Hidden Treasure: Universal Design Practices in Post-Pandemic Engineering Education

February 26, 2021
12:00 pm
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Description

The COVID-19 pandemic has caused drastic change in the way post-secondary educational institutions deliver instruction. Schools and their faculty have been compelled to acknowledge their students’ individual challenges when designing instruction, or else face steep drops in enrollment.  Many of the instructional adaptations that make it possible for students to continue their learning amid the isolation of social distancing, the disruption of quarantines, and the increased burdens of caregiving can be considered universal design practices—they take into account a spectrum of variability in a student’s ability to access learning.  In this webinar, we will identify some “hidden treasure” among the wreckage of the pandemic:  universal design practices that benefit students who face a variety of challenges, including stereotype threat, social capital deficits, and neurological differences.  Specifically, we will examine the Universal Design for Learning (UDL) framework and identify practices that broaden access to engineering education.

 

Resources

Presentation Slides:

hidden_treasure_udl_slides.pdf

UDL Guidelines Handout by CAST:

https://udlguidelines.cast.org/more/downloads

Resources

Presentation Slides:

hidden_treasure_udl_slides.pdf

UDL Guidelines Handout by CAST:

https://udlguidelines.cast.org/more/downloads

Available to WEPAN members only. Log-in required.
Available to WEPAN members only. Log-in required.

Presenters

Sheila Ross

Dr. Sheila Ross is an Associate Professor and Program Director in Electrical Engineering at the Milwaukee School of Engineering.  Her current area of research involves the integration of best practices for inclusion and success into the electrical engineering curriculum.  She developed a workshop series on Universal Design for Learning (UDL), which supports learners with a wide variety of challenges, including those due to neurological differences such as ASD and ADHD, as well as a wide variety of other challenges faced by students such as stereotype threat, differences in pre-college experiences, and diverse learning and communication styles.  She serves on university committees creating policy and recommendations, advises her SWE Collegiate chapter, shares research on diversity with other engineering faculty, and participates in outreach to K-12 schools.  She received the “Making a Difference for Women at MSOE” award in recognition of her institutional contributions.  She has been active in WEPAN for many years, serving as President, Board of Directors member, and Conference Chair for the WEPAN Change Leader Forum.   She earned her B.S. degree in Electrical Engineering and Computational Mathematics from Marquette University, and her M.S. and Ph.D. degrees in Electrical Engineering from the University of Wisconsin - Madison.  She has recently completed the "Certificate in Executive Function and LD: Integrating Strategies, Study Skills, and Technology" from Landmark College. 

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