What is an Example of an Agenda for a Half-Day CBI?

Following is an agenda and timeline for a four-hour CBI on universal design of instruction. Videos referred to in the sample agenda are available in the Resources section. Most videos and publications are also available online at https://www.washington.edu/doit/resources/informational-briefs. At the end of the agenda are suggestions for extending its length to a full day and/or changing the focus to universal design of student services or systemic change of an entire campus.

Half-Day Agenda

8:00 - 8:25 a.m.
Check In & Refreshments 

8:30 - 9:00 a.m. 
Welcome/Introductions 
Distribute CBI agenda and the following handouts (https://www.washington.edu/doit/resources/informational-briefs)

  • AccessCollege: An Alliance to Promote the Success of People with Disabilities in Postsecondary Education
  • AccessCollege: Systemic Change for Postsecondary Institutions
  • Universal Design in Education: Principles and Applications
  • Universal Design of Instruction: Definition, Principles, and Examples
  • Equal Access: Universal Design of Instruction
  • DO-IT Free Printed Publications
  • DO-IT Videos and Training Materials

9:00 - 9:10 a.m. 
Typical Accommodations 
Emphasize that a disability services office typically provides accommodations and describe your institution's process. Introduce the video, which focuses on accommodations for students with disabilities.

9:10 - 9:30 a.m. 
Video View 
Building the Team: Faculty, Staff, and Students Working Together (found at https://www.washington.edu/doit/videos/index.php?vid=3) After the video, answer questions. Describe how universal design (UD) complements the accommodation model by encouraging faculty to be proactive and to plan ahead in making their courses accessible to students with disabilities. Refer to the UD handouts and use some of the overhead visuals provided in the Resources section.
Tell participants that the next video, also developed through a nationwide collaboration, gives information on the process and specific examples of universal design applied to instruction.

10:00 - 10:15 a.m.
Video View
Equal Access: Universal Design of Instruction (found at https://www.washington.edu/doit/videos/index.php?vid=13) Respond to questions. End by emphasizing the need for both UD and accommodations to maximize the success of all students and to reduce the impact of having students with disabilities in your classes (by planning ahead).

10:15 - 10:30 a.m.
Break
Emphasize that UD increases access and reduces, but does not eliminate, the need for accommodations. Tell participants to, after the break, meet in small, preassigned groups (perhaps defined by the table where they are sitting) to make a list of specific things instructors can do to make their courses more accessible to all students, including those with disabilities. Each group needs to select a discussion leader, recorder, and reporter that participants can choose. Distribute poster paper and felt pens to each group.

10:30 - 11:00 a.m
Discussion in Small Groups 
What can instructors do to make their courses more accessible to all students, including those with disabilities?

11:00 - 11:20 a.m.
Small Groups Report to Large Group
Post lists so that everyone can see them.

11:20 - 11:35 a.m.
Break 
Tell participants to, after the break, reconvene in their small groups. Together they will make a list of specific things the institution can do to help faculty make their courses more accessible to all students, including those with disabilities.

11:35 - 12:05 p.m.
Discussion in Small Groups 
What can institutions do to help faculty make their courses more accessible to all students, including those with disabilities?

12:05 - 12:20 p.m.
Small Groups Report to Large Group.
Post lists so that everyone can see them.

12:20 - 12:30 p.m. 
Conclusion and Evaluation 
Refer participants to The Faculty Room and campus resources. 

Distribute the form Post-Evaluation of Professional Development (found on pp. 31-32). Ask the participants to fill out the form and return to the facilitator.

Thank participants for coming and tell them the lists of suggestions will be combined into proceedings and mailed (email or postal) to a designated location.

This CBI outline can be extended to a full day or longer by adding one or more of the following activities:

  • A student panel where students with different types of disabilities talk about their accommodations, good/bad experiences with instructors, and what works for them
  • A presentation and discussion on accessible web design or some other special topic
  • A demonstration of assistive technology for people with disabilities
  • A faculty member shares his/her implementation of universal design
  • A discussion on how topics of accessibility and universal design could be incorporated into a course (e.g. in an engineering class, students could be required to address accessibility issues in a design project)

This CBI can be modified to address systemic change for the entire institution (DO-IT, 2007) or for specific areas such as the student service organizations (e.g., career centers, admissions offices) or information technology by using appropriate videos, handouts, websites, and overhead visuals.