Innovative Educators

Universal Design Within Student Affairs: Proactive Design For Inclusion And Engagement

Available On-Demand

Registration includes institutional access to the recording for one year.
Paper Based Registration Form

Registration Fee: $345.00

Description

Speaker(s)

FAQs

Key Takeaway:

A Universal Design framework used by Student Affairs professionals can have a positive effect on the inclusion, engagement, and potential retention of students within institutions of higher education.

Overview:

Institutions of Higher Education continue to strive to retain and engage all students. One way that this has been addressed specifically for students with disabilities over the past decade is through the application of Universal Design (UD) regarding reduction of physical barriers, and the application of Universal Design for Learning (UDL) regarding reduction of academic barriers (Belch, 2004; Getzel, 2008). The principles and framework of UD have been well established; notably summarized by Burghstahler and Cory (2008). As the focus on UD has increased, the value of UD beyond people with disabilities has gained positive attention (Harper & Quaye, 2009). Originally created as a framework for architecture, UD has expanded to applications inside and outside of the classroom; its very nature spurning users to think creatively and expansively.

This webinar is designed to introduce a UD/UDL framework to participants and then explore the use of UD/UDL within Student Affairs. The webinar will start with on overview of UD and UDL, including the 7 principles of UD, (Center for Universal Design at North Carolina State University, 1997), the 3 principles of UDL as described by the National Center on Universal Design for Learning (2010), and the intersections of UD/UDL. The webinar will then move into two models of disability, the Social Justice model and the Social Construction model, which will be used throughout the presentation as a common platform for discussing the application of UD/UDL across Student Affairs.

Case studies will be shared as a means to exemplify the application of UD/UDL across entities within typical Divisions of Student Affairs. Case study examples will include application of UD/UDL to Student Affairs programs, marketing for these programs and/or for various Student Affairs services, common institutional physical space, and the use of technology within Student Affairs. Strengths and challenges of the use of UD/UDL within Student Affairs will also be shared.

Objectives:

Participants will:

Identify the 7 principles of Universal Design (UD)
Identify the 3 principles of Universal Design for Learning (UDL)
Describe the intersections of UD and UDL
Define barriers for students with disabilities that may apply to students without disabilities
Analyze the potential value of UD/UDL for students without disabilities
Describe the connection between UD/UDL and a social justice model of disability and/or a social construction model of disability
Define action steps that participants can individually take to infuse UD/UDL in her/his work
Determine departments on campus that would benefit through collaborating on implementing UD/UDL
Analyze case studies in various Student Affairs areas regarding the use of UD/UDL
Describe strengths and challenges of the use of UD/UDL outside of the classroom

Who should attend?

2-year institutions & 4-year institutions
Vice President Academic Affairs/Instruction
Dean of Student Services/Affairs
Faculty (full and part-time)
Dean of Student Development
Assessment
Advising; Counseling
Disabilities Services
Diversity
Housing & Dining; Residence Life
Resource Specialists
Retention Specialists
Student Life & Student Leadership

Melanie Thompson, Ed.S

“The combination of decreasing fiscal resources and increasing diversity within the adult student body population has contributed to institutions of higher education becoming creative and forward thinking in identifying ways to increase access and inclusion while decreasing barriers. Universal Design provides a framework which Student Affairs professionals can work from intuitively, creatively, and inclusively. Through theory, shared experiences, and humor, this webinar provides the opportunity for participants to develop comfort in the application and infusion of Universal Design outside of the classroom.”

Melanie Thompson, Ed.S., is the Director of the Center for Access-Ability Resources at Northern Illinois University in DeKalb, IL. She earned her Education Specialist degree from Southeast Missouri State University and her Master’s degree from the University of New Orleans, both in the area of Counseling. Ms. Thompson is a nationally certified counselor and a state licensed counselor in Illinois, Missouri, and Washington. Ms. Thompson is strongly influenced by her commitment to social justice and her role as an advocate.

Ms. Thompson has held several leadership positions within national higher education organizations. Currently, she is the Chair of the Standing Committee on Disability with the American College Personnel Association (ACPA), the Undergraduate Fellows Program Representative for the National Association of Student Personnel Administrators Disability Knowledge Community (NASPA KC), and a member of the 2011-2012 Membership Development Team for the Association on Higher Education and Disability (AHEAD). Additionally, Ms. Thompson has volunteered with the American Red Cross as a Disaster Mental Health Counselor and as a trainer.

Ms. Thompson has spoken nationally on topics including disability and diversity, universal design, student threat assessment, leadership in higher education, program reviews, and collaborative academic support. Ms. Thompson has participated with federally funded grant programs addressing resources for students with disabilities, has contributed to the writing of successfully funded grant programs, and has served as an external reviewer for 2 year and 4 year institutions.