All students have access to educational opportunities at multiple entry points and receive support services that lead to equitable outcomes.
PRINCIPLE DESIGN ELEMENTS:
- Barriers to initial entry or reentry are identified and overcome to ensure that students having diverse backgrounds and experiences have the opportunity to enroll and succeed in their chosen pathways.
- Flexible formats, locations, and times are offered to make learning accessible and achievable for all student populations.
- Comprehensive and proactive support services are offered to ensure students’ needs are met as they navigate pathways.
- Networks are used intentionally to assist all students with course navigation, academic and career advising, work-based learning, internships, and employment.
- Universal design principles for physical and virtual spaces and learning are used to promote access and support the successful transition of students through pathways.
- Evidence is collected, shared, and used continuously to identify and eliminate barriers to student access and success.
- Taylor, J. L., Kirby, C. L., Bragg, D. D., Oertle, K. M., Jankowski, N. A. , & Khan, S. (2009). Illinois Programs of Study Guide.
- Carey, K. (2008). Graduation rate watch: Making minority student success a priority.Washington, DC: Education Sector.
- Fry, R. (2008). The role of schools in the english language learner achievement gap.Washington, DC: Pew Hispanic Center.
- Geckler, C., Beach, C., Pih, M., & Yan, L. (2008). Helping community college students cope with financial emergencies: Lessons from the Dreamkeepers and Angel Fund Financial Aid Programs. New York: MDRC.
- National Alliance for Partnerships in Equity (2007). Growing pains: Developing the Perkins Accountability System for students pursuing nontraditional careers.Cochranville, PA: Author.
- Santiago, D.A. (2008). Modeling Hispanic-Serving Institutions (HSIs): Campus practices that work for Latino students. Washington, DC: Excelencia in Education.
Universal Design for Learning is a conceptual framework that combines knowledge, principles, and strategies from architecture, neuroscience, and education in an effort to create learning spaces that are inclusive and accessible for all learners by focusing on the person’s strengths and preferences rather than their limitations. Some websites to check out for more information:
Scaffold Learning – Learning environments created by educators, the instructional support that is provided, and the processes and language utilized recognize that good teaching builds upon connections from what the student already knows to new knowledge and skills. Teaching using learning scaffolds is critical because learning always proceeds from the known to the new. More information can be found at:
The Diversity Scorecard provides a means to involve campus leaders in the generation of knowledge about student outcomes disaggregated by the various groups of interest (e.g., ethnicity, gender, disability). Quite a few articles on this topic can be found at this link:
Some examples of the dashboard in relation to the scorecard idea can be found at these links:
Related Secondary Talking Points
Related Postsecondary Talking Points