دورية أكاديمية
Learning from a Pandemic: Redesigning with Universal Design for Learning to Enhance Scientific Skills (Practice Brief)
| العنوان: | Learning from a Pandemic: Redesigning with Universal Design for Learning to Enhance Scientific Skills (Practice Brief) |
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| اللغة: | English |
| المؤلفون: | Thomas D. Montgomery, Bridget M. Green, Cliff G. Oliech, Jeffrey D. Evanseck |
| المصدر: | Journal of Postsecondary Education and Disability. 2024 37(1):73-79. |
| الإتاحة: | Association on Higher Education and Disability. 8015 West Kenton Circle Suite 230, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: JPED@ahead.org; Web site: https://www.ahead.org/professional-resources/publications/jped |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| تاريخ النشر: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | CHE2244151 CHE1950585 |
| نوع الوثيقة: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | STEM Education, Students with Disabilities, College Faculty, Equal Education, Science Process Skills, Communication Skills, Self Esteem, Self Concept, Problem Solving, Undergraduate Students, Mentors, Summer Programs |
| تدمد: | 2379-7762 2328-3343 |
| مستخلص: | Colleges are becoming increasingly diverse, including strengthening representation of students with disabilities in STEM (Science, Teaching, Engineering, and Math) fields; however, representation still lags behind national trends. To adapt to this changing demographic and improve representation, STEM college professors must be prepared to grant equitable access to the STEM curriculum and enhance scientific communication skills. This practice brief outlines how a college science faculty applied the Universal Design for Learning (UDL) framework to improve scientific communication skills equitably among college students with diverse needs during a 10-week NSF-REU (National Science Foundation -- Research Experiences for Undergraduates) at the host institution summer program during the COVID-19 pandemic. It also provides recommendations for supporting students with disabilities (i.e., chronic illness, chronic pain, depression, anxiety, and attention deficit hyperactivity disorder [ADHD]), which may have been exacerbated by the COVID-19 pandemic. Applying the UDL framework increased student confidence in applying the scientific method and led to gains in students' perception of their ability to use their skills to solve scientific problems. STEM faculty can use the lessons outlined in this work to develop inclusive and accessible STEM programs. Moreover, this work highlights the need for STEM faculty to involve Disability Services coordinators as active members in research programs to ensure equity and inclusion. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1435220 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2379-7762 2328-3343 |
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