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

2. 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 Disabilities, Opportunities, Internetworking, & Technology

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 1. Implement changes within partner 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 Engages with "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 Promote institutional 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. Department of Computer Science & Engineering DO-IT (Disabilities, Opportunities, Internetworking, & Technology) Center Collaboration

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

19. Organizational Partners 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 Midwest Alliance Virtual Alliance for Deaf and Hard of Hearing Georgia Computes! Into the Loop

20. 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 Institutional Partners

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

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

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. They shared their experiences & tips for success in postsecondary education & careers. 2. Japan & U.S. Scholars communicate in electronic video conferences. 1. Two U.S. participants traveled to Japan to assist with the first Summer Study.

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

38. Promoting universal design & effective accommodations Working with Institutions

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

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 Design www.design.ncsu.edu/cud

42. An attitude that values diversity, equity, & inclusionA goalA processPractices that make learning products & environments welcoming, accessible, & usable for everyone UD is:

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 content presented Provide multiple ways to gain & demonstrate knowledge, using multiple senses Avoid unnecessary jargon; define terms 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? a.Accountant: “Ouch. $80 for one person? That is expensive!” b.Faculty leader: “Oh, no, the cost was only $8 per person.”

51. Universal design (proactive for everyone) & accommodations (reactive for individuals) Policies & procedures that address both We need:

53. Engagement of Practitioners in Communities of Practice More than 300 members of online CoPs for:  broadening participation projects  disability services personnel  STEM educators  computing/IT faculty  veterans-serving organizations  industry & career services

54. Vets CoP Messages Networking: …I have accepted a position with the Veterans Administration in Seattle… Advice: I am looking for wisdom & guidance on next steps for getting appropriate medical documentation for veterans seeking services… Announcements: There will be a Senate procla- mation to honor the Military on the Senate Floor at… Resources: Check out our newest featured video at www.washington.edu/doit/, Returning from Service: College and IT Careers for Veterans…

55. Faculty publications, tailored for your school, with legislation, UD, accommodations, resources CBI proceedings Peer-reviewed journal articles & other published papers … Examples of Publications

56. Veterans Video & Publication Champions the great potential that veterans with disabilities have in their pursuit of STEM fields Informs stakeholders of best practices

57. Accessibility of Science Labs, Computer Labs, Computing Departments, … Empowering institutions to improve accessibility

58. Q&A: How can I make my computing department more accessible to students with disabilities? CASE STUDY: Distance Learning: A Case Study on the Accessibility of an Online Course PROMISING PRACTICE: The ImagineIT Workshop: A Promising Practice in Engaging Students with Visual Impairments Knowledge Base

59. Q&A: Where can I find electronic text versions of books for students who have visual impairments or other print disabilities? CASE STUDY: Earth Science: A Case Study on Teaching Concepts to a Student with a Visual Impairment PROMISING PRACTICE: Accessibility Reviews: A Promising Practice to Improve the Accessibility of Local Science Education Programs

60. Ultimate Impact of Activities 1. Making STEM opportunities available to more citizens 2. Enhancing STEM fields with the talents & perspectives of people with disabilities.

61. You can engage with us in: Student activities Institutional change Knowledge dissemination …

62. Student Engagement Summer Academies Paid Internships E-mentoring Leadership Opportunities Panel presentations Student summits Technology conferences Student case studies

63. Institutional Change Activities Capacity-building institutes Other training or dissemination activities on your campus Communities of practice

64. Formula for Success: Employ practices that are evidence-based Literature review Outcomes of prior projects Suggestions from practitioners Input from students with disabilities Evaluations of interventions reveal Indicators of participant success Institutional change www.uw.edu/doit/Research/index.html

65. Resources www.uw.edu/doit