Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives
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-r...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2018-09-01
|
| Series: | Education Sciences |
| Subjects: | |
| Online Access: | http://www.mdpi.com/2227-7102/8/4/154 |
| _version_ | 1828348119130046464 |
|---|---|
| author | Susan Staats Lori Ann Laster |
| author_facet | Susan Staats Lori Ann Laster |
| author_sort | Susan Staats |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-14T00:49:45Z |
| format | Article |
| id | doaj.art-6967ebfc6e404d309bca967077adbb01 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-04-14T00:49:45Z |
| publishDate | 2018-09-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-6967ebfc6e404d309bca967077adbb012022-12-22T02:21:50ZengMDPI AGEducation Sciences2227-71022018-09-018415410.3390/educsci8040154educsci8040154Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ PerspectivesSusan Staats0Lori Ann Laster1Curriculum and Instruction, College of Education and Human Development, University of Minnesota, Minneapolis, MN 55455, USACurriculum and Instruction, College of Education and Human Development, University of Minnesota, Minneapolis, MN 55455, USAConcurrent 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.http://www.mdpi.com/2227-7102/8/4/154Undergraduate mathematicsmathematical modelinginquiry learningequityaccess to higher educationuniversal design for learninguniversal instructional design |
| spellingShingle | Susan Staats Lori Ann Laster Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives Education Sciences Undergraduate mathematics mathematical modeling inquiry learning equity access to higher education universal design for learning universal instructional design |
| title | Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives |
| title_full | Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives |
| title_fullStr | Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives |
| title_full_unstemmed | Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives |
| title_short | Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives |
| title_sort | extending universal design for learning through concurrent enrollment algebra teachers perspectives |
| topic | Undergraduate mathematics mathematical modeling inquiry learning equity access to higher education universal design for learning universal instructional design |
| url | http://www.mdpi.com/2227-7102/8/4/154 |
| work_keys_str_mv | AT susanstaats extendinguniversaldesignforlearningthroughconcurrentenrollmentalgebrateachersperspectives AT loriannlaster extendinguniversaldesignforlearningthroughconcurrentenrollmentalgebrateachersperspectives |