Universally Designed Syllabi
Kirsten Behling, MA
Suffolk University
What is Universal Course Design?
Universal Course Design (UCD) is the
design of college courses including the
course curriculum, instruction,
assessment and the environment, to
be usable by all students, to the greatest
extent possible, without the need for
accommodations.
UCD Four Key Elements
1.
Curriculum
2.
Instruction
3.
Assessment
4.
Environment
What is the purpose of a syllabus?

The syllabus is more than a calendar and a task reminder, it is:

A contract

Contains detail course expectations and requirements

One stop reference for students

Provides high level of initial interaction between the learner and the
material  results in increased engagement with the course
Problems with Traditional Syllabi

Students don’t read it, they get lost in the details

Students are not able to clearly distinguish due dates

Traditional syllabi are static documents, often only referred to once

Students have at least 3 other syllabi, how is yours different?
Example of a Traditional Syllabus
Student cited Benefits of UCD Syllabi

Students prefer a flexible dynamic syllabus

Students are offered a choice of how to interact with the content

There is a reduction in confusion around course logistics

Students take ownership of the syllabus referring to it on their own
UCD Syllabi
Characteristics of A
Universally Designed Syllabus

Emphasize the process of learning more so than the content

Encourages self-determined investigation

Learning spaces for reflective activities
*Note: Students may initially struggle with the freedom found in an UCD syllabus
UCD Syllabi promotes self-exploration
For example: use embedded chronologies to promote active self learning
UCD Syllabi a space for reflective activity
Technical Characteristics of
an UCD Syllabus

Every component on the syllabus should be available in 2 formats

The syllabus should be in addition to the traditional syllabus

The syllabus should be available digitally
Examples of UCD Syllabi
Creating a UCD Syllabus
Considering different learning styles

Visual: images, charts, maps, videos, animations

Auditory: audio files w/ accompany text files

Kinesthetic: materials that they can interact with and control
A UCD Syllabus should have each of these components
Easy UCD Syllabus
Add a table – use Word, html editor, Dreamweaver (are good resources)
Course Name

Traditional

UCD Version
Course Name

Traditional

UCD Version
UCD Strategies for Course Name

Add a picture

Add a link to a relevant website

Add some key words relevant to the course

Write a brief explanation of the name

Include a history of how the course came to be

Others?
Course Information
Traditional
UCD Version
Course Information
Traditional
UCD Version
UCD Strategies for Course Information

Add a map of the campus with an arrow pointing to the building
where your class is held

Add a link to a map for students to get directions too (particularly
helpful with practicum, internships, etc.)

Add a calendar graphic detailing when your courses meet.

Others?
Instructor Information
Traditional
UCD Version
Instructor Information
Traditional
UCD Version
Strategies for Instructor Information

Include multiple means of contact

Write a letter to your students explaining your expectations

Include a link to a personal website

Include an interesting tid-bit of information (what your favorite
food is, or the best place you have visited)

Others?
Office Hours
Traditional
UCD Version
Office Hours
Traditional
UCD Version
Strategies for Office Hours

Add a calendar graphic to showcase the schedule of the course

Have a direct link to your email from your syllabus

Conduct at least one online office hour a week




E-mail
Instant message
BlackBoard discussion
Answering your phone
Course Description
Traditional
UCD Version
Course Description
Traditional
UCD Version
Strategies for Course Description / Goals

Clearly define general course goals, connect them to specific learning objectives

Explain what you hope students will learn and how you will teach

Use bullet points to reduce the amount of text

Create graphic images to represent the description of the course

Add pictures, websites or video clips that are reflective of the course goals

Ask previous students to write the goals for the course as they experienced it
Required and Optional Texts
Traditional
UCD Version
Required and Optional Texts
Traditional
UCD Version
Strategies for Required Texts

Clearly define textbook requirements (required or recommended)

Provide as much detail about the text as possible, including the ISB #

Add table that details where students might be able to find these texts

Include a bio of the author of each text

Include links to all virtual texts

Use culturally responsive texts
Course Requirements/ Grading Policies
Traditional
UCD Version
Course Requirements
Traditional
UCD Version
Strategies for Course Requirements

Clearly define specific grading policies

Provide hyperlinks for more information about course requirements and/or
examples of papers and activities

When possible offer alternative exam and assignment dates

Use bullets to clearly distinguish between different requirements

Course participation – be flexible as to what this means (online discussion, in class
participation, group leader, etc…)
Course Schedule
Traditional
UCD Version
Course Schedule
Traditional
UCD Version
Strategies for Course Schedule

Additional UCD Strategies:





Include topics, assigned readings, activities, assignments, and assessments
in the schedule
Use color coding and symbols to highlight important dates and
assignments
Clearly connect what course dates with what is due.
Use hyperlinks which allow students to find more information about
specific assignments and/or classes
Others?
Grading/ Evaluation
Traditional
UCD Version
Grading/ Evaluation
Traditional
UCD Version
Strategies for Course
Evaluations / Grading

Specify the number and types of exams that will be given and the
percentage of the grade awarded to each exam

Use links to connect to assignment rubrics, and/or examples of well
done assignments

Offer a choice in assignments as much as possible

Provide working dates for students leading up to a final project
Disability Statement
Traditional
UCD Version
Strategies for Disability Statement

First include one.

UCD Strategies:





Include office location and office hours after the statement
Link to the Disability Office homepage
Show a picture of the office
Point out the location of the office on a map
Others?
Course Policies
Traditional
UCD Version
Strategies for Course Policies

First clearly type out the policies you will use for this course.

UCD Strategies:




Have a separate space for these policies on your syllabus.
Clearly detail what the policy is. Continually point students to these
policies throughout the semester.
Use links to connect to campus-wide or departmental policies when
appropriate.
Others?
Transforming a Traditional Syllabus
to a UCD syllabus
Things to keep in mind

If you use a website that requires a plug-in (windows media
player) provide the plug in

If you use audio or video clips, offer students low or high
bandwidth connection options

If linking to video/ audio link directly to the source and not the
page that hosts it, as the page may change
UCD and Syllabi - Final Check List

Determine the specific content, skills, and strategies of the course

Ask, “How will the students access the information?”

Provide flexible media and materials for each learning style

Engage the students based on interest, experience, and application
Student Suggestions for UCD Syllabi

68% asked that syllabi be posted prior to the beginning of the semester

37% asked faculty to use electronic course materials

86% want multiple access points to the instructor

Provide clear expectations of the course requirements
For More Information Contact:
Kirsten Behling
Suffolk University
kbehling@suffolk.edu
617-994-6820