Category: Featured

  • As Effective Date for Biden FLSA Overtime Rule Nears, Opposition Mounts – CUPA-HR

    As Effective Date for Biden FLSA Overtime Rule Nears, Opposition Mounts – CUPA-HR

    by CUPA-HR | June 18, 2024

    On July 1, the first phase of the U.S. Department of Labor (DOL)’s new overtime rule goes into effect. The initial phase of the rule will require employers to pay most white-collar employees a salary of at least $43,888. If employers fail to do so, those employees will be entitled to overtime pay under federal law. As the rule’s effective date approaches, opposition has mounted, with plaintiffs filing three lawsuits challenging the rule, including one filed by the state of Texas requesting that the court delay the July 1 effective date. Additionally, several Republican members of the U.S. House and Senate have introduced a Congressional Review Act (CRA) resolution aimed at blocking the rule.

    Background

    On April 23, 2024, DOL issued a final rule to amend the Fair Labor Standards Act (FLSA) overtime regulations. The FLSA requires employers to pay employees at least the minimum wage (currently $7.25) for each hour worked and 1.5 times the employee’s regular rate of pay for any hours worked over 40 in one week. However, the FLSA contains various exemptions to these overtime pay requirements, including one for white-collar employees. White-collar employees are considered “exempt” if they satisfy a three-part test: (1) the employee must be paid on a salary basis (that is, paid the same amount each week regardless of hours worked), (2) the employee’s salary must meet a minimum threshold (currently $35,568) established by DOL, and (3) the employee’s primary duties must be consistent with being an executive, administrative or professional employee. The final rule will increase the minimum salary threshold from $35,568 to $43,888 on July 1, 2024, and then to $58,656 on January 1, 2025. Thereafter, the rule requires automatic increases to the threshold every three years based on a set formula.

    Lawsuits

    On May 23, a group of 13 local and national associations and Texas businesses filed the first lawsuit in federal court in Texas challenging DOL’s rule. The suit claims that the salary threshold that goes into effect on January 1, 2025, is so high it will result in more than 4 million individuals being denied exempt status, even though these individuals could be reasonably classified as exempt based on their duties, and in doing so, the rule violates both the statutory language of the FLSA and prior court decisions. The suit also challenges the automatic updates.

    On June 3, two additional lawsuits challenging the overtime final rule were filed by a software company in Texas, as well as the state of Texas itself. In both lawsuits, the plaintiffs make arguments similar to those in the lawsuit filed in May, stating that DOL lacks authority to implement the changes provided in the final rule. The state of Texas also filed a motion for a temporary restraining order (TRO) that seeks to block the final rule from going into effect on July 1.

    While it may take the courts several months to issue decisions on the validity of the rule, the judge could decide whether to grant the state of Texas’s motion for a TRO before the July 1 effective date. The TRO would block the rule from going into effect until the court decides whether or not the rule is valid. More updates will be provided via CUPA-HR Washington Insider Alert emails as decisions are released.

    Congressional Review Act Resolution

    On June 3, Rep. Tim Walberg (R-MI) and Sen. Mike Braun (R-IN) introduced CRA resolutions in the House and Senate to block the overtime final rule from going into effect. Unlike traditional legislation, CRAs require only a simple majority in both chambers to pass (as compared to the usual 60-vote threshold to bypass a filibuster needed in the Senate).

    Though House Republicans have the majority, it is unclear if and when the CRA will be brought to the floor for a vote, given the minimal concern with the July 1 effective date from the business community. In the Democrat-controlled Senate, the path for a floor vote seems even more uncertain as Senate Democrats do not appear to support the efforts to overturn the final rule. As such, it seems unlikely that Congress will pass the CRA to overturn the final rule this session.

    CUPA-HR continues to monitor for and keep members apprised of any major updates relating to the FLSA overtime regulations.



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  • Congress Introduces Legislation on Employee Classification of Student-Athletes – CUPA-HR

    Congress Introduces Legislation on Employee Classification of Student-Athletes – CUPA-HR

    by CUPA-HR | June 18, 2024

    On June 13, the House Education and Workforce Committee voted to advance H.R. 8534, the Protecting Student Athletes’ Economic Freedom Act. The bill would prohibit student-athletes from being classified as employees under federal and state labor laws and regulations due to their participation in intercollegiate athletics.

    The bill was introduced on May 23 by Rep. Bob Good (R-VA) and 10 House Republicans. If enacted, the bill would prohibit student-athletes from being classified as employees at institutions of higher education, athletic conferences or athletic associations (such as the NCAA). In effect, the legislation would prohibit student-athletes from being classified as employees under federal labor laws, such as the Fair Labor Standards Act (FLSA) and National Labor Relations Act (NLRA), as well as state laws and regulations determining employment classification.

    Throughout the Biden administration’s first term, the National Labor Relations Board (NLRB) has issued significant guidance and decisions with respect to the classification of student-athletes as employees. In September 2021, the NLRB’s general counsel issued a memorandum asserting the agency’s position that student-athletes are considered employees under the NLRA. The memorandum was followed by an NLRB complaint filed against the University of Southern California, the Pac-12 Conference and the NCAA for allegedly misclassifying USC’s men’s football and men’s and women’s basketball players as student-athletes rather than employees. Additionally, in March 2024, the Dartmouth College men’s basketball team voted in favor of joining the Service Employees International Union, after a regional NLRB director determined that players on the team are employees under the NLRA using the board’s general counsel memorandum.

    The bill passed out of committee by a partisan vote of 23-16, only gaining support from Republicans on the committee. The bill now awaits a full House vote, where Republicans can pass the bill with a simple majority. The fate of the bill is more uncertain in the Senate, as it is unlikely that it will gain enough support from Democrats to bypass the 60-vote filibuster. CUPA-HR will keep members apprised of any updates relating to this bill and employee classification of student-athletes generally.



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  • Federal Judges Block Title IX Rule in 10 States – CUPA-HR

    Federal Judges Block Title IX Rule in 10 States – CUPA-HR

    by CUPA-HR | June 17, 2024

    Updates:
    On June 17, a federal judge in the Eastern District Court of Kentucky issued a second preliminary injunction against the Title IX rule, blocking the final rule from taking effect on August 1 in Virginia, Kentucky, Tennessee, Indiana, Ohio and West Virginia.

    On June 24, the Biden administration filed a notice of appeal for the preliminary injunction granted in the Western District Court of Louisiana to block the Title IX final rule from going into effect on August 1, 2024. The appeal will be filed in the 5th U.S. Circuit Court of Appeals. The preliminary injunction remains in effect until the 5th Circuit Court issues a decision. CUPA-HR will keep members apprised of any updates on this appeal as well as the status of the second preliminary injunction granted in the Eastern District Court of Kentucky.

    On July 2, a federal judge in the U.S. District Court of Kansas issued a third preliminary injunction to block the Biden administration’s Title IX rule from taking effect on August 1. The preliminary injunction applies to four states: Alaska, Kansas, Utah and Wyoming. The preliminary injunction also applies to schools where members of the Young America’s Foundation, Female Athletes United, and Moms for Liberty attend, even if the state in which the school is located is not challenging the rule or is not included in another preliminary injunction. The Title IX rule is now blocked from being enforced beginning on August 1 in a total of 14 states, as well as over 360 institutions in 24 states, Washington D.C., and Puerto Rico that are not suing the Biden administration over the Title IX rule.

    On July 11, Republicans in the U.S. House of Representatives passed a Congressional Review Act resolution to block the Department of Education from implementing and enforcing its Title IX final rule. The vote is largely symbolic as the Democrat-controlled Senate is unlikely to take up the measure and President Biden would veto the resolution if it ended up on his desk.

    On July 11, a federal judge in the Northern District Court of Texas granted a fourth preliminary injunction to block the Title IX final rule from taking effect on August 1 in the state of Texas. The Title IX final rule is now blocked from taking effect in 15 states.

    On July 24, a federal judge from the Eastern District Court of Missouri issued another preliminary injunction to block the Title IX rule from taking effect in six more states. The states included in this decision were Arkansas, Missouri, Iowa, Nebraska, North Dakota, and South Dakota. The Title IX final rule is now blocked from taking effect on August 1 in a total of 21 states.

    On July 31, a federal judge in the Western District Court of Oklahoma granted a preliminary injunction to block the Title IX final rule from taking effect on August 1. Additionally, the 11th U.S. Circuit Court of Appeals granted a preliminary injunction in Alabama, Florida, Georgia, and South Carolina, overturning a lower court’s previous decision to deny the preliminary injunction in those states. There are 26 states in which the Title IX rule is now blocked from taking effect on August 1.

    On June 13, a federal judge in the Western District Court of Louisiana issued a preliminary injunction on the Department of Education (ED)’s recent Title IX final rule. The order blocks the final rule from taking effect on August 1 in Louisiana, Mississippi, Montana and Idaho until a final decision has been issued by the judge on a lawsuit challenging the validity of the final rule.

    ED’s Final Rule and Subsequent Lawsuits

    In April, ED released its highly anticipated final rule to amend the Title IX regulations. Notably, the final rule expands protections against sex-based discrimination to cover sexual orientation, gender identity, and pregnancy or related conditions. Soon after it was published, several lawsuits were filed by states and advocacy groups challenging ED’s decision to expand Title IX protections to include gender identity and sexual orientation. 

    Judge’s Order

    In the order to grant a preliminary injunction, the federal judge asserted that the Title IX rulemaking is “contrary to law” and “exceeds statutory authority,” especially with the expanded protections for transgender students. Specifically, the judge explained that Congress intended to protect biological women from discrimination when enacting Title IX, and that “enacting the changes in the final rule would subvert the original purpose of Title IX.”

    As a result, ED is blocked from enforcing the final rule in the four states listed in the order, and the final rule will not take effect on August 1 in those four states until further orders are issued by the court.* The judge will now consider the lawsuit challenging the final rule and decide to either uphold or strike down the rule. A final decision may take months or a year or more to be released, as any decision is likely to be appealed to a higher court. In the meantime, CUPA-HR encourages HR leaders in the states impacted by this preliminary to work with their institution’s general counsel on best practices for navigating Title IX compliance.

    CUPA-HR will keep members apprised of additional updates on the legal challenges against the Title IX final rule.

    * Over two dozen states have joined lawsuits challenging the Title IX final rule. Though the order in this blog post applies only to Louisiana, Mississippi, Montana and Idaho, decisions for the additional lawsuits could result in similar injunctions for other states.



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  • HR and the Courts — June 2024 – CUPA-HR

    HR and the Courts — June 2024 – CUPA-HR

    by CUPA-HR | June 12, 2024

    Each month, CUPA-HR General Counsel Ira Shepard provides an overview of several labor and employment law cases and regulatory actions with implications for the higher ed workplace. Here’s the latest from Ira.

    Judge Halts Academic Workers’ Strike at Several University of California Campuses

    The University of California has taken legal action against United Auto Workers Local 4811, which represents some 48,000 academic workers and graduate students across UC’s multiple campuses. The lawsuit requested an injunction to end the rolling strike at six campuses, which the university contended is in violation of the applicable no-strike contractual provisions. The judge granted the university’s request for a temporary restraining order on June 7, 2024. The order will halt the strike until the judge conducts a hearing over whether to grant a permanent injunction enforcing the no-strike provisions of the applicable labor contract (Regents of the University of California v. UAW Local 4811 (Cal Sup Court, No. 30-2024-01403666-CU-MC-CXC, 6/7/24)).

    This case followed the university’s complaint to the California Public Employment Relations Board alleging that the union had violated the applicable no-strike provisions. The board filed a complaint against the union, arguing it failed to give the university “adequate advance notice” and “failed and refused to meet and confer in good faith,” but declined the university’s request to seek a court order halting the strike.

    Following its exhaustion of all remedies at the state board, the university filed its own state court complaint, seeking to end the strike. The complaint accused picketers of blocking entrances to university property, including hospitals, and illegally occupying buildings. The university argued that the breach of contract endangers lifesaving research at hundreds of laboratories across many campuses. The UAW claimed that the no-strike clause is inapplicable because the university violated state law by calling in police to break up pro-Palestinian encampments on several campuses and allegedly changed workplace rules in response to the protests. The proceedings will continue with a full hearing over whether to convert the restraining order into a permanent injunction further barring the strike activity.

    University of Florida Recruit Sues Over Claimed $13.85 Million NIL Deal — NCAA Proposes Settlement of NIL Class Action

    A former football recruit has sued the University of Florida’s football coach and boosters, alleging they recruited him with the promise of $13.85 million in name, image and likeness payments and then reneged. The complaint, filed in federal district court in Florida, alleges fraud, tortious interference and other claims. The plaintiff alleges that, after the NIL offer, he rejected other lucrative offers only to have the Florida offer “decrease drastically” (Rashada v. Hathcock (N.D. Fla., 3:24-cv-00219, complaint 5/21/24)).

    The plaintiff alleges that, as a 19-year-old college-bound athlete, he was persuaded by a network of university officials and donors to flip on his commitment to the University of Miami, but they never came through on the NIL promises. After the deal never materialized, the plaintiff went to the University of Arizona instead and ultimately transferred to the University of Georgia.

    Separately, the NCAA and the Power Five conferences have proposed a nearly $2.8 billion settlement of the class action claim against them relating to their former ban on NIL payments to student-athletes. If the settlement is approved, the NCAA also agrees that it would no longer attempt to regulate NIL payments, which would be solely up to each college and university to determine and administer (In Re College Athlete NIL Litigation (N.D. Cal., No., 4:20-cv-03919)).

    Court of Appeals to Review Whether Discharge for Refusal to Take Anti-Discrimination Training Is Itself Discriminatory

    The 7th U.S. Circuit Court of Appeals (covering Illinois, Indiana and Wisconsin) will decide whether to affirm a federal trial court’s dismissal of a discrimination claim brought by a White employee. The employee claimed he was discharged in violation of federal and state anti-discrimination laws for his refusal to take the employer’s mandatory anti-discrimination training, which he claimed was discriminatory. The plaintiff claimed the training was inherently biased against White employees, after admitting he had no knowledge of the contents of the training (Vavra v. Honeywell International Inc. (Case No. 23-02823, oral arg sched 5/21/24)).

    The trial court concluded that the plaintiff’s internal emails to the company’s president, which accused the company of “race baiting,” were protected communications. The court further concluded that the plaintiff was not terminated for the communications, but rather because of his refusal to take mandatory anti-discrimination training that was not itself discriminatory. The employer’s diversity, equity and inclusion and law departments had properly vetted the training and concluded it was intended to foster an inclusive work environment.

    U.S. Supreme Court Rejects White Professor’s Claims of Race and Sex Discrimination Filed Against HBCU

    The Supreme Court turned down a request for certiorari and declined to hear a White law school professor’s claim that the 5th U.S. Circuit Court of Appeals had erroneously dismissed her claim of race and sex discrimination and retaliation under Title VII and the Equal Pay Act. The law professor had claimed that the appeals court erroneously dismissed her claims that she and other female professors were treated poorly in violation of Title VII and the Equal Pay Act and that she was forced to resign from Texas Southern University, a historically Black institution. The court denied the professor’s two petitions for it to hear her case without issuing an opinion (Sacks v. Texas Southern University (Case Nos. 23-891 & 23-1031, Cert denied 5/13/24)).

    The plaintiff asked the Supreme Court to adopt a “totality of circumstances” standard in determining whether her claims of years of “alleged” harassment and continuing violations justified her conclusion that she felt compelled to resign. The plaintiff also complained that the lower court had denied her the right to receive female wage data while requiring her to identify male comparators to make her Equal Pay Act claims. The Supreme Court denied the professor’s request to be heard in the absence of a response from the university, which had waived its right to respond to the professor’s petitions.

    In Employment Law Matter, U.S. Supreme Court Rules Federal Courts Can No Longer Dismiss Federal Lawsuits Subject to Mandatory Arbitration

    The U.S. Supreme Court resolved a split among federal appellate courts on whether, under the Federal Arbitration Act, federal trial courts can dismiss rather than stay a lawsuit that is covered by the terms of a mandatory arbitration agreement pending the outcome of arbitration. The 1st, 5th, 8th and 9th U.S. Circuit Courts of Appeals have previously allowed dismissal while the 2nd, 3rd, 6th, 7th, 10th and 11th have ruled that the case must be stayed pending the outcome of the arbitration.

    The case involved a group of drivers who claimed they were misclassified as independent contractors rather than employees entitled to minimum wage, overtime and paid sick leave under federal and state laws. Both sides agreed that the dispute was subject to a mandatory arbitration agreement. The 9th Circuit ruled the case should be dismissed. The Supreme Court reversed, concluding that the specific provisions of the Federal Arbitration Act require the courts to stay the action while it is referred to arbitration, pending the outcome of the arbitration (Smith v. Spizzirri (US No, 22-1218, 5/16/24)).

    Texas Sues EEOC Over Guidance Protecting LGBTQIA+ Employees From Sex Harassment Relating to Their Choice of Pronouns and Bathrooms Consistent With Gender Identity

    The Texas attorney general has filed suit in federal court seeking to block enforcement of the Equal Employment Opportunity Commission’s recent guidance aimed at shielding LGBTQIA+ employees who seek to use pronouns and bathrooms consistent with their gender identity. The Texas suit alleges that the most recent EEOC guidance goes beyond the statutory limits of Title VII just as the prior EEOC workplace guidance, which was vacated in Texas federal court, did (The State of Texas v. EEOC (N/D. Tex., 2:21-CV-194-Z, Complaint, filed 5/21/24)).

    Separately, a coalition of 18 Republican attorneys general have also filed suit, seeking to block this EEOC guidance and alleging the same legal overreach by the EEOC.



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  • Top Hat Announces the 2024 Shannen’s Dream Scholarship Recipients

    Top Hat Announces the 2024 Shannen’s Dream Scholarship Recipients

    TORONTO – June 7, 2024 – Top Hat, the leader in student engagement solutions for higher education, is proud to announce that four exceptional First Nations students have been awarded this year’s Shannen’s Dream Scholarship. Launched in 2022 by the First Nations Child & Family Caring Society with the support of Top Hat and the Collure Family of Richmond Hill, ON, each recipient will receive $10,000 to support their pursuit of a post-secondary education. 

    “We are truly inspired by this year’s Shannen’s Dream Scholarship recipients, both in terms of their academic achievements and as volunteers and agents of change within their communities,” said Maggie Leen, CEO of Top Hat. “As future leaders, doctors, scientists, and educators, they exemplify what’s possible when dedicated individuals have access to the benefits of higher education.”

    The Scholarship is named in honor of Shannen Koostachin, a courageous young leader from Attawapiskat First Nation who inspired a national movement to establish safe and comfortable schools for First Nations students. What makes the Shannen’s Dream Scholarship particularly special is the ‘pay-it-forward’ component, which requires recipients to make a measurable contribution to the Shannen’s Dream campaign or related First Nations initiative. 

    “Our scholarship recipients are honoring Shannen’s legacy through their leadership, their community contributions and their academic achievements,” said Cindy Blackstock, Executive Director of the Caring Society. “We are grateful to Top Hat and the Collure Family for their support and for sharing our conviction that a more equitable and just society rests on ensuring First Nations students are able to pursue their dreams of a high quality education.”

    Meet the 2024 Shannen’s Dream Scholarship Recipients

    Aleria McKay was raised on Six Nations of the Grand River and is completing her Bachelor of Education at York’s Waaban Indigenous Teacher Education Program. A poet, playwright and educator, this fall she will start her Masters of Fine Arts in Creative Writing at the University of British Columbia. 

    Jaimey Jacobs is Ojibwe and a band member of the Walpole Island First Nation. A first year medical student at the Schulich School of Medicine and Dentistry at Western University, Jaimey is a passionate advocate for Indigenous healthcare and supporting Indigenous youth in navigating educational opportunities within the healthcare profession. 

    Rainbird Daniels is Plains Cree, Yankton Sioux, and Dakota from the Sturgeon Lake First Nation. She is pursuing a degree in Psychology at York University in Toronto where she also serves as the President of the Indigenous Student Association. As an Indigenous Languages Specialist at the Centre for Indigenous Knowledge and Languages, she is deeply committed to promoting cultural awareness and advancing human rights.

    Taylor Nicholls is from the Wahnapitae First Nation and is pursuing a Master’s of Science in Biology at Laurentian University. Her thesis involves assessing various environmental contaminants in fish the Wahnapitae First Nation relies on as a traditional food source. Taylor is an ardent environmentalist whose research involves weaving Western science, citizen science, and traditional ecological knowledge.

    About Shannen’s Dream Scholarship

    The Shannen’s Dream Scholarship was established to assist First Nations youth with the financial burdens of post-secondary education. The scholarship honors Shannen Koostachin, whose advocacy for safe and comfortable schools for First Nations students ignited a nationwide movement. This scholarship aims to continue her legacy by empowering First Nations students to achieve their educational aspirations. To learn more, please visit  www.fncaringsociety.com.

    About Top Hat

    As the leader in student engagement solutions for higher education, Top Hat enables educators to employ evidence-based teaching practices through interactive content, tools, and activities in in-person, online and hybrid classroom environments. Thousands of faculty at 750 leading North American colleges and universities use Top Hat to create meaningful, engaging and accessible learning experiences for students before, during, and after class. To learn more, please visit tophat.com.

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  • How to IPEDS, Part II

    How to IPEDS, Part II

    This will be the second part of a series of blogposts about how to use IPEDS, The Integrated Postsecondary Education Data System of the federal government. If you’re just starting, I highly recommend you go to the first post to bring yourself up to speed on the basics.  If you don’t, some of this might not make sense.

    In that post, I covered several of the ways you can extract simple tables of data for a single year or a single institution; or summary data, including fairly basic and interactive charts when you’re looking for something simple.  In this one, I’ll go over how to extract custom data over multiple years, and then walk you through the frustrating process of making sense of the output.  Warning: I get a bit cranky about this, because the data formats are largely unchanged since I started doing this perhaps 20 years ago, and they create far more work for the end user than they should.

    The last post covered the options in italics.  This one will cover the options in bold.

    Data Explorer
    Publications and Products
    Data Trends
    Look Up an Institution
    Statistical Tables
    Data Feedback Report
    Summary Tables


    Custom Data Files
    Compare Institutions
    Complete Data Files
    Access Database

    Custom Data files is a fairly easy way to get the data you want for a single year.  In this example, I’ve used EZ Group to select all institutions (again, larger selections are better because it’s easy to remove but harder to add), and clicked “Institutions” and then the “Select All” button.  It looks like this. 

    Click the “Continue” tab, and choose “csv” as your download option.

    Click on the file that you just downloaded to open it (it should open with Excel), and you’ll see something like this (not all columns are displayed due to space constraints.)

    If you want to do this for multiple years, you can go back, change the year, and repeat the download and then stack the files.  The real advantage of this approach is that the data in the columns come in as labels: That is, the size categories are listed as “Under 1,000” or “5,000-9,999” for instance.  That means, especially with large files, you don’t have to translate codes, where “Under 1,000” is listed as 1, and “1,000 to 5,000” is listed as 2, etc.  This keeps you from doing multiple LOOKUP functions in Excel that are a part of other formats.

    If you are going to do a lot of work in IPEDS, I highly recommend you use this method to create one giant file of institutional characteristics to import into an Access Database, and use it to merge that with data from statistical downloads (like endowments, admissions, financial aid, etc.)  There are a couple of reasons for this: It’s too easy to overlook or skip a variable you want to include in your subsequent downloads, but more important, IPEDS only allows 250 variables in a single file, so this can save you 70 or 100 or 150 spots in the future.

    You’ll notice that there are also options to download this data in STATA, SPSS, or SAS, which are statistical programs.  Those require downloading a csv file, a script for the software, and then editing the script to point to your file, running it and saving the output.  With the Custom Data Files option, that’s a bit superfluous.

    Despite the confusion and difficult work arounds that are native to the Compare Institutions option, it’s the one I use most often.  Warning: This is not for people who do not have Sitzfleisch. Even the best data cleaning tools are stymied by some of the quirks in IPEDS.
    So let’s go back to our institutional selections, and select all in the IPEDS universe.  If you want to start with things like Carnegie Classifications because you ignored my earlier advice, we can do that, and then we’ll look at Fall Enrollment over time.  Let’s start with the former.  I’d recommend selecting it for one year, unless you want to look at how those classifications have changed over time.  We do that like this.

    Then (and this is where it gets tricky), we’ll start specifying enrollment variables.  Let’s say we want to look at how enrollment has changed over a span of time, so we’ll use Fall, 2022 and Fall, 2012.  You have a lot of options, but only these options (IPEDS really should allow you to query the database in the ways you want, but that’s another story.)

    Let’s do the first option: By Gender, Status, and level.  We’ll have the chance to look at men and women (IPEDS has reported gender as binary as its policy, not mine), full- or part-time, status, and graduate or undergraduate level.

    Here’s how that selection is done.

     
    When you approve that, this is what you see.  Note that this selection creates 17 variables in your data output: One for the Carnegie Classification, and 16 for the enrollment data.  If you added another year, you’d add eight more, and so on.  If you got more granular on the enrollment data, it would increase those counts as well.

    Approve the selections (these are the ones I use, but you can change them.  I highly recommend including UnitID unless you’re doing a short, quick analysis).  

    You will get a ZIP file, with the raw data and the value labels.  In this case, the only values that need to be translated into labels are the Carnegie Classifications.  That translator table looks like this.  If you are proficient in Excel, it’s not hard to use a VLOOKUP or XLOOKUP function to translate those values into labels, but it’s still, IMHO, a quirk leftover from days when it made sense to keep file size as small as possible.

    The actual data file looks like this, and it’s probably the thing that makes a lot of people decide to never do IPEDS again.  The first column contains the ID number, the second contains the name, the third contains the numeric value of the Carnegie classification, and the fourth?  Well, the fourth variable is a tricky one, as it’s actually four variables rolled into one: Year, level (in this case undergraduate), gender, and status (in this case, full-time.) 

    For this to be most useful, the data should look like this, with one row for every discrete combination of characteristics:

    And that’s the hard part:  I use a Tableau Data Restructuring Tool, Excel tools like Flash Fill (if you don’t know it, you have to check it out), Excel Add-ins, Kutools for Excel, EasyMorph and Able Bits.  I’ve used Tableau Prep, but frankly find it confusing and often frustrating. 

    Getting your data into this format not only makes it easier to visualize in Tableau, but it also helps you create better pivot tables for the spreadsheet lovers in your office.

    There are two other options in IPEDS, the Access Database and Complete Files.

    Complete Files is easy, because you can download with one click the complete survey (admissions, financial aid, degrees awarded, etc.)  But again, you get those pesky codes you need to translate, and no translator files or even the ability to translate variable names.  It’s a major pain.  If you’re going to go this route, I’d recommend the SPSS, STATA, or SAS options, where the script will translate and output the file for you.  Another (IMHO) unnecessary step.  IPEDS could make this much easier.

    And, to top it off, if you download the enrollment file, for instance, the values are not discreet.  You’ll have one column for total, which is the sum of men and women separately.  That same total will roll up full- and part-time.  It will roll up grads and undergrads.  You have to be very careful to break them apart and not double count everything.

    Finally, I’ve tried and failed several times to make sense of the full Access Data Base option. It’s huge, it’s clunky, it’s in code, and it duplicates values: In short, it’s the worst of all available options, in a  harder-to-use format.  Enter at your own risk.

    I hope these two posts have been helpful to you as you think about navigating IPEDS.  And I hope someone at IPEDS reads this and realizes how much modernization could be brought to these important data.

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  • How to IPEDS Part I

    How to IPEDS Part I

    Most, but not all, of the data visualizations on this site use data from IPEDS, the Integrated Postsecondary Education Data System.  And all of the visualizations (as I recall) use Tableau, a very powerful data visualization tool, especially for people like me who don’t know how to write the code necessary in some software packages.

    In this post, I’ll start with a few of the easiest and quickest ways to get data out of IPEDS.  I’ll follow it up with one that dives a little deeper for people who like the raw data for analysis.

    The question I get asked most often is how I get the information out of IPEDS.  And that’s not an easy thing to answer, as I use several of the methods available depending on what I’m doing.  Since you federal tax dollars have not yet been used to create an easy guide to IPEDS, I’m going to give you a primer on how to do the most simple things, and hope you’ll do like I did, which is to learn it the hard way through trial and error once you get started.

    Some tips before we start: You can use Excel to get the information you want, but it ends up being a lot easier if you start with a single download of institutional characteristics in a table and load it to an Access database, if you’re even marginally proficient in that software.  But for now I’ll presume you’re not.

    In the IPEDS Data Center you’ll find several different ways to get IPEDS data  The ones in bold will be covered here:

    • Data Explorer
    • Publications and Products
    • Data Trends
    • Look Up an Institution
    • Statistical Tables
    • Data Feedback Report
    • Summary Tables
    • Custom Data Files
    • Compare Institutions
    • Complete Data Files
    • Access Database
    Data Explorer has aggregated data in a report, and it’s useful if you want to look up something quickly and if there is already a report that summarizes that information.  It’s aggregate, so best for high level trends.  For instance, if you look at Degrees Awarded by Ethnicity, you’ll see this.  Note that you can change the year displayed, and download the Excel file.

    Publications and Products can be helpful, but you may end up going down a rabbit hole chasing what you want, only to find it’s in a restricted file only available to researchers.  You can find links to things like The Condition of Education or the Digest of Education Statistics which is a data rich treasure trove of information, mostly designed to print ala 1998; if you want to analyze it, you have a LOT of data clean up to do.

    Data Trends shows data over time, and it can be very helpful if you want to look at a single statistic in a time sequence. Click on one of the questions and you’ll get your answer quickly.  You can filter and download the data if you wish.

    Look Up an Institution allows you to select any single college or university and look at almost all of the information it reports to IPEDS in one place. It can be helpful when you want to look up a few facts about an institution quickly, but otherwise I find little value in it. 

    Typing more of the name of the institution gets you easier results.  For instance, you’ll get a long list if you just type “California.”

    But as you type, the list gets shorter.

    After you make your selection, you’ll get this, and you can click on the plus sign on the blue bars to expand.

    Statistical Tables are less helpful for my work, but maybe they’ll be good for you.  This is where you’ll get your first chance to select a group of colleges, so I’ll go over that first.  You can choose almost any combination of institutions, by location, type, sector, or almost any variable.

    I like to us EZ Group and make a large selection: It’s a lot easier to start with a large file and eliminate institutions than to try to augment it last.  But if you are certain you want a set of four-year public institutions in California that admit freshmen, for instance, you can get that like this.  The dialog box tells you you’ve selected 48 institutions.

    In this case, you might want to look at total fall 2022 enrollment of undergraduates, in which case you’d select like this:

    Keep clicking “Continue” until you get here, and specify the statistics you want.

    And you’ll get something like this.

    Data Feedback Report is mostly helpful for college and university staff looking at their own numbers in comparison to self-identified competitor or aspiration institutions. CHE did a story on this, and you can read a few articles a month there if you give them your email name (however, if you work in higher ed, you really should subscribe anyway.) 

    Summary Tables are very helpful for the casual user.  Specify the variable you want to look at (in this case it’s enrollment by race and gender) and you’ll get a nice summary table over time.

    However, you can also get a summary of the institutions you selected (if they’re still in memory) like this:

    OR (this is the cool part) you can show individual data for a pre-selected set, or one you specify. 

    Go ahead and practice getting information out of IPEDS like this.  You cannot break anything.  There is a Start Over button in case you get stuck. 

    Good luck and check back soon to get the guide about the more powerful ways to extract information, coming soon.

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  • Here are 5 Alternatives to Google Jamboard

    Here are 5 Alternatives to Google Jamboard

    If you are working for a higher education institution or a non-profit organization, you have probably utilized Google Jamboard as part of your teaching or professional development workshops. 

    Well my friends, our beloved software has reached the end of its life at Google. Now, we will need to find a suitable alternative to collaborate with others at our organization and to brainstorm ideas online.

    Speaking of alternatives, here are some alternatives to Jamboard:

    1) LucidSpark


    2) Padlet

    3) Figma

    4) Zoom Whiteboard

     

    5) Canva Whiteboard

    Which one of these are your favorite? Let us know which one you’ve utilized before.

    Have an amazing day!

    Jennifer

    ***

    Do you need a keynote speaker? – Check out my topics: https://www.millennialprofessor.com/p/blog-page.html

    Check out my book – Retaining College Students Using Technology: A Guidebook for Student Affairs and Academic Affairs Professionals.

    Join our Student Success and Retention Institute – Learning Community on Facebook!


    Thanks for visiting! 


    Sincerely,


    Dr. Jennifer T. Edwards
    Professor of Communication

    Executive Director: International Artificial Intelligence and Communication Institute, Texas Social Media Research Institute, & Rural Communication Institute



    My Social Media Channels!
    Remember to Follow Me on Twitter! @drjtedwards
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  • Celebrating Pride Month: Spotlight on Transgender and Nonbinary Employees – CUPA-HR

    Celebrating Pride Month: Spotlight on Transgender and Nonbinary Employees – CUPA-HR

    by Julie Burrell | June 4, 2024

    June is Pride Month, dedicated to celebrating the richness and history of the LGBTQIA+ community. In addition to ensuring regulatory compliance, higher ed HR has an important role to play in creating a truly inclusive campus. A fundamental part of celebrating Pride is actively learning from and listening to this community, especially as the population of LGBTQIA+ employees continues to grow.

    This Pride, CUPA-HR is spotlighting the voices of transgender and nonbinary employees by offering resources to empower HR in improving culture, policies and procedures for this group. Even if significant institutional change is not something you’re in a position to initiate, individual actions can add up. In addition to learning from the below resources, you can network with your colleagues at other institutions to provide support, personally recognize national days of awareness or remembrance, and encourage allyship.

    Inclusion of Transgender and Nonbinary Employees in the Workplace: A Critical Conversation (Watch Now)

    In this webinar, recorded in May, Jon Humiston of Central Michigan University and Aaric Guerriero of the Froedtert Health System explore ways to celebrate and embrace transgender and nonbinary employees.

    They address frequently asked questions about transgender and nonbinary issues, including what terms are commonly used within the LGBTQIA+ community and what happens if you accidentally misgender someone. They also recommend best practices for inclusion, including:

    • Using gender-neutral language. For example, instead of “ladies and gentleman,” Jon suggests “amazing humans,” “everyone,” or “y’all.”
    • Changing paperwork and job descriptions if they mention just two gender pronouns — for example, he or she — to inclusive language like “they.”
    • Sharing your pronouns in your email signature and Zoom profile, so others feel comfortable doing the same.

    Gender-Inclusive HR Strategies: Are You on the Right Track? (Read Now)

    This blog post proposes a framework for higher ed HR practitioners to address their gender inclusion strategies. A checklist of questions will help you audit your efforts on campus, covering: policies and procedures (for example, do you have a name-in-use policy or chosen-name policy that is easy to access and navigate?); programmatic support (e.g., do you have LGBTQIA+ safe-zone training available for all employees?); and visibility (e.g., does your institution have a presence at local LGBTQIA+ pride events?). Reviewing these questions will help you identify gaps in your inclusion efforts.

    Gender Identity and Sexual Orientation in the Workplace (Explore the Toolkit)

    This Knowledge Center toolkit, while not specifically about trans and nonbinary employees, covers legal obligations under Title VII and Title IX and supplies applicable guidelines from the Equal Opportunity and Employment Commission and Office for Civil Rights. Best practices and example policies are also included — for example, on name changes in official forms.



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  • The Ultimate Guide to Universal Design for Learning

    The Ultimate Guide to Universal Design for Learning

    Universal Design for Learning (UDL) is a framework that involves using a variety of teaching methods to respond to the needs of all your higher ed students. It is a teaching technique that provides flexibility in how instructional materials are delivered—and is ideal for supporting students of all backgrounds, cultures and abilities.

    Table of contents

    1. What is Universal Design for Learning?
    2. What are the three core tenets of Universal Design for Learning?
    3. Why should you use universal design in your online course?
    4. How can you apply universal design in your online course?
    5. Universal Design for Learning examples
    6. Questions to ask yourself when designing an accessible course
    7. The history of Universal Design for Learning
    8. Bring UDL to life with Top Hat
    9. References

    1. What is Universal Design for Learning?

    Universal Design for Learning (UDL) helps college and university educators create flexible programs that are easy to adapt to the unique needs of all students. This teaching framework involves using many techniques—in everything from course delivery to media use—to reduce barriers and reach every college student.1

    UDL guidelines are put into practice in a variety of facets, including outside of academia. For instance, you may use closed captioning when watching television. Your smartphone can read the information on a website aloud. Meanwhile, automatic doors make grocery stores more accessible. In these three scenarios, UDL helps level the playing field for everyone, regardless of ability.

    The UDL guidelines are presented as a graphic organizer, or a matrix table. Vertically, the principles are grouped under engagement, representation, and action and expression. Horizontally, the UDL principles are presented as access, build and internalize. Each guideline has corresponding checkpoints that include best practices. The graphic organizer helps viewers understand how criteria differ across the three principles. View the table below for a breakdown of the UDL guidelines.

    Provide multiple means of engagement Provide multiple means of representation Provide multiple means of action and expression
    Recruiting interest Perception Physical action
    Sustaining effort and persistence Language and symbols Expression and communication
    Self-regulation Comprehension Executive function

    2. What are the three core tenets of Universal Design for Learning?2

    • Action and expression: This learning approach involves giving students multiple ways to access information. Universal Design for Learning examples include giving students multiple ways to demonstrate that they’ve learned the material.
    • Representation: A key tenet of this approach is providing information in multiple formats. Universal Design for Learning examples include offering students videos, books or interactive demos that cover the material covered in a lecture. Students can then choose the format that best suits their needs.
    • Engagement: This approach is designed to motivate college students in a variety of ways. Universal Design for Learning examples include assigning projects that relate to a student’s background and interests. This pillar may be put into practice through gamification or discussions.

    2.1. Multiple means of action and expression

    This topic covers the ‘how’ of learning. It is also referred to as the strategic network. Each learner navigates the classroom in a different way, and they also express themselves uniquely. If someone has an executive function disorder, meaning they have trouble planning, organizing and problem solving, they will express themselves differently than someone who has a language barrier. For example, some postsecondary students are able to use written communication with ease, while others can only communicate through speech.

    2.1.1. Executive functions

    Executive functions encapsulate a human being’s highest level of skills. This ability allows learners to overcome their impulses to make long-term goals and strategies. Executive functions are limited by the individual’s working memory when executive functioning capacity is devoted to managing “lower level” skills that don’t come as naturally to a person. The individual’s capacity for executive functions can also be lowered by disabilities.

    With universal design for learning, instructors can expand a learner’s executive function by scaffolding—that is breaking up lessons into bite-sized pieces—to ensure they do not use up the learner’s working memory. Educators can help students scaffold executive skills so that they can use them more effectively. Setting goals and creating plans to reach these goals can help. Professors can also support students by helping them self-monitor their progress over time, which helps students guide their practice through the semester. It also helps learners better understand what advice to ask their instructors for.3

    2.1.2. Expression and communication

    Every learner has a different capacity for expression and communication. In addition, various types of media may support different learning styles. For example, a learner who has dyslexia may perform better at expressing their thoughts through verbal conversations versus written essays.

    Educators must provide different modalities for communication. This may involve using various types of media or tools for communication. Professors can help students become more fluent in a variety of communication modalities, which will then lend to independent learning.4

    2.1.3. Physical action

    Interactive software, textbooks and other curricular materials are recognized as Universal Design for Learning examples that can help students understand information. For instance, a postsecondary student may need a different type of workbook if they require assistive technology. These assistive technologies can help students who have disabilities. Some students could benefit from having expanded keyboards or voice-activated switches, for example.5

    With this tenet of UDL, it’s important to vary the methods for response and navigation. This involves creating an accessible learning environment that all students can thrive in. The second part of this UDL principle involves opening doors to the tools that will create equal opportunity.

    2.2. Multiple means of representation

    This topic can be considered the ‘what’ of learning. It’s also referred to as the recognition network. Every learner absorbs the information that is presented to them in a different way. While a sensory or learning disability may cause this difference, cultural differences and different personalities may also affect how the student learns.

    2.2.1. Comprehension

    The goal of education is to help learners turn information into knowledge that they can apply in their everyday lives. With Universal Design for Learning, educators should get higher ed students involved in transforming and gathering usable knowledge. Gaining usable knowledge is an active process, so students need to be involved in order for this process to work. This means students need to use skills like consumption, categorization and active memorization. They must also learn how to integrate new knowledge with their prior understanding of the subject. The best Universal Design for Learning example here involves relying on organizers such as concept maps to help students visually draw connections between learning units. Metaphors, stories and analogies are also effective in helping students see the importance and relevance of topics.

    To achieve these goals, instructors must present information in an accessible way. They should connect the information to previous experiences and offer background information as well. They can highlight relationships, patterns and information so that students can see how the information relates to their goals and other knowledge. Through breaking up lessons into digestible amounts, professors can support students as learners find meaning in their new knowledge and process the information. Finally, educators can help students apply information to new contexts.6

    2.2.2. Language, mathematical expressions and symbols

    Students interpret linguistic and non-linguistic symbols in different ways. While symbols like division signs provide clarity for some students, others do not understand specific symbols. Likewise, college students attribute different meanings to pictures or words based on their familial backgrounds and culture.

    Because of this, educators must provide alternative representations for students. They should clarify different symbols, vocabulary, mathematical notations and syntax. If there is a pattern in different equations, grammar or musical notations, they should be explicit about it. When necessary, instructors should use translations, graphics, movement, activities, simulations, images and videos to make learning active.7 Try pairing a chemistry formula with an illustration or simulation to put this principle into practice.

    2.2.3. Perception

    Provide the same information through formats that stimulate different senses—ranging from sight, hearing or touch—to make lessons perceptible to learners. This practice will help students absorb information through audio, tactile or visual means. Instructors should also give students formats that can be adjusted such as text that can be increased in size. Other examples of perception include offering alternatives for video and auditory information.8 Such examples are providing videos featuring American Sign Language (ASL) and complementing audio clips with transcripts.

    2.3. Multiple means of engagement

    Providing multiple means of engagement can be thought of as the ‘why’ of learning. It’s also referred to as the affective network. Every college student is motivated in a different way academically. Likewise, students have different learning styles. While some love spontaneity, others will only feel comfortable when there is a daily routine followed in the classroom. Additionally, some prefer to work alone or in groups.

    2.3.1. Self-regulation

    Ideally, the learning environment should support and encourage the student’s motivation. When students are in higher education, they should be encouraged to learn how to regulate their own emotions and become self-motivated. By regulating their emotions, students can better cope with changes in their environment. A Universal Design for Learning example includes asking students how they’re feeling today on a scale of 1-5 to understand their needs and any accommodations.

    Postsecondary students frequently learn how to self-regulate by observing their professors. Virtual classrooms can encourage this skill by modeling motivation and self-regulation. Then, educators can prompt students to use these abilities in real life. Instructors should discuss their expectations and help students set personal goals. They can support students as they self-assess their abilities and become more aware of their mistakes. Over time, students can learn how to develop healthy emotional responses to a variety of events.9

    2.3.2. Sustaining effort and persistence

    In order for a student to learn, they must make an effort to pay attention in class. If a student is motivated correctly, they can focus and make a sustained effort in the classroom. Each learner self-regulates in a different way, and these disparities are often due to their motivation levels. Other factors like contextual interference—a disruption in the motor learning phenomenon that affects how people learn and practice new skills—and self-regulation skills can also impact the student’s concentration. This is caused in part by the learner not seeing the value of certain goals and objectives.

    Educators can support students by providing different resources to help them learn. Students are more likely to rise to the expectations set to them, so teachers should provide the tools that students need to succeed and help them achieve a certain level of understanding. When introducing goals, instructors should also discuss why each goal matters—put into practice through detailed criteria—so that students feel motivated to achieve each objective.10

    2.3.3. Recruiting interest

    If the information does not engage the student’s interest, it is essentially inaccessible. Students must be able to absorb and process information in their minds. Each student is interested in different topics of discussion, so teachers must figure out how to gauge their interest in different ways.

    Instructors can attract the student’s interest by providing multiple choices whenever it is possible to do so. By allowing for individual choices and autonomy, educators can empower students to take control of their learning. Teachers should also connect the subject matter to experiences outside of the classroom. If university students believe the subject matter has value, they are more likely to be interested in learning it. Finally, teachers should attempt to eliminate distractions so that students have a safe space to learn new information.11

    3. Why should you use universal design in your online course?

    When using the UDL framework in an online course, you create equal opportunity for students of different backgrounds and abilities to learn the course material. If you are only teaching students in one specific way, many of your students may not be learning the information properly. Universal Design for Learning can help you make your course accessible to all types of learners.

    When using the UDL framework in an online course, you create equal opportunity for students of different backgrounds and abilities to learn the course material.

    4. How can you apply universal design in your online course?

    When using the principles of UDL in your online course, consider the course’s engagement, representation, action and expression goals. Here are four ways to put Universal Design for Learning examples to use in your class.

    4.1. Syllabus

    Your course syllabus shows college students what they will be learning in the upcoming quarter. It should give students multiple ways to engage with the content, such as through class readings, podcasts, webinars and guest lectures. The syllabus can communicate regular routines, assessment formats and expectations. It should also include the ways that students can access the course content. Consider adding headers and subheadings in your syllabus to make it accessible for screen readers. Download Top Hat’s syllabus template now, available in either Google Docs or Word format.

    4.2. Course materials

    To follow the principles of universal design, you should select an array of course materials. Instead of only using a textbook, your course can incorporate podcasts, discussion boards, essays, videos and physical activities. By changing the way students can absorb information, you can make the course information accessible to every student.

    4.3. Assessment

    While some students can take a written test without any issues, others have trouble reading written tests or turning them in. In the realm of assessment, Universal Design for Learning examples might include using video conferencing software to measure student understanding. Depending on the coursework, you could also use assessment techniques like recorded videos.

    4.4. Teaching

    In order to make your course more accessible, vary the way you teach your course. Images, graphs and textbooks are effective in helping students understand information. Some students learn better through audio tracks, so you may want to use a recorded lecture, video or podcast as well. In addition, you can teach students through discussion groups and other techniques as well.

    Top Hat’s Student Engagement toolkit is packed with templates and strategies to create accessible assessments, lesson plans and classroom discussions. Access now.

    5. Universal Design for Learning examples

    The following list includes Universal Design for Learning examples that you can use to create an equitable and accessible learning environment. You can also create other feedback, assignment and learning options that help diverse learners master the course material in your class.

    5.1. Assignment options

    Students can achieve the course’s learning objectives through a variety of assignment styles. Beyond traditional homework, students can also submit video recordings of a presentation or speech. They can alternatively create comic strips or podcasts. Another Universal Design for Learning example involves flexible assignment due dates. This policy accommodates students who may have obligations outside of class, such as work or family responsibilities, or who may need additional time due to disabilities or health issues.

    5.2. Regular feedback

    In order for students to improve, they must regularly receive detailed feedback. Formative assessments can help with this goal, where the student’s ongoing learning is monitored. These assessments also provide feedback that educators can use to improve their course delivery.

    5.3. Digital and audio text

    Textbooks are just one way that university students can learn. Audiobooks and text-to-speech programs can also help. In addition, you can use audio transcripts and videos with closed captions for students who require assistive technologies. Professors can use multiple modes of communication to convey information, including verbal instructions, written handouts, visual aids, and online resources. These specific Universal Design for Learning examples help students with diverse language abilities, learning styles, and sensory preferences to comprehend the material effectively.

    6. Questions to ask when designing an accessible course

    6.1. Multiple means of engagement

    1. Does the course encourage independent student responsibilities? In order for college students to learn, they have to be motivated and engaged. When students work independently on coursework, they feel responsible for the outcome. They also become more engaged in studying the material. Consider facilitating surveys or a student interest inventory at the start of the semester to gauge interests, hobbies and strengths. You can then use this information to tailor units of study accordingly.
    2. Can students complete at least some course content at their own pace and in any order they wish? Everyone learns at a different pace. When the course moves too quickly, students can fall behind. Over time, this can cause students to lose motivation. Letting students learn at their own pace in a blended or online course acknowledges their unique circumstances and provides them with the time they need to engage with the course material. Consider implementing an assignment ‘grace period’ to allow students to plan their schedules accordingly based on priorities.
    3. Are course learning goals and outcomes clear? When students are confused or lost, it is impossible for them to become engaged in the course material. You can remove this obstacle by clarifying your learning goals. When students know what to expect and what they need to do, they are more likely to achieve the course’s goals.

    6.2. Multiple means of representation

    1. Is the course content provided in multiple ways? With Universal Design for Learning, the goal is to help postsecondary students from all backgrounds and abilities. Students may have visual or aural impairments or have a disability. They may also come from a culture where subject matter is taught differently. Ideally, your course content should be provided through multiple techniques so that everyone has an equal opportunity to learn. Universal Design for Learning examples include complementing course readings with interviews or videos.
    2. Do learning opportunities and assignments use students’ prior knowledge? You can help students retain information by connecting it to their prior knowledge. You can show how new information relates to a previous class or personal experience. Sometimes, you can even assign students the task of reflecting on everything they have learned and how the new topics related to their personal experiences.
    3. Does the course have interactive learning activities online? If you are teaching online, ensure you have multiple ways to get students involved. Interactive activities help students feel like active participants in the learning process. Because students are more likely to learn when they are actively involved, this technique is extremely important for online learners. It ensures that students are just as motivated in their studies, even from a distance. Complement lectures or readings with simulations or other opportunities for students to apply their knowledge.

    6.3. Multiple means of action and expression

    1. Have you provided students with note taking support? There are many different disabilities that can make it difficult for students to take notes. To help your students, offer them multiple ways to take notes in class. They can use videos, audio recordings or written techniques to recall information. Some students may also benefit from making graphs or drawings of the new course material.
    2. Does the course include a variety of assessment methods? While some students can take written tests, this is not the best way to assess every student. Universal Design for Learning examples that support a flexible assessment strategy include video interviews, recordings, posters and other techniques. If you use written tests, you may need to offer support such as audio recordings of the questions and answers. Balance summative assessments with low stake formative assessments that enable students to receive more regular and timely feedback.
    3. Are college students encouraged to communicate with faculty and classmates in the course? Open communication between faculty and students—and especially on the student-student level—helps many learn and absorb new information. Ideally, instructors should offer multiple ways for students to communicate with their classmates and teachers. Universal Design for Learning examples could include using online forums, video conferences, interviews or essay feedback to host conversations with students.

    Our Teaching with Top Hat Toolkit offers videos and helpful resources to design an accessible learning community in our platform. Browse the toolkit today.

    7. The history of Universal Design for Learning

    Originally, this technique started out as an architectural concept. In architecture, universal design refers to creating designs that appeal to everyone. These designs must also comply with the Americans with Disabilities Act (ADA). Because of the ADA, many schools began using inclusive facilities and providing equal access to their courses. Originally, the idea of universal design in architecture was created by architect Ron Mace at North Carolina State University.

    In 1984, the Center for Applied Special Technology (CAST) was formed. CAST applied the original universal design guidelines to the educational space as a means of facilitating reform. Today, the CAST website houses plenty of instructional design tips and professional development strategies to make the postsecondary education experience more accessible.12

    8. Bring UDL to life with Top Hat

    Top Hat’s feature suite ensures your students have access to an equitable learning environment. Postsecondary students are able to learn from anywhere—the platform’s offline mode still lets students complete their homework assignments, even without having an Internet connection. Similarly, students can use multiple devices to engage with content stored in Top Hat. Top Hat is compatible with assistive technologies such as screen readers, plus keyboard navigation makes it simple to navigate through content.

    Outside of class time, alternative text on images in textbook readings helps students using screen readers understand the visuals alongside the text. Instructors can personalize the learning experience for individual students by customizing assignment due dates and grade weights. This ensures students have multiple ways to express their knowledge—and at a time that suits them.

    Top Hat’s accessibility features create a level playing field in your course. Learn more about what Top Hat can do for your students here.

    9. References

    • Morin, A. (n.d.). What is Universal Design for Learning (UDL)? Understood. https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/universal-design-for-learning-what-it-is-and-how-it-works
    • CAST. (n.d.). The UDL Guidelines. http://udlguidelines.cast.org/
    • CAST. (n.d.). Executive Functions. http://udlguidelines.cast.org/action-expression/executive-functions/executive-functions
    • CAST. (n.d.). Expression & Communication. http://udlguidelines.cast.org/action-expression/expression-communication
    • CAST. (n.d.). Physical Action. http://udlguidelines.cast.org/action-expression/physical-action
    • CAST. (n.d.). Comprehension. http://udlguidelines.cast.org/representation/comprehension
    • CAST. (n.d.). Language & Symbols. http://udlguidelines.cast.org/representation/language-symbols
    • CAST. (n.d.). Perception. http://udlguidelines.cast.org/representation/perception
    • CAST. (n.d.). Self regulation. http://udlguidelines.cast.org/engagement/self-regulation
    • CAST. (n.d.). Sustaining Effort & Persistence. http://udlguidelines.cast.org/engagement/effort-persistence
    • CAST. (n.d.). Recruiting Interest. http://udlguidelines.cast.org/engagement/recruiting-interest
    • OCALI. (n.d.). History of UDL. https://www.ocali.org/project/learn_about_udl/page/udl_history

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