Pedagogy and Student Services for Institutional Transformation: Implementing Universal Design in Higher Education
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Pedagogy and Student Services for Institutional Transformation: Implementing Universal Design in Higher Education Jeanne L. Higbee and Emily Goff EDITORS PEDAGOGY AND STUDENT SERVICES FOR INSTITUTIONAL TRANSFORMATION 1 Pedagogy and Student Services for Institutional Transformation: Implementing Universal Design in Higher Education Jeanne L. Higbee and Emily Goff EDITORS Pedagogy and Student Services for Institutional Transformation is funded by the U.S. Department of Education, Office of Postsecondary Education. Project #333A050023ACT1 Copyright © 2008 by the Regents of the University of Minnesota, Center for Research on Developmental Education and Urban Literacy, College of Education and Human Development, University of Minnesota, Minneapolis, MN. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of the publisher. Printed in the United States of America. The University of Minnesota is committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation. This publication/material can be made available in alternative formats for people with disabilities. Direct requests to the Center for Research on Developmental Education and Urban Literacy, General College, 340 Appleby Hall, 128 Pleasant Street SE, Minneapolis, MN, 55455, 612-625-6411. “Making a Statement” (2003), “Universal Instructional Design in a Legal Studies Classroom” (2003), “Computer- Mediated Learning in Mathematics and Universal Instructional Design” (2003), “Universal Instructional Design in a Computer-Based Psychology Course” (2003), “Implementing Universal Design in Learning Centers” (2003), “Universal Design in Counseling Center Service Areas” (2003), “The First-Year Experience” (2003), “Residential Living for All: Fully Accessible and “Liveable” On-Campus Housing” (2003), “Disability Services as a Resource: Advancing Universal Design” (2003), “Community Colleges and Universal Instructional Design” (2003), “Charting New Courses: Learning Communities and Universal Design” (2003), originally published in J. L. Higbee (Ed.), Curriculum Transformation and Disability: Implementing Universal Design in Higher Education. Minneapolis: University of Minnesota, General College, Center for Research on Education and Urban Literacy. Reprinted with permission from The Center for Research on Developmental Education and Urban Literacy. Copyright © 2003, The Center for Research on Developmental Education and Urban Literacy. All rights reserved. “Enhancing the Inclusiveness of First-Year Courses Through Universal Instructional Design” (2004), originally published in I. M. Duranczyk, J. L. Higbee, & D. B. Lundell (Eds.), Best Practices for Access and Retention in Higher Education. Minneapolis: University of Minnesota, General College, Center for Research on Education and Urban Literacy. Reprinted with permission from The Center for Research on Developmental Education and Urban Literacy. Copyright © 2004, The Center for Research on Developmental Education and Urban Literacy. All rights reserved. “Universal Learning Support Design: Maximizing Learning Beyond the Classroom” (2006) originally published in The Learning Assistance Review. Reprinted with permission from The Learning Assistance Review. Copyright © 2006, National College Learning Center Association. All rights reserved Designed by Heidi Sandstad, University of Minnesota Printing Services. PEDAGOGY AND STUDENT SERVICES FOR INSTITUTIONAL TRANSFORMATION PASS IT PROJECT PASS IT SUMMER PERSONNEL INSTITUTE PARTICIPANTS Anthony Albecker Julie Alexandrin Theresa Leko David Arendale Karen Parrish Baker Karen Lemke Heidi Barajas Catalina Bartlett Miriam Luebke Betty Benson Carol Beckel Ken Marquez Carole Broad Terrance Blackman Samuel Matthews Tom Brothen Lydia Block Kimberlee Moorning Heidi Cardinal Kris Bransford Karen Moroz Harvey Carlson Deborah Casey Karen Myers Robert Copeland Michael Chance Kim Nakano Bobbi Cordano Axely Congress Vijaya Narapareddy Ellyn Couillard Alex Crittenden Linda Nelson Renee DeLong Debbie Cunningham John Plude Irene Duranczyk Donna Dawson Mark Pousson Annia Fayon Jillian Duquaine-Watson Mary Susan Potts-Santone David Ghere Colleen Evans Frank Primiani Emily Goff Robert Fox Vicki Roth Jay Hatch Amy Gort Susan Roush Jeanne Higbee Deborah Greenwald Cynthia Seltzer Pat James Danielle Hamill Erin Sember Dana Lundell Tom Hanley Nancy Sharby Na’im Madyun Mary Hennessey Gladys Shaw Don Opitz Beth Hill Michael Sidoti Bob Poch Gail Himes Dereck Skeete Peggy Mann Rinehart Bryan Johns Alfred Souma Bruce Schelske Amanda Jojola Charles Stinemetz Jennifer Schultz Themina Kader Dale Swartzentruber Brian Shapiro Amy Kampsen Veronica Udeogalanya Cheryl Stratton Kim Kvale Melanie Wagner Mary Ellen Shaw Maria Lam Paula White PEDAGOGY AND STUDENT SERVICES FOR INSTITUTIONAL TRANSFORMATION PASS IT PROJECT ADVISORY BOARD EDITORIAL BOARD Heather Hackman Betty Benson Saint Cloud State University Lydia Block Tom Brothen Nancy Evans Annia Fayon Iowa State University Amy Gort Mary Hennessey Karen Kalivoda Karen Kalivoda University of Georgia Sue Kroeger Jane Larson Sue Kroeger Dana Lundell University of Arizona Don Opitz Bob Poch Jane Larson Vicki Roth Minneapolis Community and Judy Schuck Technical College Erin Sember Brian Shapiro Judy Schuck Gladys Shaw Emerita Esther Smidt University of Minnesota Cheryl Stratton PEDAGOGY AND STUDENT SERVICES FOR INSTITUTIONAL TRANSFORMATION Acknowledgements We are indebted to many individuals and organizations who contributed in myriad ways to the publication of this book. First and foremost, we want to recognize that this book and its dissemination in multiple formats were made possible by a grant from the U.S. Department of Education’s program of “Demonstration Projects to Ensure Students With Disabilities Receive a Quality Higher Education,” grant # P333A050023. In particular, we want to express our appreciation to program officer Shedita Allston for her ongoing support. We also want to thank all those who have been involved in the Pedagogy and Student Services for Institutional Transformation (PASS IT) project since October, 2005, and even before when we first developed the idea for the grant proposal, including Roberta Cordano, previous director of the University of Minnesota-Twin Cities’ Disability Services and DS staff members Peggy Mann Reinhardt and Betty Benson. In addition to expressing our appreciation to the authors whose manuscripts are included within this volume, it is important that we recognize the efforts of the reviewers who provided feedback to guide these authors’ work. Double-masked peer review is an impor- tant part of the scholarly publication process. We value the new insights we gain by opening up our work for critique by others. We thank Cheryl Stratton, who has served as external evaluator for the project as a whole, Heidi Cardinal, our undergraduate student worker, and AmeriCorps volunteer Ellyn Couillard, who assisted with preparation and implementation for both PASS IT summer institutes. Finally, we thank our PASS IT external advisors, faculty, staff, and participants. Many of them have written chapters for the book, and all have contributed in critical ways to the ideas presented here. – Jeanne & Emily PEDAGOGY AND STUDENT SERVICES FOR INSTITUTIONAL TRANSFORMATION PEDAGOGY AND STUDENT SERVICES FOR INSTITUTIONAL TRANSFORMATION Table of Contents 1 Introduction, Emily Goff and Jeanne L. Higbee PAGE 1 Theoretical Frameworks 2 Theoretical Foundations of Universal Instructional Design, Nancy J. Evans 11 3 Broadening the Pathway to Academic Success: The Critical Intersections of Social Justice Education, Critical Multicultural Education and Universal Instructional Design, Heather W. Hackman 25 4 Linking Universal Instructional Design and Cultural Capital: Improving African American College Outcomes, Na’im Madyun 49 Implementing Universal Instructional Design in the Classroom 5 Enhancing the Inclusiveness of First-Year Courses Through Universal Instructional Design, Jeanne L. Higbee, Carl J. Chung, and Leonardo Hsu 61 6 Making a Statement, Mark Pedelty 79 7 Practicing Universal Instructional Design in Visual Art Courses, Patricia James and Themina Kader 87 8 Universal Instructional Design in a Legal Studies Classroom, Karen L. Miksch 107 9 Teaching College History Using Universal Instructional Design, David Arendale and David Ghere 113 10 Writing Assignments and Universal Design for Instruction: Making the Phantom Visible, Renee Delong 131 11 Successful Undergraduate Mathematics Through Universal Design of Essential Course Components, Pedagogy, and Assessment, Irene M. Duranczyk and Annia K. Fayon 137 12 Computer-Mediated Learning in Mathematics and Universal Instructional Design, D. Patrick Kinney and Laura Smith Kinney 155 13 Universal Instructional Design in a Computer-Based Psychology Course, Thomas Brothen and Cathrine Wambach 165 14 Charting a New Course: Learning Communities and Universal Design, Rashné R. Jehangir 183 Implementing Universal Design in Academic Support and Student Development Programs and Services 15 Universal Design Principles for Student Development Programs and Services, Jeanne L. Higbee 195 16 Universal Learning Support Design: Maximizing Learning