Research You Can Use SALLY S SCOTT PH
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Research You Can Use SALLY S. SCOTT, PH. D. SENIOR RESEARCHER, AHEAD SALLY@AHEAD. ORG INDIANA AHEAD SPRING CONFERENCE 2018
Overview of the morning I. Our perceptions of research II. Universal Design: What do we know so far? ~Break~ III. What is a reasonable student case load? IV. Wrap up Throughout the morning: Discuss implications for your practice and your campus ◦ How can you use these findings? ◦ Are there new ways for you to be involved with data collection and/or research on your campus? 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 2
Research and the Field of Postsecondary Disability 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 3
Your Perception of Research On your own Write a response to complete this sentence: To me, reading a research article is like…. With the group Share and discuss! 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 4
Part I: Universal Design in College Instruction WHAT DO WE KNOW SO FAR? 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 5
Big Concepts from UD Research • Understanding the alphabet soup of UD • Big picture trends in research that is being done on UD • Emerging Outcomes ◦ For students ◦ For faculty and staff (briefly) 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 6
Making sense of the alphabet soup ◦ Universal Design for Instruction (UDI) ◦ Universal Instructional Design (UID) o. Universal Design for Learning (UDL) ◦ UD in technology ◦ UD in assessment 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 7
Universal Design as a Construct: We know it when we see it but how do we Describe it? Implement it? Measure it? 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 8
The Broad “Construct” of UD Anticipates the needs of diverse users Builds in inclusive features from the beginning Benefits a broad range of individuals Often promotes cost and/or time saving in the long run Results in a more inclusive climate 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 9
Exploring the UD Construct Different models (UDL, UDI) Different education levels (K-12, Postsecondary) Different applications (assessment, technology) International models 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 10
Trends in Research on UD in College Instruction 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 11
Big Picture Trends from 6 Systematic Reviews on UD Amount of research is accelerating each year 3/30/2018 More quantitative research is emerging It’s international! • US K-12 = UDL • US Postsecondary = UDL/UDI/UID • Europe “Design for All” • Great Britain“Inclusive Design” S. SCOTT, INDIANA AHEAD SPRING CONFERENCE Beginning to look at outcomes 12
Caveats from the 6 Systematic Reviews • There are gaps and caveats for using existing research • Current research is still defining and describing models of UD for application • Varied research designs provide growing support for UD … but we haven’t established causality yet 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 13
Pause and think about it… On your own ◦ Jot down your response to this question What is the single most important research question related to UD the field should address? What do we need to know most? With the group ◦ Share and discuss 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 14
Emerging Findings from the Research IN AGGREGATE, WHAT PATTERNS ARE WE SEEING? 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 15
Emerging Research Findings on Student Experience v Students report UDI/UDL/UID strategies are helpful to learning o E. g. , options for assignments, formative feedback on papers (*Kumar & Wideman, 2014; Mc. Guire & Scott, 2006; Meeks et al. , 2016; Morris et al. , 2016; Rao & Tanner, 2011; Schelly, et al. , 2011; *Smith, 2012; Watt et al. , 2014) v Positive end-of-course student evaluations o Davies (2013) and Parker (2008) – found higher student ratings for the redesigned class than the comparison class 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 16
“Soft” Student Outcomes v Fostered community, increased interaction among students and between students and faculty o E. g. , tracked participation in online discussion threads v Increased student engagement and interest o E. g. , high ratings on post-class survey v. Promoted critical thinking and self-reflection o E. g. , tracked small group work online (He, 2014; Kumar & Wideman, 2014; Mc. Guire-Schwartz & Arndt, 2007; Parker et al. , 2008; Rao & Tanner, 2011; Smith 2012) 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 17
Early Indicators of Student Outcomes v Improved academic performance: Grades and persistence o STEM departments: Increased course completion and passing grades (Moon, 2011) o Foreign language learning: Increased passing grades and fewer course withdrawals (Scott & Edwards (2012) o Business and Psychology: use of captioning in online courses resulted in higher grades (Morris, 2016) (Dallas et al. , 2016; Moon et al. , 2011; Morris, 2016; Scott & Edwards, 2012; Street et al. , 2012) 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 18
Early Indicators of Student Outcomes v. Reduced use of accommodations o Fewer testing and note taker accommodations (Smith & Buchannan, 2012) o Requests for waivers of the foreign language requirement were reduced by 50% over a three semester period (Scott & Edwards, 2012) o Reduced need for alternate format, notetakers, learning strategist; no need for advocacy for extended deadlines or alternative assignments (Kumar, 2014) (Kumar & Wideman, 2014; Scott & Edwards, 2012; Smith & Buchannan, 2012) 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 19
Ideas for practice On your own ◦ List two ways you can use these research findings on Student Experience and/or Student Outcomes Turn to a partner and talk in pairs ◦ Share your ideas for using this research With the group ◦ Share and discuss 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 20
Benefits of Training on UD for Faculty and Staff v Increased knowledge across a variety of training formats (Izzo, et al. , 2008; Murray, et al. , 2014; Scott & Edwards, 2012; Street et al. , 2012) v Increased comfort levels and self-efficacy in meeting the needs of diverse learners (Izzo et al. , 2008; Murray et al. , 2014) v. Resulted in changed instructional behaviors (Dallas, Sprong, & Kluesner, 2016; Davies et al. , 2013; Schelly, et al. , 2011) 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 21
Faculty Use and Outcomes v Cumulative and sustained changes over time (Kumar & Wideman, 2014; Meeks, et al. , 2016; Smith, 2012) v Faculty are applying UD in various disciplines (education and psychology are the most common) v UD is being examined in varied learning contexts (traditional, online, and blended classrooms) 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 22
What Can You Contribute to This Growing Knowledge Base? Check out these exemplary case studies for your own application and research ideas!* Kumar, K. , & Wideman, M. (2014). Accessible by design: Applying UDL principles in a first year undergraduate course. Parker, D. , Robinson, L. , & Hannafin, R. (2008). Blending technology and effective pedagogy in a core course for preservice teachers. Smith, F. (2012). Analyzing a college course that adheres to the universal design for learning framework. *Complete citation is on the UD Research References handout 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 23
BREAK 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 24
Part II: What is a Reasonable Student Case Load? 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 25
Guiding Questions What do national data tell us about average students numbers for case load in disability resource offices? How does this compare to your own work load with students? Beyond the numbers: What do we need to consider to determine a “reasonable” case load? 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 26
A recent post on the listserv To: aheadmembers@listserv. com Subject: Student case load On Wed, 8 Aug 2017, Kathleen XXX wrote: > Good Morning: I have searched the archives regarding how many >students is considered a full case load for a DSS Counselor. I haven’t >found any information. I would be interested in knowing what the >standard practice is, and/or what others are experiencing. 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 27
Technical assistance phone calls to the AHEAD office…. “I’ve told my VP that I have increasing numbers of students with complex needs and our office needs more staff. She wants to know what the recommended case load is. Where can I find this? ” Director of Disability Resource office 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 28
Why is the question of case load complicated for DS offices? Our offices are so different! • Different numbers of staff • Different office structures • Different and changing student populations • Different campus missions … But we can learn from having some benchmarks and national averages to compare. 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 29
A note on “case load” terminology “Case load” ◦ Draws from other professional fields (social work, voc rehab, psychology) ◦ Doesn’t quite capture our Disability Resource Office work ◦ BUT… it speaks to administrators ◦ In this study we used the terms case load or individual work with students and asked respondents to “tell us about your work, contact, and support for individual students. ” 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 30
Jot down your responses Thinking about your work, contact, and support for individual students, 1) What is your student case load? (give your best estimate) 2) Make a prediction. Do you think your case load is ◦ average for disability resource offices? ◦ higher than average? ◦ lower than average? 3) What would an “ideal” case load be in your office? 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 31
AHEAD’s research in a nutshell Part of AHEAD’s Biennial Surveys of professionals in disability resource offices New feature in 2016: Topical focus questions Online invitation and survey 698 total respondents Full report is on the AHEAD website (this requires member log in for the Information Services Portal) 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 32
How many students with disabilities do you work with on an individual basis? 40% 37% Percent of responses 35% 30% 26% 23% 25% 20% 15% 11% 10% 6% 7% 3% 5% 4% 0% 0 -50 3/30/2018 1% 1% 0% 1% 1% 51 -100 101 -150 151 -200 201 -250 251 -300 301 -350 351 -400 401 -450 451 -500 501 -550 551 -600 >600 Number of students S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 33
Average Number of Students on Professional “Case Load” by Size of Institution 280 Number of Students 300 250 213 206 190 200 190 157 120 150 85 100 50 er 9 hi gh or 00 30 , 0 00 025 , 24 , 00 020 , 29 , 99 99 9 9 99 15 , 00 0 - 14 , 00 010 , 19 , 99 9 99 5, 00 0 - 9, 9 -4 50 1 1, <1 , 5 0 99 0 0 Size of Institution 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 34
Average Number of Students on Professional “Case Load” by Type of Institution 200 190 164 Number of Students 180 160 136 140 120 100 80 80 60 40 20 0 Research university 3/30/2018 A post Comprehensive baccalaureate university professional school Type of Institution S. SCOTT, INDIANA AHEAD SPRING CONFERENCE Baccalaurate Two-year college 35
How can you use this data? On your own: list one or more strategies for using the data in each of the areas below. ØAnnual report: ØFunding request: ØProgram evaluation: ØAssessing effective practices: ØOther? At your table: Share your ideas 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 36
But what makes a case load reasonable or not? SOME OTHER DATA TO CONSIDER ON YOUR OWN CAMPUS 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 37
What percentage of your work for disability resources/services is devoted to DIRECT provision of individual contact and support for students? Chart Title 32% Percent of responses 35% 30% 26% 25% 20% 17% 24% 26% 32% 28% 17% 15% 10% 5% 0% 0 -25% 26 -50% JOB DESCRIPTION 3/30/2018 51 -75% 76 -100% ACTUAL S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 38
How often do you meet with students each semester/term? Series 1 48% 21% 12% 10% 2% 0 1, 2 3, 4 5, 6 2% 3% 7, 8 9, 10 Number of meetings 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 0% 0% 2% 11, 12 13, 14 15, 16 more than 16 39
What is the average length of time of an individual student meeting? The most common amount of time allocated for student meetings are ◦ 30 minutes ( 32%) ◦ 60 minutes (26%) ◦ 45 minutes (18%) 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 40
If a student with a disability wants to meet with you, what is the average wait time for an appointment? 100% Chart Title 86% 80% 63% 60% 40% 20% 0% 3/30/2018 33% 14% 4% Less than 1 week 1 -2 weeks Beginning of the academic year 0% 0% 0% 3 -4 weeks More than 4 weeks Throughout the academic year S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 41
In an emergency or urgent situation, what is the average wait time for an appointment? More than 4 days 1% 1 -2 days 23% 3 – 4 days 1% Same day 75% 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 42
Perceptions of our work with individual students How would you rate the following areas related to your individual student work? 1= Strongly Disagree 2 3 4 5= Strongly Agree 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 43
What else do we need to know? For your office: How could you use this data? What data would you like to start collecting? For AHEAD: What else do you need to know to examine “reasonable” load on your campus? 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 44
What is an *ideal* number of students for individual student work? ? 35% 30% 25% 20% 19% 18% 17% 15% 10% 7% 7% 5% 0% 1% 0 -50 3/30/2018 51 -100 101 -150 151 -200 201 -250 Number of students S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 251 -300 >300 45
Wrap Up Are there new ways for you to be involved with data collection and/or research on your campus? 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 46
Thank you! Citation for this data: Scott, S. (2017). Disability Resource Professionals and Their Individual Work with Students. Huntersville, NC: Association on Higher Education and Disability. Available at: https: //www. ahead. org/professionalresources/information-services-portal/benchmark-data (requires log in) 3/30/2018 S. SCOTT, INDIANA AHEAD SPRING CONFERENCE 47
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