AccessComputing News - May 2025: All Articles

This page features all the articles from the AccessComputing News - May 2025 newsletter. This newsletter can also be viewed article by article on the AccessComputing News - May 2025 page.

Recent Awards and Funding for the NSF AccessComputing Community

Author:

Eric W. Trekell, NSF AccessComputing Staff

NSF AccessComputing is lucky to have an amazing network of collaborators and partners. In recent months, our community has received multiple awards recognizing their contributions to the computing field and funding for future projects. Join us in celebrating this list of accomplishments:

AccessComputing co-PI Stacy Branham of the University of California Irvine received the UCI Donald Bren School of Informatics and Computer Sciences, Dean’s Award for Service for the 2024/25 academic year.
AccessComputing co-PI Stacy Branham was also recognized as a 2025 Irvine Game Changer. Stacy is redefining digital accessibility, ensuring that technology serves everyone, especially for people who are blind or have low vision. She develops assistive technologies like Jaime, a voice assistant that helps blind travelers in complex spaces, and ReadWithUs, an app that enables blind parents to read picture books with their children.
NSF AccessComputing partner Stephanie Ludi, PhD, was named an ACM Distinguished Member. Stephanie is known for her work on accessibility, human–computer interaction, and computer science education. She is a professor of computer science and engineering and associate dean for Academic Affairs at the University of North Texas.
Friend of NSF AccessComputing Cecilia Aragon, PhD—professor and director of the Human-Centered Data Science Lab at the University of Washington and co-founder and chief technology officer of Viata—has recently received two awards:

She was recognized by the 2025 SIGCHI Special Recognition program, which celebrates and honors individuals who have made exceptional contributions to the field of human-computer interaction. Cecilia was recognized for "establishing human-centered data science as a new field bridging HCI and data science, demonstrating its impact through applications from astrophysics to energy systems.”
She is the winner of the 2025 WEPAN Bevlee A. Watford Inclusive Excellence Award for actively and creatively supporting the success of women of color in engineering at the undergraduate, graduate, faculty, and/or administrative levels.

Sarah Ciras, MS, an AccessCSforAll partner, received the Learning Disabilities Association’s Sam Kirk LDA Educator of the Year Award. Sarah is a Computer Science Teachers Association Equity Fellow and Special Educator at Landmark School. Sarah began teaching computer science to her special education students about seven years ago after a student approached her to learn about the topic.
Gene Kim, an undergraduate NSF AccessComputing Team member, received the Computing Research Association’s prestigious Outstanding Undergraduate Research Award for 2025. The CRA Outstanding Undergraduate Researcher Award is meant to recognize and foster emerging talent and excellence in computing research. Gene already has more than 160 citations on Google Scholar and has six published papers and four posters to his credit at venues including ACM SIGCHI, ACM ASSETS and TACCESS.

Gallaudet University assistant professor Abraham Glasser, an NSF AccessComputing Partner and former NSF AccessComputing Team member, is a co-recipient of a $4.625 million grant from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR grant number 90REGE0027). The funding spans five years. Under this grant, Abraham will be co-director for the Deaf and Hard of Hearing Technology Rehabilitation Engineering Research Center (DHH-RERC), which addresses critical needs in immersive technology and artificial intelligence (AI) for deaf and hard of hearing people through research and development of novel technologies, advanced training and educational techniques, and dissemination strategies.
Former NSF AccessComputing Team member Ather Sharif, PhD, is a 2025 recipient of the American Association of People with Disabilities (AAPD) Paul G. Hearne Emerging Leader Award. With the Hearne Award funds, Ather will enhance and scale his initiative, UnlockedMaps, an online map that assists users with mobility disabilities in making informed decisions regarding their commute.
NSF AccessComputing partners Devorah Kletenik, PhD—professor of Computer and Information Science at Brooklyn College—and Rachel Adler, PhD— associate professor in the School of Information Sciences at the University of Illinois Urbana-Champaign—were recently awarded a SIGCSE Special Projects grant, Building an Inclusive Future: Teaching Accessibility to K-12 Teachers. This project will focus on building up and offering professional development for K-12 teachers about teaching accessibility.
Devorah Klentenik was also awarded an NYC Tech Talent Pipeline grant, Breaking Barriers, Building Access: A Course Innovation for Inclusive Computing, which will create modules about accessibility that can be inserted into a range of computing courses at the City University of New York (CUNY).
Former NSF AccessComputing Team member Elba Garza, PhD, and friend of NSF AccessComputing Miya Natsuhara, MS, both assistant teaching professors with the Paul G. Allen School of Computer Science & Engineering at the University of Washington, received the 2025 UW Distinguished Teaching Award as part of the Allen School’s CSE 121, 122 & 123 Launch Team.

Join us in congratulating our community members for their achievements!

AccessADVICE: The Current and Future State of Accessibility Research

Author:

Elaine Schaertl Short

Dear Elaine,

I have three questions relating to the state of inclusion in computing in our current country's climate:

What advice do you have for people doing research/work on accessibility about branding their work and selecting future projects? Should we be trying to "diversify" ourselves (do non-disability focused work) or rebrand our work to make the accessibility focus less obvious?
Do you think that the field of accessibility research will exist and/or recover in 5 years? 10 years? Does your answer change for academia versus industry research?
What are the best ways we can gain people's empathy/convince people this work is still important (notably, disability does not respect partisan lines)?

From a junior researcher who is hoping to start their career in the next 1-2 years

Dear Junior Researcher,

First, I want to validate your anxiety: it’s a scary, stressful time to be a researcher, especially in academia. Folks with much more seniority and power than you are worrying about many of the same things and facing many of the same impossible questions with overwhelming-feeling stakes. I hope you are finding ways to take care of yourself—through the usual small comforts, connection to your communities, and necessary self-maintenance.

I will come back to the practical advice in a moment, but first I want to say that one of the amazing, overwhelming things about research is that you’re not playing a 5 or 10 year game. You’re not even playing a 20-year game. You are part of a lineage of thinkers that goes back hundreds of years in the formal western system and even longer through the many other intellectual traditions, both written and oral, that inform our current understanding of the world. We spend a lot of time focusing on the next paper, the next milestone, or the next thing on our to-do list, but the purpose of that day-to-day work is to make some small contribution to human knowledge that carries forward for centuries or even millenia. In that big picture, one year, four years, or even a decade is nothing—your work will be there for you even if you need to focus elsewhere for a moment.

To directly answer your questions: it’s always a good idea to diversify your work. Building relationships with the disability community takes time and disabled participants have limited bandwidth for participating in even your very best and most interesting studies. If you’re building a research group, especially a new group, it can be very helpful to have a few lines of work that fall under a similar umbrella, so I typically advise junior accessibility researchers to complement disability-focused accessibility work with other related work. Your “home” can still be the accessibility community, but it’s a good idea for your research to speak to a wider community (such as HCI or robotics). Depending on your research focus, you might also work on systems that meet the needs of other groups of people (such as older adults or children), develop underlying technical ideas (such as user-controlled AI systems), or study a wider range of people’s experiences with technology (such as how different people use social media). Within this slightly-diversified agenda, and while making sure you are making a targeted contribution to the research community, you can be strategic. Make sure you also separate between fundable, publishable, and doable. Most academics have at least one “passion project” that is hard to fund for some reason or another. I don’t think we’re at that point with accessibility research in general, but you might find that some elements of your work land with funders better than others.

Because most faculty, especially more senior faculty, are at least somewhat diversified in their research interests, I’m less worried about the future of accessibility research in the sense of it existing at all. If any universities and any research at all makes it through the next few years, then there will be people interested in accessibility research. Do I think there’s a risk that we’re going to lose most of a generation of researchers? Absolutely – but that’s a problem way beyond your individual capacity to do anything about and has less to do with individual research areas and more to do with the math of funding reductions and a tightening job market. In the same vein, I don’t think that most people have stopped thinking accessibility research is important. I understand the impulse to try to assemble arguments and explanations for why accessibility research specifically should be spared, but I would encourage you to instead look for ways to be in solidarity with the other research fields that are being affected (and all of which can make their own arguments for why their work is important). The work then, is to communicate the importance of science in general. To that end, we can continue to do our best to publicize our work in ways lay people can understand, try to help people understand how peer review works (and how selective it is!), give students who are not headed to academia opportunities to participate in research and learn more about it, and advocate for science and science funding as a national priority.

And at the end of the day, you have to believe in your work. It’s hard now, and the work might look a little different than we planned, but there are lots of hard times in an academic career. For now, work on developing your vision and understanding what your unique contribution to your field is going to be. You’ll need that for grants and job talks anyway, but more importantly it will give you a solid foundation that you can trust even as outside forces push you (and all of the rest of us in academia) around.

NSF AccessComputing Offers Support for Students, Faculty, and Staff Through Recent Resources

Author:

Eric Trekell, NSF AccessComputing Staff

NSF AccessComputing staff have worked over the last six months to provide multiple webinars to the NSF AccessComputing community. We’ve got several recent resources focusing on student academics, leadership, and career development, and on faculty development. We also have quite a few resources designed to support computing faculty in advancing their teaching/learning knowledge to support students with disabilities in the classroom and the workplace. In addition, hearing from students and faculty alike that mental health concerns are on the rise, we provided a two-part series on mental health by academics for students, faculty, and staff.

Webinars for Students

Blind Institute of Technology (BIT) - Employment Services for People in the Disability Community

Mike Hess, the founder and executive director of BIT, describes the opportunities and services that BIT offers to individuals with any type of disability.
These services feature staffing services that encompass both recruitment and training for professionals and the BIT Academy, which provides free courses and training in professions such as database administration, computer networking, cloud computing, project management, business applications, and more. All courses have an independent study component, as well as class lessons with BIT instructors.

Workshop: How to Request Letters of Recommendation

During this workshop, Kayla Brown, NSF AccessComputing staff, provided tips and strategies on how to approach letters of recommendation. She talked about how, during your education and career, you'll encounter supportive mentors and that selecting the right person to ask for a recommendation can be challenging. Kayla noted that it's crucial to think carefully and consider individuals who are aware of your strengths and understand how they contribute to your qualifications as an applicant.

NextGen Leaders Initiative

Alyse Erickson, Coordinator for NextGen Initiatives with Disability:IN, explains how NextGen Leaders are college students and recent graduates with disabilities, including veterans, who represent sought-after talent by Disability:IN’s 550+ Corporate Partner companies. NextGen Leaders have the opportunity to connect with leading brands across all industries, and are matched one-on-one with mentors from Disability:IN Corporate Partners for a six-month virtual mentoring relationship. This mentoring experience includes opportunities to connect and network with recruiters from leading companies like Wells Fargo, T-Mobile, Microsoft, Walmart and more! (This video has been edited, removing personal identifying information from the participants).

Engaging in Research and Summer Internships

Although it was not recorded, a third student webinar, with NSF AccessComputing Principal Investigator Dr. Maya Çakmak, focused on helping NSF AccessComputing undergraduate team members understand the value of engaging in research and on how to apply for summer internships, including through either the NSF Research Experiences for Undergraduates or the NSF AccessComputing/Computing Research Association Distributed Research Experiences for Undergraduates. We do have a DREU Information Session webinar with Dr. Richard Ladner (NSF AccessComputing founder) and Dr. Raja Kushalnagar (current co-PI) from a couple of years ago that provides much of the same information.

Resources for Faculty

NSF AccessComputing’s newest resources for faculty development include a powerful video featuring NSF AccessComputing student team members talking about what they wished their faculty knew or understood about students with disabilities, as well as several companion videos for the new Teaching Accessible Computing online book.

What You Should Know About Your Students with Disabilities ( and Audio Described Version)

Through their experiences in the classroom, NSF AccessComputing team members share their thoughts and suggestions about key things they would like their computing professors to know and understand about students with disabilities. These thoughts and suggestions include teaching tips, information about how a student’s disability impacts their access to learning, and thoughts on implicit bias and ableism students often experience.

Teaching Accessible Computing (Online Book, Companion Video, and Author Panel)

Without explicitly learning to develop accessible technology, technologists are entering the workforce without the ability to produce technology that is accessible to people with disabilities. This, in turn, limits the ability of companies and organizations to design accessible technology. The new book, Teaching Accessible Computing (TAC), offers concrete pedagogical ideas for educators about how to integrate accessibility into their computer science classes. The book is available free online.

NSF AccessComputing, along with one of our partner programs, the Alliance for Interdisciplinary Innovation in Computing Education (AiiCE), created a companion video to the recently launched faculty resource, the online book Teaching Accessible Computing, featuring the authors of several chapters in the book.

Then, in early 2025, we hosted a panel of different chapter authors, discussing ways to teach students how to incorporate accessible design in their projects. The panel featured Drs. Alannah Oleson (moderator), Catherine Baker, William Bares, Elena Kalodner-Martin, and Thomas Pickering and highlights the inclusion of accessibility in various aspects of computing curriculum.

This Class Isn't Designed for Me!

Traditional and currently prevalent pedagogies of design perpetuate ableist and exclusionary notions of what it means to be a designer. In this session, Dr. Sarah Coppola gave a brief overview of historically exclusionary norms of design education and highlighted modern-day instances of her own experience as a design educator in such epistemologies. Dr. Coppola led the audience in imagining a more inclusive and sustainable future of design education and presented case studies from personal experience in redesigning course experiences for students with disabilities.

Alternative Grading

UW Allen School of Computer Science and Engineering assistant teaching professor Kevin Lin shared his experiences with alternative grading practices that better represent the learning that students achieve over time, producing more equitable outcomes by changing the way we determine final grades. He talked about the potential alternative grading has to empower students by making space for creative student work that might not otherwise thrive in a points-based grading ecosystem. He suggested that grading policies on their own often aren’t enough—at least not in the grade-focused culture at many institutions—so he also shared some of the challenges he's faced and how he works toward better relationships between students, educators, and grades.

Mental Health Webinars

Last fall, we provided a pair of webinars on mental health, focused specifically on students, staff, and faculty in the academic environment.

Introduction to Mental Health Literacy

There are many misconceptions about psychiatric disease: what causes it, who is at risk, and how it manifests. Increasingly, we are understanding how common these misconceptions are in academia. In this seminar and facilitated discussion, tailored for academics, Dr. Mary Huff of DragonflyMentalHealth.org teaches about the prevalence of mental health illness in general and in academic populations, as well as an overview of signs and symptoms, particularly those seen in academic settings.

The Basics of Burnout

Burnout is work-related feelings of exhaustion, cynicism, and lack of accomplishment and is highly prevalent in chronically high-stress jobs such as those in academia. Dr. Mary Huff of DragonflyMentalHealth.org led this 1-hour seminar that facilitated discussion on defining the core components of burnout, presented evidence-based strategies to address the symptoms, and discussed how to prevent work-related stress.

Resources for Departments

Finally, NSF AccessComputing has also worked with collaborators to provide new online materials to support accessibility and inclusion in computing education and beyond. These materials are especially valuable for faculty, staff, and departments working to create more equitable environments for students and colleagues with disabilities.

Advising Neurodivergent PhD Students

This guide, designed for faculty new to neurodivergent concepts, introduces good practices for advising neurodivergent students, lists helpful assistive technologies, highlights faculty support areas, and links resources.

Improving Equity and Access for Graduate Students with Disabilities

Graduate school is challenging, and disabled students face additional accessibility barriers. This brief helps faculty and staff prioritize equitable access, bridging educational gaps between students with and without disabilities.

Making Departments More Accessible to and Inclusive of Faculty with Disabilities

Inaccessible job applications, facilities, tools, and resources create barriers for faculty with disabilities. Improving communication, worksites, meetings, technology, and services fosters inclusivity and helps build an equitable department culture.

For these and other resources, visit the resources section on the NSF AccessComputing website.

Teaching Accessible Computing (TAC) Updates

Teaching Accessible Computing (TAC) is a free, online, community-sourced digital textbook for computing educators to learn how to integrate accessibility topics into their courses. Launched in March 2024 with 16 chapters like Introductory Programming (CS1) + Accessibility, Data Structures + Accessibility, and AI/ML + Accessibility, TAC has already reached 5,700+ readers in 99 countries.

AccessComputing and the TAC team are excited to share these updates:

New chapter: Foundations: Disability & Accessibility by Richard E. Ladner and Stephanie Ludi! This chapter provides foundational knowledge about these areas so that any educator, no matter their prior experience with accessibility, can start to become confident teaching these topics.
TAC Evaluation Survey: If you have engaged with TAC in the past year, we want to hear from you! Please fill out our 10min feedback survey to be entered into a raffle for a $50 gift card. If you leave your contact information and participate in a follow-up interview with our team, you will be compensated with an additional $35 gift card.
Call for chapters: The TAC team will be conducting another round of chapter writing, review, and publication this year. If you would like to contribute your expertise to TAC, leave your contact information and chapter ideas on our Interest Form and an editor will reach out. (If you have already submitted a chapter idea, an editor will be in touch soon!)

Thank you all for your support of this book; we couldn’t have done it without the wonderful community of educators passionate about teaching accessible computing.

The Teaching Accessible Computing editorial team

Alannah Oleson (alannah.oleson@du.edu)
Amy J. Ko (ajko@uw.edu)
Richard E. Ladner (ladner@cs.washington.edu)

Accessibility and Disability are Important Themes at the 2025 ACM CHI Conference

Author:

Richard E. Ladner, NSF AccessComputing Founder

The ACM (Association for Computing Machinery) CHI conference on Human Factors in Computing Systems is the premier international conference of human-computer interaction (HCI). The conference was founded in 1982 and has grown to be a major ACM conference, attracting roughly 4,000 people to this year’s conference.

This year’s conference was held in Yokohama, Japan from April 26 to May 1. There were 5,014 research submissions with 331 (6.6%) in the accessibility category. Out of the 1,249 accepted submissions, 100 of the original 331 in the accessibility category were accepted. Here is a summary of the accessibility and disability sessions:

Research Paper Sessions
- “Living with Dementia or Visual Impairments” (5 papers)
- “Neurological Considerations” (7 papers)
- “Design for Different User Needs” (7 papers)
- “XR for Different User Needs” (6 papers)
- “Vision Accessibility” (7 papers)
- “Designs for Aging and Disability” (6 papers)
- “Designs for Blind and Low Vision People" (6 papers)
Late-Breaking Research Sessions
- “User Experience and Accessibility” (6+ papers)
- “Haptics and Sensory” (3+ papers)
- “Accessibility and Inclusion” (20+ papers)
Case Studies
- “Accessibility” (5 papers)
Panels
- “Barriers to Implementation of Accessibility Research in Industry Practice – and Vice Versa”
Special Interest Groups
- “Designing for Neurodiversity in Academia: Addressing Challenges and Opportunities in Human-Computer Interaction”

Late-breaking research papers are not counted in the submission/acceptance data. There are also quite a few accessibility/disability papers that are in sessions that are not identified with that topic. Among the 50 Best Papers in the conference, I was able to identify 5 on accessibility/disability topics. It is encouraging to me to see so much interest in accessibility at the CHI conference.

I recall attending an early CHI conference in 1987 when there were only three accessibility papers out of 46 total accepted papers. Of course, 3/46 = 6.5% in 1987 is only slightly smaller than 100/1249 = 8% in 2025, 38 years later. You might be wondering what the three papers were about. They were all about accessing computers, one for blind people, one for deaf-blind people, and one for people with limited mobility.

Proceedings of ACM CHI are available freely in the ACM Digital Library.

AccessUR2PhD Project Launches Mentoring Circles for Team Members Interested in Research

Author:

Eric Trekell, NSF AccessComputing Staff

The DO-IT Center and NSF AccessComputing, in collaboration with the Paul G. Allen School of Computer Science and Engineering, have received funding from the Computing Research Association to establish AccessUR2PhD: Supporting Women and Gender Marginalized Students with Disabilities in Computing Research. AccessUR2PhD aims to increase the number of women and gender-marginalized individuals with disabilities (WGMD) on track to earn a PhD in a computing field with a focus on mentoring and community.

NSF AccessComputing staff are supporting the project and have launched the first step - a series of mentoring circles designed to further connect students with one another and with mentors. Each mentoring circle will have 10-15 students and mentors participating in discussions facilitated via both virtual meetings and asynchronous communication. Mentoring Circle topics and dates have been identified:

#1 Accommodations and Managing Your Relationship with a Research Mentor. Two meetings: Meeting dates: Friday, May 30 & Friday, June 20, from 1:00-2:00 pm PST | 4:00 pm - 5:00 pm EST
#2 Conducting Research as an Undergrad. Four meetings: Meeting dates: Friday, July 11; Friday, July 25; Friday, August 8; & Friday August 29, from 1:00-2:00 pm PST | 4:00 pm - 5:00 pm EST
#3 Graduate School Applications. Three meetings: Friday, September 12; Friday, September 26; & Friday, October 10, from from 1:00-2:00 pm PST | 4:00 pm - 5:00 pm EST

Sign up now!

In addition, AccessUR2Phd participants will be encouraged to take advantage of CRA’s existing UR2PhD undergraduate research methods course, mentor training program, and workshops.

Additional projects to be undertaken by AccessUR2PhD include focus groups where WGMD computing students will be able to share and address issues specific to their engagement in computing research; a three-part webinar series to support students in achieving research and career goals; one or more project videos about being successful as a WGMD student in computing research and/or best practices to engage such students in computing research and PhD programs; and a variety of resources and publications. Project staff will also contribute to the literature by publishing at least one peer-reviewed article on expanding opportunities for WGMD students in computing research.

AccessUR2PhD will also offer expanded support for student travel to attend conferences to present their research, learn about research and graduate school, and connect with mentors. Students will be able to submit individual requests for specific academic conferences, as well as for conferences focused on broadening participation in computing, like the Richard Tapia Celebration of Diversity in Computing conference.

Gene Kim Receives CRA Outstanding Undergraduate Researcher Award

Author:

Eric W. Trekell, NSF AccessComputing Staff

NSF AccessComputing Team member Gene Kim has received the Computing Research Association’s prestigious Outstanding Undergraduate Research Award for 2025. Through this award, CRA recognizes eight undergraduate students in North American colleges and universities who show outstanding research potential in an area of computing research. The CRA Outstanding Undergraduate Researcher Award is meant to recognize and foster emerging talent and excellence in computing research.

Gene is a senior at Stanford University, majoring in symbolic systems, with concentrations in human-computer interaction (HCI) and accessibility. Gene has been active in research throughout his undergraduate career. He already has more than 160 citations on Google Scholar and has six published papers and four posters to his credit at venues including ACM CIGCHI, ACM ASSETS and TACCESS. He’s worked with a number of noted HCI researchers at Stanford, the University of Washington, Northeastern University, and the University of Chicago to design, engineer, and evaluate new approaches to support blind users (like himself) in tasks such as interpreting data visualizations, 3D modeling, and designing circuits. Broadly, he is passionate about making STEM, especially computing, more accessible to people with disabilities. To this end, he conducts mixed methods research, applies human-centered design frameworks, and leverages cutting-edge technologies to engineer new accessibility tools.

Outside of his research activities, Gene has served as an undergraduate teaching assistant for introductory computer science courses. He is also a passionate disability advocate and served for three years on the National Association of Blind Students (a division of the National Federation of the Blind) board of directors. During his tenure, Gene traveled extensively to host blind student empowerment seminars, help teach non-visual STEM and college readiness skills, and to give motivational speeches about his journey as a person with a disability. Gene co-founded and is the director of Systemic Access, an international mentorship program for young blind professionals in STEM.

Gene plans to continue his research and advocacy as a PhD student starting Fall 2025 with the hope of becoming a computer science faculty afterward. He is also open to opportunities in industry.

Congratulations to Gene!

2025 SIGCSE TS Pre-Symposium Affiliated Event: Accessibility and Disability in CS Education

Author:

Richard E. Ladner, NSF AccessComputing Founder

NSF AccessComputing sponsored a pre-symposium affiliated event at the 2025 SIGCSE Technical Symposium (TS) in Pittsburgh, PA, titled “Accessibility and Disability in CS Education” on Wednesday, February 26, 2025. The all-day event attracted 65 educators and students from around the world.

The program included 13 presentations on varying topics, such as including accessibility in the computer science (CS) curriculum, teaching inclusively, engaging disabled students in research, and policies that impact the accessibility of CS curricula. Speakers came from a wide variety of schools and organizations:

Elissa Hozore, from Code in the Schools
Justin Cannady, from Northern Lights Collaborative for Computing Education
Veronica Pimenova, from Carnegie Mellon University
Michel Zarn, from Paris Dauphine University and KarmicSoft
Andreas Stefik from the University of Nevada Las Vegas
Sofia De Jesus from Carnegie Mellon University
Juno Bartsch from Virginia Tech
Frank Elavsky from Carnegie Mellon University
Maya Cakmak from University of Washington
Jixiang Fan from Virginia Tech
Kevin Lin from University of Washington

Amy Ko, a NSF AccessComputing leader, led a larger discussion on how the new administration's policies affect accessibility efforts in CS education. The session ended with smaller group discussions on all the topics brought up that day.