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"UDL: Outcomes" Case

Please read the following Case Description and possible Case Responses in this case. Select the button next to the best response. Then, click the "Answer" button to see the results. [See Scenario Ratings before you answer.]

Case Description

A senior faculty member sits at her desk working on a computer. She prepares a PowerPoint presentation for an upcoming class session and answers several emails from students. As she begins to view a student's video project, a younger professor walks into the room waving a piece of paper and seeming very distressed.

Professor A (looking up from the computer screen): What is the matter?

Professor B: Have you seen the latest memo from the Dean? I know we are facing budget cutbacks, but this is ridiculous.

Professor A: I haven't seen the memo; what does it say?

Professor B (reading from the paper): Let me give you the highlights: The Walden State University budget is highly dependent on tuition revenue. Programs that don't attract a sufficient number of students will face dwindling resources and possible extinction. It is also true that the Zooarchaeology Department has traditionally experienced a very high drop out rate. Therefore, unless your retention rate or student enrollment increases, we will be forced to dissolve the Zooarchaeology Department. I am really starting to worry! I am only passing around 70% of my students. What can I do?

Professor A: Let's think about where you are now and work from there. What kind of evaluations are you getting from your students?

Professor B: I usually get mixed reviews. My students think I have a lot of knowledge of the subject matter and the class is challenging, but they also think my expectations unclear and I am too rigid. I want to improve my practice and help my students be more successful. Any ideas?

Professor A: Well, we know your strength is in your knowledge of the content, but where do you think you could improve?

Professor B: Hmmm. Sometimes I feel I could be less rigid. I would like to be more interesting and exciting. Typically, I lecture for almost all of the class and have time for questions and answers for about 10 or 15 minutes at the end of the session. Some days I will give a quiz to make sure the students are keeping up with the reading, and of course I give both a mid-term and a final exam. Students also have to write a 25-page research paper before the end of the semester. Pretty standard stuff, really. Maybe I could mix it up and try some new, innovative instructional approaches.

Professor A: Actually, some faculty members are trying out some new instructional practices based on the concepts of Universal Design for Learning. I have some ideas that might help you and your students be more successful.

What do you think Professor A said? Select from the following response choices:

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Case Responses

Select the button next to the best response. Then, click the "Answer" button to see the results.

Response 1.
Students come to you with varying abilities and needs. It is important to organize your course well, so that your expectations are clear from the beginning. Start with the syllabus and make sure you outline all readings and assignments with very explicit grading criteria. If students know what they are required to do, they can plan for the semester and avoid falling behind on readings and assignments. Students with disabilities will be able to work with the Disability Services office to ensure they will be successful. The key is to not change what you have outlined from the beginning so that students are not thrown off track. Also, make sure you are available during office hours to provide support to students who need it. Encourage students who seem to be having difficulty to use the tutoring programs available though the university. Make sure to keep the lines of communication open, so that struggling students feel they can come to you for help.
Response 2.
There are always going to be students who do well and those who just can't succeed. At this level, students need to learn to become independent learners and you can't spend time handholding. On the first day of class, make sure students understand how rigorous the course will be; that way, they can drop the class if they feel it is too much of a challenge. Encourage study groups; this way struggling students can work with stronger students who can help them with material they don't understand. If some students seem to really be struggling, have them purchase the student notes or offer them an extra credit paper. There are many online resources and other reading that might help students who seem to lack critical background knowledge. If students are in danger of failing, encourage them to find a tutor. If students are very motivated and put in the time necessary, they can ultimately be successful in the course.
Response 3.
Students fall along multiple continua – they all have special challenges and needs as well as unique talents and strengths. Universal Design for Learning encourages you to consider the broadest range of learners when planning your instruction. By providing students with multiple means of representing content, information, and idea; offering multiple options for demonstrating knowledge; and presenting multiple options for engagement, you allow a diverse learning population more chances for success. For example instead of just lecturing for most of the class, show a video clip and have students meet in small groups for discussion. Or, allow students to do an applied project as alternative to the 25-page paper. Provide materials in multiple formats, such as digital versions of assigned reading and lecture notes. These digital versions can be read with text-to-speech software, screen readers, and even converted into mp3 files and played on mp3 players.