International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
expression and communication, and executive functions. Examples: Offer assistive technologies, different ways
to tell stories, and scaffolded lower and higher level skills.
AFFECTIVE NETWORKS, the “why” of learning. This part of the brain involves how
learners get engaged and stays motivated, including affection dimensions of how they are
excited, challenged, or interested. To reach learners multiple means of engagement,
instructors must stimulate student interest and motivation for learning. Guidelines: Provide
options for recruiting interest, sustaining persistence and effort, and options for selfregulation.
Examples: Include ways that reflect the important individual differences between
learners, building self-regulation and motivation skills.
In the United States college classroom, this is especially relevant because instructors must not create barriers
for any students (complying with federal mandates) and also creates accessible, level learning spaces. Our
research question: Using the seven principles of Universal Course Design, does increased attention to general
and blended instruction and delivery provide a unique opportunity to address the needs of diverse student
populations? Specifically, as the UCD principles are applied to education, do instructors see a shift in equity,
flexibility, simplicity, and tolerance to the learning process for all students?
METHODS and PROCEDURES
Using multiple research methods, the researchers applied the principles of Universal Course Design (and
resulting four assumptions about teaching and learning responsibilities) to the refashioned classroom of
international students. While UCD proponents note that the factors were created to follow accessible principles
found in architecture and other fields for people of varying abilities and interests, we wanted to test the
framework within the educaitonal institution setting to see how it fits within various formats (online, hybrid, and
traditional classroom spaces). The following list is of the seven principles.
1) Equitable Use: This principle focuses on instruction designed for the usability fby a broad range of
learners. When every student is provided the same means of use, including online platforms with accessible
and clear design features, all users have a more level learning environment (Scott, Loewen, Funckes, &
Kroeger, 2003).
2) Flexibility in Use: The design accommodates a wide range of individual preferences and abilities.
3) Simple and Intuitive Use: Use of the design is easy to understand, regardless of the user's experience,
knowledge, language skills, or current concentration level.
4) Perceptible Information: The design communicates necessary information effectively to the user,
regardless of ambient conditions or the user's sensory abilities.
5) Tolerance for Error: The design minimizes hazards and the adverse consequences of accidental or
unintended actions.
6) Low Physical Effort: The design can be used efficiently and comfortably and with a minimum of fatigue.
7) Size and Space for Approach and Use: Appropriate size and space is provided for approach, reach,
manipulation, and use regardless of user's body size, posture, or mobility. (Universal Course Design, 2013)
While the above seven principles are applicable to a myriad of uses, the application to education, particularly
education focused on helping international students succeed in the American college classroom, brings “equity,
flexibility, simplicity, and tolerance to the learning process for all students” (Center for Applied Special
Technology, 2013).
About the Object of Study: International Students at Bellevue College
Located in Bellevue, Washington, Bellevue College (www.bellevuecollege.edu) is the third largest institution
of higher learning in Washington State, serving more than 37,000 students each year. Bellevue College is best
known for its innovation in areas of information technology and for expanding its degree programs to include
four Bachelor of Applied Sciences degrees and a Bachelor of Science degree in Nursing. The college operates on
the quarter system, with a 10-week instruction period and students who are not enrolled in the 4-year degree
programs generally complete their transfer or certificate studies within two years.
Annually, the college enrolls an estimated 1,800 international students, representing more than 70 countries.
Typically, international students arrive on the Bellevue College campus one week before the instructional
quarter begins, to participate in college-sponsored orientation activities. The most critical of these activities is
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