Impact on Students
During the Fall 2010 term, 1,811 students were enrolled in the 37 EnACT~PTD project-targeted courses. Of those enrolled, 6% were students with disabilities (SwD) and 94% were students without disabilities (SwoD). Students were primarily undergraduates (72%) and primarily female (66%). At the end of the Fall term, faculty identified their unique UDL course changes and asked their students to evaluate the relative importance of these changes. Data revealed that students with and without disabilities demonstrated statistically similar perceptions (p>.05) regarding the importance of these unique UDL courses changes. Specifically, all students (regardless of disability status) noted that their instructor's course changes were “important” (mean 2.49) in helping them succeed in class. This is corroborated by data collected on their overall course achievement. On average, SwD maintained a Grade Point Average (GPA) of 3.04 while SwoD maintained a 2.97 GPA.
In addition, all students were asked to evaluate the relative importance of our project-based UDL Common Elements. Parallel findings were noted in that students with and without disabilities held statistically similar perceptions (p>.05) that the UDL Common Elements were “important” in helping faculty create an effective learning environment. Students also offered substantive narrative feedback on how UDL course changes impacted their success including: “having a more complete syllabus,” “frequent quizzes as opposed to longer tests,” and “the opportunity to let us revise assignments was very helpful.”
The Research Briefs included in this section offer a more in-depth look at the impact that UDL course changes had on student success/achievement.
Research Briefs on Student Outcomes
The following 1-page research briefs serve as a synthesis of our latest research on the impact of UDL upon student outcomes.