designers have to employ universal design principles in universal design engineering disciplines.
designers have to employ universal design principles in universal design engineering disciplines.
in what engineering disciplines do designers have to employ universal design principles?
universal design
specific udi frameworks and educational initiatives vary between academic and policy institutions. the center for universal design in education (cude) at the do-it center (university of washington) combines ud, the principles of universal design and universal design for learning (udl) to create udi strategies for applying universal design to educational products and environments. each cude strategy is linked with relevant principles of ud and udl. using a different approach, the center on postsecondary education and disability at the university of connecticut developed a set of udi principles that draws on the work of chickering and gamson, who had originally published a set of principles for more inclusive postsecondary education, as well as the principles of universal design.
universal design for instruction
this nds quantified faculty of top 100 departments of 15 science and engineering disciplines, showed that minorities and women were significantly underrepresented. there were relatively few tenured and tenure-track underrepresented minority (urm) faculty in these research university departments, even though a growing number and percentage of minorities were completing their phds. qualified minorities were not joining faculties of many science and engineering disciplines. however, in some engineering disciplines, there was a better match between the percentage of urms in recent phd attainment versus among assistant professors. the percentage of urms in science and engineering bs attainment generally increased over time, but urm students were likely to find themselves without minority faculty as optimal role models and mentors. in most disciplines, urm faculty were so few that a minority student could get a bs or phd without ever being taught by or having access to a urm professor in that discipline. there were few minority full professors in the physical sciences and engineering disciplines studied; the highest percentage of all urms combined among full professors was less than 5% (chemical engineering). however, there was a disproportionately large number of white male professors as role models for white male students. for example, in 2005, 16.7% of the students who graduated with a bs in chemistry were urms, but in 2007, only 3.9% of faculty at the top 100 chemistry departments were urms. for females, those percentages were 51.7% of bs recipients and 13.7% of faculty, respectively. in contrast, the corresponding percentages for white males were 37.4% of bs recipients and 74.2% of faculty, respectively.
nelson diversity surveys