1. Promoting the Universal Design Paradigm on Campus – Everywhere!
Sheryl Burgstahler, Ph. D., Director, Accessible Technology Services & DO-IT Center, University of Washington (UW)
Alaina Beaver, Ph. D., Universal Instructional Design Consultant, University of Colorado Boulder (CU-Boulder)

2. Reference book: Universal Design in Higher Education (UDHE): From Principles to Practice
Second edition, 2015
>40 authors/co-authors
Peer reviewed
Harvard Education Press
Sign up sheet or to join our UDHE CoP

3. Universal Design in Higher Education (UDHE): From Principles to Practice Table of Contents
Part 1 • Introduction Part 2 • UD of Instruction Part 3 • UD of Student ServicES & PHYsical Spaces Part 4 • UD of technology

4. Part 5 • Institutionalization
Promoters & Inhibitors of UD in HE
Raising Awareness of UD in the Engineering Curriculum
Small Victories: Faculty Development & UD
A Case Study Approach to Promote Practical Application of UD for Instruction
Implementing UD: Collaborations Across Campus
A Case Study in Partnerships to Promote UD in HE

5. Universal Design (UD):
“the design of products & environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.”
-The Center for Universal Design
Universal Design (UD):
“the design of products & environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” -The Center for Universal Design

6. Characteristics of UD UD values diversity, equity, & inclusion
UD promotes best practices & does not lower standards
UD is proactive & can be implemented incrementally
UD benefits everyone & minimizes the need for accommodations

7. Terminology Terminology
Inclusive design Universal design Barrier-free design Design for all Accessible design Usable design, …
Triangle diagram of Universal Design as being comprised of 3 factors: usable, accessible and inclusive
Terminology

8. Consider stakeholder roles
Encourage adoption of UD approach within stakeholder roles
Consider stakeholder roles
Concept map of factors that contribute to the success of people with disabilities in higher education, including peers, parents and family, teachers, counselors and support staff, administration, policy makers, government service providers, community members/leaders, and people with disabilities themselves.

9. Encourage consideration of disability as an aspect of diverstiy
Encourage consideration of disability as an aspect of diversity
Encourage consideration of disability as an aspect of diverstiy
Collage of diverse people, with keyword scramble displaying diversity factors such as culture, learning abilities, ethnicity, age, race, religion, gender, social skills, physical abilities, values, intellicenge, learning abilities and preferences, socioeconomic status, etc.

10. Consider ability on a continuum
see hear walk read print Write speak English communicate verbally tune out distraction learn manage physical/mental health
These factors are shown in the middle of a continuum from “not able” to “able”

11. Share civil rights resolutions
University of Cincinnati • Youngstown State University • University of Colorado-Boulder • University of Montana-Missoula • UC Berkeley • South Carolina Technical College System • Louisiana Tech University • MIT • Maricopa Community College District • Florida State University • CSU Fullerton • California Community Colleges • Ohio State University: University of Kentucky • Harvard University •...

12. Both are important! Describe access approaches Accommodations
Universal design
Both are
important!

13. Apply UD to create inclusive:
physical spaces
services
technology
learning activities

14. Tell how UD is on a continuum
Captions benefit everyone
Ex UW and UC-B: Central funds to caption
Captioning parties
Interpreter for deaf student
Uncaptioned video
Captioned &
audio described
video
Captioned video
Promote captioning with captioning parties, free captioning
Tell how UD is on a continuum
Example of inaccessible to accessible: an uncaptioned video, an interpreter for a deaf student, a captioned video, and a captioned and audio described video.
Idea to promote captioning with captioning parties, free captioning and support

15. Empahsize the importance of inclusiveness in UD applicationsw
Emphasize the importance of inclusiveness in UD applications
Go beyond access to inclusive access
Empahsize the importance of inclusiveness in UD applicationsw
Contrast between a building entrance that has a separate ramp and stairs, versus an entrance that is a smooth approach for all people.

16. Share UD features of technology
Build in accessible design
Ensure compatibility with assistive technology
Share UD features of technology
Build in accessible design
Ensure compatibility with assistive technology
Images showing smartphones with accessibility settings such as inverting colors.

17. Describe principles for UD of instruction to maximize learning:
Provides multiple means for:
representation
engagement
action & expression (CAST)
Provides multiple ways to:
gain knowledge
interact
demonstrate knowledge (DO-IT Center)
Provides multiple means for:
representation
engagement
action & expression (CAST)
Provides multiple ways to:
gain knowledge
interact
demonstrate knowledge (DO-IT Center)

18. Give examples of UD practices “Equal Access: UD of Instruction”
Use large, bold, sans serif fonts with high contrast on uncluttered overhead displays & speak aloud key content.
Make expectations clear & early.
Avoid unnecessary jargon; define terms.
Provide scaffolding tools (e.g., outline).
Provide corrective opportunities.
Provide materials in accessible formats. 18

19. Link UD to real problems
Think of a teaching problem/concern/irritation.
How might UD help deal with the issue? 19

20. Promoting UD campus-wide may lead to new ways of thinking about access issues, responsibilities of campus units, & interactions between individuals & campus units… 20

21. At CU Boulder… Universal Design is part of strategic learning →
initiative of inclusive excellence supported by campus-wide policy

22. Universal Design Service
Education
Consultations
Outreach

23. Create an Accessibility Roadmap

24. Screenshot of the accessibility roadmap brochure front cover and first page with the “year one” recommendations. Visit for the entire document.

25. Screenshot of the accessibility roadmap brochure second page for “year two” and last page for “year three” are shown. Visit for the entire document.

26. Utilize resources for support and proactive design

27. Universal Design Fellowship Program
Engages proactive faculty members
$1,000 Award
For classroom materials, OR
Travel stipend for conference travel and presentation on accessibility within the disciplines

28. Universal Design Fellowship Program
2016/2017 Cohort
Dr. Shivakant Mishra, Professor and Associate Chair of Computer Science
Dr. Shaun Kane, Assistant Professor of Computer Science
Dr. Jennifer Stempien, Instructor of Geology
Mr. Giorgio Corda, Instructor of Italian
Dr. Cheryl Pinzone, Lecturer of Evolutionary Biology
Dr. Silvia Nogueron-Liu, Assistant Professor of Education

29. Screenshot of the Diverse Learners Awareness Week save-the-date flier, advertising for Feb , “Diversity in the classroom; everyone learns differently.”

30. Diverse Learners Awareness Week 2016
Screenshot of collage of images form the “I learn best when” shite board campaign for DLAW 2016.

31. This is a decorative image of a stuffed animal (buffalo) with the CU Boulder “go buffs” tagline and the “be inclusive” buttons from the campaign
Lessons Learned

32. Building a Culture of UD
Be PROACTIVE. Policy or not, your institution can prioritize UD within initiatives on diversity, inclusion, etc.
Find/create supports, resources & programs.
Lead by example: Be accessible, and reach out to other diversity-oriented groups.
Use the Roadmap Model to achieve buy-in and set realistic goals.

33. Thank you! Sheryl Burgstahler, Ph.D sherylb@uw.edu
Alaina Beaver, Ph.D.