Expanding Access to STEM for At-Risk Learners: A New Application of Universal Design for Instruction.

Abstract

Despite a growing demand for a well-educated workforce in science, technology, engineering, and math-related (STEM) careers, fewer American college students are pursuing these majors. Students with disabilities are one of the at-risk groups whose interest in pursuing STEM careers is frequently compromised by systemic barriers to participation. Peer-Led Team Learning (PLTL) is a national peer mentoring model designed to promote student success in STEM courses. The authors found that students with disabilities did not benefit from PLTL as much as students without disabilities. With support from a National Science Foundation grant, the authors adapted the PLTL model by incorporating the Principles of Universal Design for Instruction (UDI) into the peer mentors’ training. This article describes the early results on peer mentors’ ensuing beliefs and practices and the academic outcomes of participants with disabilities. Implications for replication with at-risk students on other campuses and future research are discussed.