PEERs Climate Survey: A Promising Practice for Comparing the Experiences of Diverse Groups of Students Within and Between Academic Departments

The Promoting Equity in Engineering Relationships (PEERs) project at the University of Washington (UW) aimed to improve the experiences of underrepresented undergraduates in the College of Engineering. PEERs integrated NSF-funded efforts to engage a cadre of students, professors, and staff to create positive change toward a more inclusive environment in the College of Engineering, particularly for women, racial/ethnic minorities, and individuals with disabilities.

UW-IT's Captioning Project: A Promising Practice in Setting up a Captioning Project on a College Campus

Many videos on campuses are captioned only as an accommodation for a person who is deaf or hard of hearing, even though they benefit many others, including English language learners, those with reading-related disabilities, and individuals who simply want to see the spelling of words spoken in the presentation. The University of Washington’s UW-IT Free Captioning Project was developed as an effort to promote proactive captioning of videos on campus.

Cornell Tech Course on Interaction Techniques: A Promising Practice in Normalizing Disability in a Technical Course

Shiri Azenkot at Cornell Tech teaches a class on interaction techniques (e.g., text entry and scroll bars). When designing the course, she considered her constraints (time, curriculum requirements, and expectations) and how her course might compare to similar courses across institutions. Rather than including accessibility in the course with an “accessibility lecture,” where she covered everything about accessibility in one short lecture, Shiri chose to integrate disability throughout the course.

Making Design Reviews Accessible to Deaf and Hard-of-Hearing Participants: A Promising Practice in Engineering Education

Design reviews are a common part of engineering education practice. In design reviews, students or student teams present their work to their classmates, instructors, and sometimes a panel of users or external experts for feedback and commentary. This practice gains formative feedback from multiple perspectives on a student’s project to ultimately strengthen both the project and the student’s communication and technical skills as engineers.