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Facultyware: An Online Resource on Universal Design for Instruction
1/11/2005
The UDI panel rates a product on the extent to which it reflects each of the nine principles of UDI. Because many products may be reflective of some, but not all of the principles, a product may be considered suitable if the mean rating for any of the principles is 3.0 or higher on a 5-point Likert scale (1 = Low Reflection of UDI; 3 = Moderate Reflection of UDI; 5 = Very High Reflection of UDI). Simultaneously, the product is reviewed by members of the faculty panel. Products that meet a mean criterion of 3.0 or higher on a 5-point Likert scale (1 = Poor; 3 = Good; 5 = Excellent) for quality and usability meet the standards for posting on the Facultyware Web site.
Products meeting established criteria in both areas are posted to an open area of Facultyware called "Instructional Freeware" (http://www.facultyware.uconn.edu/freeware). Ratings and qualitative comments from both review panels are included, as are more detailed comments, additional reference information, and samples of the product rating forms. The product submitter receives a letter of acceptance from the project similar to acknowledgement of manuscript publication in an academic journal for use in Promotion, Tenure, and Reappointment files.
Given the increasing diversity of students in higher education classrooms, resources for developing inclusive instructional strategies are important. Facultyware offers sample products that have undergone a rigorous two-stage electronic review by national experts in UDI and by postsecondary faculty nationwide to ensure that products are reflective of the principles of UDI, are of high quality, and are generalizable to a range of disciplines. Because the entire process is conducted electronically, it is convenient and time saving for product reviewers and UDI project staff. The true beneficiaries of the review process, however, will be visitors to the Facultyware site, who can access high-quality instructional products that exemplify the principles of UDI.
References
Hanley, G.L., & Thomas, C. (2000, October). MERLOT: Peer review of instructional
technology. Syllabus Magazine
, 14, 3.
Multimedia Educational Resource for Learning and Online Teaching. (2002). Retrieved
July 22, 2002, from http://www.merlot.org/Home.po
Scott, S., McGuire, J., & Foley, T. (2003). Universal Design for Instruction:
A framework for anticipating and responding to disability and other diverse
learning needs in the college classroom. Equity and Excellence in Education,
36(1), 40-49).
Scott, S.S., McGuire, J.M., Shaw, S. (2003). Universal Design for Instruction:
A new paradigm for teaching adults in postsecondary education. Remedial and
Special Education, 24(6), 369-379.
Scott, S. & McGuire, J. (2001). Universal Design for Instruction Product
Submission Packet. Retrieved January 21, 2003 from Center Postsecondary
Education and Disability, University of Connecticut.
The Center for Universal Design (1997). Principles of Universal Design.
Retrieved July 22, 2002 from North Carolina State University, Center for Universal
Design web site: http://www.ncsu.edu/ncsu/design/cud/univ_design/ud.htm
This Viewpoint was developed under a grant from the US Department of Education,
Office of Postsecondary Education (#PR333A990036). The opinions, however, do
not necessarily reflect the viewpoints or policies of the USD'E.
Joan M. McGuire, University of Connecticut
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