Extending universal design for learning through concurrent enrollment

Algebra teachers’ perspectives

Susan K Staats, Lori Ann Laster

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Concurrent enrollment refers to partnerships between postsecondary institutions and schools through which secondary school students can complete a university class taught by a qualifying secondary school teacher at their secondary school. We propose that concurrent enrollment programs are an under-recognized tool for extending the impact of Universal Design for Learning (UDL). The context of our study is an equity-focused university course in algebraic mathematical modeling that is also offered through concurrent enrollment in over 30 secondary schools to over 800 secondary students annually in our state of Minnesota, U.S.A. This paper presents a qualitative analysis of secondary school teachers’ experiences implementing the inquiry pedagogy and the equity goals of the course. Several results are important for UDL. Teachers (1) describe equity in social terms of race, ethnicity, income, immigration, and language status in addition to measures of academic success; (2) perceive improvements in students’ attitudes towards mathematics, school, and university education; (3) perceive student academic growth through mathematical writing; and (4) report close relationships with students. If higher education faculty design their on-campus classes to incorporate UDL principles, concurrent enrollment offers the potential to improve inclusive pathways from secondary schools to universities.

Original languageEnglish (US)
Article number154
JournalEducation Sciences
Volume8
Issue number4
DOIs
StatePublished - Dec 1 2018

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Learning
secondary school
teacher
equity
secondary school teacher
learning
Students
student
university
mathematical modeling
university education
academic success
school education
immigration
Education
ethnicity
Mathematics
mathematics
Emigration and Immigration
income

Keywords

  • Access to higher education
  • Equity
  • Inquiry learning
  • Mathematical modeling
  • Undergraduate mathematics
  • Universal design for learning
  • Universal instructional design

Cite this

Extending universal design for learning through concurrent enrollment : Algebra teachers’ perspectives. / Staats, Susan K; Laster, Lori Ann.

In: Education Sciences, Vol. 8, No. 4, 154, 01.12.2018.

Research output: Contribution to journalArticle

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