Universal Design for Learning: A Retention Tool for Higher Education

1. Universal Design for Learning: A Retention Tool for Higher Education http://uvm.edu/~cdci/universaldesign/

2. UDL as a Retention Tool Annie Stevens Assistant Vice President for Student and Campus Life Ellen McShane Director of Academic Support Programs

3. Workshop Goals Understand how Universal Design for Learning connects to the millennial student. How to apply UDL principles as a retention tool?

4. UDL Principles in Higher EducationUDL is about the Power of the Individualto Contribute to the Whole

5. Millennials are About… • Team-Oriented • Confident • Sheltered • Conventional • Pressured • Achieving

6. UDL Principles in Higher EducationInnovation comes from the margins.

7. Millennials on the Margins • Feel that every job should be as stimulating as a video game • Machines should be able to do the mundane work: social networking. • They see the world as having an inconsistent set of values –so feel working the system is appropriate.

8. UDL Principles in Higher EducationCelebrates the diversity of learners.

9. Millennials and Diversity • Maintain an international perspective. • Are a global generation. • Have a social justice perspective. • Have a greater sense of world humanity. • Profoundly diverse. • Divided by socio-economic class more than diversity

10. UDL Principles in Higher EducationHigher Education’s Methods are Disabled. • Higher Education’s methods and delivery systems are disabled.

11. Millennials and Higher Education • They are master negotiators! • Expect and need praise. They will mistake silence for disapproval. • They expect feedback. • Need clear expectations and explicit instructions for completing assignments.

12. Millennials and Higher Education • Their educational activities changed often and they were actively involved in the learning process. • They are a generation who is interested in a life with value and meaning. • Have lived programmed lives and are capable of learning several jobs simultaneously and performing well.

13. Millennials and Higher Education • THINK • Take a few minutes to think about information that is critical for you to help students understand. Write down how you currently present that information to students. • PAIR • Pair up with someone next to you and share your thoughts • REVISE Revise this presentation based on what you know about UDL and Millennials.

14. Representation for MillenialsThe “what” of learning • Get to know them/Establish mentoring relationships • Allow group work – esp. through technology • Use multiple means of disseminating information simultaneously (pictures, writing, movement, etc.) • Help them brainstorm an approach • Set specific bench-marks to be completed • Try to create a low stress environment • Culturally sensitive approaches for range of diversity • Provide physically comfortable space

15. Engaging MillenialsThe “how” of learning • Give them “work that matters.” Help them understand why it is important. • Reward accomplishments with increased responsibility • Encourage & reward innovation • Give clearly defined goals & strong leadership • Require them to take 100% responsibility for their work • Be laid back in your approach – They like to have fun! • Balance role of educator & team player

16. Expression with MillenialsThe “why” of learning • Be flexible in your assignments/tasks • Consistently provide constructive feedback • Help them set goals & reach them • Reward good work • Give them electronic access to as much as is philosophically possible • Give them definitions, boundaries and rules and offer choices/options for expression

17. Questions ? Summary

18. Higher Education Research Institute’s Outcomes for Higher Education Habits of Mind for Learning Pluralistic Thinking Complex Thinking

19. “Habits of Mind” for Learning Scholastic Critical Thinking Supports opinions with a logical argument Evaluates the quality or reliability of information received Seeks alternate solutions to a problem Looks up scientific research articles and resources Explores topics on own, even though it was not required for a class • Asks questions in class • Revises own papers to improve writing • Seeks feedback on academic work • Seeks solutions to problems and explain them to others Based on David Conley’s College Knowledge

20. Campus Activities Predictors of Success Background High school behaviors SAT scores Discussed course content with students outside of class First year GPA Community service as part of class First year seminars Quantity and quality of faculty contact Participated in a professor’s research project

21. Pluralistic Thinking as a College Outcome • Practical standpoint: measure was derived directly from the skills articulated by employers for a diverse workforce (Bikson & Law, 1994). • Developmental perspective: outcome is linked to students’ thinking and social interaction (cognitive), perspective taking (social-cognitive) as well as new models of intercultural competence and maturity (inter- and intrapersonal dimensions; King & Baxter-Magolda, 2005)

22. Behaviors Leading to Pluralistic Thinking as an Outcome Tolerance of others with different beliefs Ability to work cooperatively with diverse people Openness to having my own views challenged Ability to discuss/negotiate controversial issues Ability to see world from someone else’s perspective

23. INFORMAL Positive interactions with diverse peers Taking action on racial issues Hrs/week working for pay Hrs/week studying Hrs/week socializing CAMPUS FACILITATED Leadership training Diversity co-curricular activities Diversity courses Service learning & community service Course opportunities offering intensive dialogue College Experience Effects on Pluralistic Orientation

24. Behaviors Linked to Complex Thinking for a Diverse Society

25. College Experience Effects on Complex Thinking INFORMAL • Positive interactions with diverse peers • Interactions with students outside the U.S. • Voted in a student election • Demonstrated for/against the war Also related to high ratings on: Academic ability Understanding of others Self-understanding CAMPUS FACILITATED • Performed community service as part of a class • Attended a racial/cultural awareness workshop • Took an ethnic studies course • Took a women’s studies course

26. UDL/Millennial Students and HERI Outcomes • How can we utilize UDL with a focus on millennial students to implement HERI’s outcomes?

27. References Chambers, R. (September 28, 2006) “Managing the Millennials.” Big-10 Printing Manager’s Conference. Kerestly, E. “Millennials Go To College: Understanding the generational persona of today’s high school & college students.” Powerpoint Presentation. http://www.umflint.edu/resources/centers/tclt/events/Millennial %20PresentationUofMFlint.ppt Accessed 1/7/2008. Manning, T., Everett, B., & Roberts, C. “The Millennial Generation: The next generation in college enrollment.” Central Piedmont Community College & The Center for Applied Researchhttp://www1.cpcc. edu/planning/studies-and-reports) Howe, N. & Strauss, W. (2000). Millennials Rising. Vintage. Wendover, R. W. (May 2004). “Managing the Millennial Generation.” GenTrends: Catchign the wave of the generations to come! Center for Generational Studies. Wendover, R. W. “Getting Millennials to Engage.” Center for Generational Studies. http://www.gentrends.com/getting_millennials_to_engage.html (Accessed 1/3/2008). Wendover, R. W. “Critical Thinking and Emerging Leaders.” Center for Generational Studies. http://www.gentrends.com/critical_thinking_and_emerging_leaders.html (Accessed 1/3/2008).