Westley James - Academia.edu (original) (raw)

Papers by Westley James

The Physics Teacher, May 1, 2021

Students with disabilities comprise a large and growing fraction of college students; however, ma... more Students with disabilities comprise a large and growing fraction of college students; however, many instructors lack the training and knowledge to support them. In this paper, we discuss the impact of professional development about executive function disorders and Universal Design for Learning for an introductory physics instructor (second author) and his students.

2017 Physics Education Research Conference Proceedings, Jan 3, 2018

Students with disabilities make up approximately 10% of post-secondary students pursuing STEM deg... more Students with disabilities make up approximately 10% of post-secondary students pursuing STEM degrees. Unfortunately, little is known about these students' experiences in post-secondary STEM classes. We are starting to address this knowledge gap by investigating the barriers, supports, and successes students with cognitive disabilities experience in college physics and chemistry courses. We interviewed both students with ADHD and STEM instructors about student experiences in introductory physics and chemistry courses. Initial findings suggest such courses pose a significant challenge for these students compared to their other courses and that certain instructor/student practices can reduce this challenge. Additionally, instructors report that while they may be unable to identify students with cognitive disabilities in their classrooms, they find that the difficulties these students encounter are found in varying degrees across all students. Thus, practices that benefit students with disabilities are likely to benefit all students.

International journal of research in undergraduate mathematics education, Jun 17, 2020

A growing number of university STEM departments are incorporating active learning practices in th... more A growing number of university STEM departments are incorporating active learning practices in their courses in response to evidence of the general effectiveness of such practices. Professional development for instructors new to active learning practices is increasingly important as efforts extend to reach past early adopters to engage a wider range of faculty. In some cases, the professional development is cross-tiered and involves stakeholders, people who have a direct interest in the course, at multiple positions of power in a department including faculty and graduate teaching assistants (GTAs). In these cases, it is often assumed that graduate students interpret the messages and buy-in to the training in the same way as faculty; however, there has been little research validating this process. We worked with a cohort of mathematics GTAs and their supervising faculty member during a year-long program aimed at increasing the use of active learning in the undergraduate introductory calculus sequence; here, we focus on a calculus I instructor and the five GTAs working with her. We used a worksheet (based on the Real Time Instructor Observation Tool), classroom observations, and interviews to analyze the messages that were intended and received by the GTAs, faculty member, and professional development team. Although our data shows a misalignment of expectations between the professional development team and the supervising faculty member, the GTAs did not perceive a large discrepancy between them. Rather, the GTAs interpreted the messages of both parties to be in the middle of what each intended. The GTAs bought in to the messages they perceived although they believed in and engaged in a larger amount of instructor-centered practice (Explaining) than the professional development team was expecting. Implications for this work include the need for strategies to make cross-tiered professional development more aligned and effective.

Physical review, Jul 2, 2018

Federal legislation specifies equitable access to education for all students at all levels of edu... more Federal legislation specifies equitable access to education for all students at all levels of education, including postsecondary. To explore how well the physics education research (PER) community is currently serving students who inherently vary in needs, abilities, and interests, four research-based curricula (Tutorials in Introductory Physics, Open Source Tutorials in Physics Sensemaking, Physics by Inquiry, and Next Generation Physical Science and Everyday Thinking) were compared with the Universal Design for Learning (UDL) framework. This framework originates in the education literature base and is composed of 3 guiding principles (1. Provide multiple means of representation, 2. provide multiple means of action and expression, and 3. provide multiple means for engagement) further described by 9 principles and 31 checkpoints. The UDL guidelines provide a framework for designing courses to be supportive of and accessible to all learners, taking into account variations among learners during curriculum development. Activities in these four curricula were analyzed for alignment between the in-class curricular elements and the UDL guidelines. Overall, all of the curricula aligned with two of the checkpoints: foster collaboration and community and support planning and strategy development. However, the curricula were unaligned with many of the checkpoints, specifically with regards to providing multiple means of engagement. Who we are prepared to teach indicates who we expect to participate in the physics community. We propose suggestions for modifications to existing curricula and for future curricula to better support all learners. We also argue that, if these research-based curricula do not meet federal legislative guidelines about accessibility for all students, the burden of creating an accessible environment and complying with these federal laws falls on the instructors, which could deter them from using the curricula. If we as a community want instructors to use high quality, research-based curricula, curriculum developers should prioritize supporting all learners.

2017 Physics Education Research Conference Proceedings, Jan 3, 2018

Universal Design for Learning (UDL) is a framework for instruction enabling instructors to impact... more Universal Design for Learning (UDL) is a framework for instruction enabling instructors to impact learners with varying cognitive strengths and skills by emphasizing the need for multiple means of representation, expression and engagement. UDL is increasingly used in many post-secondary programs; however, this framework is relatively unknown to STEM instructors. Research focusing on UDL in post-secondary has primarily centered on teacher and student perspectives. This project uses observations to describe the extent to which student-centered active learning STEM courses implemented UDL practices. Observations were conducted during introductory physics SCALE-UP and chemistry inquiry laboratory courses using a protocol based on the UDL framework. Observers coded the prevalence of 31 practices in four categories: introducing and framing new material; content representation and delivery; expression of understanding; and activity and student engagement. These observations allowed researchers to identify specific areas of needed improvement and will be used to facilitate STEM instructors incorporation of UDL in future lessons.

2018 Physics Education Research Conference Proceedings, Jan 21, 2019

Little research in physics education has explored the experiences of postsecondary students with ... more Little research in physics education has explored the experiences of postsecondary students with disabilities (SWDs). Perspectives on disability vary in the extent to which they locate disability within the individual or within society. We conducted interviews with SWDs to explore their perspectives on disability and their experiences in STEM-specific courses. Using interpretative phenomenological analysis, we identified how the participants' experiences of impairment impacted their learning, often resulting in use of accommodations, such as extra test time. While accommodations allowed the participants to demonstrate content mastery, accommodation use also made them susceptible to disability stigma from peers and instructors who held an individual view of disability. Participants expressed that these feelings of stigma led them to value confidentiality. We argue that instructors who hold a social perspective of disability are in a better position to address barriers in the learning environment and to support SWDs.

2022 Physics Education Research Conference Proceedings

To improve accessibility and inclusion in postsecondary STEM education, we propose implementing U... more To improve accessibility and inclusion in postsecondary STEM education, we propose implementing Universal Design for Learning (UDL) based practices to meet the needs of a variety of learners. The UDL is a design framework aimed at improving and optimizing teaching and learning for all people, regardless of their disability status. As part of a larger professional development project, interviews were conducted with members of a faculty learning community to discuss their instructional practices and to offer feedback regarding opportunities to remove barriers to access and participation. In this paper, we focus on an interview with a physics instructor and examine their beliefs about students with disabilities as evidenced by the disability-specific language used in the interview. This prompted a new perspective on professional development regarding accommodating students with disabilities that focuses on confronting ablest beliefs as a crucial component in promoting inclusion in STEM education.

Students with disabilities make up between 10-20% of postsecondary students, however instructors ... more Students with disabilities make up between 10-20% of postsecondary students, however instructors lack knowledge about how to support this population and little research has investigated how courses can be designed to support students with disabilities. Universal Design for Learning (UDL) is one framework we can use to identify barriers to learning in our courses and identify strategies that reduce these barriers. UDL supports the reduction of barriers to learning by providing guidelines and checkpoints which provide considerations and recommendations for supporting the variability of students' interests, needs, and abilities. We will present how the UDL framework was used in observations of postsecondary, introductory physics courses to identify barriers to learning. We will then exhibit inclusive practices that the instructors for the observed courses chose to implement in response to feedback from the observations, along with how students responded to the implemented practices.

Few studies have investigated the experiences of students with disabilities in STEM courses .

Physical Review Physics Education Research, 2020

International Journal of Research in Undergraduate Mathematics Education, 2020

A growing number of university STEM departments are incorporating active learning practices in th... more A growing number of university STEM departments are incorporating active learning practices in their courses in response to evidence of the general effectiveness of such practices. Professional development for instructors new to active learning practices is increasingly important as efforts extend to reach past early adopters to engage a wider range of faculty. In some cases, the professional development is cross-tiered and involves stakeholders, people who have a direct interest in the course, at multiple positions of power in a department including faculty and graduate teaching assistants (GTAs). In these cases, it is often assumed that graduate students interpret the messages and buy-in to the training in the same way as faculty; however, there has been little research validating this process. We worked with a cohort of mathematics GTAs and their supervising faculty member during a year-long program aimed at increasing the use of active learning in the undergraduate introductory calculus sequence; here, we focus on a calculus I instructor and the five GTAs working with her. We used a worksheet (based on the Real Time Instructor Observation Tool), classroom observations, and interviews to analyze the messages that were intended and received by the GTAs, faculty member, and professional development team. Although our data shows a misalignment of expectations between the professional development team and the supervising faculty member, the GTAs did not perceive a large discrepancy between them. Rather, the GTAs interpreted the messages of both parties to be in the middle of what each intended. The GTAs bought in to the messages they perceived although they believed in and engaged in a larger amount of instructor-centered practice (Explaining) than the professional development team was expecting. Implications for this work include the need for strategies to make cross-tiered professional development more aligned and effective.

2017 Physics Education Research Conference Proceedings, 2018

Universal Design for Learning (UDL) is a framework for instruction enabling instructors to impact... more Universal Design for Learning (UDL) is a framework for instruction enabling instructors to impact learners with varying cognitive strengths and skills by emphasizing the need for multiple means of representation, expression and engagement. UDL is increasingly used in many post-secondary programs; however, this framework is relatively unknown to STEM instructors. Research focusing on UDL in post-secondary has primarily centered on teacher and student perspectives. This project uses observations to describe the extent to which student-centered active learning STEM courses implemented UDL practices. Observations were conducted during introductory physics SCALE-UP and chemistry inquiry laboratory courses using a protocol based on the UDL framework. Observers coded the prevalence of 31 practices in four categories: introducing and framing new material; content representation and delivery; expression of understanding; and activity and student engagement. These observations allowed researchers to identify specific areas of needed improvement and will be used to facilitate STEM instructors incorporation of UDL in future lessons.

2017 Physics Education Research Conference Proceedings, 2018

Students with disabilities make up approximately 10% of post-secondary students pursuing STEM deg... more Students with disabilities make up approximately 10% of post-secondary students pursuing STEM degrees. Unfortunately, little is known about these students' experiences in post-secondary STEM classes. We are starting to address this knowledge gap by investigating the barriers, supports, and successes students with cognitive disabilities experience in college physics and chemistry courses. We interviewed both students with ADHD and STEM instructors about student experiences in introductory physics and chemistry courses. Initial findings suggest such courses pose a significant challenge for these students compared to their other courses and that certain instructor/student practices can reduce this challenge. Additionally, instructors report that while they may be unable to identify students with cognitive disabilities in their classrooms, they find that the difficulties these students encounter are found in varying degrees across all students. Thus, practices that benefit students with disabilities are likely to benefit all students.

2019 Physics Education Research Conference Proceedings, 2020

Historically, non-disabled individuals have viewed disability as a personal deficit requiring cha... more Historically, non-disabled individuals have viewed disability as a personal deficit requiring change to the "disabled" individual. However, models have emerged from disability activists and disabled intellectuals that emphasize the role of disabling social structures in preventing or hindering equal access across the ability continuum. We used the social relational proposition, which situates disability within the interaction of impairments and particular social structures, to identify disabling structures in introductory STEM courses. We conducted interviews with nine students who identified with a range of impairments about their experiences in introductory STEM courses. We assembled a diverse research team and analyzed the interviews through phenomenological analysis. Participants reported course barriers that prevented effective engagement with course content. These barriers resulted in challenges with time management as well as feelings of stress and anxiety. We discuss recommendations for supporting students to more effectively engage with introductory STEM courses.

Physical Review Physics Education Research, 2018

International Journal of STEM Education, 2019

Universal Design for Learning is not widely used in postsecondary STEM education. The purpose of ... more Universal Design for Learning is not widely used in postsecondary STEM education. The purpose of this literature review is to synthesize the empirical literature using Universal Design for Learning in postsecondary STEM education for all learners. The criteria for this review are (a) empirical literature in (b) peer reviewed journals (c) published after 2006. Keywords used were STEM, UDL/UDI/Universal Design, and postsecondary/university/college/higher education. This review identified four studies and three literature reviews that met the search criteria; the analysis of the identified literature provides a model for how Universal Design for Learning can impact postsecondary STEM instruction, including an increase in inclusive teaching methods and self-advocacy from students with disabilities, and leads to recommendations for additional research.

2018 Physics Education Research Conference Proceedings, 2019

Little research in physics education has explored the experiences of postsecondary students with ... more Little research in physics education has explored the experiences of postsecondary students with disabilities (SWDs). Perspectives on disability vary in the extent to which they locate disability within the individual or within society. We conducted interviews with SWDs to explore their perspectives on disability and their experiences in STEM-specific courses. Using interpretative phenomenological analysis, we identified how the participants' experiences of impairment impacted their learning, often resulting in use of accommodations, such as extra test time. While accommodations allowed the participants to demonstrate content mastery, accommodation use also made them susceptible to disability stigma from peers and instructors who held an individual view of disability. Participants expressed that these feelings of stigma led them to value confidentiality. We argue that instructors who hold a social perspective of disability are in a better position to address barriers in the learning environment and to support SWDs.

The Physics Teacher

Students with disabilities comprise a large and growing fraction of college students; however, ma... more Students with disabilities comprise a large and growing fraction of college students; however, many instructors lack the training and knowledge to support them. In this paper, we discuss the impact of professional development about executive function disorders and Universal Design for Learning for an introductory physics instructor (second author) and his students.

The Physics Teacher, May 1, 2021

Students with disabilities comprise a large and growing fraction of college students; however, ma... more Students with disabilities comprise a large and growing fraction of college students; however, many instructors lack the training and knowledge to support them. In this paper, we discuss the impact of professional development about executive function disorders and Universal Design for Learning for an introductory physics instructor (second author) and his students.

2017 Physics Education Research Conference Proceedings, Jan 3, 2018

Students with disabilities make up approximately 10% of post-secondary students pursuing STEM deg... more Students with disabilities make up approximately 10% of post-secondary students pursuing STEM degrees. Unfortunately, little is known about these students' experiences in post-secondary STEM classes. We are starting to address this knowledge gap by investigating the barriers, supports, and successes students with cognitive disabilities experience in college physics and chemistry courses. We interviewed both students with ADHD and STEM instructors about student experiences in introductory physics and chemistry courses. Initial findings suggest such courses pose a significant challenge for these students compared to their other courses and that certain instructor/student practices can reduce this challenge. Additionally, instructors report that while they may be unable to identify students with cognitive disabilities in their classrooms, they find that the difficulties these students encounter are found in varying degrees across all students. Thus, practices that benefit students with disabilities are likely to benefit all students.

International journal of research in undergraduate mathematics education, Jun 17, 2020

A growing number of university STEM departments are incorporating active learning practices in th... more A growing number of university STEM departments are incorporating active learning practices in their courses in response to evidence of the general effectiveness of such practices. Professional development for instructors new to active learning practices is increasingly important as efforts extend to reach past early adopters to engage a wider range of faculty. In some cases, the professional development is cross-tiered and involves stakeholders, people who have a direct interest in the course, at multiple positions of power in a department including faculty and graduate teaching assistants (GTAs). In these cases, it is often assumed that graduate students interpret the messages and buy-in to the training in the same way as faculty; however, there has been little research validating this process. We worked with a cohort of mathematics GTAs and their supervising faculty member during a year-long program aimed at increasing the use of active learning in the undergraduate introductory calculus sequence; here, we focus on a calculus I instructor and the five GTAs working with her. We used a worksheet (based on the Real Time Instructor Observation Tool), classroom observations, and interviews to analyze the messages that were intended and received by the GTAs, faculty member, and professional development team. Although our data shows a misalignment of expectations between the professional development team and the supervising faculty member, the GTAs did not perceive a large discrepancy between them. Rather, the GTAs interpreted the messages of both parties to be in the middle of what each intended. The GTAs bought in to the messages they perceived although they believed in and engaged in a larger amount of instructor-centered practice (Explaining) than the professional development team was expecting. Implications for this work include the need for strategies to make cross-tiered professional development more aligned and effective.

Physical review, Jul 2, 2018

Federal legislation specifies equitable access to education for all students at all levels of edu... more Federal legislation specifies equitable access to education for all students at all levels of education, including postsecondary. To explore how well the physics education research (PER) community is currently serving students who inherently vary in needs, abilities, and interests, four research-based curricula (Tutorials in Introductory Physics, Open Source Tutorials in Physics Sensemaking, Physics by Inquiry, and Next Generation Physical Science and Everyday Thinking) were compared with the Universal Design for Learning (UDL) framework. This framework originates in the education literature base and is composed of 3 guiding principles (1. Provide multiple means of representation, 2. provide multiple means of action and expression, and 3. provide multiple means for engagement) further described by 9 principles and 31 checkpoints. The UDL guidelines provide a framework for designing courses to be supportive of and accessible to all learners, taking into account variations among learners during curriculum development. Activities in these four curricula were analyzed for alignment between the in-class curricular elements and the UDL guidelines. Overall, all of the curricula aligned with two of the checkpoints: foster collaboration and community and support planning and strategy development. However, the curricula were unaligned with many of the checkpoints, specifically with regards to providing multiple means of engagement. Who we are prepared to teach indicates who we expect to participate in the physics community. We propose suggestions for modifications to existing curricula and for future curricula to better support all learners. We also argue that, if these research-based curricula do not meet federal legislative guidelines about accessibility for all students, the burden of creating an accessible environment and complying with these federal laws falls on the instructors, which could deter them from using the curricula. If we as a community want instructors to use high quality, research-based curricula, curriculum developers should prioritize supporting all learners.

2017 Physics Education Research Conference Proceedings, Jan 3, 2018

Universal Design for Learning (UDL) is a framework for instruction enabling instructors to impact... more Universal Design for Learning (UDL) is a framework for instruction enabling instructors to impact learners with varying cognitive strengths and skills by emphasizing the need for multiple means of representation, expression and engagement. UDL is increasingly used in many post-secondary programs; however, this framework is relatively unknown to STEM instructors. Research focusing on UDL in post-secondary has primarily centered on teacher and student perspectives. This project uses observations to describe the extent to which student-centered active learning STEM courses implemented UDL practices. Observations were conducted during introductory physics SCALE-UP and chemistry inquiry laboratory courses using a protocol based on the UDL framework. Observers coded the prevalence of 31 practices in four categories: introducing and framing new material; content representation and delivery; expression of understanding; and activity and student engagement. These observations allowed researchers to identify specific areas of needed improvement and will be used to facilitate STEM instructors incorporation of UDL in future lessons.

2018 Physics Education Research Conference Proceedings, Jan 21, 2019

Little research in physics education has explored the experiences of postsecondary students with ... more Little research in physics education has explored the experiences of postsecondary students with disabilities (SWDs). Perspectives on disability vary in the extent to which they locate disability within the individual or within society. We conducted interviews with SWDs to explore their perspectives on disability and their experiences in STEM-specific courses. Using interpretative phenomenological analysis, we identified how the participants' experiences of impairment impacted their learning, often resulting in use of accommodations, such as extra test time. While accommodations allowed the participants to demonstrate content mastery, accommodation use also made them susceptible to disability stigma from peers and instructors who held an individual view of disability. Participants expressed that these feelings of stigma led them to value confidentiality. We argue that instructors who hold a social perspective of disability are in a better position to address barriers in the learning environment and to support SWDs.

2022 Physics Education Research Conference Proceedings

To improve accessibility and inclusion in postsecondary STEM education, we propose implementing U... more To improve accessibility and inclusion in postsecondary STEM education, we propose implementing Universal Design for Learning (UDL) based practices to meet the needs of a variety of learners. The UDL is a design framework aimed at improving and optimizing teaching and learning for all people, regardless of their disability status. As part of a larger professional development project, interviews were conducted with members of a faculty learning community to discuss their instructional practices and to offer feedback regarding opportunities to remove barriers to access and participation. In this paper, we focus on an interview with a physics instructor and examine their beliefs about students with disabilities as evidenced by the disability-specific language used in the interview. This prompted a new perspective on professional development regarding accommodating students with disabilities that focuses on confronting ablest beliefs as a crucial component in promoting inclusion in STEM education.

Students with disabilities make up between 10-20% of postsecondary students, however instructors ... more Students with disabilities make up between 10-20% of postsecondary students, however instructors lack knowledge about how to support this population and little research has investigated how courses can be designed to support students with disabilities. Universal Design for Learning (UDL) is one framework we can use to identify barriers to learning in our courses and identify strategies that reduce these barriers. UDL supports the reduction of barriers to learning by providing guidelines and checkpoints which provide considerations and recommendations for supporting the variability of students' interests, needs, and abilities. We will present how the UDL framework was used in observations of postsecondary, introductory physics courses to identify barriers to learning. We will then exhibit inclusive practices that the instructors for the observed courses chose to implement in response to feedback from the observations, along with how students responded to the implemented practices.

Few studies have investigated the experiences of students with disabilities in STEM courses .

Physical Review Physics Education Research, 2020

International Journal of Research in Undergraduate Mathematics Education, 2020

A growing number of university STEM departments are incorporating active learning practices in th... more A growing number of university STEM departments are incorporating active learning practices in their courses in response to evidence of the general effectiveness of such practices. Professional development for instructors new to active learning practices is increasingly important as efforts extend to reach past early adopters to engage a wider range of faculty. In some cases, the professional development is cross-tiered and involves stakeholders, people who have a direct interest in the course, at multiple positions of power in a department including faculty and graduate teaching assistants (GTAs). In these cases, it is often assumed that graduate students interpret the messages and buy-in to the training in the same way as faculty; however, there has been little research validating this process. We worked with a cohort of mathematics GTAs and their supervising faculty member during a year-long program aimed at increasing the use of active learning in the undergraduate introductory calculus sequence; here, we focus on a calculus I instructor and the five GTAs working with her. We used a worksheet (based on the Real Time Instructor Observation Tool), classroom observations, and interviews to analyze the messages that were intended and received by the GTAs, faculty member, and professional development team. Although our data shows a misalignment of expectations between the professional development team and the supervising faculty member, the GTAs did not perceive a large discrepancy between them. Rather, the GTAs interpreted the messages of both parties to be in the middle of what each intended. The GTAs bought in to the messages they perceived although they believed in and engaged in a larger amount of instructor-centered practice (Explaining) than the professional development team was expecting. Implications for this work include the need for strategies to make cross-tiered professional development more aligned and effective.

2017 Physics Education Research Conference Proceedings, 2018

Universal Design for Learning (UDL) is a framework for instruction enabling instructors to impact... more Universal Design for Learning (UDL) is a framework for instruction enabling instructors to impact learners with varying cognitive strengths and skills by emphasizing the need for multiple means of representation, expression and engagement. UDL is increasingly used in many post-secondary programs; however, this framework is relatively unknown to STEM instructors. Research focusing on UDL in post-secondary has primarily centered on teacher and student perspectives. This project uses observations to describe the extent to which student-centered active learning STEM courses implemented UDL practices. Observations were conducted during introductory physics SCALE-UP and chemistry inquiry laboratory courses using a protocol based on the UDL framework. Observers coded the prevalence of 31 practices in four categories: introducing and framing new material; content representation and delivery; expression of understanding; and activity and student engagement. These observations allowed researchers to identify specific areas of needed improvement and will be used to facilitate STEM instructors incorporation of UDL in future lessons.

2017 Physics Education Research Conference Proceedings, 2018

Students with disabilities make up approximately 10% of post-secondary students pursuing STEM deg... more Students with disabilities make up approximately 10% of post-secondary students pursuing STEM degrees. Unfortunately, little is known about these students' experiences in post-secondary STEM classes. We are starting to address this knowledge gap by investigating the barriers, supports, and successes students with cognitive disabilities experience in college physics and chemistry courses. We interviewed both students with ADHD and STEM instructors about student experiences in introductory physics and chemistry courses. Initial findings suggest such courses pose a significant challenge for these students compared to their other courses and that certain instructor/student practices can reduce this challenge. Additionally, instructors report that while they may be unable to identify students with cognitive disabilities in their classrooms, they find that the difficulties these students encounter are found in varying degrees across all students. Thus, practices that benefit students with disabilities are likely to benefit all students.

2019 Physics Education Research Conference Proceedings, 2020

Historically, non-disabled individuals have viewed disability as a personal deficit requiring cha... more Historically, non-disabled individuals have viewed disability as a personal deficit requiring change to the "disabled" individual. However, models have emerged from disability activists and disabled intellectuals that emphasize the role of disabling social structures in preventing or hindering equal access across the ability continuum. We used the social relational proposition, which situates disability within the interaction of impairments and particular social structures, to identify disabling structures in introductory STEM courses. We conducted interviews with nine students who identified with a range of impairments about their experiences in introductory STEM courses. We assembled a diverse research team and analyzed the interviews through phenomenological analysis. Participants reported course barriers that prevented effective engagement with course content. These barriers resulted in challenges with time management as well as feelings of stress and anxiety. We discuss recommendations for supporting students to more effectively engage with introductory STEM courses.

Physical Review Physics Education Research, 2018

International Journal of STEM Education, 2019

Universal Design for Learning is not widely used in postsecondary STEM education. The purpose of ... more Universal Design for Learning is not widely used in postsecondary STEM education. The purpose of this literature review is to synthesize the empirical literature using Universal Design for Learning in postsecondary STEM education for all learners. The criteria for this review are (a) empirical literature in (b) peer reviewed journals (c) published after 2006. Keywords used were STEM, UDL/UDI/Universal Design, and postsecondary/university/college/higher education. This review identified four studies and three literature reviews that met the search criteria; the analysis of the identified literature provides a model for how Universal Design for Learning can impact postsecondary STEM instruction, including an increase in inclusive teaching methods and self-advocacy from students with disabilities, and leads to recommendations for additional research.

2018 Physics Education Research Conference Proceedings, 2019

Little research in physics education has explored the experiences of postsecondary students with ... more Little research in physics education has explored the experiences of postsecondary students with disabilities (SWDs). Perspectives on disability vary in the extent to which they locate disability within the individual or within society. We conducted interviews with SWDs to explore their perspectives on disability and their experiences in STEM-specific courses. Using interpretative phenomenological analysis, we identified how the participants' experiences of impairment impacted their learning, often resulting in use of accommodations, such as extra test time. While accommodations allowed the participants to demonstrate content mastery, accommodation use also made them susceptible to disability stigma from peers and instructors who held an individual view of disability. Participants expressed that these feelings of stigma led them to value confidentiality. We argue that instructors who hold a social perspective of disability are in a better position to address barriers in the learning environment and to support SWDs.

The Physics Teacher

Students with disabilities comprise a large and growing fraction of college students; however, ma... more Students with disabilities comprise a large and growing fraction of college students; however, many instructors lack the training and knowledge to support them. In this paper, we discuss the impact of professional development about executive function disorders and Universal Design for Learning for an introductory physics instructor (second author) and his students.