Impact of Faculty Development on Classroom Accessibility as Measured Using a Classroom Observation Instrument

This paper builds on previous work describing more general issues regarding the efficacy of faculty in creating productive learning environments. Specifically, this new research explores how faculty who are exposed to principles of universal design for learning (UDL) in STEM courses change their observable behaviors in the classroom over time. Through persistent, targeted, personalized attention, these faculty gained experience and expertise in addressing the learning needs of all students, and in particular those with disabilities. We first very briefly highlight some of the main features of SciTrain University, including workshops and web course-modules used for faculty development. Then, we discuss the impact this development has produced in the classroom for a set of 18 longitudinal faculty participants as seen through the lens of a classroom observation instrument developed to assess classroom accessibility and inclusion for learners. Results indicate that accessibility scores increase, on average, about 5-7% per year. We then conclude by offering some recommendations for process educators, based on our research findings, that address ways to improve performance in making one’s classrooms more accessible and inclusive.

• Nathan W. Moon

Utschig, T.T., Moon, N.W., Bozzorg, A., & Todd, R.L. (2012). Impact of Faculty Development on Classroom Accessibility as Measured Using a Classroom Observation Instrument. Journal of International Process Education, 4(1): 61-77.

• Center for Advanced Communications Policy