PASS IT seeks to address a compelling need in higher education by developing a corps of trainers to facilitate professional development workshops in the implementation of Universal Design (UD) and Universal Instructional Design (UID) in higher education. UID, an adaptation of the architectural concept of Universal Design, is a relatively new model for providing access to higher education for students with disabilities. Through UD and UID, staff and faculty create more welcoming spaces for all students by rethinking professional practices to develop curricula and programs that are inclusive for all learners. This book is organized into six sections, each dealing with a different aspect of the implementation of UD and UID in higher education. The first section (Theoretical Frameworks) presents theoretical frameworks that explores the historical roots of attitudes toward disability and provides the theoretical foundations for UID and then illustrates intersections between UID and student development theory. The second, pedagogical section (Implementing Universal Instructional Design in the Classroom), of the book examines the inclusiveness of first-year courses through Universal Instructional Design and discusses the value of going beyond the usual syllabus statement to communicate to students about the importance of providing equal access to classrooms and the impact that such communication can have on teaching and on all students' learning. Examples are given to demonstrate the relevance of UID principles to courses in art, legal studies, student writing, social sciences, and mathematics. The use of a computer-assisted model known as the Personalized System of Instruction (PSI) to teach a universally-designed psychology course is also explored in this section. The section closes with an examination of the role that learning communities play in implementing UD and UID. The third section (Implementing Universal Design in Academic Support and Student Development Programs and Services) explores the implementation of UD and UID in academic support and student development programs and services. The fourth section (Professional Preparation) addresses the application of UD and UID to professional preparation programs in higher education. The fifth section (Student Perspectives) is dedicated to student perspectives on the use of Universal Instructional Design. This section presents a discussion of the complicated process of disclosure for students with documented disabilities, as well as the results of the Multicultural Awareness Project for Institutional Transformation (MAP IT) that are specific to students with disabilities. A case study is described that demonstrates how developing accommodations for a student with multiple disabilities benefit the entire class. Finally, the sixth section (Administrative and Practical Considerations in Implementing Universal Instructional Design in Higher Education) addresses administrative and practical considerations in implementing UD in higher education. The book concludes with an expanded set of guidelines for extending UID as a model for multicultural postsecondary education. The book contains 38 articles, as follows: (1) Introduction (Emily Goff and Jeanne L. Higbee); (2) Theoretical Foundations of Universal Instructional Design (Nancy J. Evans); (3) Broadening the Pathway to Academic Success: The Critical Intersections of Social Justice Education, Critical Multicultural Education and Universal Instructional Design (Heather W. Hackman); (4) Linking Universal Instructional Design and Cultural Capital: Improving African American College Outcomes (Na'im Madyun); (5) Enhancing the Inclusiveness of First-Year Courses Through Universal Instructional Design (Jeanne L. Higbee, Carl J. Chung, and Leonardo Hsu); (6) Making a Statement (Mark Pedelty); (7) Practicing Universal Instructional Design in Visual Art Courses (Patricia James and Themina Kader); (8) Universal Instructional Design in a Legal Studies Classroom (Karen L. Miksch); (9) Teaching College History Using Universal Instructional Design (David Arendale and David Ghere); (10) Writing Assignments and Universal Design for Instruction: Making the Phantom Visible (Renee Delong); (11) Successful Undergraduate Mathematics Through Universal Design of Essential Course Components, Pedagogy, and Assessment (Irene M. Duranczyk and Annia K. Fayon); (12) Computer-Mediated Learning in Mathematics and Universal Instructional Design (D. Patrick Kinney and Laura Smith Kinney); (13) Universal Instructional Design in a Computer-Based Psychology Course (Thomas Brothen and Cathrine Wambach); (14) Charting a New Course: Learning Communities and Universal Design (Rashne R. Jehangir); (15) Universal Design Principles for Student Development Programs and Services (Jeanne L. Higbee); (16) Universal Learning Support Design: Maximizing Learning Beyond the Classroom (Donald L. Opitz and Lydia S. Block); (17) Implementing Universal Design in Learning Centers (Jeanne L. Higbee and Shevawn B. Eaton); (18) Universal Design in Counseling Center Service Areas (Kathleen B. Uzes and Daley O. Connelly); (19) Universal Design in Advising (Principles and Practices, Mary Ellen Shaw, Amy Kampsen, Carole Anne Broad, and Anthony Albecker); (20) The First-Year Experience (Jeanne L. Higbee and Karen S. Kalivoda); (21) Residential Living for All: Fully Accessible and "Liveable" On-Campus Housing (Martha E. Wisbey and Karen S. Kalivoda); (22) Disability Services as a Resource: Advancing Universal Design (Karen S. Kalivoda and Margaret C. Totty); (23) Ensuring Smooth Transitions: A Collaborative Endeavor for Career Services (Jeanne L. Higbee, Emily Goff, Karen S. Kalivoda, Margaret C. Totty, Janice Davis Barham, and Christopher D. Bell); (24) Infusing Universal Instructional Design Into Student Personnel Graduate Programs (Karen A. Myers); (25) The Application of Universal Instructional Design in Experiential Education (Nancy Sharby and Susan E. Roush); (26) An Administrative Approach to Universal Design in Allied Health Sciences (Deborah A. Casey); (27) Training Professional and Faculty Advisors in Universal Design Principles (Debbie Cunningham, Alfred Souma, and Kaycee Gilmore Holman); (28) Universal Instructional Design and Professional Development of Public School Teachers (Karen A. Myers, Jo Nell Wood, and Mark Poussan); (29) Student Evaluations of the Effectiveness of Implementing Universal Instructional Design (Jeanne L. Higbee, Pa Houa Lee, James R. Bardill, and Heidi Cardinal); (30) Why Not Disclose? (Julie R. Alexandrin, Ilana Lyn Schreiber, and Elizabeth Henry); (31) Empowering Students With Severe Disabilities: A Case Study (Jay T. Hatch, David L. Ghere, and Katrina N. Jirik); (32) Disability and Diversity: Results From the Multicultural Awareness Project for Institutional Transformation (Jeanne L. Higbee, Patrick L. Bruch, and Kwabena Siaka); (33) Using Universal Design for Administrative Leadership, Planning, and Evaluation (David Arendale and Robert Poch); (34) Computing Technologies, the Digital Divide, and "Universal" Instructional Methods (Jillian M. Duquaine-Watson); (35) Transforming the Community College by Eliminating Division Between Educational and Student Services (Melanie K. Wagner); (36) Community Colleges and Universal Instructional Design (Judy Schuck and Jane Larson); (37) Assistive Technology (Margret C. Totty and Karen S. Kalivoda); and (38) Institutional Transformation: Some Concluding Thoughts (Jeanne L. Higbee). [Individual articles contain references and tables.]