Faculty Development and Universal Instructional Design

Faculty Transformation in Curriculum Transformation: The Role of Faculty Development in Campus Internationalization

“…Since that time, curriculum transformation has been used to describe efforts to increase the inclusion of women's perspectives and contributions in the curriculum (e.g., Hedges, 1996); integrate perspectives from a variety of sociocultural identity groups (e.g., Allan & Estler, 2005;Clark, 2002); and create more inclusive environments for students with disabilities (e.g., Ouellet, 2004).…”

Universal Design for Instruction in Rehabilitation Counselor Education

“…In identifying the essential learning outcomes and ensuring through UDI that each activity addresses at least one of those outcomes, the instructor can be assured that the highest standards of a program or course are maintained (McKeachie & Svinicki, 2006). The benefits of UDI to students come in the form of a receptive learning environment, greater intelligibility of instructor expectations, enhanced focus on the relationship between learning and course content, the capacity to cultivate an attitude of reflective learning, and a better understanding of one's strengths and weaknesses as a student (Ghere, 2003;Ouellett, 2004).…”

“…This strategy has practical implications especially for pre-tenured faculty, who are compelled to divide their time among teaching, research, and service. Research indicates all three of these components can be very time consuming, especially preparing new courses (Ouellett, 2004). Another issue for faculty is the emphasis of content over pedagogy, bringing into question their knowledge of effective instructional methods .…”

“…The twofold purpose of this article is to (a) describe the philosophy and main tenets of UDI and (b) apply UDI principles to course instruction and clinical supervision in graduate-level rehabilitation counseling programs. gion, nationality, or sexual identification or orientation (Pliner & Johnson, 2004), only recently has disability been viewed as an element of diversity initiatives at postsecondary institutions (Stodden, Whelley, Chang, & Harding, 2001) which also includes all aspects of a person's social identity (Ouellett, 2004). Within the university environment, full participation means that each student has the right to experience all aspects of learning both within and outside of the classroom that contributes to acquiring knowledge and developing new skills (Higbee, 2003).…”

Universal Design

“…Universal design of instruction has been embraced on some campuses nationwide [e.g., Burgstahler 2008b; Burgstahler and Doe 2006;Getzel et al 2003;Gordon et al 2009;Harrison 2006;Ouellett 2004;Shaw and Scott 2003] and many resources have been created to support faculty interested in applying UD to instruction [DO-IT; Gradel andEdson 2009-2010]. There are reports of campus-level faculty training that has included UD as a strategy to help instructors more effectively serve students with disabilities [Getzel et al 2003; Office of Postsecondary Education n.d.], and some teaching and learning centers have incorporated UD in helping faculty develop inclusive strategies for instruction and assessment and select and develop curriculum [Darr and Jones 2008].…”