Student Centered Teaching Through
Universal Instructional Design
Part II
Principle 1
Create A Welcoming Environment
Principle 1
Create a Welcoming Environment
Students, from all backgrounds, find this course a safe & fair
learning environment because …
• physical environment is accessible & comfortable
• faculty promote and respect diversity
• faculty establish ground rules to honor all students
• students have an effective orientation to the course
• faculty design an inclusive syllabus
• faculty get to know students
Principle 1
Creating an Accessible Environment
• Can every student get into the classroom?
• Can every student navigate the room?
• Does everyone have a choice of where to
sit?
• Can everyone see and hear the instructor?
• Are the accessibility features on the AV
equipment on?
Principle 1
Create a Welcoming Environment
Possible Goals for the First Day of Class
• Motivating students regarding course
outcomes
• Framing the course content
• Establishing expectations for workload
• Assessing students Informally
• Creating a comfortable class climate
• Engaging with course content
• Informing on essential administrative and
immediate Student Tasks
Principle 1
Create a Welcoming Environment
Strategies
• Design inclusive syllabus
• "Any students with a need for reasonable
accommodations are encouraged to discuss this
with me after class or during office hours.
Students must be registered with Disability
Services to receive accommodations.“
• Establish ground rules to honor all students
• Acknowledge diversity of students
ACeS Faculty Strategies:
Creating a Welcoming Environment
• Mini-Biography Card
• Debunking Math Myths
• Syllabus Revisions
Principle 2
Determine Essential Components
of a Course
Principle 2
Essential Course Components
• What are the outcomes
• skills
• knowledge
• attitudes
all students must demonstrate with or without
using accommodations
• Differentiate what is “essential” knowledge for a
course vs. what the professor would “prefer” a
student to know
Principle 2
Essential Course Components
In determining essential components of a
course, consider:
• College standards and requirements
• Departmental standards and requirements
• Course description
• Learning objectives/outcomes
• External licensing requirements
Principle 2
Essential Course Components
• Purpose of the course – in lecture or syllabus
• “Frame the course” – The five essential
questions this course will answer are…
• Use a graphic flow chart or concept map of the
course to explain how the course fits in with the
program or major
• Outcomes required of all students
• What must all students know and be able to do
by the conclusion of the course?
• Why must students be able to do or know it?
ACeS Faculty Strategies:
Essential Course Components
Principle 3
Communicate Clear Expectations
Principle 3
Communicate Clear Expectations
• What the students will be expected to learn
• What the students will be expected to do
• How the students will be evaluated
• What resources are available to students
Principle 3
Communicate Clear Expectations
Syllabus elements
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Introductory information
Contact information
Essential components and course prerequisites
Course goals and learning objectives
Textbooks and readings
Course calendar or listing of topics
Additional materials required
Grading procedures
Course policies
Helpful tips or strategies
Disability statement
Principle 3
Communicate Clear Expectations
Strategies
• Organization
• Organize materials, including course management
sites, in a way that makes them easy to navigate
• Provide consistent procedures for assignments,
quizzes, etc.
• Review important course information to
enhance understanding
• Review syllabus at the start of class and again a
week later
• Explain and discuss rules more than once
Principle 3
Communicate Clear Expectations
Strategies
• Quality work
• Provide examples of good quality papers and
projects
• Post the examples online
• Grading
• Use rubrics to communicate how performance
translates to grade
• Provide a chart for students to use to track their
own grades
• Return graded items in a timely manner
ACeS Faculty Strategies:
Communicating Clear Expectations
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Student Friendly Language
Table of Contents with Simplified Language
Friendlier Format
Visual Icons
Color coded assignments with pie chart of
grading percentages
• Assignments in calendar format
• Interactive elements within syllabus
• Highlighters distributed for syllabus review
Principle 4
Provide Constructive Feedback
Principle 4
Provide Constructive Feedback
• Provide feedback that is:
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specific
relevant
timely
frequent
accurate
offers a mix of positive and corrective
feedback
Principle 4
Provide Constructive Feedback
• Provide feedback at regular intervals regarding:
• In-class assignments
• Short-term assignments
• Long-term assignments
• Group work
• Class participation
• Tests/evaluations
Principle 4
Provide Constructive Feedback
Strategies
• Use rubrics to communicate how students’
performance translates to their grade
• Structure long-term assignments providing students
with the option of turning in sections and/or early
drafts for constructive feedback
• Provide feedback that includes an explanation for
both correct and incorrect answers
• Include suggestions for improvement
ACeS Faculty Strategies:
Providing Constructive Feedback
• Progress reports
• Remediate multiple choice sections on
exams
• Homework checklist/chart for recording
grades
• Review assignments/provide feedback
• Contract