The Access for all Webinar Series (Scaled Webinars) for UDL are designed to allow for the opportunity to give a more in-depth perspective about a given topic within the UDL Project.
Important Note: All Webinars will be recorded and sent for post-production captioning. Live captioning will be available for the duration of the webinars, and all finalized recordings will be housed within the UDL at SUNY website.
You may view any of the past UDL Webinar recordings.
From 11:00am-12:00pm
Dr. Jessica Sniatecki, Dr. Jennifer Ashton, Dr. Marisa Kofke - SUNY Brockport
This webinar will assist participants in understanding ableism as a form of oppression and identifying its presence at our institutions and the myriad ways that this may impact faculty and students. We will define ableism and explore the insidious ways in which even the most well-intentioned faculty might inadvertently contribute to oppression through the use of ableist teaching practices that are normalized by both our institutions and the culture of higher education. In addition, participants will explore cultural understandings of disability, examine how society and institutions of higher education continue to replicate ableism, and identify ways to make our college communities more inclusive of all bodies and minds. We will also explore how ableism manifests in a pervasive lack of accessibility in physical, social, and digital spaces and identify campus resources, including spaces, that may offer needed support for students and faculty navigating these challenges and help contribute to their success and persistence at our institutions.
Register HereFrom 1:00pm-2:00pm
Dr. Nicole Mucica, SUNY Brockport
Inclusive assessment practices are crucial in higher education to ensure that all students, regardless of background or ability, have an equitable opportunity to demonstrate their learning. This presentation explores the best practices for designing and implementing inclusive assessments that cater to the diverse needs of students in higher education settings. The session begins by defining inclusive assessment and highlighting its importance in promoting equity and diversity in higher education. It emphasizes the need to move beyond traditional assessment methods that may inadvertently disadvantage certain groups of students. Instead, the presentation advocates for a more inclusive approach that considers the varied backgrounds, learning styles, and abilities of all students. At the end of this webinar, attendees will be able to: - Use multiple assessment methods to allow students to demonstrate their knowledge and skills in ways that are most comfortable and effective for them but also helps to reduce the impact of any individual assessment method on students with specific disabilities or challenges. - Use clear and transparent assessment criteria which provides students with a clear understanding of what is expected of them to reduce anxiety and enhance their confidence in their abilities. - Leverage technology to create inclusive assessments. This includes understanding the role of assistive technology such as: screen readers and text-to-speech software. - Define the importance of ongoing reflection and evaluation of assessment practices including seeking feedback from students, colleagues, and accessibility experts, as well as staying informed about the latest research and best practices in inclusive assessment. Attendees will also leave with a variety of examples of assessments and resources to create their own assessments.
From 1:00pm-2:00pm
Dr. Nicole Mucica, SUNY Brockport & Angela Messenger, University of Rochester
K – 12 schools are moving towards standards based grading and reporting systems. As former K – 12 special education teachers, the presenters share their journey of a shift towards equitable grading practices in their classrooms and the impact that has as students transition into college classrooms. This presentation explores the foundational principles of equitable grading and offers practical strategies for implementation in higher education settings. Time will be spent defining equitable grading, which also underscores the purpose of grading emphasizing the need to move beyond traditional grading practices that may inadvertently disadvantage certain groups of students. Instead, the presentation advocates for a more inclusive approach that considers the varied backgrounds, learning styles, and abilities of all students
From 1:00pm-2:00pm
Dr. Karen Caldwell & Laura Perry - SUNY Potsdam
Universal design extends beyond teaching accessibly. We sought to weave accessibility and inclusion into course content itself by identifying access points within disciplinary knowledge and skills. This workshop will share a fully worked example of the application of backward design to revise the curricula of three diverse graduate courses to embed accessible, inclusive processes and concepts. Participants will then apply backward design to one of their own courses (or complete an example) to identify accessibility and inclusion access points in their curricula. Presenters Karen Caldwell and Laura Perry will share proof of concept of curricula that integrate digital accessibility skills and inclusive design in discipline-specific knowledge, skills, and attitudes (KSA). As part of a Teach Access1-funded research study, their project spans two semesters (AY2023-2024) of revisions to existing online graduate and faculty training courses through backward design, the ADDIE instructional design process, and design thinking. In alignment with the Teach Access mission to enable learners as builders of an inclusive world, Karen and Laura’s session will share both processes and products of their project, along with research-based frameworks, and outcomes related to learners’ KSA of accessibility and inclusive principles and connections to their discipline-specific careers. In addition to the above, webinar attendees will: Gain empathy for students with invisible disabilities as presenters share results from a recent mixed methods study on barriers and consequences students experience; Engage as designers in a small group activity to uncover inclusive practices for teaching and learning with Universal Design for Learning Guidelines2 as a backdrop; Gather examples and performance aids to be used in future course redevelopment efforts; Consider a UDL use case for AI tools, such as ChatGPT, as a thinking partner for recognizing potential barriers and creating more inclusive teaching practices.
Date/Time - TBA
Dr. Jessica Sniatecki, Dr. Jennifer Ashton, Dr. Marisa Kofke - SUNY Brockport
Universal Design for Learning (UDL) has been promoted as a pedagogical framework that promotes increasing accessibility in education, particularly for students with marginalized or minoritized identities such as students with disabilities, BIPOC students, neurodivergent students, and others. With the foundational tenets of providing multiple means of representation, engagement, and expression, UDL encourages pedagogy that foregrounds choice and multi-modal approaches to pedagogy and assessment. UDL encourages the use of a variety of modalities including, but not limited to, the use of audio/visual text, speech-to-text software, graphic organizers, and a variety of creative formats of expression to remove or reduce barriers experienced by many students. Traditional approaches to instruction, particularly in higher education, rely on (and privilege) print/text-based modalities to ascertain achievement.
Concurrently, we are in the midst of the emergence of Artificial Intelligence (AI) in higher education where students have easy access to technology (i.e., ChatGPT) that can compose seemingly well-articulated text given prompts and guidelines. There has been a lot of discourse on the ethics of AI in higher education and how to detect and deter the use of AI when necessary. In this presentation, we will discuss how the use of UDL in higher education can serve dual purposes of providing a more accessible education to an increasingly diverse student population, while also privileging formats of expression/assessment that pose challenges for completion via AI technology. We will also briefly explore instructional challenges related to AI use in higher education, including academic honesty concerns, and identify possible approaches for navigating these situations. Examples of assignments and student work will be shared to demonstrate how UDL can be used to meet course objectives with products that cannot easily be completed using AI technology.
Registration Coming SoonDate/Time - TBA
Dr. Dan Barrancotta, SUNY Genesee Community College
This webinar is designed to equip educators, faculty, instructional designers, and all stakeholders in the realm of online education with innovative strategies for integrating Universal Design for Learning (UDL) principles into online discussions. This webinar aims to transform the traditional view of online discussions by presenting them as dynamic formative assessments that enhance learning experiences, accommodate diverse learners, and ensure that each student feels acknowledged, understood, and challenged. Central to this session is the commitment to leveraging online discussions to foster an inclusive learning environment that embraces diversity of assessments and ensures equitable opportunities for all learners to demonstrate their knowledge. The webinar will introduce participants to the core principles of UDL, highlighting their significance in the context of online learning and the pivotal role of inclusive online discussions as formative assessments. This introduction sets the stage by addressing the challenges posed by traditional online discussion formats and the transformative potential of applying UDL principles for more inclusive educational practices. The first section of the webinar delves into the multifaceted role of online discussions within the UDL framework. Here, discussions are positioned as a powerful tool for engagement, representation, and expression, capable of meeting the diverse needs and preferences of learners. This segment underscores the importance of formative assessment in learning and the unique capacity of online discussions to serve this function effectively. We will then explore strategies for designing inclusive online discussions. This includes practical advice on planning discussions that align with UDL principles, such as ensuring accessibility, employing varied prompts to represent information in diverse ways, and offering students different modes of expression. Additionally, this part of the presentation emphasizes the use of technology to enhance inclusivity and engagement, illustrating how these tools can be harnessed to create richer, more accessible learning experiences. We will then focus on facilitating and assessing online discussions as formative assessments. Participants will learn about effective facilitation techniques that promote inclusivity and engagement, alongside strategies for building rubrics and assessment methods that reflect UDL principles. This segment aims to equip educators with the skills to encourage reflective learning and support student growth through well-structured online discussions. In the final part of the webinar, attendees are presented with best practices and case studies demonstrating the successful implementation of inclusive online discussions in various disciplines.
Registration Coming Soon
Date/Time - TBA
Rehba Sabharwal, SUNY Rockland
Unlike in-person classrooms, online classrooms lack the initial familiarity between the students themselves and between them and their instructor. Building that connection in a remote and/or asynchronous environment is vital to improving student learning and outcomes. A learner that feels accepted and heard at the beginning of such a course is much more likely to be involved with the material and to ask for help when needed. Based on the principles of UDL and DEI, this presentation will demonstrate activities that can be implemented in the early stages of online courses from any discipline.
Registration Coming Soon
Date/Time - TBA
Pam Doran, SUNY Empire University
In the higher education, digital accessibility and diversity, equity, and inclusion (DEI) are essential components of a genuinely inclusive academic environment. Artificial intelligence (AI) and machine translation technologies represents a transformative step forward in achieving these goals. The potential of AI to enhance digital accessibility and promote DEI is a compelling argument for its adoption across higher education institutions. At the heart of digital accessibility is the principle that all students, regardless of their physical or cognitive abilities, geographical location, or language proficiency, should have equal access to educational resources and opportunities. AI can play a pivotal role in dismantling the barriers that hinder this access. For instance, AI-powered web accessibility tools can automatically adjust text sizes and contrast levels and provide alternative text for images, catering to the needs of students with visual impairments. Moreover, speech recognition and synthesis technologies can support students with dyslexia or other reading difficulties, turning text into speech and vice versa, thus making digital content more accessible. Machine translation technologies stand to revolutionize the way language is approached in higher education. The premise that instruction must be confined to English, or any single language, needs to be updated in our globalized world. AI-driven machine translation can offer real-time, accurate translation of lectures, reading materials, and even student discussions, breaking down language barriers within the academic community. This capability not only aids non-English speakers but also enriches the learning experience by fostering a multicultural and multilingual environment. Beyond individual accommodations, AI and machine translation serve as powerful tools for advancing DEI initiatives. By providing personalized learning experiences and accommodating diverse learning styles and needs, AI can help create a more equitable educational landscape.
Registration Coming Soon
Dr. Jessica L. Sniatecki (she/her), PhD, CRC, is an associate professor in the Addictions and Behavioral Health program and chair of the Department of Healthcare Studies at SUNY Brockport. She holds her doctorate in Counselor Education from the University at Buffalo and has held national certification as a Rehabilitation Counselor since 2004. Dr. Sniatecki has clinical experience with individuals and groups in various treatment settings. Dr. Sniatecki’s research focuses on the college experience of students with disabilities, the positive aspects of disability, and faculty knowledge and attitudes related to students with disabilities. She is also involved in numerous campus service activities, including the Committee on Accessibility, the University Senate EDI Committee, the Student Accessibility Services (SAS) Advisory Board, the Personal Safety Committee, and the Student Conduct Board.
Dr. Jennifer Randhare Ashton, PhD is an Associate Professor in the Department of Education and Human Development at SUNY Brockport. She teaches future inclusive educators at the undergraduate and graduate levels. Her research interests include examining contemporary P-12 special education and higher education practices from a Disability Studies in Education perspective. She has written several scholarly articles that have been published in the International Journal of Inclusive Education, International Journal of Whole Schooling, Classroom Discourse, Teacher Education Quarterly, and the Peace Review Journal.
Dr. Marisa Kofke, Ph.D. is an Assistant Professor of Special and Inclusive/Disability Studies in Education in the Department of Education and Human Development at SUNY Brockport. She teaches inclusive and special education courses at the graduate and undergraduate levels. Her current research focuses on the use of Disability Studies in Education and Neurodiversity Studies frameworks to explore neurodiversity affirming practices and disability identity development in K-12 and higher education settings.
Dr. Nicole Mucica, with a Doctorate in Teaching, Curriculum, and Change, a Master's Degree in Inclusive Adolescent Mathematics Education, and a Bachelor's Degree in Inclusive Childhood Education, has seven years as an Adjunct at SUNY Brockport and serves as the Director of Student Accessibility Services since April 2023, dedicated to creating equitable learning environments. With 20 years as a special education teacher and instructional technology specialist, Nicole advocates for inclusivity and accessibility in education, aiming for equitable learning and grading experiences for diverse student bodies, ensuring equal access to learning experiences for all.
Angela Messenger is an Associate Director of Mathematics Education Outreach at the Warner Graduate School of Education. Angela has 17 years of teaching experience. She holds advanced certificates in K-12 Digitally Rich Teaching and Learning, K-12 Teacher Leadership. Angela's work involves collaborating with K-12 educators and leaders, providing professional learning facilitation, consulting, and coaching. Her focus is on creating inclusive learning environments, promoting a positive attitude towards math, and advancing equity and access in education. Angela is also supporting an NSF-funded grant to establish a professional learning network in the Northeast Region for the Noyce Community.
Dr. Karen Caldwell, Assistant Professor in the School of Education & Professional Studies is a training, development and adult learning specialist in cognitive science, instructional design, and digital literacy. Karen collaborates with faculty and staff to design and develop applied learning experiences that are authentic, accessible, and inclusive and connect course content to public-facing applications. Since completing her doctorate in Mind, Brain, and Teaching Karen has placed special emphasis in her courses on student agency, applied learning, authentic assessment, and career readiness competencies and mindsets.
Laura J. Perry is a graduate student of Instructional Design and Education Technology at SUNY Potsdam and Director of Academic Technology and Support for the Office of Information Technology at Clarkson University. Laura’s research interests include digital accessibility and inclusion. Laura is a champion for innovative teaching and learning with technology; she creates strategic opportunities for faculty development; builds flexible, active learning spaces; and inspires excellence in student-centered learning. Laura holds an M.S. in Management Systems from Clarkson University and a B.A. in Industrial and Labor Relations and Speech Communications from SUNY Potsdam.
Dan Barrancotta, Ed.D. is an educator and instructional designer with experience in Workforce Development, K-12, and Higher Education. Dan is an Instructor at Western Governors University in the Education Technology and Instructional Design graduate program and an Adjunct Instructor at SUNY GCC. Dan is also the Instructor for SUNY CPD’s Instructional Design Certificate Program. Dan seeks to develop diverse, equitable, and inclusive learning experiences that foster a classroom community. Dan lives in Western New York with his wife, Alexa, and 2-year-old daughter, Ariana. He enjoys spending time with his family, running, playing sports, and watching the Buffalo Bills and Sabres.
Dr. Rebha Sabharwal is an Assistant Professor of Sociology at RCC and has been over a decade of experience in higher education. She has previously taught at Arizona State University and at SUNY Fredonia utilizing different modalities for student instruction. She is passionate about applying creative methods to make learning inclusive and enjoyable, with skills that can be further used in the labor market.
Pam Doran is a SUNY Empire 2021-22 PRODiG Scholar and Doctoral Student. She has a Master of Arts in learning and emerging technology from SUNY Empire University and previously graduated magna cum laude from SUNY Empire, earning a Bachelor of Arts in educational studies focusing on education technology. She has received the SUNY Chancellor's Award for Student Excellence for 2023 and the Future Leaders in Policy Competition from the Rockefeller Institute for 2022. Pam is also an ISTE (International Society for Technology in Education) -certified instructor. ISTE is a nonprofit organization that serves educators interested in using technology in education.