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Third year DO-IT activities continued the programs developed in years one and two, and focused on college transition and employment for people with disabilities. Internet, mentoring, and college transition activities were transported to another site - Camp Courage in Minnesota. Peer mentoring relationships strengthened as more Scholars became Ambassadors, attended college, and offered advice to younger Scholars. Year three also saw more Scholars and Ambassadors participating in internships and other work experiences. The DO-IT electronic community increased participation on discussion lists and developed new electronic resources, including a DO-IT World Wide Web home page. Development and distribution of two new videotapes helped more people learn about the power of adaptive technology and computers, and how to accommodate students with disabilities in science. Information dissemination efforts escalated to increase the impact of DO-IT efforts.
DO-IT was honored for its achievements in education by winning:
Sheryl Burgstahler, Ph.D.
Director, DO-IT
College of Engineering/Computing & Communications
University of Washington
Causes of this problem include:
DO-IT Scholars and Ambassadors
DO-IT Campers
College Transition Workshop
Disability Awareness Presentation and Materials
for Faculty
Adaptive Technology Seminar
Campus Program Access
DO-IT Conference
Outreach Materials
The DO-IT Advisory Board selected twenty participants to begin the DO-IT Scholars program in 1995. DO-IT Scholars were selected based on their interests and aptitudes in science, engineering, and mathematics; their motivation to participate in the program; and their anticipated benefit from the program relative to other applicants. Additionally, eighteen and fifteen Scholars completed Phases II and III of the program, respectively. Twenty-one participants graduated from high school in 1994 and 1995 and, as a result, assumed DO-IT Ambassador status. See the charts below for a summary of Scholar and Ambassador characteristics.
1994-5 Phase I Scholars
Schools: 17 public high school, 3 home school
Location: Washington, Oregon, Idaho, Montana, and North Dakota
Gender: 7 female, 13 male
Ethnicity: 17 Caucasian, 1 Chinese, 1 Filipino, 1 Native American
Disabilities (note: some participants have multiple disabilities):
Blindness 1 Low Vision 1 Mobility/Orthopedic Impairment 10 Health Impairment 5 Attention Deficit Disorder 1 Hearing Impairment 3 Speech Impairment 2 Specific Learning Disability 2 Brain Injury 11994-5 Phase II Scholars (enrolled in high school)
Schools: 12 public high school
Location: Washington, Oregon, Idaho, Montana, and North Dakota
Gender: 6 female, 6 male
Ethnicity: 11 Caucasian, 1 Vietnamese
Disabilities (note: some participants have multiple disabilities):
Blindness 1 Low Vision 1 Mobility/Orthopedic Impairment 7 Health Impairment 2 Attention Deficit Disorder 1 Hearing Impairment 1 Speech Impairment 2 Specific Learning Disability 4 Brain Injury 11994-5 Ambassadors (graduated from high school)
College:
7 Community College, 10 4-year college, 2 school for the blind, 1 working, 1 post-secondary prep program
Work Experience:
14
Location:
Washington, Utah, Montana, Oregon, and Idaho
Gender:
8 female, 13 male
Ethnicity:
15 Caucasian, 1 Native American, 1 Hispanic, 1 Pakistani, 1 Japanese, 1 Vietnamese, 1 Filipino
Disabilities (note: some participants have multiple disabilities):
Blindness 4 Low Vision 2 Mobility/Orthopedic Impairment 9 Health Impairment 7 Attention Deficit Disorder 1 Hearing Impairment 2 Speech Impairment 3 Specific Learning Disability 2 Brain Injury 1Phase I Scholars participated in the following activities:
Internetworking As applicants were accepted into the program, appropriate computer and adaptive technologies were selected and set up in their homes. Local Internet connections were made through partner post-secondary schools, K-12 consortiums, commercial service providers, and other organizations. Students and their families received in-home training on the use of the technology, electronic mail, and Internet resources. As each participant was brought online, Mentors (see below) and veteran Scholars welcomed him/her to the program. In addition, they regularly sent electronic mail to the participants that included specially created lessons on electronic mail and the Internet, as well as useful information about DO-IT, college, careers, science, engineering, and mathematics. Scholars learned how to access information on the Internet and communicate electronically with others to explore their academic and career interests.
Mentoring DO-IT Mentors are college students, professionals, and volunteers, most with disabilities themselves. Through electronic communications, personal meetings, and joint projects using the Internet, Mentors work to facilitate academic, career, and personal success among DO-IT Scholars and Ambassadors. DO-IT Mentors study and/or work in a variety of fields including computer programming, communications engineering, disability support services, chemistry, research engineering, pre-college education, post-secondary education, statistics, engineering, computer science, computer consulting, adaptive technology, and biology. DO-IT staff and summer faculty are also available as Mentors. In addition to guiding Scholars, Mentors contribute regularly to DO-IT project ideas and implementation and benefit from sharing experiences with one another.
With permission from Mentors and Scholars the contents of their electronic communications have been coded in order to summarize the general nature of their interactions. More than 20,000 messages were collected over the three years of the project, approximately 10,500 of which occurred during the third year. Scholars and Mentors sent private messages or participated in group forums to ask questions and discuss science topics, disability-related issues, college transition skills, career choices, and more. Preliminary findings suggest that electronic communications have allowed Scholars to develop strong peer relationships, attain valuable information from other Scholars and Mentors, and find support and encouragement as members of a lively, online community.
Summer Study To explore their science, engineering, and mathematics interests and help prepare for transitions to college, DO-IT Phase I Scholars experienced life as college students during a two-week, live-in summer program held on the Seattle campus of the University of Washington in August of 1995. Each Scholar studied science, engineering, and mathematics by participating in lectures and labs and using computer applications and educational software, electronic mail, and resources on the Internet network. Subjects studied included heart surgery; virtual reality; adaptive technology; geophysics; medical engineering; software applications; climatology; computer science; chemistry; environmental studies; genetics; education and technology; and design engineering. In addition, Scholars participated in a series of presentations, discussions, and activities on transitioning to college. All Scholars were given the opportunity to contribute to the development of a college transition videotape by making suggestions for content and/or starring in the film. Accommodations were made in each activity to ensure that all participants remained as active and as independent as possible.
Phase II Scholars continued their Internetworking activities as well as:
Individual Projects and Work Experiences Phase II Scholars designed, completed, and presented science projects based on their individual interests. Several gained work experiences through jobs, internships, or volunteer positions. DO-IT Mentors and staff provided resources and assistance for Scholars in planning and completing their projects, which included working as an Internet and Technology coordinator for a high school; computer programming; gravitation simulation incorporating the use of Newtonian Mechanics; Artificial Intelligence, optical recognition; improving disability awareness on a college campus; an architecture study; presentations to NSF about experiences in DO-IT; participation in UW Computer Fair and Closing the Gap conferences; engineering layout of PVC pipe on a farm; and building and demonstrating an electronic race car. Each Phase II Scholar presented his/her project to Phase I Scholars, DO-IT Mentors and staff, and faculty during the summer study programs.
Peer Mentoring In addition to continuing electronic communications with each other and Mentors, Phase II Scholars practiced and developed communication and leadership skills as peer mentors for Phase I participants, face-to-face during the summer study program, and electronically throughout the year. All DO-IT Scholars were invited to communicate with patients at Children's Hospital in Seattle, and with participants in Camp Courage (see DO-IT Campers below) through electronic mail accounts established by DO-IT.
Summer Study Phase II Scholars returned to the UW campus for a one-week summer program which overlaps with the Phase I program. Participants developed their skills and interests gained in the previous year by working on group science projects with faculty and other professionals. Project topics included World Wide Web home page development, genetics research, technical communication, and a computer research project. Phase II Scholars reported on their joint projects on the last day of the summer study program.
Throughout the year DO-IT Scholars were invited to participate in other special events including those described in the "Exhibits, Demonstrations, Presentations, Events, Conferences" section of this report as well as programs open only to the Scholars.
Phase III Scholars and Ambassadors continued their Internetworking activities as well as:
Individual Projects Phase III Scholars and Ambassadors expanded their scope of individual projects to include more work experiences. Efforts by staff and participants were made to help Scholars and Ambassadors attain these paid or volunteer work experiences: an internship with Washington State University branch campus Tree Fruit Research Center; work on DO-IT gopher and World Wide Web servers; internships with Battelle Labs; editing DO-IT News; work as an assistant in UW adaptive technology lab, an intern at Microsoft, and student helpers at Camp Courage; an internship with the NASA space grant program; an accounting internship at the UW campus; designing an optical character recognition device; work as a computer programmer; work as assistant secretary in Special Services Office of Kennewick School District; software development for a self-owned business; work as a security guard; and serving on a campus disability access committee. DO-IT Ambassadors were also invited to apply to work as interns during the 1995 summer study program. Six Ambassadors were selected to greet new participants, deliver presentations and participate on panels, and assist staff with program activities. Another helped with college transition presentations and activities in addition to mentoring the new Scholars.
Peer Mentoring Phase III Scholars and Ambassadors continued to develop communication and leadership skills as peer mentors for the younger participants. Scholars and Ambassadors were invited to communicate with patients at Children's Hospital in Seattle and participants at Camp Courage (see below) by electronic mail.
After completion of the 1995 summer study program, all Scholars and Ambassadors enthusiastically agreed to continue in the DO-IT project. Phase I Scholars moved on to Phase II status. Those Scholars who continued to Phase III or became Ambassadors will continue to be given opportunities to contribute to the DO-IT program through activities agreed to by each participant and DO-IT staff. Opportunities include mentoring, creating and delivering DO-IT presentations, collecting scientific resources, documenting access barriers, administrating systems, editing the newsletter, and working in summer study programs and other DO-IT sponsored events. The seventeen Scholars who graduated from high school in 1995 graduated to "DO-IT Ambassador" status and joined the four Ambassadors from 1994. Ambassadors continue to gain leadership, academic, and job skills as they help others.
Impact: With the addition of twenty new students in 1995, a total of fifty-six high school students with disabilities have directly benefited from the DO-IT Scholars program during the first three years of DO-IT. In addition, more than fifty volunteers were recruited to participate as DO-IT Mentors. Indications of the success of the program can be found in the following comments by several Scholars and parents of Scholars and in the Scholar achievements listed below.
Scholar and Ambassador success stories reflect their interests in science, engineering, and mathematics; college and career preparation; and empowerment of people with disabilities. Listed below are some of the achievements of DO-IT Scholars during the first three years of the program.
1995 DO-IT Campers
Location:
Minnesota, North Dakota, South Dakota, Wisconsin
Gender:
4 Female, 10 Male
Ethnicity:
13 Caucasian, 1 Indian
Disabilities (note: some participants have multiple disabilities):
Blindness 1
Speech Impairment 4
Mobility/Orthopedic Impairment 13
The DO-IT Director was the coordinator and primary instructor. A DO-IT
Ambassador with a mobility impairment worked as a paid lab assistant
and a DO-IT Scholar with cerebral palsy acted as a student helper. A
local high school computer teacher provided technical support and some
instruction. Campers enjoyed the Internet, a field trip to St. Cloud
State University (including a presentation by the disabled services
staff, a tour of an accessible dorm room, lunch in the cafeteria, a
lecture from a faculty member, and a visit to a multi-media
laboratory); guest speakers on college admissions, faculty
interaction, and employment strategies; and college transition and
science exercises on the Internet. DO-IT Scholars, Ambassadors, and
Mentors communicated with the Camp Courage participants throughout the
camp session, and some continued their friendships after the program.
Impact: Through hands-on experiences, fourteen campers learned about the Internet as a communication and information tool, college life, and college/employment transition strategies during the third year of the DO-IT project.
Impact: Project efforts directly impacted approximately 60 people in year 3, for a total of 150 participants in the first three years of the project; dissemination efforts have extended the impact to hundreds more. Several comments from workshop attendees document overall impressions:
Impact: Disability Awareness presentations were delivered to a total of 300 UW faculty and staff members during the first three years of project DO-IT. Hundreds more faculty and staff were reached through conference presentations. Feedback gath-ered from the audiences was used to develop a comprehensive presentation packet, Working Together: Faculty and Students with Disabilities. This packet was distributed to more than 2,500 post-secondary directors of disabled student services, engineering deans, and service organizations (in 1995) as well as 180 deans, directors, and chairs of departments at the UW. Feedback from those who received the packets indicate that the product addresses a specific campus need, and suggested that the materials will be used widely for faculty awareness presentations across the country.
Listed below are comments from several recipients of the materials:
Impact: During the first three years of DO-IT, adaptive technology seminars reached approximately 200 individuals (50 during year three), many of whom are on-campus program managers and off-campus service providers who may also share information with their staff and with their clients who have disabilities. In addition, a publication developed for this workshop, which provides an overview of adaptive technologies, was distributed to over 17,000 individuals and organizations at conferences and through mailings. This overview was also printed in a national publication and distributed via the Internet, reaching thousands of people. Further impact has resulted from dissemination of copies of a videotape, Working Together: People with Disabilities and Computer Technology, in addition to printed and electronic materials, to other campuses during the third year of the project. Several viewer comments are listed below:
Two discussion lists were established on the Internet network to facilitate communication between students with disabilities and campus units that provide access services. uwds@u.washington.edu is for University of Washington students with disabilities and uwada@u.washington.edu includes campus units that deal with access issues. In addition, k12out@u.washington.edu facilitates communication between UW units that offer outreach programs to precollege students.
Impact: DO-IT activities during its first three years have increased the awareness of the computing resources available at the Adaptive Technology Lab on the University of Washington campus, thereby increasing its impact on the success of students with disabilities. Adaptive technology purchased for the DO-IT summer program is made available to campus users during the school year, thereby enhancing the existing facility. Electronic discussion lists have facilitated communication between students with disabilities, campus units, and K-12 outreach programs. Results from the student survey administered by DO-IT were used to identify access problems and were presented to a campus access committee.
The theme for the 1995 Computer Fair was Teaching and Technology . The conference consisted of seven seminars followed by a reception open to all participants. Seminars included Technology Opens Career Doors , College Transition , College Success , Adaptive Technologies , Access to Assistive Technologies, Just DO-IT! , and A Learning Community: Individuals with Disabilities on the Net . The facility used for the conference was accessible to people with disabilities and included sign language interpreters, materials in other formats, and other accommodations. DO-IT also sponsored an adaptive technology booth, as part of the UW Computer Fair exhibit area, which included printed materials, videotape presentations, and product demonstrations. DO-IT Mentors, Scholars, and Ambassadors worked in the booth.
DO-IT staff mailed brochures describing the conference to over two thousand Washington, Oregon, and Idaho addresses in the DO-IT database. Conference announcements were made on doitsem , easi , uwada , k12out , kidsphere , k12wa , and other electronic discussion lists, as well as through regular UW Computer Fair mailings to more than 80,000 individuals and organizations.
Impact: Approximately five hundred people attended the DO-IT mini-conference presentations. Participants included high school and college students with disabilities, parents, teachers, service providers, education administrators, and other interested individuals. More than 1,000 people acquired information from the DO-IT booth and observed demonstrations of videotapes. Five DO-IT Scholars and three DO-IT Mentors participated in the seminars and helped with the booth. At the end of each seminar, attendees were invited to evaluate the presentation by completing a written survey. Overall ratings of the seminars were very positive. Most respondents agreed they had gained useful information about the specific seminar contents and felt that the seminar leaders were well-prepared. Participants repeatedly expressed pleasure in listening to the personal experiences of the presenters, many of whom have disabilities. Comments from attendees include:
Impact: It is estimated that discussion lists, the DO-IT Gopher server, the DO-IT World Wide Web page, and DO-IT resources offered through other servers, have reached more than 50,000 individuals world-wide.
DO-IT Scholars features high school students with disabilities participating in DO-IT activities and is used for recruitment and project information dissemination. It features DO-IT Scholars, parents, personal assistants, and faculty.
Working Together: Faculty and Students with Disabilities , created with supplemental funding by U.S. West Communications and the NEC Foundation of America, is used in disability awareness workshops for faculty and staff on college campuses. It is available with a short brochure or with a comprehensive presentation package.
Working Together: People with Disabilities and Computer Technology shows how computers and networks can empower individuals with disabilities. DO-IT Scholars and Ambassadors demonstrate the systems they use in DO-IT. An accompanying brochure demonstrates types of adaptive technologies and a Meet the Speakers handout tells more about the Scholars and Ambassadors.
Working Together: Science Teachers and Students with Disabilities helps science teachers accommodate students with disabilities in their classes. DO-IT Scholars and Ambassadors talk about their experiences and give advice to science teachers. Footage from science, mathematics, and engineering labs during the DO-IT Scholar Summer Study sessions is featured. An accompanying brochure summarizes the videotape content. A Meet The Speakers handout also features Scholars and Ambassadors.
College: You can do it! features college students with disabilities and staff of college career and disabled student services offices sharing advice for success in college and employment. An accompanying brochure summarizes the videotape content. A Meet the Speakers handout provides information about the participants in the video.
Through careful scripting and open captioning, all videotapes are made accessible to individuals with disabilities. Each tape has an accompanying informative publication. Videotapes are used in conference presentations and exhibits, distributed freely to key dissemination contacts, and made available to others at cost. Permission to copy materials for non-commercial purposes is granted.
Impact: During the first three years of DO-IT, over 2,000 copies of DO-IT Scholars were distributed to potential applicants, parents, educators, and service providers. Over 3,000 copies of Working Together: Faculty and Students with Disabilities packets were distributed to faculty and staff on college campuses, including campuses in Australia, during the third year of DO-IT. In the last year of the project, approximately 4,000 copies of Working Together: People with Disabilities and Computers were distributed to conference participants at Computer Technology Center (CTC), Closing the Gap (CTG), Northwest Council of Computers in Education (NCCE), California State University - Northridge (CSUN), Washington Technology Access Center (WTAC), and the UW Computer Fair. Additionally, over 100 Working Together: Science Teachers and Students with Disabilities videotapes were distributed to teachers, service providers, and other interested individuals. All videotapes have been aired on UWTV (for a total of 36 times), a regional cable television channel that serves 450,000 households, and presented at many conferences (see below). Videotape creation projects have also had a positive impact on DO-IT Scholars and Ambassadors, providing them with opportunities to develop leadership and presentation skills as they share their experiences with others.
Representatives from Offices of Disabled Student Services, technology specialists, deans of colleges, and other service providers commented on the high quality of the materials and indicated they intended to include information from the materials in their own or other staff members' presentations. Following are a few of their comments:
Impact: Dissemination activities thus far have included the distribution of the following printed materials:
A self sustaining budget was set up to distribute videotapes and printed publications at cost in order to extend the impact of the project after grant funding is depleted.
Conferences included those sponsored by key K-12, computer, engineering, higher education, disabled student services, and cooperative education organizations such as Closing the Gap (CTG), American Association of Higher Education (AAHE), Association of Higher Education and Disability (AHEAD), EDUCOM, American Association for the Advancement of Science (AAAS), American Society for Engineering Education (ASEE), Northwest Council of Computers in Education (NCCE), the Department of Energy, California State University - Northridge (CSUN) conference on adaptive technology, Washington Technology Alliance (WTA), and the National Science Foundation (NSF).
DO-IT Scholars and other K-12 and college students with disabilities along with their families, teachers, counselors, and service providers were invited to participate in a variety of special events. 1995 events included the UW Computer Fair booth, presentation, and reception; the UW Engineering Open House; the Job ACCESS Fair, Educational Day in Seattle; and the UW Health Sciences Open House. Individuals were informed of events through the DO-IT newsletter, other publications, and Internet discussion lists.
Impact: More than 85 presentations to a total of more than 4,000 people were given in support of project goals during the first three years of DO-IT. It is estimated that more than 2,000 individuals with disabilities and their associates took advantage of events offered by DO-IT. In addition, over 2,000 stopped and visited the DO-IT and adaptive technology booths at the Computer Fair over the years. Hundreds of visitors watched DO-IT videos and picked up publications at the Engineering Open House DO-IT Booth, managed by Scholars, Mentors, and staff. DO-IT videos were also presented on UWTV, a cable television channel reaching 450,000 households, and DO-IT hosted two disability-related video conferences at the UW. Participation in events reached more than 8,000 people during the first three years of DO-IT.
DO-IT partners who have contributed Internet access, Summer Study treats and mementos, other gifts-in-kind, and other support include Advanced Networking and Services; Albertson College of Idaho; Apple Computer; Battelle Pacific Laboratories; Blackfoot Communications; Boeing; Clark College; Communications Technology Center; ComputerGear, Inc.; DTP Microsystems; Ephrata School District; The Evergreen State College; Fessender Booster Club; Ford Motor Company; Gonzaga University; Grand Coulee Dam School District; Hooker Northwest; Idaho State University in Pocatello; Institute for Science, Engineering and Public Policy; Intel Corporation; Kiwanis; Lawrence Livermore Supercomputer Center; Lemman College; Microsoft/Pacwest District; NEC Foundation of America; Nintendo; Northwest Net; Pacific Science Center; Portland State University; Sendit; Skagit Valley Community College; SKIFORALL; Southern Oregon State College; Sun Microsystems; SunDog; U.S. West Communications; University of Puget Sound; Washington Access Services; Washington North Central Educational Service District; Washington Assistive Technology Alliance; Washington School Information Processing Cooperative's WEdNet; Washington State University; and Willamette University. In addition, DO-IT recruited more than forty instructors and other volunteers to help with activities.
DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs such as those in science, engineering, mathematics, and technology. Primary funding for DO-IT is provided by the National Science Foundation, the State of Washington, and the U.S. Department of Education.
To order free publications or newsletters use the DO-IT Publications Order Form; to order videos and training materials use the Videos, Books and Comprehensive Training Materials Order Form.
For further information, to be placed on the DO-IT mailing list, or to request materials in an alternate format, contact:
DO-ITDirector: Sheryl Burgstahler, Ph.D.
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