DO-IT Snapshots 1995
Welcome to DO-IT Snapshots 1995!
DO-IT Scholars are important players on the DO-IT team. Scholars are high school students with disabilities who have interests in science, engineering, and mathematics and want to go to college. They attend Summer Study programs on the University of Washington campus and are provided with computer systems and Internet network connections in their homes. They access resources and communicate with each other, DO-IT staff, and volunteer mentors. Most DO-IT Mentors are post-secondary students or have careers in the fields of science, engineering, and mathematics and have disabilities themselves. DO-IT participants who succeed in Phases I, II, and III of the DO-IT Scholars program become DO-IT Ambassadors, helping further the efforts of DO-IT as they pursue post-secondary education and employment.
DO-IT (Disabilities, Opportunities, Internetworking, and Technology) is primarily funded by National Science Foundation. It serves to increase the participation of individuals with disabilities in science, engineering, and mathematics academic programs and careers.
Everyone wants to meet the DO-IT Scholars! The Phase I Scholars included in this album began the program in 1995; Phase II Scholars started in 1994; Phase III Scholars and Ambassadors started in 1993. Each Scholar submitted their short autobiography via electronic mail and the publication was created with computer tools.
I hope you enjoy meeting the DO-IT Scholars and Ambassadors!
- Phase I Scholars
- Phase II Scholars
- Career Mentors
- Student Mentors
- Staff Mentors
- Key Electronic Resources
Sheryl Burgstahler, Ph.D.
College of Engineering/Computing & Communications
University of Washington
Copyright © 1995, University of Washington. Permission is granted to copy these materials for non- commercial purposes provided the source is acknowledged.
This material is based upon work supported by the National Science Foundation under Grant No. 9255803. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.