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Teaching Overview

I believe that the role of educators is to cultivate experiences where students can engage in thoughtful observation, critical thinking, and meaningful engagement with materials and technologies.  I work with students to develop their abilities to investigate sociotechnical issues, consider multiple perspectives, and address exclusionary practices across domains.  

My teaching philosophy is rooted in:

Universal Design for Learning (UDL):  

  • UDL is based on the idea that students should be provided with multiple means of representation, expression, and engagement during their learning experience regardless of which theoretical, conceptual, or practical information is taught. To employ UDL during instruction I ensure that all of the content that is taught during lectures is communicated visually, verbally, and through the use of tactile aids.

Project-based Learning (PBL):

  • PBL positions students to engage in interest-based learning to construct personalized solutions to real-world problems.

Studio-based Practice:  

  • Studio-based practice and instruction emphasizes iterative work, where students refine their work based on design critiques and feedback from end users and their peers. Each of these approaches encourage students to draw from their interests, connect ideas to real-world issues or contexts, and consider concepts through different epistemologies.


Course Design

“Crafting Accessible Experiences” (CAE)

  • During the Spring, 2019 semester I will co-teach an undergraduate/graduate level studio class focused on engaging students in the creation of installations that engage the senses through strategic storytelling, immersive environments, and evocative content.

Disability Studies and Information Technology:

  • This course focuses on developing students’ abilities to assess the accessibility of existing user interfaces and technologies and engagement in ability-based and participatory design projects.

Accessible Media in Public Places:

  • This course focuses on developing students’ abilities to critically examine the accessibility of cultural institutions, accessibility-oriented curatorial and architectural policies, and arts education policy.

Accessible Maker Technologies, and Creativity Support Tools:

  • This course focuses on developing students’ abilities to use a variety of maker technologies, analyze the arenas in which they have developed, and develop solutions to make them more accessible.

Critical Perspectives in Media and Information Literacy:

  • This course focuses on developing students’ abilities to critically reflect about their own Media and Information Literacies and how other people are positioned to access and create media.

Do It Yourself-Assistive Technology Design:

  • This course focuses on supporting students in leading technology design efforts with local organizations that serve people with disabilities in art, media production, and access/assistive technology design projects. 


Picture of art supplies and making technologies.


Five university students sitting around a table, touching 3D printed objects. Woman (me) standing above above asking students questions.
Abigale Stangl guest lecturing in Info. 5505, Designing for Creativity and Learning at the University of Colorado. Course taught by Dr. Ricarose Roque.

Guest Lecturer

Throughout my PhD, I have overseen multiple undergraduate and graduate level independent studies. I have also given lectures in a range of different classes:

Introduction to Information Science:  Dr. Leysia Palen, CU Boulder: Info. Science  7000

Designing for Creativity and Learning: CU Boulder: Info. 5505, Dr. Ricarose Roque

Inclusive Design and Assistive Technology: CU Boulder: Computer Science 7000, Dr. Shaun Kane  

User-Centered Design and Development: CU Boulder: Computer Science 5839, Dr. Tom Yeh

Children’s Literature: CU Boulder: Education, 4161, Dr. Bridget Dalton

Inclusive Making: Northwestern: Learning Science 451, Dr. Marcelo Worsley


Informal Learning Design and Implementation

I have designed and implemented many courses in informal learning environments as part of the Build a Better Book Project. These experiences have enabled me to be an educator who is flexible and responsive in different learning environments and social configurations.

Boulder Public Library Building 61: Wonders of Wetlands. July 2017./ Accessible Game Design. July 2017-2018. 

  • A weeklong design internship for 12 high school students focused on the design of accessible scientific data representations/ accessible board games; in partnership with a local library makerspace.

Museum of Boulder: Seeing through Touch Design Experience. 2017-2018. 

  • A five-month design course that met bi-weekly, for 12 middle school students focused on the design of accessible museum exhibits; in partnership with a local museum.

National Federation of the Blind, Youth Slam: Wonders of Wetlands. July 2017. 

  • A weeklong art course for 5 blind high school students focused on the design of accessible scientific data representations; in partnership with the National Federation of the Blind.

Colorado Center for the Blind: Art Classroom: Multimodal Composition. April-July 2016. 

  • A four-month art class that met once a week, for 5 blind adults focused on the creation of a multimodal representation of a narrative; in partnership with the Colorado Center for the Blind.

National Science Foundation (NSF) Emerging Frontiers in Research and Innovation Research, Research and Mentoring Program. 2016. 

  • A three-month design internship for 4 high school students focused on the design of accessible scientific data representations.


Five students and one teacher sitting around a picnic table inside, evaluating access media.
Abigale Stangl working with five high school design interns to create accessible materials.