Principles & Frameworks
The following principles and frameworks provide best practices for universal learning, course design and development.
Universal Design for Learning
UDL is an approach to designing your course which is based on principles that enable instructors to design and teach their courses in ways that make learning accessible to all learners. The National Center on Universal Design for Learning has identified three primary principles that provide a framework to assist instructors with designing instruction.
Why Accessibility Matters (University of Idaho video, 2:47 long)
The three key principles are:
- Provide Multiple Means of Representation including perception, language, expressions, and symbols and comprehension.
- Provide Multiple Means of Action and Expression including physical action, expression and communication, and executive function.
- Provide Multiple Means of Engagement including recruiting interest, sustaining effort and persistence and self-regulation.
Creating Accessible Documents (University of Washington)
Creating Accessible Videos (University of Washington)
Captions: Improving Access to Postsecondary Education (University of Washington video, 7:42 long)
The University of Washington has created a comprehensive check list to achieve the success criteria of the Web Content Accessibility Guidelines (WCAG ) 2.0 at Level AA. WCAG 2.0 is the de facto standard for web accessibility developed by the World Wide Web Consortium (W3C). This check list can be particularly helpful to instructors working in a Blackboard environment and also in online courses to assess how perceivable, operable, understandable, and robust content and controls for all users.
Bloom's Taxonomy (L. Wilson, 2013)
Multicultural Course Design (Marchesani & Adams, 1998)
Designing Courses for Significant Learning (D. Fink, 2003)
Assessment & Evaluation
The OTL provides individual confidential, developmental consultations. We are available to meet in person, by phone, or via Skype or Blackboard Collaborate to discuss your teaching development goals. In addition, we offer:
The Mid-semester Assessment Program (MAP) is an opportunity for Wayne State University instructors to get timely student feedback regarding their perceptions of what is going well and what could be changed or improved while the course is in progress. The MAP is voluntary, confidential, and feedback is provided only to the instructor.
The Classroom Observation Protocol for Undergraduate STEM courses (COPUS) is a classroom observation protocol to reliably characterize how faculty and students are spending their time in the classroom.
The OTL provides confidential, developmental consultations on using Student Evaluations of Teaching (SET) results to improve teaching.
Outline of Syllabus Guidelines, The Wayne State University Council of Undergraduate Administrators and Wayne State University Academic Senate Curriculum and Instruction Committee have developed sample language for statements on:
- Academic Integrity
- Religious Holidays
- Student Success
- Student Accessibility
- Course Drops & Withdrawals
- Class Recording
- Online Courses
In addition, consider a statement on diversity and inclusion.
WSU grading policies can be found on the Office of the Registrar's Records and Registration website. The site also includes information about:
- Calendars & Deadlines
- Early Academic Assessment
- Final Grades
- Changing Grades
- Approving Withdrawals
- Student Tracking Advising Retention System (STARS)
The Dean of Students Office has resources available to promote academic integrity and campus civility. Read more about the Student Code of Conduct, including campus-wide definitions, guidelines and sanctions in the case of violations of university regulations, and support offered by the Dean of Students Office.