| Title of Dissertation The Diffusion of Universal Design for Instruction in Post-Secondary Institutions MaryJo Archambault Doctor of Education, 2016 Dissertation Directed By: Karen I. Case Associate Professor Department of Educational Leadership College of Education, Nursing and Health Professions University of Hartford The purpose of this survey study was to examine the reports of innovation champions on the attributes of the educational innovation of Universal Design for Instruction (UDI) that have been shown to affect the rate of adoption of the innovation in higher education. UDI "requires that faculty anticipate student diversity in the classroom and intentionally incorporate inclusive teaching practices" (Scott et al., 2003, p. 378). Today's colleges and universities are being challenged to educate more first generation college students, students whose first language is not English, students of varied ethnic and cultural backgrounds, and students with a variety of disabilities (Izzo, Morray, & Novak, 2008; McGuire & Scott, 2006; Rose & Meyer, 2002; McGuire & Scott, 2006; Zeff, 2007). Applying the principles of UDI are one way of making course content and activities accessible to all students (Burgstahler, 2001). Utilizing Rogers' (2003) diffusion of innovation as a conceptual framework, this survey study was shaped by the assumption that UDI is an innovation, as defined by Rogers (2003); and the experiences of innovation champions with this innovation. In this investigation, innovation champions referred to individuals in higher education who were members of the Universal Design in Higher Education Community of Practice (UDHECoP) listserv from the University of Washington. The goal of the educational innovation of universal design for instruction is to maximize the learning of students with a wide range of characteristics by applying UD principles to all aspects of instruction (Burgstahler, 2015). Innovation champions reported that participating in UDI was beneficial to their university. In fact, 85% of the individuals surveyed (48/56) reported that participating in UDI was advantageous to their university. Innovation champions also found UDI to be compatible to their work/leadership style; however, more than half of the innovation champions surveyed reported that UDI did not fit into the culture of their university. Future research should include a mixed-methods design to collect data about innovation champions in higher education. A single quantitative method was used to collect data from members of the UDECoP listserv out of Washington. Additional research that includes characteristics of study participants would help to better explain quantitative responses. It would be especially helpful to align survey participants' roles in higher education with their replies. Qualitative data should be gathered through interviews or focus groups to better explain the phenomenon in terms of current practices, and needs in the diffusion and adoption of this innovation. |
