Syllabi for the 2nd International Universal Design Research Course

General Study for Universal Design

Lecturers: Satoshi Kose, Keiji Kawahara, etc.
2 credits	Compulsory	Lecture
1st semester（online and on-demand）

Themes and objectives of the course (in relation to the Diploma Policy)

To acquire basic and essential knowledge of the broad field of Universal Design (hereinafter referred to as UD as appropriate). Based on an understanding and insight into the relationship between human diversity and the living environment, the goal is for students to develop a spontaneous awareness of issues and the ability to think about human-centred design based on human rights and human dignity.

Outline of lessons

Universal design is the design of equipment, architecture, spaces and systems with the intention from the outset to be accessible to the greatest possible number of people, regardless of ethnic, cultural, customary, religious, national, gender, age or ability differences. The International Association for Universal Design (IAUD) goes one step further and believes that the essence of Universal Design is ‘creating a safe and secure social environment that respects the humanity of each individual’. In this course, the aim is to acquire and examine the knowledge necessary for human-centred design in the relationship between humans and their surrounding living environment, from an interdisciplinary system of architecture, ergonomics, sociology, psychology, physiology, anthropology and other disciplines.

Methods of evaluation for students

1. Evaluate understanding of the lecture content with an instant report to be submitted after each sesion. (50%)
2. Evaluated by a comprehensive report required to be submitted in the 14th week of lessons. (50%)

No examinations will be given.
Comprehension of each lesson content will be judged from the above two points and an overall evaluation will be made.

Lesson plans (weekly lesson content, teaching methods, etc.)

01:	Introduction (Outline of the course / Philosophy of Universal Design)
02:	Dissemination and education (background and history from barrier-free to universal design)
03:	Laws, regulations and standards (various legal systems and ISO/JIS standards, from buildings to household goods)
04:	User characteristics (physical characteristics of the elderly and disabled and points to consider in daily life)
05:	Diversity and Inclusion (Universal Design for whom?)
06:	Architecture and town planning (design of living environments)
07:	Transport (public transport and mobility in public spaces)
08:	Information and communication (signage and information design)
09:	Housing and equipment (design for usability)
10:	Products and household goods (design of everyday household items)
11:	Clothing and food (fashion design and food packaging design)
12:	Human-centred design thinking (respect for human rights and humanity)
13:	Global environmental conservation (towards a sustainable society)
14:	Safety and disaster prevention (UD in disaster evacuation environments)
15:	Peace and international contributions (UD saving the world)/ Feedback on comprehensive report

Textbooks and Reference books

[Textbook]

Knowing, Understanding, Universal Design - IAUD UD Certification and Intermediate Level Official Textbook.

[Reference books]

IAUD UD Matrix : Collection of user information and case studies (IAUD), Universal Design Handbook (McGraw-Hill), etc.
Many books have been written on universal design.
The Design of Everyday Things by Don Norman (Basic Books), Design for the Real World: Human Ecology and Social Change by Victor Papanek (Academy Chicago Pub) are also well-known books related to Universal Design.

Admission Guide for the 2nd International Universal Design Research Course

Universal Design around the World

Lecturers: omnibus
2 credits	Elective	Lecture
1st semester（online and on-demand）

Themes and objectives of the course (in relation to the Diploma Policy)

Universal Design (UD) is a concept that was first proposed in the USA in the late 1980s and has since spread rapidly around the world, although similar concepts had already been proposed in Europe and several other countries since the 1960s. ‘Normalization’ and ‘Design for the Disabled’ were proposed in Europe and influenced Japan as well. Since the 1990s, ideas with different names have emerged, such as ‘Design for All’, ‘Inclusive Design’ and ‘Human-Centered Design’. It is important to note, however, that each of these ideas has somewhat different background and perspectives, None of them is the best, yet they should all be respected. It is worth noting that UD is adopted by the UN in its UNCRPD, which is accepted and ratified by most member countries.
In this course, participants will learn how UD and similar concepts have been introduced in different parts of the world and how they relate to the unique local cultural background, climate and lifestyle. The aim is to acquire basic and essential knowledge on a wide range of UD areas. The participants are expected to develop an awareness of issues and flexible thinking on UD based on an understanding and insight into the relationship between human diversity and the living environment.

Outline of lessons

Leaders who have advocated UD and similar concepts and contributed to the spread and development of UD in various parts of the world are invited as lecturers. They will introduce the history of their activities, their ideas and specific examples in their contexts.
In this course, the aim is to learn and consider how UD and similar concepts have been developed in various countries and regions of the world, from the perspective of diversity and inclusion in terms of culture, customs, lifestyle, religion, etc.

Methods of evaluation for students

1. Evaluate understanding of the lecture content with a report to be submitted after each session. (50%)
2. Submission of a comprehensive report after 14 weeks of lessons. (50%)

No examinations will be conducted.
Overall comprehension of lecture contents will be judged from the above two points and final evaluation will be made.

Lesson plans (weekly lesson content, teaching methods, etc.)

01:	Introduction (Outline of the course/ Significance of comparative study of UD and similar ideas from different parts of the world.)
02:	Universal Design around the World
03:	UD from the perspective of the United States
04:	UD from the Nordic perspective
05:	Inclusive Design in the United Kingdom
06:	Design for All from the Spanish perspective
07:	UD from the German perspective
08:	UD from the Indian perspective
09:	Universal Fashion from the Indian perspective
10:	UD from the perspective of the ASEAN countries
11:	Inclusive Design in Norway
12:	Tourism for All in Europe
13:	UD from the Japanese perspective
14:	to be determined
15:	Summary / Feedback on comprehensive reports

*The order of lessons may change.

Textbooks and Reference books

Not specified.

Admission Guide for the 2nd International Universal Design Research Course

Tourism for All in Europe

Lecturer: Francesc Aragall
2 credits	Elective	Lecture
1st semester（online and on-demand）

Themes and objectives of the course (in relation to the Diploma Policy)

Understand how the tourism industry and activities can meet the requirements and expectations of a wide diversity of users: tourists with different cultural backgrounds, gender, age, physical dimensions, sensory and motor abilities.
Avoid stigmatization of different user groups.
To know and analyze different good practices in this field.
Based on the knowledge received, students will be able to design sustainable tourism proposals from ecological, social and economic perspectives.

Outline of lessons

Tourism is a leisure activity that may involve cultural, sport, gastronomy, religion, nature or many other aspects.

To ensure that everyone can enjoy this leisure time, all phases of the activity must be considered, from the moment the decision to undertake the activity is made to the preservation of the memories of the experience.

The lessons of this course will deeply analyze all the phases of the tourism activities but also will consider all different activities that can be part of the tourism experience.

Through real cases, it will be explained how Tourism for All can be planned to ensure that everyone can enjoy it, that no one is left behind and that it is aligned with sustainable development. 

Methods of evaluation for students

1. Evaluate understanding of the lecture content with an instant report to be submitted after each session. (30%)
2. Evaluated by a report consisting in the analysis of an existing tourism resource from the UD perspective or a report describing a new tourism activity. It is required to be submitted in the 14th week of lessons. (70%)

Comprehension of each lesson’s content will be judged from the above two points and an overall evaluation will be made.

Lesson plans (weekly lesson content, teaching methods, etc.)

01:	Introduction to Tourism for All. Description of tourism sector and aspects of human diversity related to tourism.
02:	Economic impact of Tourism for All
03:	Difference between Tourism for All and tourism for specific user groups
04:	The HUMBLES method to identify opportunities in the tourism industry.
05:	Break through options, Layout solutions,
06:	Efficient implementation. The Seven Interdependent Success Factors (7 ISF)
07:	The use of the 7 ISF to assess a tourism offer and to develop an action plan.
08:	Travel experience
09:	The city as a destination. Environment, resources and services
10:	Museums for All and Heritage protected environments and Tourism for All
11:	Wayfinding in tourism destinations and Tourism for All in natural environment
12:	Tourism for All and gastronomy
13:	Review of students’ existing tourism resources analysis or new activities proposed-1.
14:	Review of students’ existing tourism resources analysis or new activities proposed-2.
15:	Conclusion. The way ahead.

Textbooks and Reference books

[Textbook]

Destinations for All. ECA 2017
ECA for Administrations 2013
Universal Design, The HUMBLES method for user-centered business. 

Admission Guide for the 2nd International Universal Design Research Course

Universal Design in India, the Majority World

Lecturer: Singanapalli Balaram
2 credits	Elective	Lecture
1st semester（online and on-demand）

Themes and objectives of the course (in relation to the Diploma Policy)

India today is the most populated country on earth. However this majority world country has the problem of inclusivity compounded because, every problem of physical or mental impairment is strongly connected to the social and cultural impairments such as caste and creed etc. It is also inseparably connected with other developmental issues such as poor infrastructure, low literacy rate and inadequate health facilities. To add to this issue, India is a complex, culturally and linguistically pluralistic country.
As you cannot walk if one of the legs is lagging behind, the world cannot move well if one part of the globe, the majority world, is lagging behind in Universal Design. It is not democratic as well as imbalanced.

This course aims at bringing awareness and sensitizing the participants about the Universal Design issues specific to the majority world.

Outline of lessons

Universality is a complex phenomenon in India, for it is an overpopulated, socioculturally diverse country with deeply entrenched religious beliefs and social taboos as well as inequalities such as castes. It also has about 16 major languages, scripts, and demographic variations.

The lessons are therefore structured to find ways through this complexity to reach certain general direction for designing. Real-life case studies are used to demonstrate the validity of concepts.

Methods of evaluation for students

1. Evaluating the understanding of the unique Indian situation. (30%marks)
2. Evaluating the report/document submitted along with assignments. This is required in the 14th week. (60%marks)
3. Assessing the presentation and articulation quality, both textual and visual. (10%marks)

Lesson plans (weekly lesson content, teaching methods, etc.)

01:	The Context: Majority and Minority worlds: The difference, what and why.
02:	A macro view of inequality in the world and merits of difference.
03:	Social, Cultural and Political aspects specific to majority world: India
04:	Universal Design education and development in India
05:	The untapped fortune:The commercial value and business virtues of Universal Design for the majority of people.
06:	Oneness: The emerging global paradigm to be looked up.
07:	The white imperative: Towards a future world where all colors unite to make the white.
08:	Challenges and Opportunities in tourism
09:	Universal Design Case studies from India: Dos and donts.
10:	Role of Governments, Policies and non-governmental Organizations.
11:	Role of individual Designers, Professionals bodies, public Media and Educational Institutions.
12:	Universal Design India Principles: 2011
13:	Assignments related to Universal Design in India
14:	Evaluation of the assignments and Feedback
15:	Summary, Conclusion and seeing the Way Ahead

Reference books

1. Wolfgang F.E Preiser, Ed. Second Edition, 2011. “Universal Design Handbook” Mcgraw-Hill Construction Media.
2. Singanapalli, Balaram; Revised 3rd Edition, 2024 “Thinking Design” KBI Publishers International.

Admission Guide for the 2nd International Universal Design Research Course

Universal Fashion in India

Lecturer: Padmini Balaram
2 credits	Elective	Lecture
1st semester（online and on-demand）

Themes and objectives of the course (in relation to the Diploma Policy)

Theme:
The title ‘Universal Fashion in India’ means, comfortable clothing, which are easy to wear and change, for all.
They would be functional and look attractive irrespective of differences in abilities, which provides them a means to be the part of the contemporary world.
They would be made affordable to cater to poor class and expensive to cater to the rich class of people.

Objectives:
Make participants aware of the complexities of various levels of abilities clubbed with different affordability & cultures within India, needed for designing Universal Fashion for India

Outline of lessons

In India total 21 types of physical and mental diversities are prevalent. India is the most populated and one of the least per capita income countries of the world. Many people belonging to the poor class, having different types of Diversities/ Different abilities /Limited abilities, do not have money to spend for their own treatment. Hence, it is rather challenging to design Fashion for All, having different kind of limited abilities and belonging to rich, middle and poor classes.
India is also has very high population of elderlies and children. They also need special fashion which is comfortable and good looking. Through this course, participants will be introduced to the different types of impairments which will be grouped based on the similarities of the need in wearing and changing clothes.
Participants will also be introduced to the diversities of clothing required for the different regions of India, its multi-cultural aspects and the important dos and dont’s.

This course ‘Universal Fashion in India’ would cater to mainly three major points.

1. Understanding different types of people with disabilities, and their clothing needs
2. Designing comfortable and easy to wear clothes,
3. Making the clothes fashionable, allowing the wearer to mingle flowingly with the fashionable world.

Observing One of the Physically Impaired Peoples’ Home:

• Due to the limited time, each participant will visit at least one of the physically impaired peoples’ homes near their place.
• Preferably each participant will chose a home dealing with different kind of disability.
• For the mutual and compounded learning, each participant will present their observations, their own findings, discussions with the residents and their care takers, after visiting their selected physically impaired peoples’ home. This will give an opportunity to all the participants to understand the problems faced by the people having different kinds of disabilities.

Methods of evaluation for students

1. Evaluating the understanding of the unique Indian situation. (20%)
2. Evaluating the report/document submitted along with assignments. Class assignments are to be submitted within a week and final report is required in the 14th week. (60%)
3. Assessing the presentation and articulation quality, textual, verbal and visual. (20%)

Lesson plans (weekly lesson content, teaching methods, etc.)

01:	What is Universal Fashion? How is it different than the usual Fashion? Types of Impairments Prevalent in India and Grouping the similar ones to understand their limited abilities, for designing the easy to wear clothes.
02:	Method of conducting a survey in an institution housing differently abled people. Method of preparing a questionnaire and what to take note of record, if permission is granted. Assignment 1: Participants to visit one of the institutions near their residence to understand the problems and present it in the class to share information related to different abilities.
03:	Traditional Indian garments used in the different parts of India and their social importance: East India
04:	Traditional Indian garments used in the different parts of India and their social importance: Northeast India Submission of Assignment 1 by the Participants
05:	Learning by Sharing: Presentation by Participants on their Assignment 1: Field Visit
06:	Learning by Sharing: Presentation by Participants on their Assignment 1: Field Visit Assignment 2: Points to Considered for Designing Comfortable, Easy to Wear Garments, based on their Field Research
07:	Traditional Indian garments used in the different parts of India and their social importance: North India
08:	Traditional Indian garments used in the different parts of India and their social importance: West India and Central India Submission of Assignment 2
09:	Traditional Indian garments used in the different parts of India and their social importance: South India
10:	Learning from the Past: Fashionable Textiles depicted in Ajanta Caves in India
11:	Stitched Garments verses Unstitched Garments: Advantages and Disadvantages A Group Discussion with The Comments from the Faculty
12:	Points to Consider for Creating Easy to wear clothing and Fashions for people having Locomotor Disability
13:	Considerations for Creating Clothing and Fashions for Seniors and Children Assignment 3: Preparing Final Report and Submitting for Feedback & Correction if any.
14:	Faculty’s Feedbacks and Pointing out Corrections is Required in Submitted Assignments Submission of Assignment 3: Final Report for Evaluation
15:	Summary, Conclusion and Further Possibilities

Reference books

A. Books

1. Singanapalli, Balaram; Revised 3rd Edition, 2024 “Thinking Design” KBI Publishers International.
2. Preiser, Wolfgang and Smith, Korydon H. Universal Design Handbook, 2E. US: McGraw-Hill Professional, 2010.

B. Website:

3. Principals of Universal Design, https://universaldesign.ie/about-universal-design/the-7-principles

Note:
Further links/ book references will be provided in the class, related to the participants’ chosen topics
Classes will be conducted by presenting PPT to accommodate visuals and important text, apart from the verbal information.

Admission Guide for the 2nd International Universal Design Research Course

Universal Environment for Sustainable ASEAN and Beyond

Lecturer: S Antika Sawadsri
2 credits	Elective	Lecture
1st semester（online and on-demand）

Themes and objectives of the course (in relation to the Diploma Policy)

This course aims to equip students with essential knowledge of universal and inclusive design principles as they relate to sustainable development in the ASEAN region and beyond. By understanding the intersection between human-centered design, cultural diversity, and sustainability, students will gain the skills needed to create environments that are accessible, inclusive, and sustainable. The objective is for students to cultivate critical thinking and practical problem-solving skills to address challenges in the built environment that align with human rights, dignity, and sustainable development goals (SDGs).

Outline of lessons

The course covers universal design concepts applied to various environmental and cultural contexts within ASEAN, exploring how architecture, urban planning, and public policies can integrate sustainability and inclusivity. Topics include the relationship between environmental sustainability, inclusive urban design, and community development. Students will learn through an interdisciplinary approach incorporating architecture, sociology, anthropology, urban planning, and environmental sciences.

Methods of evaluation for students

1. Submission of reflective reports after each lesson to evaluate understanding of lecture content (50%).
2. Submission of a comprehensive final project/report by the 14th week, applying course knowledge to propose an inclusive and sustainable design solution for a case study in an ASEAN context (50%).

Students will be evaluated through the following methods:
1. Weekly Reflective Reports (50%)
After each lesson, students are required to submit a short reflective report summarizing key insights and how the lecture content can be applied to practical scenarios. Each report will be assessed based on a rubric with the following criteria:

• Clarity and depth of understanding (40%): Demonstrates comprehension of lecture content with clear and concise explanations.
• Application of knowledge (30%): Shows the ability to apply learned concepts to practical examples or propose new ideas.
• Critical analysis (20%): Provides thoughtful analysis and connections to real-world issues.
• Structure and presentation (10%): Well-organized and free from grammatical errors.

2. Comprehensive Final Project (50%)
By the 14th week, students will submit a comprehensive project report proposing an inclusive and sustainable design solution for a case study within the ASEAN context. The project will be evaluated based on the following rubric:

• Relevance and alignment with course objectives (20%): The project aligns with the themes of universal and sustainable design as discussed in the course.
• Innovation and creativity (20%): Demonstrates original thinking and creative solutions that go beyond standard practices.
• Feasibility and practicality (20%): Proposes realistic, implementable design solutions with consideration of cultural and contextual factors.
• Depth of research and analysis (20%): Includes comprehensive research, proper references, and detailed analysis.
• Presentation and structure (10%): The project is clearly presented, well-structured, and professionally formatted.
• Engagement with community and inclusivity principles (10%): Reflects an understanding of participatory and inclusive design practices.

No formal examinations will be administered. The overall evaluation will be based on these assessments, allowing students to demonstrate their understanding and application of the course material.

Lesson plans (weekly lesson content, teaching methods, etc.)

01:	Introduction to Universal and Inclusive Design (Course overview, relevance to sustainability in ASEAN, and key concepts)
02:	Historical Background of Universal Design in ASEAN (Evolution from accessibility to inclusive and sustainable design practices)
03:	Cultural and Societal Influences (Exploring how cultural values and societal norms impact design in ASEAN countries)
04:	Human-Centered Design Principles (Understanding diversity, user needs, and inclusive approaches)
05:	Sustainability and Universal Design (Integrating environmental sustainability with inclusive design for long-term impact)
06:	Urban Planning for Inclusivity (Case studies on urban projects within ASEAN that prioritize inclusive public spaces)
07:	Community Engagement and Participatory Design (Methods for involving communities in the design process for better outcomes)
08:	Legislation and Policy Frameworks (Reviewing relevant laws, regulations, and standards that impact design in ASEAN)
09:	Innovative Technologies for Accessibility (Exploring technological advancements that aid inclusive design in public spaces)
10:	Designing for Diverse Demographics (Addressing the needs of different age groups and abilities in design solutions)
11:	Public Spaces and Infrastructure (Case studies on inclusive and accessible public infrastructure in ASEAN)
12:	Environmental Conservation and Design (Aligning universal design with eco-friendly practices to support SDG goals)
13:	Emergency Planning and Resilience (Ensuring safety and accessibility during disasters and emergencies)
14:	Evaluating Case Studies (Analysis of successful projects in the ASEAN region that exemplify inclusive and sustainable practices)
15:	Final Presentations and Course Feedback (Student presentations of their comprehensive projects; feedback and discussion)

Textbooks and Reference books

No textbook is specified.

Admission Guide for the 2nd International Universal Design Research Course

Advanced Study for Universal communication

Lecturers: Yukio Ota, Loic Marleix, Tatsuji Mizobe
2 credits	Elective	Lecture
1st semester（online and on-demand）

Outline of lessons

In this course as Universal Communication Design, the cases of pictograms and pictorial language, which have been specialised in human history, will be understood, recognised and discussed as a special theory; a discussion of the achievements and trends in communication design, which have expanded from two dimensions to three and four dimensions, will be discussed as an overview in the near future.
It is hoped that this will be taken up the general study in the near future.

Methods of evaluation for students

1. Evaluate understanding of the lecture content with an instant report to be submitted after each sesion. (50%)
2. Evaluated by a comprehensive report required to be submitted in the 14th week of lessons. (50%)

Comprehension of each lesson content will be judged from the above two points and an overall evaluation will be made.

Lesson plans (weekly lesson content, teaching methods, etc.)

01:	Introduction (Outline of the course/ Overview of Universal Communication Design)
02:	Function and history of pictograms
03:	Design of emergency exit signs 1
04:	Design of emergency exit signs 2
05:	Safety guidance signs with luminescent material
06:	Light surface illumination development (phosphorescent sheets)
07:	Film speakers that change the concept of sound
08:	LoCoS word design 1
09:	LoCoS word design 2
10:	LoCoS text design
11:	LoCoS Pronunciation design
12:	LoCoS history
13:	LoCoS databasing
14:	LoCoS keyboard
15:	Future of LoCoS, website update library open source

Textbooks and Reference books

[Textbook]

New Pictogram LoCoS, Yukio Ota, Kodansha
Pictogram Design, Yukio Ota, Kashiwa Shobo

[Reference books]

IAUD UD Matrix : Collection of user information and case studies (IAUD), Universal Design Handbook (McGraw-Hill), etc. Many books have been written on universal design.
The Design of Everyday Things by Don Norman (Basic Books), Design for the Real World: Human Ecology and Social Change by Victor Papanek (Academy Chicago Pub) are also well-known books related to Universal Design.

Admission Guide for the 2nd International Universal Design Research Course

Advanced Study for Environmental Design

Lecturers: Satochi Kose, etc
2 credits	Elective	Lecture
1st semester（online and on-demand）

Themes and objectives of the course (in relation to the Diploma Policy)

The aim of this course is to learn and discuss how the urban environment around us should meet the concept of Universal Design (hereinafter referred to as UD), and to be able to make our own proposals in the end.

Outline of lessons

Students will mainly learn about the current state of the built environment (the environment created by humans in contrast to the natural environment) in which they leave their homes and travel through the built environment to reach their destinations, and will also learn the knowledge necessary for designing the environment in relation to human characteristics. In this course, the aim is to learn the knowledge necessary for designing the environment and to consider the procedures for creating it.

Methods of evaluation for students

1. Evaluate understanding of the lecture content with a report to be submitted after each session. (50%)
2. Submission of a comprehensive report after 14 weeks of lessons. (50%)

Overall comprehension of lecture contents will be judged from the above two points and final evaluation will be made.

Lesson plans (weekly lesson content, teaching methods, etc.)

01:	Introduction (Outline of the course / Concepts of Universal Design)
02:	Medical model of disability, social model and human rights model. What the shape of the city looks like?
03:	Consider what the problem is from the user's perspective (user characteristics)
04:	What is an environment that supports people from cradle to grave in relation to population ageing
05:	Mobility: Walking
06:	Environment within walking distance
07:	Mobility: public transportation systems
08:	What you will encounter when traveling by public transportation
09:	Urban and Natural Parks
10:	Consider what a diverse living environment should be.
11:	Practice
12:
13:
14:
15:	Summary / Feedback on comprehensive report

Textbooks and Reference books

Not specified.

Admission Guide for the 2nd International Universal Design Research Course

Advanced Study for Universal Design Management

Lecturer: Masayoshi Kubo
2 credits	Elective	Lecture
1st semester（online and on-demand）

Themes and objectives of the course (in relation to the Diploma Policy)

1. Acquire knowledge and insight into UD management necessary for corporate growth.
2. Understand what UD management is and how it can be used to win mega-competitions.
3. Learn about regulations related to UD management, such as the Convention on the Rights of Persons with Disabilities, ISO, JIS, and UD management for customers.

This lecture should be attended by those who are interested in the field of management, such as UD management and UD marketing, have some knowledge and insight in the field, or would like to seek learning in the field in the future.

Outline of lessons

The position of UD management in business management and the necessary UD management-related knowledge will be discussed.

Methods of evaluation for students

Evaluation will be based on the report prepared and submitted at the end of each lecture.

Lesson plans (weekly lesson content, teaching methods, etc.)

01:	Introduction (Guidance)
02:	Learn about the management philosophies of leading companies ((1) Why are management philosophies necessary? (2) The management principles of each company, (3) What is diversity management?)
03:	Organizational management in UD management ((1) UD organization, (2) Form of organization to practice UD, (3) Practice of UD management, (4) Fostering UD culture)
04:	Consider UD business management in order to practice UD management (i.e. relearn business management such as (1) Business planning, (2) Financial closing, (3) Cost, (4) Business evaluation, etc.)
05:	Human resource development in UD management ((1) Business develops with people, (2) People and work management, (3) Labor-management relation)
06:	Global UD Management ((1) Group & global UD management, (2) Progress and barriers of internationalization, (3) Further internationalization)
07:	UD marketing ((1) UD product development, (2) UD market development, (3) UD promotion)
08:	UD management and the SDGs ((1) UD Life cycle assessment, (2) Sustainable UD management, (3) Stakeholder management to reconsider environmental impacts)
09:	UD co-creation management ((1) competition and consortia, (2) UD leadership, (3) UD differentiation, (4) Concentration and selection in UD management)
10:	UD brand management ((1) What is a UD brand? (2) UD brand management, (3) UD brand evaluation, (4) UD corporate brand and UD product brand)
11:	UD Management innovation ((1) Creation and Renewal, (2) Business Innovation, (3) Awareness Innovation, (4) Self-Transformation)
12:	UD and intellectual property strategies ((1) Industrial property rights, (2) Rights and infringement, (3) Contracts)
13:	New UD management perspectives required (Learning from UD-related award-winning companies)
14:	Legal compliance and UD management ((1) Compliance, (2) Customer protection and product liability, (3) Diversity acceptance and legal compliance, 4) Confidentiality)
15:	Summary and conclusion

Textbooks and Reference books

Papers, reviews, articles, case studies, etc.
Presented on case-by-case

Admission Guide for the 2nd International Universal Design Research Course

Advanced Study for Mobility Universal Design

Lecturer: Makoto Oshima
2 credits	Elective	Lecture
1st semester（online and on-demand）

Themes and objectives of the course (in relation to the Diploma Policy)

Based on a basic knowledge of universal design, the course focuses on universal design of mobility, including automobiles, and explores its origins, design methods and verification methods based on actual examples, with participants voluntarily becoming aware of the issues. The course also develops the ability to think about new human-machine interfaces and human-centered design, such as ease of getting in and out of vehicles and ease of operation, in line with future trends in mobility, which are constantly changing.

Outline of lessons

Since the beginning of the 20th century, people have designed many vehicles for mobility and transport equipment has developed in line with the demands of the times, seeking functional improvements and the value of ownership. Universal design in mobility refers to the design of spaces, devices and systems with the intention from the outset to be usable in as many different ways as possible to meet people's mobility needs. In this course, the aim is to acquire and examine the knowledge necessary for human-centered design in the relationship between humans and mobility.

Methods of evaluation for students

1. Positive attitude towards the class (30%)
2. Examinations or reports to be submitted in the seventh and final week of class (70%)

Active and spontaneous questioning during class will be highly valued and taken into account in the scoring.

Lesson plans (weekly lesson content, teaching methods, etc.)

01:	Origins of people and mobility, philosophy of mobility universal design
02:	The relationship between the demands of the times and the development of transport equipment, architecture and urban structures 1910s - 1940s
03:	Emergence of mobility universal design
04:	The demands of the times and the development of transport equipment, ergonomics, energy conservation
05:	Development of mobility universal design in automobiles
06:	What is the ergo index?
07:	What is scene suitability? (Mid-term report or paper test)
08:	Development of mobility universal design in public vehicles
09:	Development of mobility universal design in railways, aircrafts and ships
10:	Future mobility developments and challenges
11:	Carbon neutral initiatives
12:	Current status and future prospects of human-machine interfaces
13:	Automatic driving and mobility universal design
14:	Multi-functions of mobility and transit
15:	Possibilities and challenges of new mobility (theme of report)

Textbooks and Reference books

Automobile and Culture, The streamlined decade, The style of the century,
World Design History by Kimimasa Abe,
Corbusier's beloved car by Kunio Okada,
IAUD UD Matrix: User Information and Case Studies,
Design for the Real World: Human Ecology and Social Change by Victor Papanek (Academy Chicago Pub)

Each student is expected to read reference and related books and consider the development of mobility, the current situation and future trends.
From the perspective of active learning, questions will be asked in class, so students should always be prepared to answer them. (2-3 hours per week)

Admission Guide for the 2nd International Universal Design Research Course

Advanced Study on Building Design

Lecturer: Satoshi Kose
2 credits	Elective	Lecture
1st semester（online and on-demand）

Themes and objectives of the course (in relation to the Diploma Policy)

The aim is to learn what Universal Design of buildings should be, and to be able to discuss and make proposals in the end.

Outline of lessons

You will understand the current state of the buildings whom you encounter most frequently when you go outside of our dwellings.You will learn the knowledge necessary to design and create buildings in relation to human characteristics.

Methods of evaluation for students

1. Evaluate understanding of the lecture content with a report to be submitted after each session. (50%)
2. Submission of a comprehensive report after 14 weeks of lessons. (50%)

Overall comprehension of lecture contents will be judged from the above two points and final evaluation will be made.

Lesson plans (weekly lesson content, teaching methods, etc.)

01:	Introduction (Outline of the course / Concepts of Universal Design)
02:	Medical model of disability, social model and human rights model (history and process from barrier-free to universal design)
03:	What are barriers and why they are from the user's perspective.
04:	User characteristics (physical characteristics of the elderly and the disabled)
05:	Barrier-Free Law and UD in relation to population ageing
06:	Development of UD in buildings: access and use
07:	Toilets: can you find a usable one outside?
08:	Safe and usable stairs
09:	Importance of providing information (e.g., wayfinding)
10:	UD of schools: They become an evacuation center in the event of a major disaster
11:	Small Business Approach: Reasonable accommodation, Alternative accommmodation
12:	UD of historic cultural properties: to what extent?
13:	Evacuation safety (evacuation in case of fire)
14:	Dwellings (From cradle to grave: to be discussed in detail in a separate lecture course)
15:	Summary / Feedback on comprehensive report

Textbooks and Reference books

Not specified.

Admission Guide for the 2nd International Universal Design Research Course

Advanced Study for Universal Tourism

Lecturer: Masayoshi Kubo
2 credits	Elective	Lecture
1st semester（online and on-demand）

Themes and objectives of the course (in relation to the Diploma Policy)

1. Learn about the legal system related to UT and reasonable accommodation.
2. UT is established by bridging the gap between nursing care and tourism. To achieve this, the existence of UT concierges is important, so learn about the necessary requirements for a UT concierge.
3. Regarding the different region-by-region requirements for UT, consider the key points to make it viable economically and managerially when viewed as a tourism service business.

This lecture is aware of the sprouting of new inclusive services, such as UT concierge training, and seeks to take this lecture as an opportunity to continue learning in related fields.
Therefore, applicants with an interest in [care] and [tourism] are desirable.

Outline of lessons

Universal Tourism (UT) is travel that everyone can enjoy.
It refers to travel anyone can participate in without hesitation, regardless of age or disability (Japan Tourism Agency).
In this lecture, learn about UT, including systems that support people who have difficulty traveling and who require assistance with transportation, assistance, accommodation, etc.

Methods of evaluation for students

Evaluation will be based on the report prepared and submitted at the end of each lecture.

Lesson plans (weekly lesson content, teaching methods, etc.)

01:	Introduction (Guidance)
02:	What is UT ((definition of UT, UN Convention on the Rights of Persons with Disabilities, legislation related to UT such as the Disability Discrimination Act, etc.)
03:	UT started with NPOs (how and why NPOs have been proactively supporting people with disabilities to get out and about even before legislation was in place)
04:	UT Concierge (the role of the UT Concierge in joining forces across the boundaries of assistance and tourism).
05:	Tourism and travel (definition and difference as a science and as a livelihood)
06:	People with travel difficulties (what are the reasons why people who have given up on a journey have given up, and what care and assistance is needed to prevent them from giving up)
07:	UT and UD (UD is about providing an environment and product services that are accessible to everyone, but what is UT's concern and support if you cannot adapt to travel)
08:	Older people and UT (differences between independent and later life older people and differences in travel support, preparation for acceptance and necessary considerations)
09:	Disabled people and UT (the degree of travel difficulty depending on the condition of the disabled person and the region they wish to travel to, and the overall and individual optimum travel services)
10:	Mobility and UT (public transport in urban and rural areas, differences in taxis and other means of transport, hardware and software and services in travel difficulties)
11:	Accommodation and UT (environment for accommodation of persons with disabilities according to the Convention on the Rights of Persons with Disabilities, preparation for acceptance and necessary considerations)
12:	Stopovers and UT (accessibility and the state of support and help in museums, art galleries, scenic spots, eating and drinking establishments and other facilities where travellers stop)
13:	UT marketing (management issues and market development for the establishment of travel-related businesses for people with travel difficulties)
14:	Global UT (to consider what preparations and considerations need to be made to enable people with travel difficulties to travel the world without difficulty, and where the future is heading)
15:	Summary and conclusion

Textbooks and Reference books

Papers, reviews, articles, case studies, etc.
Presented on case-by-case

Admission Guide for the 2nd International Universal Design Research Course

Advanced Study for Universal Housing

Lecturer: Satoshi Kose
2 credits	Elective	Lecture
1st semester（online and on-demand）

Themes and objectives of the course (in relation to the Diploma Policy)

The aim is to learn and discuss how a dwelling can satisfy the concept of Universal Design (hereinafter referred to as UD). One should be able to make a proposal in the end.

Outline of lessons

The aim is to understand the current state of dwelling design, then to learn essential design requirements in relation to human characteristics.

Methods of evaluation for students

1. Evaluate understanding of the lecture content with a report to be submitted after each session. (50%)
2. Submission of a comprehensive report after 14 weeks of lessons. (50%)

Overall comprehension of lecture contents will be judged from the above two points and final evaluation will be made.

Lesson plans (weekly lesson content, teaching methods, etc.)

01:	Introduction (Outline of the course / Philosophy of Universal Design)
02:	Medical, social and human rights models of disability. How dwelling has historically developed
03:	Consider problems from resident’s viewpoint (user characteristics)
04:	VISITABILITY and LIVEABILITY (what visitors want and what homeowners need)
05:	From cradle to grave: (aging of the population）
06:	Responding to each individual (Final details cannot be determined until the homeowner is determined）
07:	Consider the path of travel:corridors, stairs and elevators.
08:	Toilets and bathrooms (basic physiological requirements)
09:	Kitchen and dining
10:	Single-family and multi-family housing (different ideass in different countries)
11:	Revisit safety and usability
12:	Evacuation safety (evacuation in case of fire)
13:	What is a residential environment that is not “a dwelling?”
14:	Perspectives on the Housing Sociology
15:	Summary / Feedback on comprehensive reports

Textbooks and Reference books

Not specified.

Admission Guide for the 2nd International Universal Design Research Course

Advanced Study for Sustainable Design

Lecturer: Fumikazu Masuda
2 credits	Elective	Lecture
1st semester（online and on-demand）

Course themes and goals (related to the diploma policy)

Sustainable Design (hereafter abbreviated as SD) is a design for creating a sustainable society. The costs of human-first economic development have been the mass consumption of underground resources and the destruction of the natural environment on a global scale. All of which has led to climate change, the loss of biodiversity, and even the survival of human beings itself. In other words, based on the recognition that modern civilization cannot continue as it is (unsustainable), we shall explore the ideal form of a new society based on new values, set specific goals, and design the path to reach them. We should cultivate the ability to readjust the design of all things, events, products, spaces, systems, services, etc. in line with the evaluation axis of sustainability.

Course Overview

Universal Design, which aims to "create a safe and secure social environment that respects the humanity of each and every person," must not contradict Sustainable Design, which aims for coexistence between humans and all life on Earth. The essence of the problem becomes clear when we recognize that while the fierce competition for economic development creates discrimination and injustice in human society, it also places stress on all animals and plants, including humans, that threatens their survival. The United Nations Sustainable Development Goals (SDGs) also have the basic principle of "Leaving no one behind (LNOB)," which means no one should be left behind. We can understand the essence of universal design by considering whether the "no one" refers to only humans, or to all life including humans.

How students are evaluated

The evaluation will be based on the level of understanding of the class, based on the immediate report submitted after each class (50%)
and the comprehensive report submitted in the final class (50%).

Lesson plans

01:	Overview (Course outline/The meaning of sustainable design)
02:	How to perceive the environment?
03:	What does sustainability mean?
04:	Environment and Design, the history and the present
05:	Eco-design concepts and methodologies
06:	The current state of the global environment
07:	Sustainable Design and Universal Design
08:	The aims of the Sustainable Development Goals (SDGs) and Design
09:	SDGs #1 to SDGs #4 and design case studies
10:	SDGs #5 to SDGs #8 and design case studies
11:	SDGs #9 to SDGs #12 and design case studies
12:	SDGs #13 to SDGs #16 and design case studies
13:	SDGs #17 plus the concept of SDGs #18
14:	Designing a sustainable society
15:	Sustainable Design and Universal Design

Textbooks and Reference books

[Reference books]

"The Limits to Growth" Club of Rome (1972 - Diamond Inc.),
"Spaceship Earth" Buckminster Fuller (1972 - Diamond Inc.),
"Design for Survival" Victor Papanek (1974 - Shobunsha),
"An Inconvenient Truth" Al Gore (2007 - Random House Kodansha),
"Ecodesign" Yamamoto Ryoichi & Masuda Fumikazu (1999 - Diamond Inc.),
"Ecodesign" Asai Haruhiko & Masuda Fumikazu (2010 - University of Tokyo Press), etc.
“Ask the Animals - Japan & Australia Edition: Animal SDGs” Fumikazu Masuda & Ian Tsutsui (2024 – NURUE) (2024 - Kindle edition) English edition.
From 50 years ago to today, many warnings have been sounded, noticed, discussed, and ultimately ignored. Please pick up a copy at a library or somewhere similar.
There is a lot of information about the SDGs, I recommend reading the original text whenever possible: https://sdgs.un.org/goals
If Japanese version is necessary, the UNICEF explanation may be easier to understand: https://www.unicef.or.jp/kodomo/sdgs/about/

Admission Guide for the 2nd International Universal Design Research Course

Advanced Practice for Universal Design

Lecturers: Satoshi Kose, etc.
2 credits	Elective	Practice
1st semester（online and on-demand）

Themes and objectives of the course (in relation to the Diploma Policy)

Specialized research will be conducted on themes and areas set by each participant from the broad field of Universal Design (hereafter referred to as UD).
Based on an understanding and insight into the relationship between human diversity and the living environment, the course aims to develop/certify the ability of participants to take on leadership roles and promote specific projects in their own field.

Outline of lessons

Each participant is required to deepen his/her research theme in almost one-to-one tutorial meetings with the lecturer in charge, and to demonstrate research results with creativity and originality.
This course is interpreted as the examination for the Advanced UD Certificate conducted by IAUD.
Therefore, participants include not only regular attendees of the UD research course, but also those who apply only for the examination for the Advanced UD Certificate.
The latter also earn credits, which they can count as credits acquired when attending the UD research course at a later date.

Methods of evaluation for students

1. Progress steps are assessed by interim presentations 1-3. (50%)
2. Achievement is judged on the presentation and Q&A at the final review. (50%)

Final evaluation is based on the above two points.

Lesson plans (weekly lesson content, teaching methods, etc.)

01:	Introduction (Outline of the course/Task setting)
02:	Understanding the current situation: Survey of past research literature
03:	Understanding the current situation: Presentation of the results for past research literature
04:	Understanding the current situation: Field verification and issues to pursue
05:	Interim presentation 1 (Presentation of issues based on research analysis)
06:	Issue verification/ Presentation: UD hypothesis
07:	Design development / Production of rough sketches (any format)
08:	Interim presentation 2 (Presentation of design proposals with rough sketches)
09:	Re-examination of the design (Revision, deepening, concretization, etc.)
10:	Interim presentation 3 (Presentation of the design proposal with documents showing the finished form)
11:	Development of evaluation model (any format depending on the content of the evaluation)
12:	Feasibility interviews
13:	Production of proposal model (any format depending on the content of the proposal)
14:	Making presentation materials (any format)
15:	Final review (any form of presentation) and final evaluation (grading and credit approval)

Textbooks and Reference books

[Textbook]

Textbooks are not specified. Advice on references etc. will be given if necessary.

[Reference books]

Knowing, Understanding, Universal Design - IAUD UD Certification and Intermediate Level Official Textbook (IAUD).
IAUD UD Matrix: Collection of user information and case studies (IAUD), Universal Design Handbook (McGraw-Hill), etc.
Many books have been written on universal design.
The Design of Everyday Things by Don Norman (Basic Books), Design for the Real World: Human Ecology and Social Change by Victor Papanek (Academy Chicago Pub) are also well-known books related to Universal Design.

Admission Guide for the 2nd International Universal Design Research Course

Advanced Practice for Inclusive Design

Lecturer: Makoto Ooshima
2 credits	Elective	Practice
2nd semester（online and on-demand）

Themes and objectives of the course (in relation to the Diploma Policy)

Based on basic knowledge of inclusive design and design thinking, participants will voluntarily become aware of problems, emphasis with the inconveniences of everyday and unusual life by working together with users, and think of solutions. If the solutions make life more convenient and enjoyable not only for specific users but also for many other people, this is an even better goal to achieve.
It is also important to create prototypes and have the results verified by users.

Outline of lessons

This practice consists of two types of lessons.
The first is an online classroom lecture to understand the significance and know-how of user-participation workshops.
Next, in the first intensive lecture, the participants actually experience life together with the users, and experience and feel the inconvenience and difficulties they experience in their everyday activities.
They take this back home, develop solutions, realize their ideas and have the results verified by the users in the second intensive course.
If modifications or improvements can be made, they can be incorporated into the final presentation.

Methods of evaluation for students

1. Positive attitude towards the class (30%)
2. Mid-term check and submission of assignment reports in the 8th and final week of class (70%)

Active and spontaneous questioning during class will be highly valued and taken into account in the scoring.

Lesson plans (weekly lesson content, teaching methods, etc.)

01:	The importance of participatory inclusive design workshops
02:	What is the 48-hour design marathon?
03:	Examples of previous 48-hour design marathons (1)
04:	Examples of previous 48-hour design marathons (2)
05:	Intensive lecture Inclusive design workshop (guidance)
06:	Intensive lecture Inclusive design workshop (survey)
07:	Intensive lecture Inclusive design workshop (survey summary)
08:	Inclusive design idea development and mid-term check
09:	Inclusive design idea development
10:	Intensive inclusive design workshop (proto development)
11:	Intensive inclusive design workshop (proto development)
12:	Intensive inclusive design workshop (validation)
13:	Intensive inclusive design workshop (revision)
14:	Intensive inclusive design workshop (revision) Inclusive design exercise presentation
15:	New design possibilities and challenges (themes for report)

Textbooks and Reference books

IAUD UD Matrix: User Information and Case Studies
Design for the Real World by Victor Papanek
Innovating with People: the Business of Inclusive Design, Norwegian Design Council

Admission Guide for the 2nd International Universal Design Research Course

Advanced Practice for Sustainable Design

Lecturer: Fumikazu Masuda
2 credits	Elective	Practice
2nd semester（online and on-demand）

Class theme and goals

Theme: Design for Sustainable Inclusive Society

Design is involved in all the processes of conceiving, planning and realizing a sustainable society. For example, if you want to eat healthy food; rich soil, water and climate for growing vegetables and grains are essential, as well as the physical conditions such as the cultivation, harvesting, distribution and supply system, the economic conditions of the buyer, the means to process, cook and consume, and the equipment and tools to follow these processes must be in place.
Even if the natural conditions for fish, such as river and sea water, are in place, you cannot eat it unless you have the means to obtain it and clean water suitable for cooking. In addition, your own physical and mental conditions must be in place. When there are any difficulties, you will need support from people and society, and assistance in the form of tools and systems.
In other words, both a stable natural environment and a social environment in which human can continue to live within it are essential for people to live a dignified life.
In this exercise, we will propose a design as concrete as possible, based on as detailed consideration and verification as possible for realizing an inclusive sustainable society. We aim to put into practice the knowledge and skills that we have learned in the Special Course on Sustainable Design.
[Imagination, analytical skills, and judgment skills]

Course Outline

Based on the knowledge and experience gained thus far, students will discover and select a theme from various areas of society, and independently conduct research by investigating and analyzing based on their own hypotheses, or by conducting experimental verification and consideration.
Lecturer will provide individual guidance and advice according to each student's progress.

Method of student evaluation

The evaluation will be made comprehensively based on the following ratios:
• research content (social relevance, timeliness, perspective, depth of research, etc.) 40%
• expressiveness (originality, creativity, quality) 40%
• research attitude (effort, attitude towards research) 20%

Lesson plan

01:	Orientation (setting the issue and explaining the overview)
02:	Grasping the current situation/Literature survey
03:	Grasping the current situation/Presenting the results of literature survey
04:	Grasping the current situation/Field verification and problem discovery
05:	Interim presentation 1 (presentation of the issue based on research and analysis)
06:	Verification of the issue/Presentation of a hypothesis for Sustainable Universal Design (Sustainable UD)
07:	Design development based on the hypothesis/Making a rough sketch (free format)
08:	Interim presentation 2 (Presentation of a design proposal based on a rough sketch)
09:	Re-examination of design (modification, deepening, concretization, etc.)
10:	Interim presentation 3 (presentation of design proposal with materials showing the final form)
11:	Development of evaluation model (free format depending on evaluation content)
12:	Hearing survey regarding feasibility
13:	Creation of proposal model (free format depending on proposal content)
14:	Creation of presentation materials (free format)
15:	Joint review (free presentation format) and final evaluation (scoring and credit recognition)

Textbooks used

No specific requirements.
Book recommendations and simple materials will be provided as necessary.

Self-study

Literature surveys, materials, and field research should be carried out continuously and proactively.
Every direct or indirect experiences in your daily life can provide clues/hints, so always keep all your receptors switch open.
Let’s be mindful to avoid making self-righteous suggestions; please be aware that everyone have different values and personalities due to their physical and mental conditions, as well as various social conditions such as cultural backgrounds, beliefs, and areas of residence.

Admission Guide for the 2nd International Universal Design Research Course

Final Research

Lecturers: Satoshi Kose, Keiji Kawahara, Masayoshi Kubo, etc.
4 credits	Compulsory	Practice
1st & 2nd semester（online and on-demand）

Themes and objectives of the course (in relation to the Diploma Policy)

Depending on the theme of the final research set by each student, they will investigate and analyse the social situation and the problems contained therein from the perspective of Universal Design (hereinafter referred to as UD).
It is desirable to consider not only the form and function, but also the impact of the proposal on user diversity and the living and working environment, and to make specific research proposals. It is essential to report closely on the progress of the research to the lecturer in charge in order to deepen mutual understanding.
Three interim presentations are given in the first semester, and two interim presentations and a final presentation (presentation of the final research) in the second semester.
Based on an understanding of and insight into the diversity of users, the goal is for students to develop a spontaneous awareness of issues and the ability to make socially implementable proposals for human-centred design based on human rights and human dignity.

Outline of lessons

Individual guidance is given according to the schedule in the form of exercises to reach the achievement goals of the class according to the theme. In weekly lessons, students go through the UD process of ‘research’, ‘analysis’, ‘examination’, ‘planning’, ‘prototyping’ and ‘evaluation’, and practise research or prototyping to complete as a final research project.

Methods of evaluation for students

1. The first semester (autumn term) is assessed on the basis of three interim presentations and an interim report to be submitted in week 14. (40%)
2. In the second semester (spring semester), students will be assessed on the basis of two mid-term presentations, a final presentation and a comprehensive report to be submitted in week 14. (60%)

Comprehension of the content of each class will be assessed from the above two points and an overall evaluation will be made.

Lesson plans (weekly lesson content, teaching methods, etc.)

First semester (spring term)
01:	Introduction (overview of the course/what is the problem?)
02:	Research theme setting / schedule preparation
03:	Identification of problems / current situation research (market research)
04:	Identification of problems / current situation survey (user survey)
05:	Mid-term presentation 1 (presentation & discussion)
06:	Analysis of problems
07:	Evaluating / re-analysing the problems
08:	Structuring the problems / creating image maps 1
09:	Structuring the problems / creating image maps 2
10:	Mid-term presentation 2 (presentation & discussion)
11:	Setting the research subject (setting issues to be solved based on the gap between the ideal state and the current state)
12:	Elaboration of the research subject
13:	Concept making
14:	Mid-term report submission
15:	Mid-term presentation 3 (presentation and discussion)

Second semester (autumn term)
01:	Confirmation of research theme and assignment setting (re-setting and revision) / Schedule preparation
02:	To be determined according to progress
03:	To be determined according to progress
04:	To be determined according to progress
05:	Mid-term presentation 4 (presentation & discussion)
06:	To be determined according to progress
07:	To be determined according to progress
08:	To be determined according to progress
09:	To be determined according to progress
10:	Midterm presentation 5 (presentation & discussion)
11:	To be determined according to progress
12:	To be determined according to progress
13:	To be determined according to progress
14:	Submission of comprehensive report
15:	Final presentation (presentation of final research)

Textbooks and Reference books

Advise on references, etc., where necessary.

Admission Guide for the 2nd International Universal Design Research Course