What is an example of a multiple-day CBI?

Evening social and time to get acquainted (optional)

Buffet Breakfast, Networking

Welcome

Dr. Sheryl Burgstahler, DO-IT Director, University of Washington

Distribute the evaluation form Pre- and Post-Test for Professional Development (found on pp. 29-30) to participants and ask them to fill out the Pre-Test (front side of the form).

Distribute CBI Agenda and the following handouts (available at http://www.washington.edu/doit/Brochures/)

• Making Math, Science, and Technology Instruction Accessible to Students with Disabilities-A RESOURCE FOR TEACHERS AND TEACHER EDUCATORS (which includes most handouts and videos referenced in the agenda)
• DO-IT Free Printed Publications
• DO-IT Videos, Books, and Training Materials

Introductions

Students with disabilities share STEM access perspectives in video Working Together: Science Teachers and Students with Disabilities (on DVD or at http://www.washington.edu/doit/Video/wt_sci.html)

Pursuit of a STEM Career: A Personal Story

Dr. Imke Durre, Scientist, National Climatic Data Center

Break

Broadening Participation in STEM

Dr. Mark Leddy, National Science Foundation

Access Barriers, Solutions—Accommodations and Universal Design.

Teachers and students share ideas for assuring access to STEM courses for students with disabilities in video The Winning Equation: Access + Attitude = Success in Math and Science (Video and handouts available at http://www.washington.edu/doit/Video/winequ.html)

Introduction to Small Group Discussion Format

Lunch and Working Group Discussions

How are STEM access issues for people with disabilities the same as those for other underrepresented groups (e.g., racial/ethnic minorities, women)? How are they different?

Working Group Reports

Each group shares one way STEM access issues for people with disabilities are (1) the same as and (2) different from those for other underrepresented groups (e.g., racial/ethnic minorities, women).

Activity: Discover Accommodation and Universal Design Strategies for a Hands-on Science Activity

Valerie Sundby, Lyla Crawford, Project Coordinators, AccessSTEM

Educators share universal instructional design strategies in video Equal Access: Universal Design of Instruction (Video and handouts available at http://www.washington.edu/doit/Video/ea_udi.html)

Break

Critical Junctures Panel

Projects to increase participation of people with disabilities in STEM share experiences and insights.

Working Group Discussions

In what ways do making STEM activities accessible to students with disabilities benefit other students?

Working Group Reports

Each group shares one way making STEM activities accessible to students with disabilities benefits other students.

Preview of Tonight's Activity and Tomorrow's Agenda, Daily Feedback

Adjourn

Dinner, Networking, and Discussion of Future Collaborations

Buffet Breakfast, Networking

Overview of Agenda

Panel

Projects that increase the participation of underrepresented minorities and women in STEM share lessons learned in broadening participation in STEM. How can those lessons be applied to increase the participation of people with disabilities in STEM?

Break

Students with disabilities share transition strategies in video Taking Charge II: Two Stories of Success and Self-Determination (Video and handout available at http://www.washington.edu/doit/Video/charge_2.html)

Panel

People with disabilities who are also racial/ethnic minorities or women share their stories. With what communities do they identify? What promotes and what inhibits the pursuit of STEM courses and careers?

Lunch and Working Group Discussions

What can STEM projects do to increase the participation of students with disabilities?

Working Group Reports

Each group shares two things STEM projects can do to increase the participation of people who have disabilities.

Information Technology Access Barriers and Solutions: Assistive Technology and Universal Design

Students demonstrate assistive technology in video Computer Access: In Our Own Words (Video and handout available at http://www.washington.edu/doit/Video/comp_acc.html).

Accessible Web Design

Terry Thompson, Technology Specialist, AccessSTEM
How to make web pages accessible to people with disabilities is demonstrated in the video World Wide Access: Accessible Web Design (video and handouts available at http://www.washington.edu/doit/Video/www.html).

Science Lab Access Barriers and Solutions: Accommodations and Universal Design

Dr. Samantha Langley-Turnbaugh, Associate Professor and Chair Department of Environmental Science and Policy, University of Southern Maine. Distribute brochure Making Science Labs Accessible to Students with Disabilities (located at http://www.washington.edu/doit/Brochures/Academics/science_lab.html).

STEM students with sensory impairments and educators share experiences in video Equal Access: Science and Students with Sensory Impairments (video and handout available at http://www.washington.edu/doit/Video/ea_sci_sensory.html).

Break

Discussion

How can projects best measure the outcomes and impacts of their interventions to increase the participation of underrepresented minorities, women, and people with disabilities in STEM?

Preview of Tomorrow's Agenda, Daily Feedback

Dinner on Your Own

Buffet Breakfast, Networking, Discussion

Making Your Project Accessible to Participants with Disabilities: A Checklist

Activity: Distribute a copy of the brochure Equal Access: Universal Design of Your Project (located at: http://www.washington.edu/doit/Brochures/Programs/design.html). Begin a personal plan for implementation: In your copy of the brochure, cross out items that do not apply and write an implementation date for others.

Discussion: How can the checklist be adapted for use in NSF STEM projects?

Break

Conclusion

What can we do as a group to promote access to STEM for people with disabilities?

• Proceedings
• Publication/checklist
• Review of Disability Studies, other journals
• Presentation/poster/publication at NSF's Joint Annual Meeting (JAM), other meetings

Visit the AccessSTEM website, including a Knowledge Base of Q&As, case studies, and promising practices, at http://www.washington.edu/doit/Stem/.

Evaluation

Box lunch and further discussion.

Participants asked to fill out the Post-Test for Professional Development (back side of form found on pp. 29-30), which was distributed at the beginning of the CBI, and return to a designated location.