Better understanding of the intersection of ableism and ageism and how they both play a role in our society and may impact creative aging program design
Better understanding of the intersection of ableism and ageism and how they both play a role in our society and may impact creative aging program design Not at all (1)
Better understanding of the intersection of ableism and ageism and how they both play a role in our society and may impact creative aging program design (2)
Better understanding of the intersection of ableism and ageism and how they both play a role in our society and may impact creative aging program design Somewhat (3)
Better understanding of the intersection of ableism and ageism and how they both play a role in our society and may impact creative aging program design (4)
Better understanding of the intersection of ableism and ageism and how they both play a role in our society and may impact creative aging program design Very much (5)
Better understanding of physical and cognitive changes that may come with aging
Better understanding of physical and cognitive changes that may come with aging Not at all (1)
Better understanding of physical and cognitive changes that may come with aging (2)
Better understanding of physical and cognitive changes that may come with aging Somewhat (3)
Better understanding of physical and cognitive changes that may come with aging (4)
Better understanding of physical and cognitive changes that may come with aging Very much (5)
Better understanding of disabilities - both visible and invisible (do or do not present themselves in a physical form) that may be experienced by older adult students
Better understanding of disabilities - both visible and invisible (do or do not present themselves in a physical form) that may be experienced by older adult students Not at all (1)
Better understanding of disabilities - both visible and invisible (do or do not present themselves in a physical form) that may be experienced by older adult students (2)
Better understanding of disabilities - both visible and invisible (do or do not present themselves in a physical form) that may be experienced by older adult students Somewhat (3)
Better understanding of disabilities - both visible and invisible (do or do not present themselves in a physical form) that may be experienced by older adult students (4)
Better understanding of disabilities - both visible and invisible (do or do not present themselves in a physical form) that may be experienced by older adult students Very much (5)
Better understanding of Universal Design basics and how they can be used to minimize barriers to learning
Better understanding of Universal Design basics and how they can be used to minimize barriers to learning Not at all (1)
Better understanding of Universal Design basics and how they can be used to minimize barriers to learning (2)
Better understanding of Universal Design basics and how they can be used to minimize barriers to learning Somewhat (3)
Better understanding of Universal Design basics and how they can be used to minimize barriers to learning (4)
Better understanding of Universal Design basics and how they can be used to minimize barriers to learning Very much (5)
More knowledge about art form-specific adaptive tools and activities you can use in your classes
More knowledge about art form-specific adaptive tools and activities you can use in your classes Not at all (1)
More knowledge about art form-specific adaptive tools and activities you can use in your classes (2)
More knowledge about art form-specific adaptive tools and activities you can use in your classes Somewhat (3)
More knowledge about art form-specific adaptive tools and activities you can use in your classes (4)
More knowledge about art form-specific adaptive tools and activities you can use in your classes Very much (5)
Better understanding of how to apply accessibility best practices to your creative aging curriculum, ensuring your program design is more inclusive
Better understanding of how to apply accessibility best practices to your creative aging curriculum, ensuring your program design is more inclusive Not at all (1)
Better understanding of how to apply accessibility best practices to your creative aging curriculum, ensuring your program design is more inclusive (2)
Better understanding of how to apply accessibility best practices to your creative aging curriculum, ensuring your program design is more inclusive Somewhat (3)
Better understanding of how to apply accessibility best practices to your creative aging curriculum, ensuring your program design is more inclusive (4)
Better understanding of how to apply accessibility best practices to your creative aging curriculum, ensuring your program design is more inclusive Very much (5)
Enhanced connections with a committed group of peers
Enhanced connections with a committed group of peers Not at all (1)
Enhanced connections with a committed group of peers (2)
Enhanced connections with a committed group of peers Somewhat (3)
Enhanced connections with a committed group of peers (4)
Enhanced connections with a committed group of peers Very much (5)
