Universal Design in Student Affairs: Engagement & Retention

1. Universal Design in Student Affairs: Engagement & Retention AHEAD 2011 Conference Session #1.9 Wednesday, July 13, 2011 11:00-12:30 p.m. Angela Branson, Director of Residential Education Melanie Thompson, Director, Center for Access-Ability Resources Northern Illinois University

2. Learning Objectives Universal Design/Universal Design for Learning Explain the principles of UD/UDL. Demonstrate how UD with a social justice model increases access and inclusion. Discuss how increased access and inclusion across various components of diversity may positively impact engagement and retention.

3. 7 Principles of UD UD – Universal Design Equitable use Flexibility in use Simple and intuitive use Perceptible information Tolerance for error Low physical effort Size and space for approach and use When factored in on front end (as design is occurring) it reduces need for retroactive fixes or accommodations, which cost more money.

4. 3 Principles of UDL UDL – Universal Design for Learning Provide multiple means of representation Provide multiple means of action and expression Provide multiple means of engagement

5. Disability Framework Medical Model Disability is a deficit Disability can be corrected Accommodations are one way to correct Reactive approach Social Justice Model Disability is neutral Disability is magnified by barriers Good design reduces needs for accommodations and impact of disability Proactive design

6. Application – Format of Materials 1. Equitable use 2. Flexibility in use 3. Simple and intuitive use 4. Perceptible information 5. Tolerance for error 6. Low physical effort 7. Size and space for approach and use Hard copy, electronic copy (1,2,3,4, multiple means of engagement) Color contrast (3,4) Font style/color (3,4) Word choice (1,4) Online accessible (1,3,5)

7. Comparison of bad vs good flyer design Images of program flyers to see Wicked in Chicago.

8. Application – Programming 1. Equitable use 2. Flexibility in use 3. Simple and intuitive use 4. Perceptible information 5. Tolerance for error 6. Low physical effort 7. Size and space for approach and use Email flyer in accessible format, in addition to posting (1,2,3,4, multiple means of engagement) Common reading books in varied (accessible) formats (1,2,3,4, multiple means of representation and engagement) Accessible Locations (1,2,5,6,7)

9. Application – ActivitiesExample: Team Building 1. Equitable use 2. Flexibility in use 3. Simple and intuitive use 4. Perceptible information 5. Tolerance for error 6. Low physical effort 7. Size and space for approach and use Establish purpose of activity (Show learning objectives, state learning objectives, give examples) (1,2,3,4, multiple means of representation) Evaluate activity for inclusion and access (Physical location, different physical abilities, gender neutral, different cognitive abilities) (1,5,6,7, multiple means of action and expression) Wide range of options, people can select which ones to participate with (Score keeper, timer, verbal components, physical components) (1,2,3,6, multiple means of engagement)

10. Application – Space & Design 1. Equitable use 2. Flexibility in use 3. Simple and intuitive use 4. Perceptible information 5. Tolerance for error 6. Low physical effort 7. Size and space for approach and use Sidewalks (1,3,4,5,7) Vending machines (potentially all) Door access (e.g. keys vs. cards; handles vs. levers; combinations) (potentially all) Emergency alarm systems with visual, aural, and kinesthetic characteristics (1,2,3,4) Hours of operation (1,2,6)

11. Application – Sustainable 1. Equitable use 2. Flexibility in use 3. Simple and intuitive use 4. Perceptible information 5. Tolerance for error 6. Low physical effort 7. Size and space for approach and use Providing resources online vs. preprinting resources Shifting to providing resources online may encourage program contributors to be ready ahead of time Look at ways to incorporate as moving forward

12. Engagement & Retention Planning & assessment Student feedback UDL considers learning style and student centered service, in addition to ability awareness Who else benefits from UD Collaborate with Student Affairs units Understand your audience before “converting” to UD

13. Small Group Activity Activity will be discussed during session.

14. Research & References Research: National Science Foundation Department of Education References: AHEAD Burgstahler, S.E., & Cory, R.C. (Eds.) (2008). Universal design in higher education: From principles to practice. Cambridge, MA: Harvard Education Press. Literature UD/UDL website www.udlcenter.org

15. You may already be applying UD Trainings; policies & procedures – acronyms and glossary (UD 2) Using visual aids to compliment learning vs. just providing data (UD 2, 3, 5/UDL 1, 3) Information on websites, brochures & flyers (UDL 1) Programming that targets introverts & extroverts (UDL 1-3) Open space technology for trainings (UDL 1-3) Incorporating learning styles – similar to UDL

16. Conclusion Thank you for your interest in utilizing UD in Student Affairs. If we can be helpful in your journey, we would be happy to hear from you! Contact us: Angela Branson Melanie Thompson abranson@niu.edumthompson3@niu.edu