Source: UNIV OF ALABAMA submitted to NRP
BUILDING ADAPTIVE APPAREL COMPETENCIES INTO THE HIGHER EDUCATION CURRICULUM
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
ACTIVE
Funding Source
OTHER GRANTS
Reporting Frequency
Annual
Accession No.
1029451
Grant No.
2023-70003-38778
Cumulative Award Amt.
$299,884.00
Proposal No.
2022-06634
Multistate No.
(N/A)
Project Start Date
Jan 1, 2023
Project End Date
Dec 31, 2025
Grant Year
2023
Program Code
[ER]- Higher Ed Challenge
Recipient Organization
UNIV OF ALABAMA
BOX 870344
TUSCALOOSA,AL 35487
Performing Department
(N/A)
Non Technical Summary
This project aims to develop a multidisciplinary problem-based learning (PBL) curriculum to support the development of adaptive apparel merchanding and design (AMD) competencies. The specific purposes of this projectare(a) to foster awareness of the importance of adaptive AMD competencies for professional development among diverse undergraduate student populations and (b) to cultivate the adaptive AMD competencies necessary for their workplace success as graduates.These purposes will be achieved by developing, implementing, evaluating, and revising an adaptive apparel curriculum, including a web-based module series andPBL activities. The developed curriculum will be packaged as a certificate and disseminated for use by other universities. This project will have positive outcomes for students, educators, the PWD community, and adaptive apparel industry professionals. It will ensure that inclusive mindsets and competencies to merchandise and design adaptive apparel are part of food and agricultural sciences undergraduate curricula within higher education institutions.
Animal Health Component
30%
Research Effort Categories
Basic
30%
Applied
30%
Developmental
40%
Classification

Knowledge Area (KA)Subject of Investigation (SOI)Field of Science (FOS)Percent
90351993020100%
Knowledge Area
903 - Communication, Education, and Information Delivery;

Subject Of Investigation
5199 - Clothing and textiles, general;

Field Of Science
3020 - Education;
Goals / Objectives
This project has two main goals: (a)to foster awareness of the importance of adaptive apparel merchandising and design (AMD) competencies for professional development among diverse undergraduate student populations and (b) to cultivate the adaptive AMD competencies necessary for their workplace success as graduates.These goalswill be achieved by developing, implementing, evaluating, and revising an adaptive apparel curriculum, including a web-based module series and problem-based learning (PBL) activities. The developed curriculum will be packaged as a certificate and disseminated for use by other universities. This project will ensure that inclusive mindsets and competencies to merchandise and design adaptive apparel are part of food and agricultural sciences undergraduate curricula within higher education institutions. Specifically, the objectives of the project include:(1) Identify best industry practices in adaptive AMD and incorporate them into the curriculum.(2) Develop a web-based module series on adaptive AMD competencies and their importance. These modules may be used in courses or independently for professional development.(3) Develop PBL activities for four existing courses (two design courses and two merchandising courses) to provide students opportunities to apply adaptive apparel competencies.(4) Develop an adaptive AMD certificate program, including the courses with newly developed adaptive apparel PBL activities. The certificate program will be offered to college students and professionals interested in working in the adaptive apparel field.(5) Establish an adaptive AMD lab at the University of Alabama (UA) and the University of North Carolina at Greensboro (UNCG) to support the developed adaptive apparel PBL activities. The labs will be equipped with the technologies and equipment required for adaptive AMD. It will offer participants co-design space and provide opportunities for students to have participatory learning experiences.(6) Evaluate and revise the developed curriculum (web-based module series, PBL activities, and the certificate program).(7) Disseminate the developed curriculum.
Project Methods
Efforts:Students will learn the applied scientific knowledge through real-world case studies of industrial practices in the merchandising and design of adaptive apparel and developing adaptive apparel with the disability community's engagement. The research team will complete the following tasks to accomplish the objectives of the project.Task 1. The researchers will attend training courses provided by industry experts and visit several apparel companies which have engaged in developing adaptive apparel lines (e.g., Target, Smart Adaptive Clothing, Tommy Hilfiger, and Zappos) to learn the most updated industry practices in merchandising and design of adaptive apparel and develop video-based case studies for the web-based module series. In addition, the research team will conduct a thorough literature review to identify the issues related to adaptive AMD.Task 2. The research team will develop a series of web-based modules on adaptive AMD and interacting with PWD. The module series includes presentations, case studies, and videos designed to teach students about PWD, their challenges, and their special apparel needs. Each module consists of learning activities presented in various media forms, such as presentations, guest speeches, video clips from interviews with PWD, case studies, etc.Task 3. The research team will create user-centered co-design PBL activities. The user-centered co-design approach emphasizes end-user involvement, and it engages an iterative design-prototype evaluation loop from the beginning. In PBL, students work in collaborative groups to identify what they need to learn to solve a complex real-world problem that does not have a single correct answer (Hmelo-Silver, 2004). Disabled participants from local communities will work closely with apparel students in the process of AMD. Table 1 lists sample topics / PBL activities.Task 4. Set up the adaptive AMD lab or upgrade an existing lab space for the merchandising and design of adaptive apparel. With the support of their respective universities, the research team will prepare the plan, purchase equipment for, and set up the labs on their respective campuses (e.g., location, supplies, operation period, and lab management).Task 5. Implement new PBL activities. The research team will incorporate user-centered co-design approach PBL activities into four existing AMD courses (UA: CTD 349 Computer-Aided Apparel Design and CTD 387 Fashion Marketing; UNCG: APD 341 Fashion Studio III Advanced Patternmaking and Draping and RCS 484 Advanced Retail Analysis). Table 1 lists the course descriptions.Task 6. Teach the courses. The research team will teach these four courses in the adaptive apparel labs according to the class schedule of the departments. Each course will be offered at least once every academic year.Task 7. Prepare and submit the new certificate program proposal to both Universities. The two courses implemented at each respective university in Task 5 serve as the core courses for the certificate program at each university. The researchers from each university will set certificate acceptance and completion criteria, prepare the proposal and submit it to their respective Department, College, and University curriculum committees for approval.Task 8. Enroll students in the certificate programs. The departments will recruit students for the certificate programs, review applications, and accept students to the programs.Task 9. Evaluate the curriculum. The research team will evaluate short-term learning after completing each course and long-term learning for students after completing all courses.Task 10. Revise the curriculum. The research team will revise the curriculum based on the short-term course evaluations and teach the revised materials in the subsequent semesters.Task 11. Evaluate the certificate program. The research team will conduct the graduation surveys of students in the certificate program.Task 12. Disseminate the curriculum. The research team will disseminate the curriculum through online education, conference presentations, and journal publications.Evaluation:The Institute for Social Science Research (ISSR), an independent, interdisciplinary center in UA's College of Arts and Sciences, will conduct the evaluation with Dr. Joan Barth as team leader. The evaluation methods are detailed as follows:Pre/post student surveys and self-reflection. Surveys will target students participating in the different project components, assessing Objectives 1-6. The pre and post-surveys will share some common items, including the Interactions with Disabled Persons Scale (Gething, 1994; Gething & Wheeler, 1992), interest in designing and merchandising clothes for PWD, and career plans. Course content questions on design principles (e.g., user-centered co-design and problem-based projects) will be developed in consultation with the instructors. Changes in responses from pre to post-experience will assess the objectives. The post-surveys will also ask students to reflect on their experiences, focusing on what they learned and changes in their attitudes and beliefs about the disabled. Pre and post-questions will include rating scales and open-ended questions (e.g., what worked well, what needs to improve?) so that a student's perspective is reflected in the findings. Timeline: the beginning and end of each semester.Design lab surveys. Students, disabled participants, and faculty members using the lab will be surveyed about their lab experience and whether the lab provides the appropriate facilities and resources needed to merchandise and design adaptive apparel PBL activities. Survey findings will guide improvements and modifications to the lab. Timeline: at the end of each semester. Graduating student survey. Graduation surveys with AMD students in the classes of 2023-2025 will measure the long-term effect of the curriculum and the certificate program. The survey questions will include how many of the four courses students have completed, students' overall adaptive apparel knowledge, learning experiences, and the application of that knowledge in their internships and career plans. Over the three years, an increasing number of students will have experienced the new courses, so over time, we will be able to measure the program's impact. Timeline: at the end of each academic year.Project assessment rubrics. Instructors, disabled participants, and PWD community/industry partners will assess the students and their products on the degree to which they demonstrate critical thinking/problem-solving skills and intercultural knowledge/competence by adapting the VALUE rubrics developed by the American Association of Colleges and Universities. For the merchandising PBL activities (Objective 3), a panel consisting of instructors, disabled participants, and community/industry partners will attend student presentations and use this rubric to evaluate the merchandising student work. Timeline: at the end of each semester.Course grades. The short-term effects of the four courses on students' knowledge will be evaluated through assessments given in each course. Timeline: at the end of each semester.Interviews/Surveys with instructors, disabled participants, and community/industry partners. Interviews and surveys will focus on the strengths and weaknesses of the program components and recommendations for improvement. Interviews can take place in person, virtually, or over the phone. Timeline: at the end of each semester.

Progress 01/01/24 to 12/31/24

Outputs
Target Audience:In 2024, our project has twoprimary target audiences: 1. College students majoring in apparel design and merchandising at the University of Alabama (UA) and the University of North Carolina at Greensboro (UNCG) are at the heart of our project. During the Spring 2024 semester, 42 students from UA and 43 from UNCG enrolled in the merchandising/marketing courses completed market analysis and social media projects promoting adaptive apparel products/brands and raising awareness about the apparel needs of people with disabilities (PWD). During the Fall 2024 semester, 14 students from UA and 13 from UNCG enrolled in the apparel design courses and completed an adaptive apparel design project based on their interaction with individuals with disabilities. Their active involvement and dedication were instrumental in the success of the project. 2. Faculty and scholars from other institutions have been crucial in our mission to significantly impact the adaptive apparel industry. We disseminated the developed curriculum, student learning outcomes/experiences, and research findings through conference presentations, publications, salon sessions, and media channels. This outreach has shared our progress and inspired others to join us in this vital work, making the future of adaptive apparel education even more promising. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided? We participated in a salon session at the 2024 International Textile and Apparel Association Annual Conference that focused on critical dialogue on inclusive human-centered scholarship in the clothing and textiles discipline. We discussed and shared with other scholars the benefits and limitations of teaching apparel design for PWDs using first-hand data compared to second-hand data. We have developed a 12-credit-hour Undergraduate Certificate in Adaptive Apparel and will start offering it in the summer of 2026. This proposed certificate will give students an advanced understanding of adaptive apparel consumers and businesses and in-depth knowledge and competencies in adaptive apparel design, marketing, and retailing. Through this certificate program, we will deliver the expertise (teaching adaptive apparel courses/projects) and resources (course materials and the adaptive apparel lab) we have gained in the adaptive apparel area. How have the results been disseminated to communities of interest? 1. Conference presentation and panel discussion: Carrico, M., Taylor, B., Tong, X., & Su, J. (2025, January). Teaching Adaptive Apparel Design Using First-hand Data and Second-hand Data. InInternational Textile and Apparel Association Annual Conference Proceedings(Vol. 81, No. 1). Iowa State University Digital Press. Su, J., Carrico, M., Murphy, C., Tong, X., & Taylor, B. (2025, January). The Landscape of Adaptive Apparel: An Investigation of Current Brands' Strategies for Meeting the Unmet Needs of People with Disabilities. InInternational Textile and Apparel Association Annual Conference Proceedings(Vol. 81, No. 1). Iowa State University Digital Press. Su, J., Carrico, M., Murphy, C., Tong, X., & Taylor, B. (2025, January). Analyzing the Competitive Landscape of the Adaptive Apparel Sector. InInternational Textile and Apparel Association Annual Conference Proceedings(Vol. 81, No. 1). Iowa State University Digital Press. Su, J., Tong, X., Carrico1, M., Taylor, B., & Kellis, E. (2025, January). Adaptive Apparel: A Systematic Literature Review. InInternational Textile and Apparel Association Annual Conference Proceedings(Vol. 81, No. 1). Iowa State University Digital Press. 2. Press release: Adaptive Athletics students strike a pose with new clothes created by apparel design students (2024), available athttps://www.wvua23.com/news/local/adaptive-athletics-students-strike-a-pose-with-new-clothes-created-by-apparel-design-students/article_7aa89055-c501-5679-8a7a-462816907f94.html Adapting to Consumer Apparel Needs (2024), available athttps://www.uncg.edu/news/adapting-to-consumer-apparel-needs/ UA students design clothes for adaptive athletes as part of grant project(2024),available athttps://www.apr.org/news/2024-02-15/ua-students-design-clothes-for-adaptive-athletes-as-part-of-grant-project What do you plan to do during the next reporting period to accomplish the goals?(1) Identify best industry practices in adaptive AMD and incorporate them into the curriculum. Plan:The investigators will continue identifying and implementing the best industry practices to drive students' learning through research, consulting experts, site visits, and case studies. (2) Develop a web-based module series on adaptive AMD competencies and their importance. These modules may be used in courses or independently for professional development. Plan:The learning modules have already been developed. During the next reporting period, we will continue updating the content to enhance its quality and relevance and meet students' evolving needs. (3) Develop PBL activities for four existing courses (two design courses and two merchandising courses) to provide students with opportunities to apply adaptive apparel competencies. Plan: Problem-based design and merchandising/marketing projects have been developed and implemented in the four courses. During the next reporting period, we will continue modifying and improving these projects to enhance student learning. (4) Develop an adaptive AMD certificate program, including courses with newly developed adaptive apparel PBL activities. The certificate program will be offered to college students and professionals interested in working in the adaptive apparel field. Plan:The Adaptive Apparel Design and Merchandising Undergraduate Certificate was officially approved by the UA Board of Trustees in February 2025. We expect final approval from the Alabama Commission on Higher Education (ACHE) in June 2025. The two PDs at UA are working with the UA Online Program to develop the certificate program's courses. The certificate program and the four courses will become available for students to enroll in the summer of 2026. (5) Establish an adaptive AMD lab at the University of Alabama (UA) and the University of North Carolina at Greensboro (UNCG) to support the developed adaptive apparel PBL activities. The labs will be equipped with the technologies and equipment required for adaptive AMD. It will offer participants co-design space and opportunities for students to have participatory learning experiences. Plan: The investigators will purchase materials, equipment, and technologies for student projects. (6) Evaluate and revise the developed curriculum (web-based module series, PBL activities, and the certificate program). Plan:The project evaluator (ISSR) will work with the investigators to improve the evaluation design and tools to enhance project performance and achieve the project goals. (7) Disseminate the developed curriculum. Plan:The research team will continue disseminating the curriculum, students' learning outcomes, and research findings through conference presentations, journal publications, professional development workshops, online education, a dedicated website/blog, and media coverage.

Impacts
What was accomplished under these goals? (1) Identify best industry practices in adaptive apparel merchandising and design (AMD) and incorporate them into the curriculum. Accomplishments:Since the project funding was awarded in January 2023, the investigators have conducted a thorough literature review to identify industry practices and issues related to adaptive apparel, created a database containing the brands and retailers that sell adapted apparel, developed five web-based learning modules, and incorporated all these materials into the curriculum to foster a more dynamic, relevant, and effective learning experience for students. Faculty have been engaging with adaptive apparel industry professionals and scholars to learn industry practices through guest lectures and speakers (in-person and virtual), Zoom meetings with the adaptive apparel designers, retailers, and consumers, and conversations with other educators with experience in adaptive apparel at conferences. (2) Develop a web-based learning module series on adaptive AMD competencies and their importance. These modules may be used in courses or independently for professional development. Accomplishments:Five learning modules about adaptive apparel design and merchandising were developed and used in the four design and merchandising/marketing courses offered in Fall 2023, Spring, and Fall 2024. The module series includes presentations, case studies, podcasts, and videos to teachstudents about PWD, their challenges, and their special apparel needs. The2023 and 2024 project evaluation results show that students from both schools reported significant gains in knowledge from these learning modules about adaptive apparel design, PWD's challenges with clothing, brands/merchants that sell adaptive apparel, and the adaptive apparel market. (3) Develop Problem-Based Learning (PBL) activities for four existing courses (two design courses and two merchandising courses) to provide students with opportunities to apply adaptive apparel competencies. Accomplishments: A human-centered problem-based design project was developed and incorporated into the two design courses in Fall 2023 and Fall 2024. 54 apparel design students from UA and UNCG participated in the design project. The 2023 and 2024 project evaluation results show that the problem-based design project has successfully helped students learn about the clothing needs of people with disabilities (PWD) and applied design principles and skills in the project to design and make apparel for PWDs. 85 students from UA and UNCG enrolled in two merchandising classes were asked to create a customer profile for a specific disability community, a related merchandising plan, and a social media campaign promoting the adaptive apparel curriculum and raising awareness about the apparel needs of PWD in the Spring of 2024. The 2024 project evaluation results show that these projects were very effective in making students more aware of PWD's struggles regarding their clothing, and they gained a great deal of knowledge about how to merchandise adaptive apparel. Some students' interest in working in merchandising for PWD increased because of this experience. (4) Develop an adaptive AMD certificate program, including courses with newly developed adaptive apparel PBL activities. The certificate program will be offered to college students and professionals interested in working in the adaptive apparel field. Accomplishments:The team developed a 12-credit-hour online undergraduate certificate in Adaptive Apparel, which includes four courses, a web-based module series, and problem-based learning (PBL) activities. The UA Board of Trustees approved the Adaptive Apparel Design and Merchandising Undergraduate Certificate in February 2025. We expect final approval from the Alabama Commission on Higher Education in June 2025. The two PDs at UA have started working with the UA Online Program to develop the four courses. The certificate program and the four courses will become available for students to enroll in the summer of 2026. (5) Establish an adaptive AMD lab at the University of Alabama (UA) and the University of North Carolina at Greensboro (UNCG) to support the developed adaptive apparel PBL activities. The labs will be equipped with the technologies and equipment required for adaptive AMD. It offers participants co-design space and provides opportunities for students to have participatory learning experiences. Accomplishments:Lab materials and supplies (including laptops, AI software, fabrics, trims, and sample garments) were ordered to set up the adaptive apparel labs at each institution. The adaptive apparel labs offered students the materials and thespace needed to complete their projects. The 2023 and 2024 project evaluation results indicate that both UA and UNCG students were very satisfied with the classroom environment and experience. (6) Evaluate and revise the developed curriculum (web-based module series, PBL activities, and the certificate program). Accomplishments:The project's overarching goal is to develop a new curriculum that enables students to acquire and develop the necessary skills and knowledge to succeed in the adaptive apparel field. The Institute for Social Science Research (ISSR)is this project's external evaluator. The University of Alabama Institutional Review Board approved the procedures and assessments included in the project evaluation. Two student surveys (pre- and post-experience) were developed to measurethe new curriculum's effectiveness. The surveys consisted of questions about students' experiences with PWD, rating scales on how they felt about interacting with disabled people, knowledge of clothing needs for people with disabilities, knowledge of the adaptive apparel market, interest in designing clothing for PWD, and open-ended questions about the adaptive apparel market, students' future career plans, and demographic information. Overall, the feedback from students suggests that the new projects and courses were successful. Apparel design students' responses indicate that the courses/projects were very effective in making students more aware of PWD's struggles with their clothing, and they gained a great deal of knowledge about how to design adaptive apparel. Responses from studentsenrolled in the two merchandising courses indicate thatthe courses/projects were very effective in making themmore aware of the struggles PWD have when it comes to their clothing, and they gained a great deal of knowledge about how to merchandise and promote adaptive apparel. (7) Disseminate the developed curriculum. Accomplishments:The curriculum has been disseminated through conference presentations, journal publications, professional development workshops,and media coverage.

Publications

  • Type: Conference Papers and Presentations Status: Published Year Published: 2025 Citation: Carrico, M., Taylor, B., Tong, X., & Su, J. (2025, January). Teaching Adaptive Apparel Design Using First-hand Data and Second-hand Data. In International Textile and Apparel Association Annual Conference Proceedings (Vol. 81, No. 1). Iowa State University Digital Press.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2025 Citation: Su, J., Carrico, M., Murphy, C., Tong, X., & Taylor, B. (2025, January). The Landscape of Adaptive Apparel: An Investigation of Current Brands Strategies for Meeting the Unmet Needs of People with Disabilities. In International Textile and Apparel Association Annual Conference Proceedings (Vol. 81, No. 1). Iowa State University Digital Press.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2025 Citation: Su, J., Carrico, M., Murphy, C., Tong, X., & Taylor, B. (2025, January). Analyzing the Competitive Landscape of the Adaptive Apparel Sector. In International Textile and Apparel Association Annual Conference Proceedings (Vol. 81, No. 1). Iowa State University Digital Press.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2025 Citation: Su, J., Tong, X., Carrico1, M., Taylor, B., & Kellis, E. (2025, January). Adaptive Apparel: A Systematic Literature Review. In International Textile and Apparel Association Annual Conference Proceedings (Vol. 81, No. 1). Iowa State University Digital Press.
  • Type: Other Journal Articles Status: Other Year Published: 2024 Citation: Su, J., Tong, X., Carrico, M, Taylor, B, and Kellis, E. (Under revision). Mapping Research Progress and Trends of Adaptive Apparel Studies: A Systematic Review. International Journal of Fashion Design, Technology and Education.


Progress 01/01/23 to 12/31/23

Outputs
Target Audience:As current college students will be the apparel industry's future industry professionals, increasing their knowledge about adaptive apparel design will meet the industry's needs for knowledge industry professionals. In 2023, the primary target audienceof our project was college students in the apparel design area at the University of Alabama (UA) and the University of North Carolina at Greensboro (UNCG). Five learning modules about adaptive apparel design and merchandising were developed and used in the three design courses offered in Fall 2023 (CTD 241, CTD 350, and APD 341). Students in these three design courses also engaged in a human-centered design project based on their interaction with individuals with disabilities. A total of 25 apparel design students participated in the adapted apparel design project. They learned about the clothing needs of people with disabilities (PWD) and applied design principles and skills in the project to design apparel for PWDs. Changes/Problems:The following twochanges were made to the project plan. We believe both are not significant deviations from the projectschedule and goals. 1. Since we did nothave enough time to recruit a graduate research assistant (GRA) at UA in the first-year grant period (2023), we hired an undergraduate research assistant to help with the project. However, not having a GRA didn't change the scope of work related to the project. 2. We originally planned to submit the certificate program proposal in Fall 2023 at UA and UNCG. However, due to a policy change in the undergraduate certificate program at UA, the UA team submitted the proposal in February 2024. The UNCG team could not submit the proposal at their school due tobudget cuts. What opportunities for training and professional development has the project provided?No training and professional development events have been offered in 2023. How have the results been disseminated to communities of interest?1. Conference presentation:Su, J., Tong, X., Carrico, M. & Taylor, B., (2024) "Understanding Apparel Students' Perceptions of Clothing for People with Disabilities", International Textile and Apparel Association Annual Conference Proceedings 80(1). doi: https://doi.org/10.31274/itaa.17366. 2. Press release: Welbource, B. (2024), Fit for Champions, available athttps://news.ua.edu/2024/01/fit-for-champions/ 3. Social media coverage:https://www.facebook.com/photo/?fbid=737945721811524&set=pcb.737945885144841 What do you plan to do during the next reporting period to accomplish the goals?(1)Identify best industry practices in adaptive AMD and incorporate them into the curriculum. Plan:The investigators will continue identifying and implementing the best industry practices to drive students' learning through research, consulting experts, site visits, and case studies. (2)Develop a web-based module series on adaptive AMD competencies and their importance. These modules may be used in courses or independently for professional development. Plan:The learning modules have been developed. During the next reporting period, we will continue updating the content to enhance its quality and relevance and meet students' evolving needs. (3)Develop PBL activities for four existing courses (two design courses and two merchandising courses) to provide students with opportunities to apply adaptive apparel competencies. Plan:Problem-based design and merchandising/marketing projects have been developed. To enhance student learning, we will continue modifying and improving these projects during the next reporting period. (4)Develop an adaptive AMD certificate program, including courses with newly developed adaptive apparel PBL activities. The certificate program will be offered to college students and professionals interested in working in the adaptive apparel field. Plan:The UA team has successfully submitted the certificate program proposal, which is expected to be approved in Fall 2025. The certificate will be offered in summer 2026. (5)Establish an adaptive AMD lab at the University of Alabama (UA) and the University of North Carolina at Greensboro (UNCG) to support the developed adaptive apparel PBL activities. The labs will be equipped with the technologies and equipment required for adaptive AMD. It will offer participants co-design space and provide opportunities for students to have participatory learning experiences. Plan: The investigators will purchase materials, equipment and technologies needed for students' projects. (6)Evaluate and revise the developed curriculum (web-based module series, PBL activities, and the certificate program). Plan: The project evaluator (ISSR) will work with the investigators to improve the evaluation design and tools to enhance project performance and achieve the project goals. (7)Disseminate the developed curriculum. Plan: The research team will continue disseminating the curriculum and students' learning outcomes through conference presentations, journal publications, professional development workshops, online education, and media coverage.

Impacts
What was accomplished under these goals? (1)Identify best industry practices in adaptive AMD and incorporate them into the curriculum. Accomplishments: Since the project funding was awarded in January 2023, the investigators have conducted a thorough literature review to identify industry practices and issues related to adaptive apparel, created a database containing brands and retailers that sell adapted apparel, developed five web-based learning modules, and incorporated all these materials into the curriculumto foster a more dynamic, relevant, and effective learning experience for students.Faculty engaged with adaptive apparel industry professionals to learn industry practices through guest lectures and speakers, Zoom meetings with the adaptive apparel designers and retailers and designers, and conversations with other educators with experience in adaptive apparel. (2)Develop a web-based module series on adaptive AMD competencies and their importance. These modules may be used in courses or independently for professional development. Accomplishments:Five learning modules about adaptive apparel design and merchandising were developed and used in the three design courses offered in Fall 2023. The module series includes presentations, case studies, and videos to teach students about PWD, their challenges, and their special apparel needs. The 2023 project evaluation results show that students from both schools reported significant gains in knowledge from these learning modules about adaptive apparel design, the challenges that PWD has with clothing, brands/merchants that sell adaptive apparel, and the adaptive apparel market. (3)Develop PBL activities for four existing courses (two design courses and two merchandising courses) to provide students with opportunities to apply adaptive apparel competencies. Accomplishments:A human-centered problem-based design project was developed and incorporated into the two design courses in Fall 2023. A total of 25 apparel design students participated in the design project. The 2023 project evaluation results show that the problem-based design project has successfully helped students learn about the clothing needs of people with disabilities (PWD) and applied design principles and skills in the project to design apparel for PWDs. The investigators developed a social media project in 2023 to promote acceptance and raise awareness of adaptive clothing, which was incorporated into the two merchandising/marketing courses offered in the Spring of 2024. (4)Develop an adaptive AMD certificate program, including courses with newly developed adaptive apparel PBL activities. The certificate program will be offered to college students and professionals interested in working in the adaptive apparel field. Accomplishments:The team developed a 12-credit-hour online undergraduate certificate in Adaptive Apparel, which includes four courses, a web-based module series, and problem-based learning (PBL) activities. This proposed certificate will give students an advanced understanding of adaptive apparel consumers and businesses and in-depth knowledge and competencies in adaptive apparel design, marketing, and retailing. The 2023 project evaluation results suggest that students from both schools gained considerable knowledge from the two design courses included in the proposed certificate program, and their confidence in their skills increased as well. (5)Establish an adaptive AMD lab at the University of Alabama (UA) and the University of North Carolina at Greensboro (UNCG) to support the developed adaptive apparel PBL activities. The labs will be equipped with the technologies and equipment required for adaptive AMD. It offers participants co-design space and provides opportunities for students to have participatory learning experiences. Accomplishments:Lab materials and supplies (including laptops, AI software, fabrics, trims, and sample garments) were ordered to set up the adaptive apparel labs at each institution. The adaptive apparel labs offered students the materials and space needed to complete their projects. The 2023 project evaluation results indicate that both UA and UNCG students were very satisfied with the classroom environment and experience. ?(6)Evaluate and revise the developed curriculum (web-based module series, PBL activities, and the certificate program). Accomplishments:The project's overarching goal is to develop a new curriculum that enables students to acquire and develop the necessary skills and knowledge to succeed in the adaptive apparel field. The Institute for Social Science Research (ISSR) is this project's external evaluator. The University of Alabama Institutional Review Board approved the procedures and assessments included in the project evaluation. Two student surveys (pre and post-experience) were developed to measure the new program's effectiveness. The surveys consisted of questions about students' experiences with PWD, rating scales on how they felt about interacting with disabled people, knowledge of clothing needs for people with disabilities, knowledge of the adaptive apparel market, interest in designing clothing for PWD, and open-ended questions about the adaptive apparel market, students' future career plans, and demographic information. Overall, the feedback from students suggests that the new projects and courses were successful. Students' responses indicate that the courses were very effective in making students more aware of PWD's struggles with their clothing, and they gained a great deal of knowledge about how to design adaptive apparel. (7)Disseminate the developed curriculum. Accomplishments:The curriculum has beendisseminated throughconference presentations, press releases, and social media coverage.

Publications

  • Type: Conference Papers and Presentations Status: Published Year Published: 2024 Citation: Su, J., Tong, X., Carrico, M. & Taylor, B., (2024) Understanding Apparel Students Perceptions of Clothing for People with Disabilities, International Textile and Apparel Association Annual Conference Proceedings 80(1). doi: https://doi.org/10.31274/itaa.17366