Faculty Focus

AUGUST 13, 2023

ii] Contrary to common belief, neurodiverse students represent a significant proportion of the higher education population. In-person: There are two approaches to accessibility in academia—accommodations and universal design. For instance, in 2019, 6.2% of Canadian undergraduate students and 2.4% Learning spaces I.

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Faculty Focus

AUGUST 13, 2023

ii] Contrary to common belief, neurodiverse students represent a significant proportion of the higher education population. In-person: There are two approaches to accessibility in academia—accommodations and universal design. For instance, in 2019, 6.2% of Canadian undergraduate students and 2.4% Learning spaces I.

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Faculty Focus

APRIL 10, 2025

It is important that situational factors be identified as a key component to make planning decisions since retrofitting ones instructional design, delivery or assessment only after one finds out who is being instructed, are not effective use of faculty time, effort or university resources (Schreiner, Rothernberger and Scoltz, 2013).

Course Design 60

Course Design Students Active Learning Activities 60

Faculty Focus

APRIL 10, 2025

It is important that situational factors be identified as a key component to make planning decisions since retrofitting ones instructional design, delivery or assessment only after one finds out who is being instructed, are not effective use of faculty time, effort or university resources (Schreiner, Rothernberger and Scoltz, 2013).

Course Design 59

Course Design Students Active Learning Activities 59