NCJ Number
215036
Journal
Journal of Police and Criminal Psychology Volume: 21 Issue: 1 Dated: Spring 2006 Pages: 1-22
Date Published
2006
Length
22 pages
Annotation
This study measured the opinions of students enrolled in two introductory criminal justice courses regarding the effectiveness of the teaching strategy, which employed Universal and Systematic Design Instruction (UDI and SDI).
Abstract
The goal of UDI and SDI is to provide a foundation for ensuring equal access to education and for minimizing the need for special accommodations through course planning. Overall, the results support the use of nontraditional learning and exam preparation strategies such as the ones found in the UDI and SDI teaching strategies. The findings indicated that the students considered the classroom demonstrations to be most helpful in the learning process, followed by non-graded writing assignments and group discussions. Students reported being comfortable with the Blackboard Web site and just over half stated that the Blackboard Web site helped build their computer skills. In terms of other computer-driven teaching strategies, students considered instructor e-mails most helpful, followed by the posting of lecture notes and the PowerPoint presentations. Students also reported that the practice textbook multiple choice questions were the most helpful strategy for helping them prepare for examinations. The UDI and SDI teaching strategies were evaluated because an increase in students with disabilities requires a change in teaching methods that is sensitive to diversity in learning styles and diversity in the student population. Aspects of the UDI and SDI are described, including their philosophical foundations and teaching principles. Future research is necessary to conduct summative evaluations of the UDI philosophy, the SDI instructional methodology, active learning, and the classroom technology. References, figures, tables