Introducing Universal Design Concepts In An Interdisciplinary Laboratory Project

Abstract

and his B.Ed. from Keene State College. His research interests include engineering education, product realization, design methodologies, facility layout, and production system design.

WIP: A Case Study of Integrating Inclusive Engineering Skills into a Middle-years Biomedical Engineering Course via Model-based Reasoning

“…For instance, one attempt to address product bias against disabled people has been the incorporation of universal design for product development into undergraduate courses (Blaser, Steele, & Burghstahler, 2015). However, the overwhelming bulk of the literature mentions only first-year courses such as (Gunnarsson, Birch, & Hendricks, 2019), or senior projects such as (Cezeaux, Keyser, Haffner, Kaboray, & Hasenjager, 2008) and (Nasir, Kleinke, & McClelland, 2016). The only mention of anything between the two was in (Blaser, Steele, & Burghstahler, 2015) with a list of modifications that could hypothetically be made to middle-years courses.…”

WIP: Integration of Inclusive Mindset in a Middle-Year Biomedical Engineering Course: a Study Over Healthcare Disparities via Story-Driven Learning

“…In our previous work (Nezafati, Chua and LeDoux, 2020) we mentioned the idea of creating value for the end-users and consideration of their demands are normally the focus of introductory designbased courses (Gunnarsson, Birch and Hendricks, 2019), or culminating senior capstone experiences or senior projects (Cezeaux et al, 2008;Nasir, Kleinke and McClelland, 2016). Given the fact that, traditionally the main focus of middle-years courses are on technical content and analytical procedure (Lord and Chen, 2014), the demand for attention to "middle-years" courses will be more vivid.…”