Evidence suggests that twenty first century college students have less aptitude and less interest in academic learning than their predecessors. This poses a challenge to faculty who are charged with passing knowledge to the next generation of teachers, scientists, managers and others whose field necessitates a degree from a college or university. The authors examine this assertion by taking a closer look at how faculty provide intellectual stimuli to their students, how technology helps or hinders learning, and the complex relationship between faculty and students. Three broad themes are explored: helping students understand the higher education experience, keeping students engaged in and out of class, and continuously assessing for improvement in students’ relationships with those charged with educating them. Specific recommendations, grounded in research, are made for each area explored. The authors conclude that making changes in how faculty approach the experiences students have, will significantly improve the quality of those experiences.
Universal Design for Learning (UDL) is based on the architecture and industrial design paradigm, universal design. The UDL framework provides guidelines for teachers when they create, instruct, and assess the delivery of content. Based on three underlying principles: multiple means of representation, action and expression, and engagement, UDL targets the needs of every learner in the classroom. Although much has been written about UDL in the K-12 classroom, the principles apply equally to higher education. Most faculty are well versed in the delivery of content through a traditional lecture format, yet few consider applying UDL principles. It is not enough that an instructor provide knowledge. He or she must also ensure that critical content is accessible to all students entering the university classroom. Faculty members recognized for their excellence in teaching include teaching strategies that are aligned to UDL principles. These strategies include creation of positive learning environments, use of humor, active engagement vs passive engagement, and explicit structure. The primary purpose of the article is threefold: to discuss the importance of using a UDL approach in higher education, to help faculty begin using a UDL approach through professional development, and sharing strategies for students in the higher education classroom. Recommendations are made for providing professional development to faculty to increase their use of universal design for learning principles with questions for consideration. Additional recommendations are made for teaching students through the UDL lens. By using a UDL framework, all students have access to curriculum in ways meaningful to each individual.
Teacher education programs across the country may infuse the latest research and resources of best practices in managing a classroom but there are not many opportunities to practice guidance and managing classroom behavior unless it arises while teaching in the actual classroom. There is not often a time or place to “practice” managing the classroom environment or practice encountering misbehavior until the actual situation arises within a field placement in an elementary classroom of students. Role play allows preservice teachers to practice guidance and behavior management of K-12 students in the college classroom.
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