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