UDL+Math+Faculty+Learning+Community+2010

UDL Math Faculty Learning Grant -developed by Al Souma, Seattle Central Community College -funded by the Washington State Board of Community and Technical Colleges

Grant:

Al Souma asouma@sccd.ctc.edu Seattle Central Community College Faculty/Counselor Rebecca Cory rcory@sccd.ctc.edu North Seattle Community College-Disability Services Karen Fusco kfusco@oc.ctc.edu Olympic College Disability Services Alma Osorio alma.osorio@lwtc.edu Lake Washington Tech. College Disability Services Cathy Jenner cjenner@rtc.edu Renton Technical College Instructional Improvement Ardene E. Niemer aniemer@rtc.edu Renton Technical College-Instructor Norma Martinek nmartinek@iel.spokane.edu Colville Center Disability Services Rosa Lundborg University of Washington Bothell Disability Services Valerie Sundby Valerie.sundby@sptc.edu Clover Park College Disability Services Susan McPhee smcphee@pierce.ctc.edu Pierce Community College Patrick Murrell pmurrell@pierce.ctc.edu Pierce Community College Joetta Sieglock **jsieglock@ewu.edu** Eastern Washington University:DSS Adaptive Tech. Specialist Jenny sandler jsandler@highline.edu Sheryl Burgstahler sherylb@uw.edu University of Washington DO-IT Laura.schueller@wwwcc.edu Walla Walla Community College Jim Chen jchen@spscc.ctc.edu South Puget Sound Community College

1 b) What is the Specific Topic that your FLC will study during the 2009-10 academic year? (title) Identifying Universal Design Strategies for use in Developmental Math Classrooms

1c) Describe in one or two paragraphs the topic your FLC will be exploring

Universal Design is “The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaption or specialized design.”(Center for Universal Design-NCSU). This FLC will explore how Universal Design principles can be adapted into developmental math classes. It is well documented that the majority of students test into developmental math upon entering two year colleges and many struggle academically in the math sequences that follow. We will explore specific Universal Design strategies that instructors can employ in their classrooms to improve the accessibility of a math class for all students including those with disabilities, those with limited English proficiency, and those with limited attention span due to physical and social reasons.

1d) What methods do you plan to use to learn about the topic you have chosen?

The participants, identified above, have already completed the basic underlying principles of Universal Design. We now want to apply these principles in a very specific manner by offering math instructors another tool in which to conduct their classroom teaching strategies. We plan on accomplishing this by: We will conduct at least 3 focus groups with current students in math classes regarding what does and does not work for them as learners We will survey math instructors by phone, e-mail or in person as to what successful strategy they currently employ that is successful We will contact outside colleagues who are working on other math related initiatives related to teaching and learning for input on successful math strategies We will compile the above information into Universal Design strategies in the area of math

1e) Describe the methods you will use to facilitate an inclusive learning community. That is, how will you encourage and support the full participation of all FLC members?

We will hold bi-monthly meeting on Elluminate. Several members have been trained as Elluminate moderators. In addition we will conduct 2 in person gatherings to be hosted by a yet to be determined community college. During our Elluminate meetings we will examine the information coming to us from our focus groups, instructor meetings and outside colleagues. We will also invite “math experts” to join us on Elluminate and share successful Universal Design Strategies for our final report. 1f)What connections do you see between the learning that will occur in your FLC and student success?

Participants in our FLC will be asked to form smaller cohorts (2 or 3 in a cohort) for the purpose of promoting Universal Design strategies in the area of math among other college campuses. Disability Support Services providers regularly conduct in-services to faculty on disability issues. During these campuses in-services cohort members will be asked to share information on classroom math strategies as part of the larger in-service. Our goal is to promote these strategies in order for faculty to use them in the classroom to increase student success. In addition the FLC will attend the Pacific Northwest Teaching and learning conference in 2011 and present the results of our work in a pre-conference workshop.

2a) Good and Services Lunch for two in- person meetings:15 people at $15.00 per person=$225.00 x 2(meetings)--$450.00  5 [|Display Boards] @ $40.00 each$200.00  Produce and disseminate project materials$150.00

**__Total goods and services__** $**800.00** 2b) Travel

Reimburse FLC members for travel to FLC face to face mtgs, trainings and conferences Travel stipend to in-person mtg. for participants living outside of the Seattle Metro area $500-$1,000

Travel/conference fees to Teaching and Learning Conference or other learning conference for 12 participants12x $250.00---$3,000


 * __ Total Travel/Conference Fees$4,000 __**

2c) Contracts Honorariums for two guest speakers $100 each---$200

Total to complete FLC$5,000