Thank you all for joining us today for

EduAll: Back to School Edition.

I'm Scott Ready, and at Verbit,

I oversee the educational vertical.

We're excited to have

10 incredible thought leaders

with us today to explore how we

can work together to navigate

a fall semester that's unlike any other

and continue to meet the needs of

all students as well as

the concerns of faculty and parents.

There's a couple of quick notes here for the event.

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through the Q&A feature here in Zoom

for each of the sessions that you join.

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featuring Verbit's live integration with

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That transcript is there and available for you to be

able to also follow along.

Well, all of the session's Zoom links

are available on the boxes featured on

your agenda page and so you can exit out

of one and join the next one very easily.

With that, I'd like to welcome you to our first session,

Falling Back Into The School Year Inclusively.

I'd like to begin today by

discussing some things that I've

been hearing both from university leaders direct,

and in the news about

transitioning back into the fall semester.

Many are enlisting online only, and hybrid approaches,

and many are taking things day by day with

an inability to plan too far ahead.

Then I'll be sharing some insights on what

the University of Florida has planned for,

and then, turning it over to

Kirsten of Tufts University to share with

you what her school's plans are for

fall and from an accessibility lens.

First of all, Kirsten, welcome.

Would you please introduce yourself?

Sure. Thank you, Scott.

It's nice to be here today.

My name is Kirsten Behling and I'm the Associate Dean of

Student Accessibility and Academic

Resources at Tufts University.

I oversee our StAAR Center,

which is a combination of

our disability services center

as well as our academic tutoring center.

Excellent. Thank you, Kirsten.

You'll also see on the slide,

Amanda Jackson, from the University of Florida.

Unfortunately, due to a personal reason,

Amanda is unable to join us today,

but I will be sharing

information about the University of Florida.

Let's get started. First of all,

we like to ask poll questions so that we

can have you be involved.

There will be polls that we will be asking throughout

this session just so that you're

prepared and aware of that.

Let's talk a little bit about some of the news

that's taking place throughout our nation,

and some of the insight that we're seeing.

If we look at what's taking

place in Morgan State University,

for example, or with Oregon State,

we see that there's a lot of

institutions that are making the decision

to do some type of a online blended hybrid.

Some are still doing a face to face

depending on courses or

some institutions are doing a full face to face.

There's a lot of different approaches that are taking

place throughout the universities for fall semester.

When we take a look at

one example here at

the University of North Carolina in Chapel Hill.

At UNC, we see this class, for example,

where the professor is actually teaching to

a classroom of students that are social distanced,

that have masks on,

but they're also providing an opportunity for

students to join remotely through a Zoom session.

We see behind the instructor

all of the students that had joined remotely.

This is really a great example of

a high flex model of delivery.

For years, we've been talking

about personalized learning,

and the various ways that we can

provide a way so that students are not

forced to learn in a "one approach for all" environment.

With this current situation,

institutions are being forced to really

evaluate the various approaches,

which now leads us in to our first poll.

I'd like to ask you all to think about

this question and to share with

us what your perspective is on

what is your university's plan for the fall?

Are you going to be having it 100 percent online with

no required format for faculty to follow?

In other words, it's up to your faculty to

decide how they want to conduct

their classes? Or are you providing

100 percent online with

a required format for faculty to follow?

Are you in a hybrid environment where

you're combining, to some degree,

both remote and in person, or is

your institution delivering a fully

in-person experience for your students?

As I see the results here on the poll,

I see that 88 percent are taking a hybrid approach,

providing both a remote and in-person experience

for those students.

Now, how that hybrid approach

might actually work out could be different.

We've heard some institutions that are doing

a face to face for clinicals

and classes that require a hands on element to learning.

Then we've heard others that are giving

a hybrid approach but really

leaving it up to the students to decide,

and we'll be talking more

about that here in just a moment.

Next, when we take a look at some of

the statistics that were published in Forbes,

and really being able to take a look at

what the students have said, it's interesting.

We see here that, Harvard Freshmen, 20 percent

of the freshmen at Harvard have

decided to defer coming back.

We see that 40 percent of expected freshmen attending

a four-year residential college are saying that they are

likely or highly likely to not attend this fall.

Twenty-eight percent of returning students

say they're not going back or haven't decided yet.

When all of this took place in February,

and the decision was to move

learning to a remote delivery method,

a continuity plan was put in place.

What was taking place in education

was really continuity learning.

As we all know,

a continuity plan is really intended to be

a stopgap approach to an unforeseen occurrence.

But as we move into fall semester,

what I'm hearing from students, faculty,

and parents is, really, the need to move beyond

continuity learning to

this new approach with sound pedagogy.

This shift is a significant lift

for education institutions and

that have been really delivering it in

a more traditional manner, their education.

It's really interesting to see what's taking place,

the desires of the participants and education,

and making that shift from what was

a stopgap approach to

what is going to be our approach moving forward.

Kirsten, what are you hearing?

Yes, Scott, thank you. I agree with you.

I think in all of

the horrific experiences that

people are going through these days,

navigating COVID and the different things happening,

I think that this is an actually

a huge opportunity for institutions of higher education.

I think we have the space, if,

even if it was forced upon us,

to really think about modernizing the way

in which we are educating our students

and teaching, as a practice, as a field of

practice, to reflect the needs of the students today,

to reflect where we are today.

For me, while this is very disruptive

and a huge cultural shift

that we're needing to get through,

I'm trying to look at

the positivities that are coming out of this.

How can we think more

proactively about how we're educating students?

How can we meet the students where they're at?

What technologies that they're using?

Understanding the different demographic

characteristics of our students,

how do we meet that need

in a way that is reflective of what

they'll need to be

future professionals in their various fields.

Again, I think it's a challenge for each institution.

One of the things I always

talk about with students who are interested in

entering the higher education field is that it's really

important to recognize that

no two institutions are alike.

Each institution is going to approach

this particular opportunity, if we want to put a bit of

a positive spin on it, in a way that is

reflective of where they've

been and where they need to go.

I think that you'll hear

a little bit about that just from

the differing stories between

University of Florida and Tufts University.

But I really think that there's ways that we

can take what we're learning through

this experience and apply it

beyond this experience to create a more dynamic,

interactive, modern,

higher education experience for our students.

I love what you said there Kirsten.

To take what you said and

drill it down just a step further,

all this gray hair

basically says that I've had the opportunity

to experience education for many years here.

I remember the whole onset of online education and

how online was very disruptive to traditional education.

Many institutions said that's not part of our culture,

that's not part of who we are as an institution,

that we are not going to deliver courses online.

But now, 25 years later,

we see that most every institution

has some element or component of

online being delivered in

conjunction with their face-to-face classes.

I like the word that you use, "the disruption."

It is a disruption.

But oftentimes when we do have disruptive scenarios,

it does enable us to

look at it from a different perspective

and to propel it further and

make it better than it was in the past.

It's a lot like the accommodation game

for my friends who are in the disability world.

We spend our days advocating for our students.

You just sparked a thought with

regards to the pushback that many of

us have navigated with

professors not wanting students to use

a computer in their classroom.

Now it's a requirement.

It's a requirement in order to access the content.

Being able to shift from there's one way that fits all,

to thinking about the different,

not only the different

types of students that we're working with,

and I think they think that COVID has

really opened our eyes up to,

is again, not just the differences

between our students, but

the different environments that

they're trying to learn in.

That itself is another layer

of demographic consideration we need to

take into consideration in

order to make sure that we're reaching everybody.

Excellent. We'd like to invite each of you to,

in the chat, please start putting in your thoughts,

your perspectives, your questions.

We really want to hear from you.

This isn't just the Scott and Kirsten show.

This is really a time for all of us to

share your thoughts and what's taking place.

Please be an active participant

and add that into the chat session.

Let's talk a little bit about what's taking place

with the University of Florida and Tufts University.

With University of Florida,

they really have an initiative

there that is taking place,

that is a screen, test, and protect.

They really want to ensure that they are

providing a safe environment for

all of their students and their faculty.

With that, they have made

the decision to mostly go online.

There's going to be live lectures via

Zoom and other conferencing platforms,

there's going to be recorded

lectures with discussion boards for engagement,

and they are also going to have in-person classes.

Now, their in-person classes

are going to be smaller so that they

can honor the social distancing,

and they're really going to be designed around

courses that have labs or clinicals or

the hands on type components

that really do require the students to

be there and to use the equipment

that's necessary in those classes.

When we look at the student affairs,

we know that education is more than

just the classroom environment, the

classroom experience, I should say.

So they're really looking at how they can

incorporate virtual groups into this, also.

Have a virtual fitness group,

have opportunities to still go to

the gym with the distancing and do workouts.

How are institutions looking at ways

to not just provide the classroom experience,

but really provide

a greater student experience that the university

really encumbers for everybody that goes to a university?

While you start adding things to the chat,

I would love to hear

your perspective of not just the classroom,

but how is your institution

also incorporating opportunities for

your students to experience

the other aspects of university life?

Kirsten, would you share a little bit

about Tufts University?

For sure, and just to piggyback

on something you just had said, Scott.


I think as we are looking at what the fall looks like,

the academic experience is as

important as the non-academic experience.

When we think of higher education,

specifically a traditional higher education space.

This is a chance for students to

grow as a human, as a person.

We need to take into

consideration how are we offering them

the non-academic growth in

a way that meets their needs as well?

Tufts University's plan is

slightly similar and yet not

at all compared to everybody else's.

It seems to be the model for

all institutions of higher ed right now,

and that also changes, as everybody's changes.

Sometimes I'm in a meeting,

and we're going one way, and an

hour later we're going a different,

and that's just flexibility seems to be key

with successful experiences this fall.

We have a number of graduate schools

associated with Tufts University and for the most part,

courses in those graduate schools will be online.

However the clinicals, our

medical school, our dental school,

our vet school, tend to be in person as much as possible.

With the undergraduate schools,

we asked the students, we sent a note out to the students.

We said we hope to be both in-person and

offering remote experiences for

you this fall, that's our intention.

What is your intent?

I thought that this was really interesting

and slightly surprising in

that about 10 percent of

our undergraduate students are

choosing to go fully remote this fall.

That means they're staying home,

they're not coming back to campus,

and they are participating in a remote space.

But about 89 percent of

our undergraduate population chose to come back.

They're hoping to come back

and live on campus or live near

campus and have some degree

of in-person experience at Tufts.

Some of our classes will be in person.

Due to class sizes, we're splitting it a

bit so that maybe half the class goes one day,

and the other half goes the other,

and there's that virtual component

for those who are learning remotely.

It also means that students who are

coming back may choose to take

a class that's only offered fully

remote in which they're taking it in their dorm room.

There's a lot of different variety

here that we'll be offering.

I think part of the challenge, this

summer, has been how do we message out

what is happening in a way that can be easily

digestible and also in

a way that reflects the family's concerns,

the students concerns, the faculty's concerns,

and in a way that has created a safe space.

The other thing just to add,

the latest hiccup, if you will, to

our fall opening plan is our Massachusetts state governor

just put in some quarantine guidelines

for various states across the nation.

That made us to have that jump

again and this time what we're doing is we are

moving students back to campus in

a quarantine space where

some students will be moving back

earlier than others and getting

the testing and getting the all

clear before others move back.

What that means is that

about 60 percent, roughly, of our students will

begin in a remote fashion while

we catch up on the quarantine aspect of things.

For faculty, who were planning on only teaching

face to face and were resisting

that move to that remote component,

they don't really have that option anymore.

What we need to do is make sure that our faculty have

the resources that they need

in order to be fully successful.

When we look at the University of Florida's

Disability Resource Center Plans,

we've seen drastic increase in video conferencing,

and when we see that increase in video conferencing,

then that means that there needs to be

an increase in access.

So there's meetings, there's workshops,

there's student groups, there's student orientations,

there's all of these types of sessions that

would traditionally take

place in face-to-face environments,

and oftentimes when I would talk to other universities,

they didn't have a virtual opportunity

for students to join,

they had to come to campus for

these types of experiences.

Now, they're all going to

a virtual conference experience.

So with that,

oftentimes when we're talking about accessibility,

we don't know if the student

needs an accommodation such as captioning,

during the video conferencing,

which means that now,

we have to provide captioning for

all of those open type sessions,

just in case a student, or a parent,

joins that needs to see the captioning.

When we talk about testing, for example,

now testing is really

something that is being delivered online.

With remote proctoring, there's the need to really

build a community effort

around how we're delivering testing.

We're going to have it proctored.

Are we going to include faculty and how to

provide good sound remote testing?

How are we going to provide accommodations for that?

There's testing in the resource center

for a specific accommodations,

for those students that will come to the resource center.

But how do we deliver to those students that are remote?

So there's a lot of considerations

that need to take place when we

look at something as simple as testing now.

Then also, along with,

as Kirsten was saying,

the non-academic activities that are taking place,

it's really driving

a stronger and greater partnership across divisions,

which is a real positive that's coming from this.

We are all coming together,

and that's not atypical of

when a group of people are put in a crisis.

You tend to come together,

work together, let's figure this out,

how can we ensure that our goals and objectives are being

achieved and by realizing

that we need to come together in order to achieve this.

So again, there are

opportunities for more captioning to take place,

in order to ensure that we're providing

that equitable experience to

all of the participants that need to join.

How's it going with your division, Kirsten?

Thanks for asking. My office,

again, as I said earlier,

supports both students with disabilities

and we run the Academic Resource Center,

so the tutoring center,

and we added a little bit more of

a challenge this summer by actually

merging the two offices into one.

So if the pandemic wasn't enough,

we decided to do a merge, too.

But actually I think the timing worked out really well,

because there's opportunity abounding

all around right now and this is the moment.

The juxt of the services that are

being offered through the office tutoring,

intake appointments, study group,

writing support, are all being offered online,

and that is largely due to space issues.

Finding a space that's safe enough

to sit down with a tutor or

a study group is a challenge right now

and we need to keep those spaces open for classrooms.

That being said, what we are

doing is having a few folks in

the office to be available to provide

support for our students in that one-on-one need.

We do anticipate a slightly higher than normal level of

student potential crisis anxiety

coming through this fall,

just because our students are navigating a lot,

and we want to make sure that we

are physically present to

be able to support them as they go through that.

As in the University of Florida's case,

we are doing some proctoring,

limited, and we're really pushing our faculty to

start to think about proctoring

from their perspective and

how they can be a collaborative partner in this space.

So whether it's using their LMS,

their learning management system,

being creative with a Zoom experience,

or using a third party vendor like Procter University,

to try to help out that looking

at that and pushing our faculty to think creatively.

Also with exams, we're

asking them to really take a deep look at whether

or not exams are the only way that they can

truly assess a student's knowledge.

Does it have to be this way,

or are there other ways that

students can show what they've learned?

What we're also doing, which I'm super

excited about this year, it's a new for us,

is we're offering a workshop calendaring system,

where every week we will be

running 2-3 workshops virtually,

also having them recorded for students,

and these are workshops that will

flow with the time of the semester.

So for example, the start will have things

like how to demystify a syllabi.

A lot of times a student walks in,

they have four syllabi and none of them look

alike and they have no idea what's due when.

So we'll be offering things like that,

to how to take notes in a high pace class,

to test, how to study for an exam.

Again, these are all workshops that are

virtual that students can sign up for,

or they can watch them later,

which I think is something that we will continue

to do beyond COVID.

So when we're back face to face,

what we've learned from this is that we will always have

an online presence which you really didn't have before,

to meet the needs of our students.

Again, whether they're physically on campus or not,

our students have a lot going on,

and we can't expect them to stop their day at 2:30

to come in and have an appointment with us,

and then to carry on.

So we want to make sure

that we meet them where they're at.

So with that, what a perfect segue into

our next item on our agenda

today is to really to take a look

at the potential for long-term changes.

As we've been saying so far in this session,

we have the opportunity

to really take another look at this,

and transition from, are we just providing

continuity learning to are we really

taking a look at the benefits that we have learned from

this disruptive experience that we've had,

and incorporating that into

a good sound pedagogical approach,

to how we are delivering education.

So what are some of the ways that

you're addressing the long-term changes, Kirsten?

Yeah. Thanks Scott. We're really starting to think about,

what are we learning that we didn't know before,

and how can we be more responsive to our students?

As I said, we'll continue having

an online presence for our students.

We start to look back at the data,

and I'm sure a bunch of you have looked at this, too.

Why aren't students coming to this workshop?

Why aren't they seeking this out?

Or why are they only seeking out tutoring,

the week before the exam?

Really asking them what's going on?

''Well, I've got a lot happening,

or this week is typically bad,

or I'm not ready at this particular moment.''

Well then we should play to that.

We don't want to assume we know what they need,

but rather we should ask

them and try to work around that.

We'll continue doing that,

we'll continue doing our workshops

around study strategies.

One thing that we've really beefed up this year

is how do you study in a remote location?

Some of the feedback we heard from

our students this spring was, "Gee,

I went home and my parents

were in and out all the time interrupting me,

or I needed to share a laptop with my roommates,

or my family are health care providers,

first responders and that was

really hard for me to focus."

So we put together a couple of

multi dimensional resources for students around, well,

how do you create an environment that's not on campus,

that you can still do productive work with?

We'll continue to push that,

because we know not all our students

are living physically on campus,

and even if they are in the dorms

there's still disruption there.

Continue video conferencing appointments

as as well as connecting with campus partners.

I can't tell you how much time I spend

walking across campus to meet different partners,

truthfully I love it.

However, it's probably not

the best use of my time sometimes.

So instead of doing that happy balance,

especially in the cold New England winter.

Instead of me coming to you,

why don't we hop on a Zoom?

Student groups. Our student activities group and I

think this is happening at University of Florida, too,

are trying to be really creative about how students can

gather virtually in a way

that allows them to have that nonacademic experience or

that academic support experience

in a space that works well for them.

So we'll continue that as well.

I think one of the things that has

been most exciting for us

in our school is

the increased collaboration with faculty.

Working with faculty who,

maybe, have been teaching a particular class

for a number of years,

and this has thrown them a little off their game.

How can we help the faculty

to rethink the way that they're teaching to

reach out to partners across campus to

be more inclusive of supports that may be coming,

and maybe helpful for them?

I've had lots of wonderful conversations

with faculty that I knew about,

but didn't really know,

and now I'm getting a chance to really work

with them and that's just been wonderful.

Yeah, I think this is something that we all can

relate to in this situation.

As you said there's aspects of

it that we really like and that we

can incorporate into our day-to-day

post-COVID if you will ongoing approach.

What are those other aspects that we need to preserve,

and ensure that they are going to continue on?

How is it impacting the classes?

One of the things that I had

a great conversation with our Director

of Residence Life about,

is the fact that some of our students will be taking

classes from their dorm room, as I said earlier.

So how do we help students to navigate and

negotiate conversations with roommates around,

"Gee, I really need you all to be

quiet at this particular time,

or I need you to not be

present because I'm going to be taking an exam."

Thinking about these things and thinking

about helping students, especially

at a traditional 18 to 22-year-old space,

have conversations that are going to be reflective of

their experiences as they move past college,

and be able to negotiate

those spaces and times with their roommates.

Online programming and recording of

that programming: I think one of the benefits that we

saw this spring was the ability to

record and caption and show something later on.

We cannot assume that all of

our students and even our faculty, for that matter,

are ready to take in information

in the moment with which we're ready to give it.

So allowing folks to come back to information later

on, to look at the captioning that's being done,

and to do a quick search to find

a particular word, maybe, on

a transcript or to circle back,

I think has been especially helpful.

These experiences are being incorporated

actively into our advising processes,

our orientation processes,

all of which are going to be virtual.

It's funny. Orientation for years and

you talk to a student who's

just gone through orientation,

or are in the middle of it

and they look like a wet noodle,

they are so tired,

they are so overwhelmed.

I swear if it was a cartoon bubble information

is popping out of their head.

So that's clearly a sign that maybe not everything

is sticking the way in which we hope that

it sticks through that orientation process.

So if we can create modules that they can take

ahead of time, or videos that they can come back to,

and really put the departments who are so

excited to share their content

during orientation on notice,

to think differently about how they do that,

I think that's going to be really helpful.

Also makes it so maybe I don't have to do that next year,

it's already done, I've

crossed it off my list and I can just move on.

Our dining halls are looking toward more

doing things like take-out options,

making things more accessible for students.

The increase telehealth appointments,

I know our counseling center

and a lot of counseling centers

across the country are typically quite busy.

COVID has not made things easier for them in any way,

it's in fact I think increased that space.

So they're really looking at

very creative solutions for how to

offer support for students,

not only not physically being together, but also beyond

the nine to five schedule

that as a professional we hope to hold,

but for a student that doesn't work.

Virtual fitness that Amanda

is doing down at University of Florida,

I think that's a great idea.

Again, this is an opportunity

for those of us who are coming from

a disability perspective where we've been talking about

accessibility and talking about

universal design for years,

decades, it feels at this point, I'm sure it's not,

but it feels that way.

Now is a chance for

people are really starting to pay attention,

and starting to say, ''Oh,

maybe if I change things up,''

because COVID is often impacting them personally.

If they're not navigating the disease itself,

then perhaps they're navigating what

the changes it's causing to their life.

They can't go to the office,

they've got children that are

running in and out of Zoom calls,

and so how do we make this work in

a way that is better for everybody?

I love that. We have a poll that

we'd like to ask you all to participate in.

If you're teaching online,

did you receive additional support when designing

your course for the fall semester?

Online can be either fully remote,

or hybrid or some other type of combination.

The choices are yes,

for my institution, yes,

but from somewhere else and no or not yet,

but envision additional support coming.

Seeing the results coming in so far,

we are seeing 28 percent of you have voted.

Let me encourage you to go ahead and click

that button so that we can

see some additional responses.

We're seeing 34 percent.

Come on guys, we can do it.

I feel like you're at a telethon, Scott.

I feel like I'm at a telethon, too.

My inner Jerry is coming out.

I just dated myself.

It's all good.

Thirty six percent have voted.

Thank you. I see a few more.

Eighty seven percent of you said yes,

for my institution that you have been receiving support,

and that is fantastic,

I am so excited to see that.

Thirteen percent said no,

that they were not receiving support.

I honestly expected that percentage to be higher.

I think that's reflective of the spring, right?

It is.

That's fantastic.

I do think one of the things

that institutions are doing a really great job at is

recognizing and taking a reflective approach to what

worked well in the spring and what

didn't and how they can do better.

I think that's part of the messaging that

we're able to give to our students, too.

For most of us, we were told to go remote with what,

five, 10 days notice on a good day?

That's a real challenge.

That's a real challenge to take

a face-to-face class that's

been up and running for a few weeks

and turn it to remote space.

I think the opportunity to reflect,

to have a little bit of

space over the course of the summer,

to think about how things could go differently,

and also to appreciate the pieces that went well.

One of the projects I'm

working on right now is thinking about, I'm calling it,

"Accidental Universal Design for Learning."

What did we accidentally fall

into that we might carry over whether

it's continuing to be in

a remote space or in a face-to-face space because I do

think that there was some great

positive "aha" moments that came out of the spring.

I agree and I loved the fact that you were sharing about

the accidental moments and how

you discovered that this is really

creating a better experience for everyone,

so that we can then

incorporate that into what's going on.

The other point too that I want to highlight

just before we go into the UDL part is

to really emphasize to the students,

the learners that are coming in,

the work that has been done,

because oftentimes we don't

share that information enough with them.

Now, I think that if they heard

that information that you have been working and

preparing and developing good sound teaching principles

in order for them to come back fall semester,

I think we would see some differences in percentages.

I think for a lot of us,

we've had our heads down and we've

just been working so hard.

We've forgotten to really communicate at

large all the great things that have been taking place.

If anything, if we

could ensure that we're making sure that

the communication is going out to

the students that are returning so that they do

understand that they're not coming back to what was

taking place in the spring semester

that we've really enhanced that.

One of the ways that we've enhanced it

is with Universal Design.

Yeah. I agree Scott,

and just a quick caveat on that,

I've heard a few schools are doing quick demos of what

the experience will look like for

students in the fall, that's a great way to,

again, the UDL approach to sharing the plan.

This is the UDL Plus One Approach.

This is an approach that

Thomas Tobin and I created in

our Universal Design for Learning,

reach everyone, teach everyone book

that came out a few years ago.

Tom Tobin if you're not familiar with his work,

he's wonderful, and he is someone who really works with

faculty around course development

and how to make things a little bit better,

both for the faculty and for the students.

Then I came at it from the disability side.

It was a nice marriage of how do we

do this together in partnership.

Both Tom and I had been talking about

Universal Design for Learning for

a long time at different

conferences in different schools.

The one thing we heard from

our faculty primarily was wow,

that sounds really great.

That's a lot of work. Oh my God.

No. I mean, thank you,

Kristin for telling me that. I have too much to do.

What we wanted to do in our book is really create a way

that made Universal Design for Learning digestible,

manageable, something that wasn't scary.

So we came up with this Plus One Approach.

The idea here is that you only need to

add one more idea to your course or

one more strategy to

diversifying the way in which you're designing and

you're teaching a course so that it's not overwhelming.

A lot of times we get questions, well, that's great,

but I have 15 components in my course,

where do I start?

We always say to start with that

trigger point, that icky point, that moment

when you're either teaching the class or

you've already taught the class and you're thinking,

"Oh, that's not going to go well,

or the last time I taught it,

this did not land."

I looked out and saw a sea of empty faces,

or if I was teaching on Zoom all over sudden

everybody took the video off.

That's where you want to start.

I've included here and I won't go

for the sake of time through every single thing,

but just a couple of ideas of

plus one remote strategies that might be helpful.

For example, a face-to-face strategy in

course design might be to ask

the students to read the course text

and then to discuss it in class.

Well, something you could do to in addition to that,

because we still want some students to do that,

that's how they engage and we

don't want to take that away from them.

But in addition to that, you could, maybe, post or

point students towards an audio version of that text.

Audio versions of text are being used on

a great, a wide basis at this point,

especially as our students are commuting or navigating

a lot of different things at any given point in time.

Another example,

timely is watching the presidential debates

and fact checking them.

This came from a poly psy course.

There are some students who can't

sit for two hours or three hours,

and watch debate or maybe watching

the debate raises their blood pressure just a little bit.

Maybe what they could do is read

through the transcripts and

look for speech patterns

and thought patterns and these types of things instead.

These are just two things.

You can just add one more strategy and you're good to go.

What that does is it allows the students

choice in how they will get engaged with the material,

and it gets the students who, again, disability or not,

are navigating a lot today and this gives them

the chance to engage in a way that works well for them.

I think something that we can all agree on is captioning

is an area that really addresses Universal Design.

For years it was thought of

as an accommodation for an individual

that might be deaf or hard of hearing,

but research has proven we have all

experienced captioning in various ways,

and so we have a poll.

Are you captioning your recorded lectures?

Yes, no, only with an accommodation request.

I'd like to, but I don't know how to.

I'd like to, but I can't afford it.

Various potential answers there.

Interestingly enough, 85 percent of

the videos on Facebook are viewed silently.

I believe that.

Yeah, exactly.

Then what happens if those videos are not captioned?

They just scroll right on by.


They don't engage with it.

We don't want our students to have

that same approach when it comes

to our content in education.

Oh my goodness, 43 percent, yes.


That warms my heart.

Yes. Captioning is so important

and so much of vital part of

our world that we want to make sure that

everybody is considering recording

or captioning your recorded lecture.

So 43 percent, excellent.

Yeah, thank you.

We recognize there is challenges with that too,

usually it's convincing folks in

your institution that this is the right thing to do.

I know that Scott is an avid helper

in the convincing if needed.


Before we talked a little bit about

the course designs and when you're thinking

about how you're designing your class here,

some plus one strategies.

This particular slide talks

about how you're going to deliver the course.

Once you're in front of your students,

or you're on video with your students or

you're creating an asynchronous space as well.

Just a couple of things here.

If you're lecturing with PowerPoints,

changing it up, posting in smaller chunks.

I had a colleague share

with me a stat the other day that

this particular generation has

the attention span of about eight seconds.

With that eight seconds,

we probably shouldn't plan on

lecturing for an hour-and-a-half.

So are there ways to diversify within that?

If you're holding a seminar style course,

can you frame the conversation before the session,

giving students something to think about,

get their thoughts in order,

take a few notes, that's another way of doing it,

or even asking the students to

come in and to lead the question.

I'm going to come back to

the attendance policy in a minute.

I think we'll just move on for right now.

Back to the polls.

How are your faculty assessing their students?

What approach are you taking?

Multiple choice, essay exams,

presentations, multiple methods of assessments,

none of the above?

We're seeing so far,

overwhelmingly, multiple methods of assessments.

These are our pros. They don't

need us. They've got this down.

We're preaching to the choir here.

We are. Awesome.

Fantastic. Thank you.

Ninety four percent multiple methods of assessments.

Well done. Then that goes to this next piece,

which is the Universal Design for

Learning Plus-One course assessment.

You guys are all pros at this,

so you don't need this slide.

But the idea here is

to really go back to the learning objectives,

the goals and the learning objectives

of your course in trying to

determine what is it you want your students to get at,

and get that information across,

and how can they do that?

Does it have to be an exam?

Do you want students to learn how to take an exam?

In some classes, that's actually appropriate,

especially if there's like a licensure exam

going on afterwards,

but not in all.

Are there other options?

One of the things that I can talk a little bit

about now as you peruse the slide, if you will,

is that one of the things we're asking our faculty to

think about as we go into the fall that's unusual,

is what happens if a student gets quarantined?

Or what happens if you get quarantined?

We want our faculty to be

proactive about that as it relates to their class.

If a student is quarantined for two weeks,

it doesn't mean that they're done with the class.

It doesn't mean that we should necessarily say,

"Oh my goodness, you should drop the class

or you should take an incomplete."

But what we do want to think about is how

can we build in flexibility to

the design of our fall courses, at the very

least, to be cognizant of that?

If a student can't physically be

in class or can't be on Zoom,

do we dock them for participation,

or do we find alternative ways where they can

participate and get the same grade?

Same thing for exams.

What happens if a student misses an exam?

Do you as a faculty member try to chase them down,

try to set up another time,

try to organize that?

That feels like a lot, and we

wouldn't want you to have to navigate that.

Are there choices that you can

offer within your assessment so that

students don't feel that anxiety,

or concern, or need to approach you? For example,

things like, "I'm going to have

four exams this semester."

You only need to do three,

or you could do four and drop a grade.

If a student misses one,

then perhaps they're not as worried

about it and they're not as worked up about it with you.

These are just a few of the things

that we're asking faculty to think

about that are above and beyond a traditional year,

although I think strategies that should easily

be something we'd want to carry forward no matter what.

We wanted to give a couple of quick steps,

and I'm very cognizant of the time here,

and want to allow for some discussion,

so I'll go through this quickly.

That you might take into consideration when

creating a fall course that

includes those Plus-One approaches,

that is UDL moments.

Creating a short guideline or a document that might

include things like time zones

of live sessions and due dates,

discussion posts, and group work.

We all know that you're creating these beautiful syllabi,

they're often a few pages,

and by a few, I mean, a lot.

Is there a way that we can create a bit

of a cheat sheet for our students?

Class meets, for example,

at nine o'clock Eastern Standard Time.

That means 6:00 a.m.,

if I did my math correctly, Pacific Time.

Allowing students to just

quickly get to that information.

As I just talked a little bit

about thinking more globally so

we always want that disability statement on your syllabi,

but we would also love to start to think

about what happens if?

If you can put a sentence on your syllabi that says,

"This is how I account attendance.

Should you get quarantined or

should you not be able to attend

class for a particular reason,

this is how that will be factored in."

Take the mystery out of it.

Take those questions that you're going to be

peppered with later on out of that.

Determining how you're going to deliver your content.

We talked a little bit about this,

but what does that look like?

Do synchronous sessions make

the most sense for your particular topic area?

Or can you do a bit of a hybrid model,

even within a hybrid model,

and offer different types of

opportunities for students to engage and get the content?

Kirsten, as we draw to the top of the hour here,

we really want to thank

everybody for the opportunity of joining.

I know that you just covered

the top three steps to

take for a successful UDL fall course.

In encapsulating the approach here,

do you have any final comment that you would like to

make about taking this approach?

I think this is an opportunity.

First of all, we just start with, I think

that fall is an opportunity,

and I would encourage folks to take risks.

Take a look at what happened in the spring,

whether you taught or a colleague taught,

asked colleagues how they did it,

what worked well, try something new.

This is a great chance to try a new thing,

to add a new strategy,

something you've been thinking about

can be technology or not.

One thing I saw from a professor

in Computer Science Department yesterday that he's

doing that I just thought was so

great and just such an easy thing to

do is he's sending

a quick survey out to students ahead of time.

He's saying things like questions are,

what platform are you used to using?

Have you ever taken an online course before?

Are you having to share a computer?

What time zone are you in?

We used to do learning style surveys

at the start of the semester.

Do a where are you at with

life survey, maybe, to help guide that course.

But I think if you're teaching,

this is a great chance to take

risks and to try new things.

If you're in the administrative side

of higher education, likewise.

This is a great opportunity to shake things up a bit,

try something new, keep some data on it.

If it doesn't work, that's okay.

We'll try it again or try

something different the next time.

Excellent. Thank you so much,

Kirsten, for joining us.

We will be now transitioning over to the next session,

which is "How to cope addressing student concerns."

We will continue to answer questions that you've

posted in the Q&A after the session.

Please join in by clicking on your link in

your agenda to go to our next session.

We'll see you there. Thank you.

Bye, bye. Thank you.