The UDL Practicum: Impactfully Addressing Evolving Needs

Jim Stachowiak

Accessible Technology Strategy and Operations Lead

Northwestern University

Addressing Evolving Needs with Universal Design for Learning Practicum

1

August 2022

77 Participants

October 2022

80 Participants

February 2023

90 Participants

History

UDL at Northwestern

3

Practicum Collaboration

4

Northwestern IT and Office of the Provost

NUIT Teaching and Learning Technologies

School of Professional Studies

NU Libraries

Searle Center for Learning and Teaching

AccessibleNU

Practicum Collaboration

5

No single unit owns the practicum, but everything is delivered with one voice

Philosophy:

There’s good stuff being done all over campus, let’s utilize all of it and deliver it from one place.

Collaborating makes everyone’s job easier

Pooling resources includes pooling audiences

Collaboration – People Behind the Practicum

Anna Luce | NUIT

Recommended Session Facilitator

Anne Zald | Libraries

Cohort Lead

Bea Jimenez | NUIT

Canvas, scheduling

Chris Davidson | Libraries

Recommended Session Facilitator

Christine Scherer | SPS

Content Committee, Core Session Facilitator

Dan Hoefler | Digital Learning

communication

Danielle Rynczak | Feinberg

Cohort Lead�David Noffs | SPS

Recommended Session Panelist

Desiree Hanford | Medill

Recommended Session Panelist

Erin McMahon Leddon | Weinberg

Cohort Lead

Eun Y. Lee | Searle Center

Content Committee, logistical management

Garrett Gilmer | CAPS

Content Committee, Core Session Facilitator

Heather Bacon | McCormick

Recommended Session Facilitator

Ilya Mikhelson | McCormick

Recommended Session Panelist

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6

Jean Clipperton | Political Science

Content Committee, Core Session

Jerica Griffin-Stewart | The Graduate School

communication

Jill Norton | Office of Student Affairs

communication

Jim Stachowiak | AccessibleNU

Primary Lead, Steering Committee

Joan Johnson | Office of the Provost

communication

Jonathan Diehl | NUIT

Steering Committee, Content Committee

Judy Franks | Medill School of Journalism

Recommended Session Panelist

Kate Flom Derrick | Searle Center

communication

Katie Pierson | Searle Center

Cohort Lead

Kristian Martinez | Searle Center

communication, assessment and evaluation

Lauren McKeen McDonald | Libraries

Content Committee, Core Session Facilitator

Lee West | Office of the Provost

Recommended Session Facilitator

Lina Rombalsky Eskew | Searle Center

assessment and evaluation

Lisa Del Torto | Cook Family Writing

Recommended Session Facilitator

Liz Trubey | Weinberg College

Mariah McGregor | Libraries

Cohort Lead

Marquis Bey | Weinberg College

Recommended Session Facilitator

Meaghan Fritz | Cook Family Writing

Recommended Session Facilitator

Michelle Guittar | Libraries

Steering Committee

Mike Hines | Office of the Provost

Communication

Nick Tiemersma | NUIT

Canvas

Nicole Eggleston-Watkins | SASS

Recommended Session Facilitator

Nimisha Joshi | Office of Global Marketing

communication�Rachel Goc | NUIT

Recommended Session Facilitator

Reba-Anna Lee | School of Professional Studies

Steering Committee

Sarah Thorngate | Libraries

Cohort Lead�Sarah Pila | Feinberg School of Medicine

Cohort Lead�Serena Simpson | Digital Learning

communication�

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Steve Christensen | NUIT

communication

Sumit Dhar | Office of the Provost

communication

Susie Calkins | Searle Center

Steering Committee

Ted Quiballo | Libraries

Recommended Session Facilitator

Tracy Coyne | Libraries

Cohort Lead

Una McGeough | ASLA

Content Committee, Core Session Facilitator

Veronica Berns | Chemistry

Content Committee, Core Session Facilitator

Veronica Womack | Searle Center

Content Committee, Core Session Facilitator�Vicky Getis | Information Technology

Steering Committee, communication

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Practicum Structure

8

Content Committee

9

Jim Stachowiak

AccessibleNU

Garrett Gilmer

CAPS

Una McGeough

ASLA

Jonathan Diehl

NUIT - TLT

Veronica Berns

Chemistry

Christine Scherer

Distance Learning

Lauren McKeen

NU Library

Veronica Womack

Searle Center

Eun Lee

Searle Center

Practicum Structure

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3 Weeks – 1 main topic/week

3 Opportunities to meet as small groups

3 Individual sessions with a consultant

Core and Recommended Sessions

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Core Sessions – main topics for the week, offered twice

Core Sessions – multiple facilitators from different campus units

Recommended Sessions – optional sessions with topics of interest

All sessions recorded, live attendance available to previous iteration attendees

Cohorts

12

Cohort size: 10 – 15 participants

Cohort composition: Based on pre-survey indication of UDL knowledge and comfort level

Cohort meetings: Groups decide topics and discussions, leads facilitate

Consultations

13

Consultants: 1 outside UDL consultant, 5 NU learning designers

One consultation per week available to each participant

Core session pre-work often used to guide consultations

UDL Practicum Philosophy

14

Key Resource

15

Modeling UDL

16

Multiple Means of Representation

​

• All session recorded
• Canvas site offers resources as videos, podcasts, websites, text
• Short videos go more in-depth on topics
• Text reading tools available

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Multiple Means of Engagement

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• Different types of sessions to engage in
• Optional sessions
• Within session varied activities
• Case studies
• Synchronous and asynchronous ways to ask questions

Multiple Means of Expression

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• Participants able to complete work on paper or via recordings
• Participants have multiple options for sharing thoughts in session

Practicum Expectations

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• Dedicate 3-6 hours per week to the practicum
• Attend all cohort meetings
• Attend or view a recording of all core sessions
• Complete pre-work for core sessions
• Attend at least one consultation session

UDL Practicum Content

UDL Practicum Learning Objectives

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Reflect on the impact of the pandemic and other current events on student and instructor mental health and well being, as related to the teaching and learning experience.

Recognize how aspects of their current course design may unintentionally exacerbate challenges faced by students.

Understand how utilizing UDL principles can reduce instructors’ need to implement individual solutions for students experiencing barriers.

UDL Practicum Learning Objectives

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Application Based Learning Objectives

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1. Explores ways to incorporate multiple means of representation of course material into course design to ensure all are able to access and understand key topics.

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• Explore ways to redesign assessments offering multiple means of expression to optimize opportunities for all students to accurately demonstrate their learning.

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• Explore ways to offer multiple means of engagement throughout a course to enhance all students’ motivation to learn.

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• Apply specific UDL practices to syllabi, Canvas sites, course materials, assessments, and learning experiences.

Week 1 - Engagement

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Week 1 - Engagement

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Prework:

• Listen to Podcast or Read transcript on Eliminating Pinch Points in the Class
• Complete worksheet on Identifying “pinch points” in your class

Week 2 - Representation

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Week 2 - Representation

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Prework:

• Watch, listen to, or read an introduction to Multiple Means of Representation
• Complete a reflection on course materials in your class
• Set up your first consultation

Week 3 - Expression

25

Week 3 - Expression

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Prework:

• Complete Expression of Learning Opportunities reflection
• Set up your second and third consultations

Practicum Evaluation

Pre- Program: Perceived Comfort with UDLP Learning Objectives

28

2%

37%

16%

39%

Application of UDL Practices to Classroom Materials

2%

51%

23%

Multiple Means of Representation

44%

2%

37%

18%

30%

26%

Multiple Means of Engagement

32%

42%

21%

Multiple Means of Expression

12%

2%

11%

26%

0%

2%

16%

2%

4%

11%

25%

19%

23%

16%

14%

Extremely uncomfortable

Extremely comfortable

Somewhat uncomfortable

Neither comfortable nor uncomfortable

Somewhat comfortable

Not sure

55% 60% 67% 67% 61% 83%

Somewhat Comfortable & Extremely Comfortable

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UDL Gains from Participation

29

Activities Enabled by UDLP Participation

30

Moderate to Very Much

Top 5 Most Helpful Aspects

31

Exposure to new content

(18%)

Learning about new teaching techniques

(15%)

Core session (facilitation and content)

(14%)

Use of specific examples (14%)

Connecting with peers (12%)

Participants’ Plans for Upcoming Year

• Increase accessibility (e.g., make course recording available, re-design canvas)
• Review and revise course policies (e.g., introduce flexibility in assignment submissions and deadlines)
• Introduce multiple modes of assessment, representation and engagement
• Focus on “pinch points”
• Be more thoughtful and mindful

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Practicum Feedback

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"This program was spectacular! There is absolutely no excuse for ANY faculty member not to attend...many professors are in their position due to professional prowess and not formally taught in technique. This is a must for faculty. Kudos for designing such a wonderful experience. Thank you!"

"The overall design and resources available to the faculty is absolutely incredible... I think this course should be mandatory for all faculty... I learned a lot from other participants and their techniques will be helpful."

"Some of these concepts have been covered in my teacher training but these classes are perfect for the average NU teacher that was hired for their expertise and not as a licensed teacher."

Practicum Feedback

34

I thought the UDLP was phenomenal.. It was thoughtfully structured, I loved the opportunity to do individual consultations..., and I learned a lot from both the sessions in general and fellow participants. It was so refreshing and invigorating to see how many people at Northwestern are interested in implementing UDL in their classrooms!" “This program was spectacular!.. This is a must for faculty. Kudos.. for designing such a wonderful experience. Thank you!”

Currently at the MSHE poster session and a student is presenting about faculty perceptions of students with learning disabilities. The student spoke about the "impressive value" of the UDL framework in shaping learning environments. The student was also super impressed about UDL "training opportunities" at NU and how faculty are willingly applying these strategies to their teaching and learning.

Next Steps

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Hold UDL workshop with Tom Tobin at TEACHx – May 17

Hold UDL Participant Reunion – April 19

Convert material to OER for Northwestern and beyond – May 2023

Questions?��Email: james.stachowiak@northwestern.edu