AccessSTEM & AccessComputing : Creating Sustainable Partnerships at Local & National Levels

1. AccessSTEM& AccessComputing: Creating Sustainable Partnerships atLocal & National Levels Sheryl Burgstahler, Ph.D. Affiliate Professor, EducationDirector, Access Technology Services, DO-IT University of Washington, Seattle

2. Disabilities, Opportunities, Internetworking, & Technology • 1992, grant from U.S. National Science Foundation • Now DO-IT Scholars program funded by State of Washington • Other grants fund special projects • Total: > $50,000,000 since 1992

3. DO-IT Goal To increase the success of individuals with disabilities in postsecondary education & careers, using technology as an empowering tool

4. Handouts • AccessSTEM • AccessComputing • How You Can Engage with DO-IT All are available in both HTML & PDF formats at www.uw.edu/doit/Brochures/Programs/

5. Disabilities related to: • Hearing • Seeing • Learning • Attention • Health • Speech • Mobility, physical skills • Communication

6. Primary Sources of Evidence Literature review Outcomes of prior projects • Suggestions from practitioners • Input from students with disabilities (SWD)

7. The Northwest Alliance for Students with Disabilities in Science, Technology, Engineering, & Mathematics • Led by DO-IT • Partners:Bellevue College, Seattle Central Community College, Seattle Public Schools

8. Goal To improve academic & career outcomes for students with disabilities in science, technology, engineering & mathematics (STEM) fields Sheryl Burgstahler, PI & Director Mari Ostendorf, Co-PI

9. Objectives 1 & 2 Implement changes withinpartner postsecondary institutions to make STEM more welcoming & accessible 2. Support engagement of stakeholders in fostering STEM education & careers that are welcoming & accessible

10. Objective 3 Implement evidence-based practices to increase numbers of individuals with disabilities moving through critical junctures to STEM associate, baccalaureate, & graduate degrees & careers

11. Objective 4 Support & expand an online resource center

13. UW Lead • Engages with partner leaders to assess needs, plan/implement activities, collect data • Engageswith "A-Team” students to assess needs & plan & implement activities • Engages & supports SWD at partner schools (e.g., mentoring, leadership opportunities, workshops, internships)

14. UW Lead • Assists partners with institutional change • Collaborates with other RDE Alliances • Engages online Communities of Practice • Disseminates information & resources  • Improves & evaluates project • Participates in AccessSTEM/AccessComputing/DO-IT Longitudinal Transition Study (ALTS) to track progress of students supported with NSF funds since 1993

15. All Partners • Engage in Alliance collaboration—identify needs & develop/host/promote/evaluate activities • Assist with campus-focused CBIs • Promoteinstitutional change • Engage in CoPs  • Conduct faculty/staff UD & other training • Engage with SWD to (1) recruit to activities & (2) promote project goal

16. Other STEM Alliances

17. Collaboration Department of Computer Science & EngineeringDO-IT (Disabilities, Opportunities, Internetworking, & Technology) Center

18. Increase the participation & success of individuals with disabilities in computing fields Richard Ladner, PI Sheryl Burgstahler, Co-PI & Director Goal Broadening Participation in Computing Alliance

19. Organizational Partners Midwest Alliance • AccessSTEM • East Alliance • Reaching the Pinnacle • Midwest Alliance • Virtual Alliance for Deaf and Hard of Hearing • CAITE • CAHSI • EL Alliance • National Girls Collaborative Project • STARS Alliance • CCCE Alliance • NCWIT • ARTSI • Georgia Computes! • Into the Loop • CMD-IT Virtual Alliance for Deaf and Hard of Hearing Into the Loop Georgia Computes!

20. Institutional Partners • Gallaudet University • Rochester Institute of Tech • National Tech Institute for the Deaf • Landmark College • Carnegie Mellon University • Auburn University • Georgia Tech • City University of New York • University of Rochester • University of Maryland, Baltimore County • Southern Illinois University, Edwardsville • North Carolina State University • Washington State University • New Mexico State University

21. Objectives • Increase the number of students with disabilities successfully pursuing degrees & careers in computing fields • Increase the capacity of postsecondary computing departments to fully include students with disabilities in computing courses and programs • Create a nationwide resource

22. Alliance activities promote: • Student success • Academies, internships, mentoring, conference attendance • Institutional change • Capacity building institutes, promotion of UD, collaborations, communities of practice • Knowledge dissemination • Articles, publications, checklists, website, online Knowledge Base

23. Working with Students Alliances promote self-determination; college transition & success; careers in STEM Working with Institutions Alliances promote universal design & effective accommodations

24. Engagement with Students Promoting self-determination; college transition & success; careers in STEM

25. Challenges for students: • Diminished support systems after high school • Little access to successful role models • Lack of access to technology that can increase independence, productivity, & participation • Inadequate self-advocacy skills • Inadequate accommodations • Low expectations & other negative attitudes on the part of people with whom they interact • -National Organization on Disabilities

26. Critical Junctures

27. Opportunities! News Created collaboratively, tailored to each campus Distributed to SWD in spring & fall

28. AccessSTEM/AccessComputingTeam Student members participate in: E-mentoring Workshops, trainings, labs Leadership experiences (e.g., panels) Tutoring Industry/research internships (89 complete) Other work-based learning such as corporate visits, mock interviews, resume-building

29. College & Career Prep Activities • Experiences in dorm, cafeteria, facilities • Learn about resources • Become experts on assistive technology & other accommodations • Practice discussing disability & accommodations with faculty • Engage in mock job interviews • Hear from successful college students with disabilities

30. Summer Study • Computer, science labs, lectures • Practice self- • advocacy • Field trips to • Microsoft • College & • career prep • activities…

31. Year-round Participation • Communicate online with each other, staff, & mentors who support their postsecondary education & career goals • Get together for pizza & networking • Participate in internships, mock interviews, & other work-based learning activities • Meet with staff for individual consultation • Participate in panels & other leadership opportunities

32. Interns at Microsoft

33. Informal Science Accessibility Reviews Encouraging other programs to replicate this popular & productive student intervention

34. Engagement with Japan • Two faculty members from University of Tokyo visit DO-IT Seattle, each for one year, to learn evidence-based practices • DO-IT Summer Study began at University of Tokyo in 2007

35. International Exchanges Between DO-IT U.S. & DO-IT Japan

36. 1. Two U.S. participants traveled to Japan to assist with the first Summer Study. • They shared their experiences & tips for success in postsecondary education & careers. • Japan & U.S. Scholars communicate in electronic video conferences.

37. 3. DO-IT Island in Second Life (a virtual reality, cyber space) was developed by project Interns in U.S. • A participant from Japan gave a talk about his disability to participants in U.S.; they discussed their disabilities on the Island

38. Working with Institutions Promoting universal design & effective accommodations

39. Alternate format, service, &/or adjustment for a specific individual Accommodation =

40. “Coffeepot for Masochists”, Catalog of Unfindable Objects by Jacques Carelman; in Donald Norman’s The Psychology of Everyday Things, 1988

41. Universal Design =“the design of products & environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.”The Center for Universal Designwww.design.ncsu.edu/cud

42. UD is: • An attitude that values diversity, equity, & inclusion• A goal• A process• Practices that make learning products & environments welcoming, accessible, & usable for everyone

43. Apply UD to: • Instruction • Student Services • Information Technology • Physical Spaces

44. Examples of UD in STEM Course Arrange seating so that everyone has a clear line of sight for viewing demonstrations Use large, bold fonts on uncluttered overhead displays & speak aloud all contentpresented Provide multiple ways to gain & demonstrate knowledge, using multiple senses Avoid unnecessary jargon; defineterms Provide scaffolding tools (e.g., outline)

45. Examples of UD, continued Provide materials in accessible electronic formats, including mathematics symbols & figures Accommodate a variety of reading levels & language skills, when appropriate Provide regular feedback Test in same manner in which you teach

46. UD of Science Labs • Ensure wheelchair-accessibility & wide, uncluttered aisles • Incorporate an adjustable-height work surface for at least one workstation • Use lever controls instead of knobs • Put equipment controls within easy reach from standing & sitting position • Address safety procedures for students with wide range of abilities

47. UD of Science Labs, cont. • Install mirror above demonstration area • Use large print, high contrast letters for signs & labels • Buy lab products that can be used by individuals with wide range of abilities (e.g., plastic instead of glass, tactile models, large-print diagrams, non-slip mats, object clamps, surgical gloves)

48. To apply checklists: • Cross off those UDI practices that do not apply to your situation • Check UDI practices you already employ • Put a date for implementation of UDI practices you plan to employ in the future to create a timeline • Periodically check your progress

49. Quiz A faculty leader along with a total of 9 other instructors & students met to discuss potential curriculum changes to a chemistry course. One participant requested a sign language interpreter. When the invoice arrived…

50. Who is right about the cost of interpreters? • Accountant: “Ouch. $80 forone person? That is expensive!” • Faculty leader: “Oh, no, the cost was only $8 per person.”