instructors can use them to have students express their creativity, understanding, and application of material and learned information.

This case study examines the use of contemplative practices in an Honors seminar with eleven first-semester students. Honors students are typically strong in verbal, rational, linear, abstract, temporal, rational, and analytic intelligence—their left brains. Students in this course exercise many creative and contemplative practices to strengthen their intuitive, creative, spatial, relational, holistic, unconscious, Gestalt, non-linear, and non-verbal intelligence—their right brains.

This module discusses the use of multiple means of representation within the confines of a PowerPoint lecture. It highlights practices that engage and enhance student learning through different visual representations and access. Dr. Leist utilizes different representations to highlight patterns in information, encourage information chunking, and enhance understanding through pictorial depiction.

After three and a half years of teaching Composition and Rhetoric to first- and second-year college students at Appalachian State University, Mr. Jon Pope identified a recurring challenge in his students’ work: he was the only audience member. Whether the assignment was a personal narrative or an essay in biology, Mr. Pope seemed to be the only target audience that his students considered. To address this challenge, he decided to implement multimodal experiences in the classroom that were not only engaging, but incorporated numerous types of writing for specific and diverse audiences.

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