Exploring the Relationship Between Universal Design for Learning (UDL) and Retention Rates in a Community College Setting

• In Event: Programs & Policies for Institutional and Student Success

Abstract

The study explored the relationship between Universal Design for Learning (UDL) strategies and student retention rates in a community college setting. A mixed methods approach was employed, involving a self-assessment survey completed by 76 community college instructors from Monterey Peninsula College. The survey assessed their implementation of UDL strategies and perceptions of UDL instruction. UDL Profile scores were calculated based on the survey responses and compared against historical class data to investigate correlations between UDL implementation and retention rates. Results indicated a weak negative correlation between self-assessed UDL implementation and retention rates, with conflicting findings. The inherent complexity of the UDL concept, multi-variate relationships, hidden factors, and survey methodology limit the generalizability of these findings. The study highlights the need for operationalized standards for UDL research and suggests that future studies should focus on narrower, more controlled experimental cohorts, avoiding self-assessment in favor of external assessment or standardized measures.

Author

• Cielo Cervantes, Monterey Peninsula College