{"id":1672,"date":"2019-09-26T10:47:55","date_gmt":"2019-09-26T16:47:55","guid":{"rendered":"http:\/\/sites.msudenver.edu\/sips\/?p=1672"},"modified":"2020-02-13T12:46:06","modified_gmt":"2020-02-13T18:46:06","slug":"sip-10-6-universal-design-for-academic-supports","status":"publish","type":"post","link":"https:\/\/sites.msudenver.edu\/sips\/sip-10-6-universal-design-for-academic-supports\/","title":{"rendered":"SIP 10.6 Universal Design for Academic Supports"},"content":{"rendered":"

Thirsty for a Strong Instructional Practice?<\/h3>\n

\"TwoEach semester, students arrive in our classes with a wide array of different learning strengths and needs. How do we acknowledge this academic diversity from the outset? What does it mean to be proactive versus reactive about students\u2019 academic and nonacademic needs?<\/p>\n

Take a SIP of this: Universal Design for Academic Supports<\/h3>\n

Often when we teach, we wait for problems to arise before addressing them. These problems can be academic, including performance issues such as writing and attendance, or nonacademic struggles with mental health, relationships, homelessness, hunger, etc. We know that when these needs are not addressed, it is harder for students to learn. We also know that many students are not aware of the services available on campus and\/or might not feel ready to access these services without encouragement.<\/p>\n

But rather than only\u00a0reacting<\/em>\u00a0to students\u2019 problems, faculty can\u00a0proactively<\/em>\u00a0build student supports into class structures. Here are a few suggestions:<\/p>\n

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  1. Tell students about the\u00a0Access Center<\/a> in class; don\u2019t just mention it in the syllabus. Students who experience physical and cognitive impairments might not think to seek out these services on their own.\u00a0 And since there continues to be a stigma around disabilities, faculty can normalize the experience by reminding everyone that the Access Center helps students with all sorts of disabilities. It is important to say out loud that students who experience depression, bipolar and other emotional problems can also be supported through the Access Center.<\/li>\n
  2. Build visits to the\u00a0Writing Center<\/a>\u00a0and\/or\u00a0Tutoring Center<\/a>\u00a0into class assignments. Everyone can improve their academic writing. Students are more likely to work with a tutor if a class assignment requires one or more tutoring sessions. You might even consider a visit to the Writing and Tutoring Centers as a class to ensure familiarity for everyone.<\/li>\n
  3. Remind students that the\u00a0Counseling Center<\/a>\u00a0is available for students with short-term and long-term counseling needs. Rather than waiting for signs of mental distress to become obvious, let students know at the beginning of the semester that the Counseling Center is there to help all students \u2013 even when they are not in acute distress. As with the Access Center, endorsing the Counseling Center in class helps students appreciate that these services can be a part of the everyday student experience when necessary.<\/li>\n
  4. Let students know that their fees go to all sorts of services on campus and that they should feel free to take advantage of those services \u2013 they\u2019ve already paid for them! These services include\u00a0Academic Advising<\/a>, the\u00a0Gender Institute for Teaching and Advocacy<\/a>, the\u00a0Center for Multicultural Excellence and Inclusion<\/a>, the\u00a0Health Center<\/a>,\u00a0Immigrant Services<\/a>,\u00a0LGBTQ Student Resource Center<\/a>, the\u00a0Auraria Early Learning Center<\/a>,\u00a0Campus Safety and Compliance<\/a>, the\u00a0EPIC Scholars<\/a>\u00a0program for emancipated foster youth, the\u00a0Roadrunner Food Pantry<\/a>,\u00a0Veteran and Military Student Services<\/a>,\u00a0Conflict Resolution Services<\/a>\u00a0and others.<\/li>\n<\/ol>\n

    We want students to self-advocate and take advantage of the services offered on campus on their own. However, if you notice a student is struggling and may need assistance, you can always file a\u00a0CARE Report<\/a>\u00a0on their behalf. The CARE Team will reach out to the student and follow through, making sure the appropriate services are offered.<\/p>\n

    Still Thirsty? Take another SIP of universal design for academic supports<\/h3>\n