Read the article at:
Professors and educators creating accessible course content.
Credit to following URL:
Accessible Course Content Checklist
As you prepare for the new semester, keep accessibility in mind! Creating
course materials that are accessible in a variety of formats is helpful to
all students in your classes, including those with disabilities.
Use this checklist as a reference while preparing your courses, and feel free to
reach out to email@example.com.
– Use the accessible syllabus template
to ensure that all students, including those who use assistive technology,
will be able to access the information in your syllabus.
– If you have a D2L course, make sure your HTML course content contains
appropriate headings. To learn more, see our accessible content
If you receive an accommodation request from a student in your course
for a captioning accommodation, notify the captioning service using the
online captioning request form
*Go Above and Beyond For Your Students:*
– Consult the Universal Design Checklist for Educators
for guidance on designing and authoring accessible digital content such as
PowerPoints, PDFs, and Word Documents.
– Review the best practices for supporting Universal Design teaching
– Review the accessibility of your D2L course content using the
– Review the guidelines for creating accessible course content in D2L
– Consider captioning any video content you use in your courses. Email
firstname.lastname@example.org for a consultation or to schedule captioning
training, or review our YouTube captioning tutorials
to caption on your own.
For additional resources related to accessibility
<//www.colorado.edu/accessibility/resources> and universal design for
teaching and learning, please go to the Accessible Technology page
<//www.colorado.edu/accessibility/home>. There, you can also learn more
about CU Boulder’s Accessibility Policy
Designers and researchers, please, support the following survey below.
Thanks in advance!
My name is Gonzalo Raineri Bernain, and I’m doing a PhD in Design program at the Universidad de Palermo in Buenos Aires, researching Design, Sustainability and Autopoiesis. The purpose of this post is to invite you to please take part in a survey to obtain data from relevant players like you, in various fields of design.
Call for Papers: BIRD Conference New Experimental Research in Design /NERD, 15-16 June 2017, Braunschweig University of Art (HBK), Germany.
Further information (English PDF)
A scholarly journal of thought leadership, education and practice in the discipline of visual communication design.
Pleased to introduce Dialectic, a scholarly journal of thought leadership, education and practice in the discipline of visual communication design.
The entirety of the contents of Volume 1, Issue 01 (V1, I1) of Dialectic, the new, fully open access scholarly journal administrated by the AIGA Design Educators’ Community, can be viewed in full at:
A printed version of Dialectic is also available for $19.99 on Amazon at:
Each of the pieces that has been published in Dialectic V1, I1—their titles and author’s names appear below—may be read or viewed in full online by navigating to the URL listed above and then clicking on the “CONTENTS” box in the upper right corner of Dialectic’s home page. Additionally, each of these pieces may be freely downloaded in .pdf form by anyone in the world who has a viable internet connection and electricity.
The Table of Contents for Dialectic’s inaugural issue is located at:
The content of Dialectic is organized in three sections: “Front Matter,” “The Feature Well,” and “Back Matter.”
The Front Matter section contains the following:
It’s time to stir the pot… An Introductory Letter from Dialectic’s Managing Editor and its Producer by Michael R. Gibson and Keith M. Owens
Journaling through the Back Door by Stephen McCarthy
A New North American Design Research Organization by John Zimmerman, Carlos Teixeira, Erik Stolterman and Jodi Forlizzi
The Feature Well section contains the following:
The Concept of the Design Discipline by Paul A. Rodgers and Craig Bremner
First Issues, First Words: Vision in the Making by Jessica Barness
Tip of the Icon: Examining Socially Symbolic Indexical Signage by Terry Dobson and Saeri Cho Dobson
On Web Brutalism and Contemporary Web Design by Aaron Ganci and Bruno Ribeiro
A Visual Essay: My Life as a Fake by Jenny Grigg
A Survey Paper: Doctoral Education in (Graphic) Design by Dori Griffin
A Position Paper: Defining Design Facilitation: Exploring and Advocating for New Strategic Leadership Roles for Designers and What These Mean for the Future of Design Education by Pamela Napier and Terri Wada
The Back Matter section contains the following book reviews:
Developing Citizen Designers by Elizabeth Resnick; reviewed by Ann McDonald
Leap Dialogues by Mariana Amatullo, Bryan Boyer, Liz Danzico and Andrew Shea; reviewed by Annabel Pretty
Are We There Yet? Insights on How to Lead by Design by Sam Bucolo; reviewed by Heather Corcoran
Mapping the Grid of Swiss Graphic Design: A Review of 100 Years of Swiss Graphic Design by Christian Brändle, Karin Gimmi, Barbara Junod, Christina Reble and Bettina Richter; reviewed by Richard Doubleday
Leonardo Three-Year Symposium on the Ph.D. in Art and Design
In 2017, the journal Leonardo celebrates 50 years of publishing research and works of art at the intersection of art, science and technology. As part of the celebrations, we initiated a 3-year symposium to address issues surrounding the development of the Ph.D. in Art and Design. The first articles are about to appear.
Universities around the world are now debating this issue. While the MFA is a terminal degree for professional practice, the Ph.D. is a research degree — the doctor of philosophy. The debate began in the U.K. when independent art and design schools merged with universities or obtained university status in their own right. This led to the question of the standards for appointment and promotion to programs once located in separate institutions that are now located within universities. Universities in Europe, Asia, Australia and North America have joined the conversation by establishing new Ph.D. programs or initiating serious debates on whether — and how — to build them. The question of the Ph.D. for art and design raises many challenging issues. First among these is the nature of research, research training, and the Ph.D. While this issue is obvious to those who have earned a Ph.D. in the natural sciences, social sciences, or liberal arts, it remains complicated in understanding the Ph.D. for art and design.
- What is the Ph.D. in art?
- What is the Ph.D. in design?
- What should a Ph.D. be in a field of professional practice?
- Should there be several kinds of Ph.D. in art and design or one major model?
- Why pursue such a degree?
- What is the nature of such a Ph.D. with respect to
research quality as distinct from the quality of art or design practice?
- Why are so many programs struggling or going wrong?
- Why do universities and accrediting authorities permit problematic programs to continue?
- Why, in the past, did artists interested in research choose to take a Ph.D. in disciplines outside art?
- Are there specific skills all researchers require without respect to their discipline?
– Improving sustainable product design methods by researching what designers and engineers value in them, and how they can act as innovation tools. Including integrating life-cycle assessment into product design process. (Strong design / needfinding skills, or LCA skills, wanted)– Inventing new materials and/or technologies for sustainable 3D printing of compostable biomaterials that enable low-energy printing processes. Special emphasis on achieving low cost and high mechanical strength while maintaining compostability. (Hands-on experience 3D printing alternative materials wanted; ideally also material science or chemistry background.)