WEBVTT 00:00:01.880 --> 00:00:02.880 align:center ERIC TREKELL: All right. 00:00:02.880 --> 00:00:04.520 align:center Hello, everyone, and thanks for joining 00:00:04.520 --> 00:00:07.340 align:center us to learn more about the timely topic of designing 00:00:07.340 --> 00:00:08.880 align:center accessible courses. 00:00:08.880 --> 00:00:11.810 align:center My name's Eric Trekell, and I'm joined by my colleagues 00:00:11.810 --> 00:00:15.590 align:center with the DO-IT Center, Kayla Brown, Amy Huang, and Andrea 00:00:15.590 --> 00:00:16.410 align:center Mano. 00:00:16.410 --> 00:00:19.820 align:center Our presenter today is Dr. Sarah Coppola. 00:00:19.820 --> 00:00:22.340 align:center This webinar is sponsored by AccessComputing 00:00:22.340 --> 00:00:25.430 align:center and funded by the National Science Foundation grant number 00:00:25.430 --> 00:00:28.200 align:center 2417014. 00:00:28.200 --> 00:00:30.470 align:center That's always a mouthful for me. 00:00:30.470 --> 00:00:33.260 align:center As we begin today, I'd like to share some information 00:00:33.260 --> 00:00:35.640 align:center about accessibility for today's meeting. 00:00:35.640 --> 00:00:38.780 align:center This information will also be posted in the chat. 00:00:38.780 --> 00:00:41.690 align:center We are recording this meeting, and we will share it out 00:00:41.690 --> 00:00:44.390 align:center after it's been professionally captioned 00:00:44.390 --> 00:00:48.320 align:center for maximum accessibility. 00:00:48.320 --> 00:00:51.260 align:center We do have professional captions provided. 00:00:51.260 --> 00:00:56.420 align:center You can enable them by accessing the link that 00:00:56.420 --> 00:00:58.790 align:center will be posted in the chat. 00:00:58.790 --> 00:01:05.670 align:center We do have also real-time captioning or auto 00:01:05.670 --> 00:01:06.760 align:center captions from Zoom. 00:01:06.760 --> 00:01:10.990 align:center You can use those if you prefer that to the StreamText. 00:01:10.990 --> 00:01:13.380 align:center We have ASL interpreting today. 00:01:13.380 --> 00:01:18.150 align:center If you need multi-pin feature to pin the ASL interpreter, please 00:01:18.150 --> 00:01:22.270 align:center request that from one of my colleagues, Andrea Mano, 00:01:22.270 --> 00:01:25.960 align:center Wendy Huang, or Kayla Brown by messaging them in the chat. 00:01:25.960 --> 00:01:28.950 align:center And now I'd like to introduce our presenter. 00:01:28.950 --> 00:01:31.830 align:center Dr. Sarah Coppola is an assistant teaching professor 00:01:31.830 --> 00:01:35.310 align:center at the Department of Human Centered Design and Engineering 00:01:35.310 --> 00:01:38.280 align:center with the Allen School at the University of Washington. 00:01:38.280 --> 00:01:40.290 align:center An educator and researcher, she's 00:01:40.290 --> 00:01:43.320 align:center interested in inclusive pedagogy for teaching 00:01:43.320 --> 00:01:45.430 align:center inclusive, human-centered design. 00:01:45.430 --> 00:01:48.360 align:center She holds a BS in Mechanical Engineering from Northwestern 00:01:48.360 --> 00:01:52.510 align:center University, an MS in Human Factors Engineering from Tufts, 00:01:52.510 --> 00:01:55.830 align:center and a doctorate in Ergonomics from Harvard. 00:01:55.830 --> 00:01:58.190 align:center Sarah, we're delighted to have you with us today, 00:01:58.190 --> 00:02:01.060 align:center and I'm just going to turn it right over to you. 00:02:01.060 --> 00:02:02.410 align:center SARAH COPPOLA: Thank you. 00:02:02.410 --> 00:02:03.550 align:center Hello, everyone. 00:02:03.550 --> 00:02:08.949 align:center So I'm presenting on a paper that we presented at the Design 00:02:08.949 --> 00:02:10.520 align:center Research Society last year. 00:02:10.520 --> 00:02:12.820 align:center There's a QR code on this screen that 00:02:12.820 --> 00:02:14.950 align:center will take you to the paper, first authored 00:02:14.950 --> 00:02:19.316 align:center by Sourojit Ghosh, who's a PhD candidate in my department. 00:02:22.165 --> 00:02:27.305 align:center And I'm going to make this a little easier. 00:02:27.305 --> 00:02:36.082 align:center So this QR code will bring you to the slides I'm presenting, 00:02:36.082 --> 00:02:37.540 align:center for anyone who needs an access copy 00:02:37.540 --> 00:02:40.450 align:center with alt text in the images. 00:02:40.450 --> 00:02:46.300 align:center And I believe the slides have also been copied into the chat. 00:02:46.300 --> 00:02:48.940 align:center So thank you for that introduction. 00:02:48.940 --> 00:02:50.150 align:center My name is Sarah Coppola. 00:02:50.150 --> 00:02:52.750 align:center I am a assistant teaching professor in Human Centered 00:02:52.750 --> 00:02:54.640 align:center Design and Engineering. 00:02:54.640 --> 00:02:58.260 align:center I'm a white woman with medium length black hair. 00:02:58.260 --> 00:03:01.470 align:center I'm wearing a gray shirt with a blue sweater. 00:03:01.470 --> 00:03:05.770 align:center And I've been at the University of Washington for 4 and 1/2 00:03:05.770 --> 00:03:06.270 align:center years. 00:03:06.270 --> 00:03:09.350 align:center Prior to that, I taught in other engineering, 00:03:09.350 --> 00:03:11.190 align:center and also in industrial design department, 00:03:11.190 --> 00:03:13.490 align:center and so I'm speaking from my experience 00:03:13.490 --> 00:03:18.290 align:center across multiple universities and multiple types of design 00:03:18.290 --> 00:03:21.380 align:center education. 00:03:21.380 --> 00:03:26.750 align:center And so just to start, ask the audience to think about a time 00:03:26.750 --> 00:03:30.170 align:center when an education or work experience was not 00:03:30.170 --> 00:03:32.540 align:center designed for you. 00:03:32.540 --> 00:03:34.473 align:center And I'll give you a little time to think. 00:03:34.473 --> 00:03:36.640 align:center And if you're comfortable, please share in the chat. 00:04:35.920 --> 00:04:36.830 align:center Thanks, Alex. 00:04:36.830 --> 00:04:38.000 align:center That's a great example. 00:04:38.000 --> 00:04:42.130 align:center So Alex brings up being 4' foot 9" 00:04:42.130 --> 00:04:46.820 align:center and that the lab was built by taller people for taller people. 00:04:46.820 --> 00:04:48.760 align:center So there's a structural barrier to being 00:04:48.760 --> 00:04:54.110 align:center able to do work on top of the other gendered and sexist 00:04:54.110 --> 00:04:56.930 align:center notions of lab spaces. 00:04:56.930 --> 00:05:00.620 align:center Alison brings up captioning not being available 00:05:00.620 --> 00:05:04.550 align:center for lecture videos, no way to adjust the speed. 00:05:04.550 --> 00:05:07.670 align:center Course materials that are only printed. 00:05:07.670 --> 00:05:10.420 align:center Chairs in classrooms that are too hard. 00:05:10.420 --> 00:05:11.670 align:center Oh, there's a lot of them now. 00:05:11.670 --> 00:05:13.020 align:center I don't know that I can keep up with reading them. 00:05:13.020 --> 00:05:13.520 align:center Great. 00:05:13.520 --> 00:05:16.010 align:center Thank you, everyone. 00:05:16.010 --> 00:05:18.602 align:center Example of a class in seventh grade 00:05:18.602 --> 00:05:20.810 align:center where they had a set amount of time to read a passage 00:05:20.810 --> 00:05:27.500 align:center and then quizzed on that with content, not themes. 00:05:27.500 --> 00:05:29.083 align:center Cold-calling during classes. 00:05:34.430 --> 00:05:39.260 align:center Learning sports and swimming example. 00:05:39.260 --> 00:05:40.880 align:center The PE teachers would cross their arms 00:05:40.880 --> 00:05:42.970 align:center and give useless advice that didn't make sense. 00:05:45.530 --> 00:05:48.240 align:center Video conferences is designed and built for someone taller. 00:05:48.240 --> 00:05:49.320 align:center Yes, another one, right? 00:05:49.320 --> 00:05:53.820 align:center Just like a structural, physical barrier for people who are 00:05:53.820 --> 00:05:58.740 align:center outside of that sort of 5' 5" to 5' 10" height, right? 00:05:58.740 --> 00:06:00.425 align:center There's a lot of examples we find. 00:06:02.970 --> 00:06:05.620 align:center Not being allowed to audio record, working from home. 00:06:05.620 --> 00:06:07.600 align:center So yeah, lots of really good examples. 00:06:07.600 --> 00:06:10.860 align:center Thank you, everyone. 00:06:10.860 --> 00:06:16.320 align:center And so we'll come back to these at the end. 00:06:16.320 --> 00:06:20.070 align:center And so let's start with some definitions. 00:06:20.070 --> 00:06:24.510 align:center Here we use Dr. Lesley-Ann Noel's definition 00:06:24.510 --> 00:06:26.880 align:center of exclusion, the act of denying a person or group 00:06:26.880 --> 00:06:30.090 align:center access to a place, a group, or a privilege. 00:06:30.090 --> 00:06:35.340 align:center And here, ableism is defined as a system of assigning value 00:06:35.340 --> 00:06:37.140 align:center to people's bodies and minds based 00:06:37.140 --> 00:06:40.900 align:center on societally constructed ideas of normalcy, productivity, 00:06:40.900 --> 00:06:44.910 align:center desirability, intelligence, excellence, and fitness. 00:06:44.910 --> 00:06:46.330 align:center This comes from Talia Lewis. 00:06:46.330 --> 00:06:48.730 align:center And one of the reasons I really like this definition 00:06:48.730 --> 00:06:52.090 align:center is that they really tease apart the idea that you don't actually 00:06:52.090 --> 00:06:55.210 align:center have to be disabled in order to experience ableism. 00:06:55.210 --> 00:06:57.100 align:center And if we think about ableism as like 00:06:57.100 --> 00:07:02.000 align:center a structural societal oppression, it affects everyone. 00:07:02.000 --> 00:07:04.930 align:center It affects disabled people more, but it affects disabled people 00:07:04.930 --> 00:07:07.240 align:center in different ways based on whether it's 00:07:07.240 --> 00:07:12.100 align:center an invisible or visible disability, and under-- 00:07:12.100 --> 00:07:16.780 align:center in your perceived ability to be productive. 00:07:16.780 --> 00:07:20.260 align:center And intentional or unintentional acts of exclusion 00:07:20.260 --> 00:07:22.610 align:center lead to ableism. 00:07:22.610 --> 00:07:26.260 align:center Also, a note on language, within the disability community, 00:07:26.260 --> 00:07:28.010 align:center there's a variety of opinions on language. 00:07:28.010 --> 00:07:31.240 align:center And so we, in our paper and in this presentation, 00:07:31.240 --> 00:07:33.560 align:center use the terms both "person with a disability," 00:07:33.560 --> 00:07:35.740 align:center so person-first language, and "disabled person," 00:07:35.740 --> 00:07:39.700 align:center identity first language, interchangeably. 00:07:39.700 --> 00:07:43.240 align:center And so some motivation for this presentation and this paper 00:07:43.240 --> 00:07:47.150 align:center that we wrote comes out of my own experience 00:07:47.150 --> 00:07:49.190 align:center as a disabled student going through design 00:07:49.190 --> 00:07:51.330 align:center education and engineering education, 00:07:51.330 --> 00:07:54.170 align:center and now as a faculty member. 00:07:54.170 --> 00:07:57.560 align:center Experiencing the accommodation process from the student 00:07:57.560 --> 00:08:00.590 align:center perspective and also the faculty perspective, 00:08:00.590 --> 00:08:02.640 align:center accommodations are very individual. 00:08:02.640 --> 00:08:03.990 align:center They're very retroactive. 00:08:03.990 --> 00:08:08.970 align:center They rarely actually provide the access that they're supposed to. 00:08:08.970 --> 00:08:12.200 align:center And being really frustrated with the lack of systemic solutions 00:08:12.200 --> 00:08:14.180 align:center to these problems. 00:08:14.180 --> 00:08:16.550 align:center We're also seeing an increased interest 00:08:16.550 --> 00:08:20.000 align:center in diversifying capital D Design practice, 00:08:20.000 --> 00:08:23.240 align:center both thinking about products that work for everyone. 00:08:23.240 --> 00:08:27.350 align:center In 2025, why do the soap dispensers still not work 00:08:27.350 --> 00:08:31.460 align:center unless you have no melanin in your skin like me? 00:08:31.460 --> 00:08:33.230 align:center Why do we just have some products that 00:08:33.230 --> 00:08:35.070 align:center just don't work for everybody? 00:08:35.070 --> 00:08:37.340 align:center And then also thinking about extending who 00:08:37.340 --> 00:08:38.760 align:center gets to be a designer. 00:08:38.760 --> 00:08:42.395 align:center And that starts at the education level. 00:08:42.395 --> 00:08:45.180 align:center We can't design for everyone if we don't have everyone 00:08:45.180 --> 00:08:49.380 align:center at the table in our design teams and solving some of these really 00:08:49.380 --> 00:08:54.360 align:center complicated, complex, wicked problems of the 21st century. 00:08:54.360 --> 00:09:00.390 align:center The COVID-19 pandemic forced us to rethink how we do education. 00:09:00.390 --> 00:09:03.960 align:center The rapid adoption of remote learning, which 00:09:03.960 --> 00:09:06.600 align:center was an accommodation that disabled people have been asking 00:09:06.600 --> 00:09:10.860 align:center for forever, all of a sudden, we could do it and we had to do it. 00:09:10.860 --> 00:09:12.750 align:center And really thinking about, What does it 00:09:12.750 --> 00:09:15.270 align:center mean to do education at scale? 00:09:15.270 --> 00:09:17.880 align:center Does the model we've historically 00:09:17.880 --> 00:09:23.160 align:center had of in-person learning in a classroom with set hours 00:09:23.160 --> 00:09:27.465 align:center and very structured type of assignments make sense? 00:09:27.465 --> 00:09:31.140 align:center And then more recently, the new DOJ's updated-- 00:09:31.140 --> 00:09:33.010 align:center Department of Justice updated rule, 00:09:33.010 --> 00:09:35.290 align:center which is expanding the ADA for universities, 00:09:35.290 --> 00:09:40.290 align:center is really forcing us to think about how we do education 00:09:40.290 --> 00:09:45.450 align:center in order to meet the new requirements. 00:09:45.450 --> 00:09:48.990 align:center So design studios. 00:09:48.990 --> 00:09:50.050 align:center I can't see the hands. 00:09:50.050 --> 00:09:51.467 align:center I was going to say, show of hands, 00:09:51.467 --> 00:09:53.710 align:center How many of you have been through design education? 00:09:53.710 --> 00:09:56.220 align:center But I can't actually see the hands. 00:09:56.220 --> 00:09:58.480 align:center So design education. 00:09:58.480 --> 00:10:03.240 align:center And in here, I'm talking about both engineering 00:10:03.240 --> 00:10:04.830 align:center design classes, which are-- they're 00:10:04.830 --> 00:10:06.930 align:center a separate but similar thing, and also 00:10:06.930 --> 00:10:11.340 align:center more traditional industrial or graphic design type classes, 00:10:11.340 --> 00:10:13.980 align:center are typically taught in a studio following 00:10:13.980 --> 00:10:17.790 align:center a constructivist approach to learning, thinking 00:10:17.790 --> 00:10:19.890 align:center that students learn best by doing. 00:10:19.890 --> 00:10:22.055 align:center And in outside of the design world, 00:10:22.055 --> 00:10:24.180 align:center we might think of this as like a flipped classroom, 00:10:24.180 --> 00:10:26.950 align:center where the idea is you do prework outside of class, 00:10:26.950 --> 00:10:30.460 align:center you're doing your readings, you may be watching a video, 00:10:30.460 --> 00:10:32.350 align:center and then when you come to the classroom, 00:10:32.350 --> 00:10:37.030 align:center you are working on a project, either in a group setting-- 00:10:37.030 --> 00:10:39.840 align:center it's a group project or doing parallel individual work. 00:10:39.840 --> 00:10:41.478 align:center And these are in person. 00:10:41.478 --> 00:10:43.020 align:center The picture I'm showing on the screen 00:10:43.020 --> 00:10:45.630 align:center is sort of an open concept makerspace 00:10:45.630 --> 00:10:49.650 align:center that we have on the University of Washington's campus. 00:10:49.650 --> 00:10:51.240 align:center They're often very long. 00:10:51.240 --> 00:10:54.840 align:center In my department, our undergraduate studios can be up 00:10:54.840 --> 00:10:58.210 align:center to three hours, and our master's studios are four hours, 00:10:58.210 --> 00:11:02.100 align:center and they're from 6:00 to 10:00 PM. 00:11:02.100 --> 00:11:06.090 align:center And using a variety of tools, depending 00:11:06.090 --> 00:11:10.720 align:center on the program, digital or physical prototyping tools. 00:11:10.720 --> 00:11:13.300 align:center And the picture, I see laptops, I see screens, 00:11:13.300 --> 00:11:18.630 align:center but I also see a lot of people working with physical materials. 00:11:18.630 --> 00:11:24.090 align:center And so some of the issues with studios, 00:11:24.090 --> 00:11:26.533 align:center that these long in-person sessions 00:11:26.533 --> 00:11:28.950 align:center can be really difficult for people who have chronic health 00:11:28.950 --> 00:11:32.920 align:center conditions that make it difficult to come to campus, 00:11:32.920 --> 00:11:37.470 align:center make it difficult to commute, and to be 00:11:37.470 --> 00:11:40.600 align:center able to be not just like coming to a physical building, 00:11:40.600 --> 00:11:47.080 align:center but performing at a really high level for four-plus hours. 00:11:47.080 --> 00:11:50.170 align:center People who have mental health conditions that fluctuate. 00:11:50.170 --> 00:11:51.910 align:center We also see a lot of issues with people 00:11:51.910 --> 00:11:54.670 align:center who have caretaking responsibilities, people 00:11:54.670 --> 00:11:58.320 align:center who are parents, people who take care of an older family member. 00:11:58.320 --> 00:12:01.870 align:center And also this is an area where we see a lot of discrepancy 00:12:01.870 --> 00:12:04.730 align:center and a lot of disparity based on economics. 00:12:04.730 --> 00:12:07.970 align:center And so it's no secret that Seattle is expensive, 00:12:07.970 --> 00:12:09.860 align:center but in almost every college town, 00:12:09.860 --> 00:12:12.830 align:center the housing closest to campus is going to be the most expensive. 00:12:12.830 --> 00:12:16.240 align:center And so the people who live at home because of cultural factors 00:12:16.240 --> 00:12:19.330 align:center or economic factors, who live further away from campus 00:12:19.330 --> 00:12:21.160 align:center are further marginalized by needing 00:12:21.160 --> 00:12:25.880 align:center to come to school, especially in bad weather. 00:12:25.880 --> 00:12:29.980 align:center And another thing that has happened, and probably 00:12:29.980 --> 00:12:32.350 align:center was happening before the pandemic and we weren't really 00:12:32.350 --> 00:12:34.900 align:center thinking about it, is that for people who are really 00:12:34.900 --> 00:12:36.580 align:center high risk for COVID-- 00:12:36.580 --> 00:12:38.340 align:center most people who are chronically ill 00:12:38.340 --> 00:12:40.090 align:center are also high risk for COVID-- 00:12:40.090 --> 00:12:48.720 align:center the reduction in mitigation has made the coming to school, 00:12:48.720 --> 00:12:54.010 align:center to sit in a crowded space for four hours, dangerous and risky. 00:12:54.010 --> 00:12:58.710 align:center And so I think we need to also think about, 00:12:58.710 --> 00:13:02.760 align:center What does it look like to have a community of care for all people 00:13:02.760 --> 00:13:03.450 align:center in-- 00:13:03.450 --> 00:13:07.740 align:center as we're still in a pandemic and continuing to go forward 00:13:07.740 --> 00:13:09.523 align:center with the variety of viruses? 00:13:12.840 --> 00:13:17.550 align:center Most of our pedagogies, most of our tools, are visual oriented 00:13:17.550 --> 00:13:20.290 align:center and exclude blind and low vision students. 00:13:20.290 --> 00:13:22.500 align:center And so one of the pictures I'm showing 00:13:22.500 --> 00:13:27.810 align:center is a very common activity of using Post-it notes 00:13:27.810 --> 00:13:30.900 align:center and then organizing them by theme 00:13:30.900 --> 00:13:36.365 align:center or using color to denote something. 00:13:36.365 --> 00:13:38.740 align:center This is not accessible for someone's blind or low vision. 00:13:38.740 --> 00:13:40.960 align:center It's not accessible for someone who's colorblind. 00:13:40.960 --> 00:13:45.660 align:center And when we switched to the digital tool in 2020, 00:13:45.660 --> 00:13:48.278 align:center we were saying like, oh, this is really bad, 00:13:48.278 --> 00:13:50.070 align:center because these digital whiteboards like Miro 00:13:50.070 --> 00:13:51.220 align:center are not accessible. 00:13:51.220 --> 00:13:53.675 align:center And a blind colleague pointed out to me, well, 00:13:53.675 --> 00:13:56.350 align:center you know the analog version was also not accessible to me. 00:13:56.350 --> 00:13:58.870 align:center Like, this isn't a new problem, right? 00:13:58.870 --> 00:14:01.170 align:center And so really, again, these are moments 00:14:01.170 --> 00:14:05.563 align:center to really think about the things we do and the ways 00:14:05.563 --> 00:14:06.605 align:center that they exclude people. 00:14:09.330 --> 00:14:12.090 align:center For deaf and hard of hearing students, 00:14:12.090 --> 00:14:14.050 align:center and also neurodivergent students, 00:14:14.050 --> 00:14:17.370 align:center people who have audio processing challenges, 00:14:17.370 --> 00:14:21.240 align:center these loud, crowded studios can be really difficult to work. 00:14:21.240 --> 00:14:23.880 align:center I multiple times have had a class where there's someone who 00:14:23.880 --> 00:14:29.730 align:center has a CART captioner and just from the background noise cannot 00:14:29.730 --> 00:14:33.990 align:center properly caption what's happening in the small group 00:14:33.990 --> 00:14:36.380 align:center conversation because it's just too loud. 00:14:36.380 --> 00:14:39.970 align:center And so it provides another barrier. 00:14:39.970 --> 00:14:43.840 align:center And we have these normative methods 00:14:43.840 --> 00:14:45.370 align:center for demonstrating and communicating 00:14:45.370 --> 00:14:48.380 align:center learning that can be really challenging for students. 00:14:48.380 --> 00:14:52.190 align:center If I require you to hand draw every assignment, 00:14:52.190 --> 00:14:55.820 align:center but you have a limb difference or a motor disability, 00:14:55.820 --> 00:14:57.760 align:center that's a barrier. 00:14:57.760 --> 00:15:01.030 align:center And especially, again, most of my experience 00:15:01.030 --> 00:15:03.280 align:center has been working with blind and low vision students 00:15:03.280 --> 00:15:08.080 align:center in these classes that everything about the visual sketching 00:15:08.080 --> 00:15:09.950 align:center assignment is excluding them. 00:15:09.950 --> 00:15:14.170 align:center And so we focus so much on-- 00:15:14.170 --> 00:15:16.120 align:center when I went to design school, we had 00:15:16.120 --> 00:15:18.690 align:center to give presentations that were just images with no words. 00:15:18.690 --> 00:15:19.940 align:center That was the challenge, right? 00:15:19.940 --> 00:15:24.850 align:center And very much from a world where picture's worth 00:15:24.850 --> 00:15:29.990 align:center a thousand words, but not everybody can access pictures. 00:15:29.990 --> 00:15:35.870 align:center And so it's another way that we have ableist practices that 00:15:35.870 --> 00:15:39.155 align:center exclude our students. 00:15:39.155 --> 00:15:42.260 align:center And a note about accommodations, accommodations 00:15:42.260 --> 00:15:45.410 align:center do not always mean access. 00:15:45.410 --> 00:15:49.640 align:center Under the laws of the United States, the ADA, the IDEA, 00:15:49.640 --> 00:15:53.930 align:center and the Rehabilitation Act, under the law, 00:15:53.930 --> 00:15:58.280 align:center people who have disabilities are entitled to accommodations. 00:15:58.280 --> 00:16:01.280 align:center But this accommodations process is difficult and expensive, 00:16:01.280 --> 00:16:02.900 align:center to getting the medical paperwork, 00:16:02.900 --> 00:16:04.400 align:center going through the process of getting 00:16:04.400 --> 00:16:07.520 align:center approved by the university. 00:16:07.520 --> 00:16:10.920 align:center And they're very individual and retroactive. 00:16:10.920 --> 00:16:14.480 align:center And so you might find out that there's a student in your course 00:16:14.480 --> 00:16:16.380 align:center two days before the course starts, 00:16:16.380 --> 00:16:19.350 align:center and now you have to redo everything 00:16:19.350 --> 00:16:22.980 align:center you had planned to be able to provide access for a student. 00:16:22.980 --> 00:16:27.320 align:center It's also you have a textbook that is not accessible 00:16:27.320 --> 00:16:29.000 align:center and you find out-- 00:16:29.000 --> 00:16:31.420 align:center it's too late in the process usually, 00:16:31.420 --> 00:16:34.880 align:center it can take up to six weeks to get a textbook remediated. 00:16:34.880 --> 00:16:38.230 align:center And so we need a proactive, structural approach 00:16:38.230 --> 00:16:41.087 align:center to these things. 00:16:41.087 --> 00:16:43.420 align:center Another problem for us is that the common accommodations 00:16:43.420 --> 00:16:46.540 align:center list, things like extra time on tests 00:16:46.540 --> 00:16:50.680 align:center or a reduced distraction room for exams, 00:16:50.680 --> 00:16:52.400 align:center doesn't apply to a design studio. 00:16:52.400 --> 00:16:55.310 align:center So a design professor might get that list of accommodations, 00:16:55.310 --> 00:16:59.200 align:center read them, go, none of these apply, and just out of mind, 00:16:59.200 --> 00:17:01.090 align:center and not actually think about, What 00:17:01.090 --> 00:17:03.410 align:center are the access needs of this student? 00:17:03.410 --> 00:17:04.990 align:center What mismatches might be there? 00:17:04.990 --> 00:17:07.089 align:center Because the list of accommodations 00:17:07.089 --> 00:17:09.926 align:center doesn't give you the right information. 00:17:09.926 --> 00:17:12.910 align:center And the whole process does not encourage 00:17:12.910 --> 00:17:15.220 align:center that kind of back and forth and thinking through, 00:17:15.220 --> 00:17:18.760 align:center like, What actually do you need to succeed here? 00:17:18.760 --> 00:17:23.480 align:center And a big problem is there just may not be a solution. 00:17:23.480 --> 00:17:25.510 align:center I gave the example of the sticky notes, 00:17:25.510 --> 00:17:27.650 align:center that the digital sticky notes weren't accessible. 00:17:27.650 --> 00:17:30.260 align:center But also, the analog was not. 00:17:30.260 --> 00:17:35.450 align:center But there is no software that is screen 00:17:35.450 --> 00:17:39.050 align:center reader accessible for doing visual design. 00:17:39.050 --> 00:17:42.900 align:center And so there is no easy switch. 00:17:42.900 --> 00:17:47.720 align:center There's no easy accommodation for people who have disabilities 00:17:47.720 --> 00:17:49.296 align:center that lead to big mismatches. 00:17:52.070 --> 00:17:55.790 align:center And so in our paper, we share three case studies from classes 00:17:55.790 --> 00:17:58.940 align:center that I've taught. 00:17:58.940 --> 00:18:03.200 align:center And so the first class was a undergraduate introduction 00:18:03.200 --> 00:18:05.570 align:center to user-centered design course. 00:18:05.570 --> 00:18:08.490 align:center As we-- the first return to campus. 00:18:08.490 --> 00:18:11.730 align:center So we had taught this twice completely remote. 00:18:11.730 --> 00:18:14.490 align:center And this was our first time returning to campus. 00:18:14.490 --> 00:18:21.080 align:center And we had to figure out how to do some sort of HyFlex 00:18:21.080 --> 00:18:24.410 align:center hybrid learning for a interactive group 00:18:24.410 --> 00:18:26.880 align:center project-based studio course. 00:18:26.880 --> 00:18:32.680 align:center And so we spent many hours working with technology, 00:18:32.680 --> 00:18:34.230 align:center trying to figure out a solution that 00:18:34.230 --> 00:18:37.650 align:center would allow us to have a real-time HyFlex learning 00:18:37.650 --> 00:18:39.750 align:center environment. 00:18:39.750 --> 00:18:43.200 align:center And that would also allow students to kind of go in 00:18:43.200 --> 00:18:45.550 align:center and out of remote or in person. 00:18:45.550 --> 00:18:52.240 align:center And we used the-- a 360 Meeting Owl Pro camera and two laptops. 00:18:52.240 --> 00:18:54.450 align:center And then we had split projectors that 00:18:54.450 --> 00:18:58.410 align:center allowed us to show the Zoomies on one screen for the roomies 00:18:58.410 --> 00:19:01.200 align:center so that it didn't feel as disjointed. 00:19:01.200 --> 00:19:03.480 align:center And then the other screen to be able to show 00:19:03.480 --> 00:19:07.440 align:center what we were learning in class. 00:19:07.440 --> 00:19:11.040 align:center Second case study is the master's version of this class. 00:19:11.040 --> 00:19:13.860 align:center And so this class was-- 00:19:13.860 --> 00:19:16.888 align:center the graduate level is highly visual class. 00:19:16.888 --> 00:19:19.180 align:center And it's taught, again, at night from 6:00 to 10:00 PM. 00:19:21.900 --> 00:19:24.660 align:center And there was a student who was blind in the class. 00:19:24.660 --> 00:19:29.000 align:center And so realized that we have to throw out almost everything. 00:19:29.000 --> 00:19:31.250 align:center We have to redesign this entire course. 00:19:31.250 --> 00:19:33.437 align:center And so going all the way back to the beginning 00:19:33.437 --> 00:19:35.770 align:center and thinking about, like, What are the learning outcomes 00:19:35.770 --> 00:19:38.060 align:center of an introduction to user-centered design course? 00:19:38.060 --> 00:19:40.480 align:center And how could we meet those learning outcomes 00:19:40.480 --> 00:19:42.670 align:center in a totally different paradigm? 00:19:42.670 --> 00:19:46.120 align:center And we have another paper where we detailed 00:19:46.120 --> 00:19:51.220 align:center all of the changes we made, and not all of them were successful. 00:19:51.220 --> 00:19:54.080 align:center And the student is actually an author on that paper. 00:19:54.080 --> 00:19:59.200 align:center But some highlights, so we adapted some of the sketching 00:19:59.200 --> 00:20:04.930 align:center assignments to be tactile, both using a tactile printer, 00:20:04.930 --> 00:20:08.470 align:center and the picture I'm showing on the screen, where 00:20:08.470 --> 00:20:10.480 align:center everyone in the class was assigned a task 00:20:10.480 --> 00:20:14.740 align:center to design a keychain using craft materials that someone 00:20:14.740 --> 00:20:16.070 align:center could use in the dark. 00:20:16.070 --> 00:20:22.330 align:center And so completely physical, tactile-based experience. 00:20:22.330 --> 00:20:25.730 align:center We also-- we only assign things that 00:20:25.730 --> 00:20:28.252 align:center were screen reader accessible, which 00:20:28.252 --> 00:20:30.710 align:center meant that we had to scrap some readings because we weren't 00:20:30.710 --> 00:20:34.115 align:center able to get an accessible version in time. 00:20:34.115 --> 00:20:37.370 align:center We created an environment where everyone 00:20:37.370 --> 00:20:39.180 align:center was responsible for cocreating access. 00:20:39.180 --> 00:20:41.900 align:center There were multiple disabilities within the classroom. 00:20:41.900 --> 00:20:45.980 align:center And so really, like everybody in the class leaning in. 00:20:45.980 --> 00:20:49.860 align:center Instead of doing our normal visual storyboard assignment, 00:20:49.860 --> 00:20:52.482 align:center everybody made a visual storyboard 00:20:52.482 --> 00:20:53.940 align:center that they could put in a portfolio. 00:20:53.940 --> 00:20:59.030 align:center But also, each team made a sort of podcast radio story 00:20:59.030 --> 00:21:02.045 align:center storyboard that was-- 00:21:02.045 --> 00:21:04.770 align:center and also provided a transcript for that. 00:21:04.770 --> 00:21:08.060 align:center So it was a different way of telling a story. 00:21:08.060 --> 00:21:10.820 align:center And the final assignment, everyone 00:21:10.820 --> 00:21:15.080 align:center was challenged to do a nonscreen-based project that 00:21:15.080 --> 00:21:18.475 align:center would be inclusive for everybody to participate in. 00:21:22.980 --> 00:21:25.890 align:center And then a third case study was an actual 00:21:25.890 --> 00:21:28.960 align:center inclusive and accessible design class at the graduate level. 00:21:28.960 --> 00:21:32.110 align:center Again, one of these 6:00 to 10:00 PM night classes. 00:21:32.110 --> 00:21:34.050 align:center And it was in the winter. 00:21:34.050 --> 00:21:38.310 align:center And so we-- and of course, it's a class 00:21:38.310 --> 00:21:40.020 align:center that's focused on disability, there 00:21:40.020 --> 00:21:41.160 align:center are a lot of students with disabilities 00:21:41.160 --> 00:21:42.280 align:center who take these classes. 00:21:42.280 --> 00:21:43.980 align:center And so we had a lot of access conflicts 00:21:43.980 --> 00:21:45.820 align:center and a lot of things to figure out. 00:21:45.820 --> 00:21:51.810 align:center And so one thing we did was have a HyFlex environment 00:21:51.810 --> 00:21:53.410 align:center with the Owl Camera. 00:21:53.410 --> 00:21:58.530 align:center We were in a less technological room, so we only had one screen. 00:21:58.530 --> 00:22:01.830 align:center And we adapted everything to be in-person and remote 00:22:01.830 --> 00:22:06.450 align:center because we had most times about half and half, 20 and 20 00:22:06.450 --> 00:22:09.480 align:center in the room, 20 on Zoom. 00:22:09.480 --> 00:22:12.750 align:center Once the respiratory viruses started, 00:22:12.750 --> 00:22:15.610 align:center it got even more tipped in the other direction. 00:22:15.610 --> 00:22:22.430 align:center And that we also had to figure out ways for speakers 00:22:22.430 --> 00:22:25.190 align:center to come in who had disabilities into a room that 00:22:25.190 --> 00:22:26.820 align:center was just really not set up for that, 00:22:26.820 --> 00:22:30.490 align:center and to work through those access conflicts. 00:22:30.490 --> 00:22:36.570 align:center And it was less successful, unfortunately, 00:22:36.570 --> 00:22:39.290 align:center than the other case studies because of the limitations 00:22:39.290 --> 00:22:40.350 align:center of the technology. 00:22:40.350 --> 00:22:43.400 align:center And we learned a lot about being prepared in advance 00:22:43.400 --> 00:22:46.100 align:center for situations where you have someone 00:22:46.100 --> 00:22:48.930 align:center who, because of their disability, 00:22:48.930 --> 00:22:51.060 align:center is not able to speak as loudly. 00:22:51.060 --> 00:22:53.270 align:center And also, you have a CART captioner 00:22:53.270 --> 00:22:57.230 align:center in the room who is trying to real-time caption. 00:22:57.230 --> 00:22:59.413 align:center We also learned about challenges of-- 00:22:59.413 --> 00:23:01.080 align:center the CART captioner might be in the room, 00:23:01.080 --> 00:23:03.540 align:center but the student might be online because they're sick. 00:23:03.540 --> 00:23:04.800 align:center And how do you manage that? 00:23:04.800 --> 00:23:06.590 align:center What do you do when there's two people who 00:23:06.590 --> 00:23:09.000 align:center need CART, one is in person, one is online? 00:23:09.000 --> 00:23:12.860 align:center And so a whole bunch of silly technological challenges 00:23:12.860 --> 00:23:15.500 align:center that we didn't think about in advance and wish we had. 00:23:15.500 --> 00:23:18.510 align:center So in real time, trying to come up with a solution with Zoom. 00:23:21.450 --> 00:23:23.033 align:center And so some reflections. 00:23:23.033 --> 00:23:25.200 align:center The students really appreciated these accommodations 00:23:25.200 --> 00:23:26.530 align:center and adaptations. 00:23:26.530 --> 00:23:28.680 align:center We tried to really-- 00:23:28.680 --> 00:23:31.030 align:center while protecting student privacy, 00:23:31.030 --> 00:23:32.760 align:center try to make all of the choices we 00:23:32.760 --> 00:23:36.460 align:center were making visible and obvious to the class, 00:23:36.460 --> 00:23:42.010 align:center and asking the class to be part of creating this environment. 00:23:42.010 --> 00:23:45.450 align:center So if I have forgotten to turn on auto captions 00:23:45.450 --> 00:23:48.810 align:center because auto captions are still not-- 00:23:48.810 --> 00:23:51.310 align:center I have to go through multiple menus to turn them on-- 00:23:51.310 --> 00:23:54.270 align:center tell me, because we all need-- 00:23:54.270 --> 00:23:57.050 align:center we all want the captions on. 00:23:57.050 --> 00:24:02.880 align:center And if you realize that your classmate or your team member 00:24:02.880 --> 00:24:06.780 align:center is out, you can take on the responsibility 00:24:06.780 --> 00:24:09.720 align:center of making sure that they're included in a breakout room 00:24:09.720 --> 00:24:10.935 align:center when you-- 00:24:10.935 --> 00:24:13.230 align:center when we break off into groups. 00:24:13.230 --> 00:24:17.450 align:center And so the HyFlex has worked really well for us. 00:24:17.450 --> 00:24:21.465 align:center We intended-- we had all these intended uses for it, 00:24:21.465 --> 00:24:23.590 align:center but then we realized it was really great for people 00:24:23.590 --> 00:24:26.230 align:center who had sick kids at home. 00:24:26.230 --> 00:24:29.780 align:center We had a student who was so excited to be in person, 00:24:29.780 --> 00:24:33.070 align:center and then broke their ankle the first week of school 00:24:33.070 --> 00:24:35.057 align:center and ended up having to be remote. 00:24:35.057 --> 00:24:36.890 align:center But they had to drop a lot of other classes, 00:24:36.890 --> 00:24:38.265 align:center so it was actually great for them 00:24:38.265 --> 00:24:39.670 align:center that they were able to be remote, 00:24:39.670 --> 00:24:41.587 align:center and they were able to be on a team of students 00:24:41.587 --> 00:24:45.250 align:center who were all remote, and make it work for them. 00:24:45.250 --> 00:24:49.105 align:center And then we were able to make adaptations 00:24:49.105 --> 00:24:51.730 align:center that included and were able to accommodate blind and low vision 00:24:51.730 --> 00:24:54.320 align:center students, but not all of them were perfect, 00:24:54.320 --> 00:24:59.230 align:center and we have detailed that in our other paper. 00:24:59.230 --> 00:25:01.900 align:center And we also saw that the course performances did not 00:25:01.900 --> 00:25:04.690 align:center drop because of these changes. 00:25:04.690 --> 00:25:06.740 align:center And then strategies that did not work. 00:25:06.740 --> 00:25:10.300 align:center Time and labor are really big constraints for us. 00:25:10.300 --> 00:25:14.660 align:center We're on a quarter system, and we have very rapid turnaround, 00:25:14.660 --> 00:25:19.040 align:center usually less than two weeks to launch a course. 00:25:19.040 --> 00:25:21.860 align:center And in two of those courses, you're 00:25:21.860 --> 00:25:24.440 align:center ending one course, turning in grades at the same time you're 00:25:24.440 --> 00:25:27.500 align:center trying to launch the next one. 00:25:27.500 --> 00:25:30.260 align:center And we really struggle with physical room barriers 00:25:30.260 --> 00:25:33.670 align:center because a lot of you gave examples of that. 00:25:33.670 --> 00:25:38.420 align:center We had a podium that was not movable in the middle 00:25:38.420 --> 00:25:39.030 align:center of the room. 00:25:39.030 --> 00:25:39.990 align:center It blocked everything. 00:25:39.990 --> 00:25:42.115 align:center It created a trip hazard for students-- for someone 00:25:42.115 --> 00:25:43.287 align:center who had a motor disability. 00:25:43.287 --> 00:25:44.870 align:center It also didn't work when we had guests 00:25:44.870 --> 00:25:48.350 align:center come in who used wheelchairs or who were short stature. 00:25:48.350 --> 00:25:50.720 align:center And we had to deal with a lot of access conflicts 00:25:50.720 --> 00:25:53.280 align:center within the room. 00:25:53.280 --> 00:25:56.090 align:center And sometimes those access conflicts 00:25:56.090 --> 00:26:02.250 align:center were made worse by the limitations of the room. 00:26:02.250 --> 00:26:08.000 align:center We had to abandon our final presentation-- 00:26:08.000 --> 00:26:09.830 align:center we did like a poster session, and we 00:26:09.830 --> 00:26:12.680 align:center had to give up because it was so loud 00:26:12.680 --> 00:26:16.260 align:center and we had multiple people who were deaf and hard of hearing 00:26:16.260 --> 00:26:17.830 align:center and needed access to captions. 00:26:17.830 --> 00:26:21.990 align:center And it was so loud that we just could not make it work. 00:26:21.990 --> 00:26:26.450 align:center And another big problem was we just had very limited support 00:26:26.450 --> 00:26:33.195 align:center from systems that would have allowed us to make things work. 00:26:33.195 --> 00:26:37.320 align:center And so we wanted to reimagine what 00:26:37.320 --> 00:26:39.990 align:center it would look like to do things differently, 00:26:39.990 --> 00:26:43.650 align:center to not always be in this time pressure, 00:26:43.650 --> 00:26:46.020 align:center retroactive, like very individual 00:26:46.020 --> 00:26:51.245 align:center accommodations-focused type of approach to including students. 00:26:51.245 --> 00:26:52.620 align:center And so we started thinking about, 00:26:52.620 --> 00:26:56.550 align:center What would it look like to have a pedagogy of care? 00:26:56.550 --> 00:27:00.630 align:center And there's a long literature in other fields, particularly 00:27:00.630 --> 00:27:03.468 align:center rhetoric and English, that have proposed 00:27:03.468 --> 00:27:04.510 align:center these pedagogies of care. 00:27:04.510 --> 00:27:06.210 align:center So we wanted to be part of that lineage 00:27:06.210 --> 00:27:08.850 align:center and think about what it would look like for us. 00:27:08.850 --> 00:27:14.320 align:center And so we propose utilizing Universal Design 00:27:14.320 --> 00:27:17.470 align:center for Instruction principles, because those UDL or UDI 00:27:17.470 --> 00:27:20.960 align:center principles will meet 95% of students' needs. 00:27:20.960 --> 00:27:22.940 align:center Things like not having timed tests. 00:27:22.940 --> 00:27:25.232 align:center If there's no timed test, no one needs an accommodation 00:27:25.232 --> 00:27:26.290 align:center for a timed test. 00:27:26.290 --> 00:27:29.870 align:center Having multiple ways of turning in an assignment. 00:27:29.870 --> 00:27:32.870 align:center So if you do better-- 00:27:32.870 --> 00:27:34.370 align:center you prefer to give a presentation, 00:27:34.370 --> 00:27:35.370 align:center you give a presentation. 00:27:35.370 --> 00:27:37.400 align:center If you prefer to write, you can write an essay. 00:27:37.400 --> 00:27:39.608 align:center Maybe you want to do something creative and artistic, 00:27:39.608 --> 00:27:42.580 align:center like design a graphic novel or a storyboard. 00:27:42.580 --> 00:27:47.050 align:center And really working for that other 5% in a codesign 00:27:47.050 --> 00:27:48.480 align:center participatory design approach. 00:27:51.280 --> 00:27:55.100 align:center We think that all classes should be HyFlex, 00:27:55.100 --> 00:27:58.210 align:center and that the technology should just 00:27:58.210 --> 00:28:02.470 align:center exist and be there and be implemented and maintained 00:28:02.470 --> 00:28:05.360 align:center to accommodate multiple learning styles and conditions, 00:28:05.360 --> 00:28:09.280 align:center because we can do this without compromising course performance. 00:28:09.280 --> 00:28:12.960 align:center It would be amazing if every classroom you walked into just 00:28:12.960 --> 00:28:15.760 align:center had auto captions working, and instead of having to opt in, 00:28:15.760 --> 00:28:17.640 align:center you had to opt out. 00:28:17.640 --> 00:28:21.660 align:center If classes were-- if there were easier ways to do things 00:28:21.660 --> 00:28:28.140 align:center like record and proliferate information in that way. 00:28:28.140 --> 00:28:30.640 align:center Offer nonvisual participation options. 00:28:30.640 --> 00:28:33.300 align:center This, for us, has been really important for accommodating 00:28:33.300 --> 00:28:36.315 align:center blind and low vision students. 00:28:36.315 --> 00:28:39.180 align:center But it also challenges everyone to be 00:28:39.180 --> 00:28:42.580 align:center thinking about accessibility as they're being taught. 00:28:42.580 --> 00:28:45.690 align:center And when they go out into their designing careers, 00:28:45.690 --> 00:28:51.090 align:center to keep these ideas of accessibility forefronted. 00:28:51.090 --> 00:28:52.590 align:center And a thing I didn't talk about much 00:28:52.590 --> 00:28:55.540 align:center is that almost none of our software, 00:28:55.540 --> 00:28:58.830 align:center including the Canvas website that we use for our learning 00:28:58.830 --> 00:29:01.500 align:center management system, work well for people who control 00:29:01.500 --> 00:29:02.830 align:center their computer by voice. 00:29:02.830 --> 00:29:04.350 align:center So there's a significant population 00:29:04.350 --> 00:29:06.210 align:center of people who never use a computer mice. 00:29:06.210 --> 00:29:09.560 align:center And I wrote my master's thesis on mouse-related injuries, 00:29:09.560 --> 00:29:12.680 align:center so I'm not going to get on that-- go down that rabbit hole. 00:29:12.680 --> 00:29:15.195 align:center But thinking-- it helps our students, 00:29:15.195 --> 00:29:16.570 align:center especially the ones who are going 00:29:16.570 --> 00:29:19.150 align:center on to work in digital user experience design 00:29:19.150 --> 00:29:21.890 align:center to think about people who use screen readers, 00:29:21.890 --> 00:29:23.630 align:center people who control a computer by voice, 00:29:23.630 --> 00:29:26.200 align:center people who control a computer only by keyboard keys 00:29:26.200 --> 00:29:28.480 align:center and not by mouse. 00:29:28.480 --> 00:29:34.060 align:center And then finally, having institutional support. 00:29:34.060 --> 00:29:35.600 align:center Ableism is a system. 00:29:35.600 --> 00:29:37.730 align:center It's a structural oppression. 00:29:37.730 --> 00:29:40.000 align:center And so these individual changes are not 00:29:40.000 --> 00:29:44.890 align:center going to change something that is systemic and structural. 00:29:44.890 --> 00:29:47.380 align:center And it would be-- 00:29:47.380 --> 00:29:49.960 align:center it would be remiss to not talk about the fact 00:29:49.960 --> 00:29:52.550 align:center that most classes are taught by people with low power. 00:29:52.550 --> 00:29:55.520 align:center They're taught by adjunct instructors, PhD students, 00:29:55.520 --> 00:30:01.180 align:center and pretenure or teaching track lecturers. 00:30:01.180 --> 00:30:05.080 align:center And so people with low power who probably care a lot 00:30:05.080 --> 00:30:08.810 align:center about doing the best they can for their students 00:30:08.810 --> 00:30:11.032 align:center and making this work, we also see 00:30:11.032 --> 00:30:12.740 align:center that there's really high rates of burnout 00:30:12.740 --> 00:30:14.720 align:center and a lot of turnover. 00:30:14.720 --> 00:30:18.390 align:center And so we need stronger resourcing, more collaboration, 00:30:18.390 --> 00:30:22.010 align:center more opportunities like this to share and to meet other people 00:30:22.010 --> 00:30:26.300 align:center and to learn from each other in doing this work. 00:30:26.300 --> 00:30:31.400 align:center And so there's a phrase in disability justice, 00:30:31.400 --> 00:30:35.450 align:center it's the Disability Visibility Project, Mia Mingus 00:30:35.450 --> 00:30:38.840 align:center and Alice Wong, where they talk about how access is love. 00:30:38.840 --> 00:30:42.360 align:center That it is an act of love to provide access. 00:30:42.360 --> 00:30:46.050 align:center But I also want to bring up that access is also labor. 00:30:46.050 --> 00:30:49.760 align:center It is a lot of work to make sure that everybody 00:30:49.760 --> 00:30:55.145 align:center is included and has access to the education opportunities. 00:30:57.650 --> 00:30:59.420 align:center So-- doing on time? 00:30:59.420 --> 00:31:01.180 align:center OK. 00:31:01.180 --> 00:31:04.465 align:center So some recommendations. 00:31:04.465 --> 00:31:07.710 align:center So starting by thinking about structural changes 00:31:07.710 --> 00:31:11.920 align:center to your curriculum, starting with the learning objectives, 00:31:11.920 --> 00:31:16.350 align:center and instead of focusing on the individual assignments, 00:31:16.350 --> 00:31:17.770 align:center come stepping back and saying what 00:31:17.770 --> 00:31:19.150 align:center students will be able to do. 00:31:19.150 --> 00:31:21.600 align:center And what are those learning objectives? 00:31:21.600 --> 00:31:24.750 align:center And how might you meet those? 00:31:24.750 --> 00:31:27.700 align:center What are multiple ways you might meet those learning objectives? 00:31:27.700 --> 00:31:32.100 align:center If the learning objective is learning how to use Figma, 00:31:32.100 --> 00:31:33.843 align:center there isn't a good solution there, right? 00:31:33.843 --> 00:31:35.760 align:center But if the learning objective is like learning 00:31:35.760 --> 00:31:40.230 align:center how to design for people, that's a pretty vague 00:31:40.230 --> 00:31:41.812 align:center learning objective where-- 00:31:41.812 --> 00:31:43.270 align:center it's not a good learning objective, 00:31:43.270 --> 00:31:48.960 align:center but it's a pretty-- where you have many ways of learning that. 00:31:48.960 --> 00:31:52.410 align:center There is a great universal design for instruction checklist 00:31:52.410 --> 00:31:57.060 align:center that helps you make your course inclusive up front, 00:31:57.060 --> 00:32:01.260 align:center will meet most students' accommodation and access needs. 00:32:01.260 --> 00:32:04.500 align:center And then provide multiple ways of attending class, 00:32:04.500 --> 00:32:08.465 align:center demonstrating learning, and demonstrating understanding. 00:32:08.465 --> 00:32:14.045 align:center And then for those other things that aren't met by UDI, 00:32:14.045 --> 00:32:16.350 align:center follow a user-centered participatory design approach. 00:32:16.350 --> 00:32:18.183 align:center It helps that we're user-centered designers, 00:32:18.183 --> 00:32:19.820 align:center and that's what we do. 00:32:19.820 --> 00:32:21.830 align:center But really thinking about like we 00:32:21.830 --> 00:32:23.810 align:center are cocreating this experience. 00:32:23.810 --> 00:32:26.880 align:center And I have some expertise that I'm bringing in. 00:32:26.880 --> 00:32:29.460 align:center You have your expertise of your lived experience. 00:32:29.460 --> 00:32:32.760 align:center How can we find things that work for you? 00:32:32.760 --> 00:32:35.060 align:center Trial and error to-- 00:32:35.060 --> 00:32:39.500 align:center so that you can learn what you need to learn from this course. 00:32:39.500 --> 00:32:42.780 align:center And working with students to really solve those mismatches. 00:32:42.780 --> 00:32:45.530 align:center And then the other thing I see so often is that someone will 00:32:45.530 --> 00:32:46.920 align:center bring up an access conflict. 00:32:46.920 --> 00:32:50.540 align:center So one that's been all over the news 00:32:50.540 --> 00:32:53.120 align:center is that people get distracted by captions 00:32:53.120 --> 00:32:56.070 align:center on the screen or the ASL interpreter on the screen. 00:32:56.070 --> 00:32:57.890 align:center And so we're like, oh, well, that-- it 00:32:57.890 --> 00:33:00.598 align:center doesn't work for some people, so we'll just get rid of it, right? 00:33:00.598 --> 00:33:03.290 align:center Lean into that because you can be really creative and trying 00:33:03.290 --> 00:33:05.340 align:center to find solutions that work for everyone. 00:33:05.340 --> 00:33:09.270 align:center So one solution we found is if we have split screens, 00:33:09.270 --> 00:33:11.880 align:center we only show the captions on one screen. 00:33:11.880 --> 00:33:14.090 align:center And so people who are distracted by the captions 00:33:14.090 --> 00:33:15.710 align:center will sit on the other side of the room 00:33:15.710 --> 00:33:17.170 align:center and look at the other screen. 00:33:21.482 --> 00:33:23.870 align:center I have had many classes where some students have 00:33:23.870 --> 00:33:26.880 align:center an accommodation for white background with black text, 00:33:26.880 --> 00:33:29.540 align:center and some have an accommodation for black background 00:33:29.540 --> 00:33:30.600 align:center with white text. 00:33:30.600 --> 00:33:32.870 align:center There is no solution that will work 00:33:32.870 --> 00:33:35.040 align:center for everyone other than the split screen thing, 00:33:35.040 --> 00:33:37.250 align:center but that would be-- 00:33:37.250 --> 00:33:39.380 align:center it might not be a great experience to be in a room 00:33:39.380 --> 00:33:41.190 align:center where each screen is a different color. 00:33:41.190 --> 00:33:44.390 align:center And so we provide an access copy that, where-- 00:33:44.390 --> 00:33:45.480 align:center as I did today. 00:33:45.480 --> 00:33:48.200 align:center And so students can sit there with their laptop 00:33:48.200 --> 00:33:51.500 align:center and they can change the color as needed for the laptop. 00:33:51.500 --> 00:33:54.270 align:center A student who had migraines, one of our classrooms, 00:33:54.270 --> 00:33:56.750 align:center the screens are so bright that they would actually 00:33:56.750 --> 00:34:01.170 align:center sit with their back to me, but with the-- but watching the Zoom 00:34:01.170 --> 00:34:03.400 align:center so they could hear what we were talking about, 00:34:03.400 --> 00:34:05.760 align:center but they would have the Zoom because it 00:34:05.760 --> 00:34:08.460 align:center was a-- they could control the lighting on their computer 00:34:08.460 --> 00:34:09.630 align:center screen better. 00:34:09.630 --> 00:34:11.370 align:center And that was a way they self-accommodated 00:34:11.370 --> 00:34:13.060 align:center to reduce their migraine risk. 00:34:13.060 --> 00:34:16.173 align:center And so a very creative way, because we said-- instead 00:34:16.173 --> 00:34:18.340 align:center of saying like, oh, well, we just can't do anything, 00:34:18.340 --> 00:34:19.590 align:center it's like, well, How might we? 00:34:19.590 --> 00:34:22.199 align:center How might we try to fix this? 00:34:22.199 --> 00:34:30.840 align:center And so coming back to my original kind of prompt, 00:34:30.840 --> 00:34:33.960 align:center for those of you who are in education, 00:34:33.960 --> 00:34:37.620 align:center think about either an experience you had as a student, 00:34:37.620 --> 00:34:40.440 align:center or those of you who teach. 00:34:40.440 --> 00:34:43.389 align:center How might you redesign something-- 00:34:43.389 --> 00:34:45.210 align:center an assignment, a course, a curriculum-- 00:34:45.210 --> 00:34:47.380 align:center to be more inclusive? 00:34:47.380 --> 00:34:50.730 align:center And then if you're comfortable, either raise your hand or type 00:34:50.730 --> 00:34:53.460 align:center in the chat. 00:34:53.460 --> 00:34:55.758 align:center So you can think of like the structural level. 00:34:55.758 --> 00:34:57.300 align:center How would you change-- maybe changing 00:34:57.300 --> 00:35:00.840 align:center a whole curriculum, or maybe at the very granular 00:35:00.840 --> 00:35:03.150 align:center how would you change maybe just one assignment? 00:36:22.650 --> 00:36:25.013 align:center I can't see if there are any raised hands. 00:36:29.400 --> 00:36:33.720 align:center SPEAKER: Yeah, it looks like we have some comments in the chat 00:36:33.720 --> 00:36:35.620 align:center that I could read out loud. 00:36:35.620 --> 00:36:37.166 align:center I don't see any hands currently. 00:36:37.166 --> 00:36:39.510 align:center SARAH COPPOLA: OK 00:36:39.510 --> 00:36:42.030 align:center SPEAKER: But a comment from Alex says, I'm 00:36:42.030 --> 00:36:44.490 align:center trying to find the funding to overhaul my lab 00:36:44.490 --> 00:36:48.077 align:center course to not require stairs. 00:36:48.077 --> 00:36:48.910 align:center SARAH COPPOLA: Yeah. 00:36:48.910 --> 00:36:51.640 align:center That is a great example. 00:36:51.640 --> 00:36:55.990 align:center And that's a huge structural and expensive change. 00:36:55.990 --> 00:36:58.750 align:center SPEAKER: And Kara says, I love the idea of cocreating the class 00:36:58.750 --> 00:37:02.050 align:center to meet everyone's needs, but it is an issue to ask students 00:37:02.050 --> 00:37:04.880 align:center to self-disclose their needs with this group-- 00:37:04.880 --> 00:37:05.505 align:center with the group. 00:37:08.560 --> 00:37:10.800 align:center And then Jocelyn has a hand up. 00:37:13.930 --> 00:37:15.492 align:center Go ahead, Jocelyn. 00:37:15.492 --> 00:37:17.720 align:center JOCELYN: Thank you. 00:37:17.720 --> 00:37:24.010 align:center Redesigning an assignment or course, it's very interesting. 00:37:24.010 --> 00:37:29.060 align:center I guess I experienced that I saw, which could have been-- 00:37:29.060 --> 00:37:32.200 align:center I guess the teacher only did it because he thought 00:37:32.200 --> 00:37:36.640 align:center it would be nice for me and the student to help each other out 00:37:36.640 --> 00:37:43.856 align:center because we didn't have, I guess, a ASL person in our lab. 00:37:43.856 --> 00:37:49.070 align:center And he thought that it would be better if I would help-- 00:37:49.070 --> 00:37:50.710 align:center I mean, I knew some-- 00:37:50.710 --> 00:37:53.270 align:center or that kind of motivated me to learn ASL, 00:37:53.270 --> 00:37:56.310 align:center even though I have myself a disability myself. 00:37:56.310 --> 00:38:00.485 align:center But I felt like, oh, if another person who also has a disability 00:38:00.485 --> 00:38:04.070 align:center in my class feels hopeless because they don't have a ASL 00:38:04.070 --> 00:38:10.010 align:center person, I could try my best to be their ASL because we were-- 00:38:10.010 --> 00:38:11.570 align:center in my lab-- 00:38:11.570 --> 00:38:15.650 align:center or when they ordered an ASL person. 00:38:15.650 --> 00:38:19.310 align:center So I guess what I'm trying to say is that like if we-- 00:38:19.310 --> 00:38:22.250 align:center I don't mind myself, I guess, going on the internet 00:38:22.250 --> 00:38:28.670 align:center and learning to be an ASL person for somebody who needs-- 00:38:28.670 --> 00:38:33.000 align:center a deaf person who needs someone to help them as well. 00:38:33.000 --> 00:38:35.840 align:center So I found ways, and it's been really 00:38:35.840 --> 00:38:39.470 align:center interesting to see that like a piece of paper 00:38:39.470 --> 00:38:44.430 align:center or even a text using a Notepad text or on the iPhone, 00:38:44.430 --> 00:38:45.510 align:center I guess you could say. 00:38:45.510 --> 00:38:48.870 align:center And talking to someone can help someone out, 00:38:48.870 --> 00:38:52.110 align:center even if there's no deaf-- 00:38:52.110 --> 00:38:54.840 align:center I mean-- no, not deaf, sorry-- 00:38:54.840 --> 00:38:56.160 align:center what's it called? 00:38:56.160 --> 00:38:57.720 align:center ASL person there. 00:38:57.720 --> 00:39:00.780 align:center So like finding ways to help them 00:39:00.780 --> 00:39:05.870 align:center when they're short staffed of people to give them ASL person. 00:39:08.730 --> 00:39:11.740 align:center SARAH COPPOLA: So that's a way like as a-- within a community, 00:39:11.740 --> 00:39:13.560 align:center you can help your classmates. 00:39:13.560 --> 00:39:18.960 align:center And we have become very creative with using technology. 00:39:18.960 --> 00:39:22.050 align:center If it's quiet enough where you can dictate into a phone 00:39:22.050 --> 00:39:27.450 align:center and have it real time caption, there's an app-- 00:39:27.450 --> 00:39:29.290 align:center again, this breaks down when it's loud. 00:39:29.290 --> 00:39:31.410 align:center But there's an app we use I love, 00:39:31.410 --> 00:39:36.750 align:center and I'm completely blanking-- it's called Ava, A-V-A, where 00:39:36.750 --> 00:39:38.940 align:center everybody's phone becomes their own microphone 00:39:38.940 --> 00:39:42.140 align:center and it creates a transcript for the whole group. 00:39:45.030 --> 00:39:48.180 align:center But again, you have to have it quiet enough, and for a lot 00:39:48.180 --> 00:39:50.500 align:center of people who are deaf and hard of hearing, 00:39:50.500 --> 00:39:53.270 align:center ASL is actually their primary and preferred language. 00:39:53.270 --> 00:39:56.870 align:center So it doesn't-- captions alone do not meet people's needs, 00:39:56.870 --> 00:39:58.990 align:center but when-- 00:39:58.990 --> 00:40:01.850 align:center as you're talking about, when you don't have an interpreter, 00:40:01.850 --> 00:40:05.715 align:center it is an option to make to do something better. 00:40:13.240 --> 00:40:15.170 align:center SPEAKER: Another comment from Ken. 00:40:15.170 --> 00:40:19.900 align:center I wonder if anyone has designed AI agents to proactively chat 00:40:19.900 --> 00:40:22.030 align:center with instructors about their courses 00:40:22.030 --> 00:40:27.223 align:center to help surface opportunities for increasing access. 00:40:27.223 --> 00:40:28.640 align:center SARAH COPPOLA: Yeah, I don't know. 00:40:28.640 --> 00:40:30.970 align:center I know-- I mean, there are ones for things like screen reader 00:40:30.970 --> 00:40:32.345 align:center access, but I don't know if there 00:40:32.345 --> 00:40:41.113 align:center are for other sorts of access issues. 00:40:56.933 --> 00:40:58.350 align:center SPEAKER: Isaac said, I encountered 00:40:58.350 --> 00:41:01.920 align:center a lot of the issues you listed when I was in architecture 00:41:01.920 --> 00:41:04.230 align:center school 20 years ago. 00:41:04.230 --> 00:41:06.610 align:center I ended up changing my major to art. 00:41:06.610 --> 00:41:08.160 align:center The instructors in the art school 00:41:08.160 --> 00:41:11.790 align:center were a lot more flexible in terms of me attending class 00:41:11.790 --> 00:41:14.320 align:center during different sections' meeting times, 00:41:14.320 --> 00:41:16.750 align:center doing independent study, et cetera. 00:41:16.750 --> 00:41:21.060 align:center Unfortunately, I think a lot of the-- of professional programs 00:41:21.060 --> 00:41:24.630 align:center have a culture of hazing where things are made intentionally 00:41:24.630 --> 00:41:26.326 align:center difficult and inaccessible. 00:41:29.077 --> 00:41:29.910 align:center SARAH COPPOLA: Yeah. 00:41:29.910 --> 00:41:34.770 align:center I think that is unfortunately true. 00:41:34.770 --> 00:41:36.880 align:center It's this idea like, I had to go through this, 00:41:36.880 --> 00:41:40.050 align:center so you have to go through this. 00:41:40.050 --> 00:41:43.530 align:center And we actually had pushback from reviewers on this paper who 00:41:43.530 --> 00:41:45.560 align:center said, well, like, that's great. 00:41:45.560 --> 00:41:48.160 align:center But no one's going to hire these people when you graduate them 00:41:48.160 --> 00:41:49.310 align:center if they have disabilities. 00:41:49.310 --> 00:41:54.130 align:center And we're like, well, as educators, that's not our goal. 00:41:54.130 --> 00:41:55.640 align:center It's not our-- like under the law, 00:41:55.640 --> 00:41:57.760 align:center I don't-- like I have to educate. 00:41:57.760 --> 00:42:00.530 align:center And I have to find a way to educate all of my students. 00:42:00.530 --> 00:42:04.850 align:center But could we not be, again, more creative about thinking about, 00:42:04.850 --> 00:42:07.690 align:center well, why does a designer have to have vision 00:42:07.690 --> 00:42:09.890 align:center to be able to do these tasks? 00:42:09.890 --> 00:42:13.403 align:center There's so many design aspects that are not visual based. 00:42:13.403 --> 00:42:15.070 align:center And also, who's designing for people who 00:42:15.070 --> 00:42:18.506 align:center don't interact with the screen? 00:42:18.506 --> 00:42:24.400 align:center So yeah, again, trying to push back against these norms. 00:42:24.400 --> 00:42:27.520 align:center And then I see something about creating accessible 00:42:27.520 --> 00:42:31.570 align:center courses only helps my students, and how to get support 00:42:31.570 --> 00:42:32.960 align:center to make institutional changes. 00:42:32.960 --> 00:42:34.346 align:center Yeah. 00:42:34.346 --> 00:42:40.460 align:center And that is a really good question. 00:42:40.460 --> 00:42:42.950 align:center And at the University of Washington, 00:42:42.950 --> 00:42:47.990 align:center we have a pretty well-organized and very active 00:42:47.990 --> 00:42:51.510 align:center student group that is advocating for change from the students. 00:42:51.510 --> 00:42:55.670 align:center We have a disability affinity group for staff and faculty 00:42:55.670 --> 00:42:56.700 align:center who are disabled. 00:42:56.700 --> 00:42:59.210 align:center And then there's a lot of networks. 00:42:59.210 --> 00:43:02.270 align:center We have the CREATE Center that is 00:43:02.270 --> 00:43:05.510 align:center kind of a consortium of disability scholars 00:43:05.510 --> 00:43:09.216 align:center who are also involved in advocacy for trying to make some 00:43:09.216 --> 00:43:10.383 align:center of these structural changes. 00:43:14.150 --> 00:43:17.623 align:center And so if a student has a note taker, but there isn't-- 00:43:24.140 --> 00:43:26.540 align:center so one creative way is I've seen a lot of people 00:43:26.540 --> 00:43:30.150 align:center will use class notes. 00:43:30.150 --> 00:43:37.375 align:center So a Google Doc is usually screen reader accessible. 00:43:37.375 --> 00:43:40.460 align:center Might be difficult if people are interacting by voice, just 00:43:40.460 --> 00:43:43.546 align:center because of noise in the room. 00:43:43.546 --> 00:43:47.110 align:center And so everyone in the class is taking shared notes. 00:43:47.110 --> 00:43:51.450 align:center And then everybody has access to those notes at the end of class. 00:43:51.450 --> 00:43:52.950 align:center A lot of my colleagues use something 00:43:52.950 --> 00:43:58.440 align:center called Hypercontext where everybody is collaborating 00:43:58.440 --> 00:44:00.040 align:center in annotating a document. 00:44:00.040 --> 00:44:04.590 align:center So if you're reading a really long, complicated, confusing 00:44:04.590 --> 00:44:06.385 align:center theory reading and-- 00:44:06.385 --> 00:44:08.760 align:center so you can highlight things, you can put notes on things, 00:44:08.760 --> 00:44:10.600 align:center and it's shared. 00:44:10.600 --> 00:44:12.990 align:center I don't use those because they're not usually screen 00:44:12.990 --> 00:44:14.318 align:center reader accessible. 00:44:14.318 --> 00:44:16.860 align:center But there might be one-- a tool that's out there that I'm not 00:44:16.860 --> 00:44:17.765 align:center aware of that is. 00:44:20.286 --> 00:44:22.770 align:center But other things like recording class, 00:44:22.770 --> 00:44:26.455 align:center it's not the best to-- the auto captions may not be the best, 00:44:26.455 --> 00:44:28.080 align:center but they are there, and the student can 00:44:28.080 --> 00:44:32.260 align:center get a transcript of the class. 00:44:32.260 --> 00:44:34.780 align:center If I teach a class, like my biomechanics class, 00:44:34.780 --> 00:44:39.010 align:center where I'm doing a lot of handwritten equations, 00:44:39.010 --> 00:44:41.300 align:center I actually-- because of my own disability, 00:44:41.300 --> 00:44:43.850 align:center I prewrite those on a piece of paper, 00:44:43.850 --> 00:44:49.405 align:center and then I use the desk camera to project those, 00:44:49.405 --> 00:44:50.930 align:center both because it's too-- 00:44:50.930 --> 00:44:53.140 align:center I could not figure out a good way to do this hybrid. 00:44:53.140 --> 00:44:56.060 align:center And so that's the way-- and I set that up with the Zoom. 00:44:56.060 --> 00:44:59.180 align:center And then I show it on the screen through Zoom, 00:44:59.180 --> 00:45:00.830 align:center so if you're in person or not. 00:45:00.830 --> 00:45:03.700 align:center And that's a way to-- 00:45:03.700 --> 00:45:07.330 align:center to get a recording of the notes. 00:45:07.330 --> 00:45:09.340 align:center And also, I could-- 00:45:09.340 --> 00:45:10.990 align:center that's a situation where I could easily 00:45:10.990 --> 00:45:15.020 align:center make a photocopy of my own handwritten equation sheets. 00:45:15.020 --> 00:45:16.820 align:center I don't teach a lot of classes, though, 00:45:16.820 --> 00:45:19.575 align:center that are math heavy, where you're doing board work. 00:45:24.790 --> 00:45:27.850 align:center Does anyone ever use like those smart boards, 00:45:27.850 --> 00:45:32.170 align:center where those would capture notes directly to-- 00:45:32.170 --> 00:45:33.665 align:center we don't have them, but. 00:45:36.920 --> 00:45:39.020 align:center And then, so there's a little bit 00:45:39.020 --> 00:45:41.640 align:center in the chat about sort of this like self-disclosure. 00:45:41.640 --> 00:45:43.880 align:center And so that's a big deal. 00:45:43.880 --> 00:45:46.980 align:center And so students should not have to self-disclose. 00:45:46.980 --> 00:45:53.300 align:center And I find that for a lot of our undergraduates 00:45:53.300 --> 00:45:56.150 align:center who have only ever known a world where they had the ADA 00:45:56.150 --> 00:46:00.990 align:center and they had access to disability justice, disability 00:46:00.990 --> 00:46:03.290 align:center pride, they often will self-disclose 00:46:03.290 --> 00:46:05.850 align:center just because they're more comfortable doing that. 00:46:05.850 --> 00:46:07.190 align:center But they should not have to be. 00:46:07.190 --> 00:46:11.450 align:center So in situation-- a few ways I've approached this, 00:46:11.450 --> 00:46:15.175 align:center one is I do an intake survey for all of my classes. 00:46:17.705 --> 00:46:21.150 align:center And I ask questions about sort of, How do you work? 00:46:21.150 --> 00:46:24.320 align:center What kinds of projects are you interested in? 00:46:24.320 --> 00:46:25.700 align:center And like, is there-- 00:46:25.700 --> 00:46:28.950 align:center how do you-- What are problems you've had on teams before? 00:46:28.950 --> 00:46:32.190 align:center What are problems you're worried about with working in a team, 00:46:32.190 --> 00:46:35.220 align:center because teamwork is difficult? 00:46:35.220 --> 00:46:38.910 align:center And so I use that to kind of figure out, 00:46:38.910 --> 00:46:40.650 align:center well, if I have three students who 00:46:40.650 --> 00:46:43.950 align:center say they really want to work on an accessibility project 00:46:43.950 --> 00:46:46.710 align:center and they really want to learn about disability, 00:46:46.710 --> 00:46:47.965 align:center I'm going to probably-- 00:46:47.965 --> 00:46:49.840 align:center I'm going to put them in the group, if I can, 00:46:49.840 --> 00:46:54.960 align:center with a student who has a significant access need. 00:46:54.960 --> 00:46:57.360 align:center I can also use that to say like, oh, these students 00:46:57.360 --> 00:46:59.880 align:center are completely mismatched because this student-- 00:46:59.880 --> 00:47:01.500 align:center this student has a sleep disorder 00:47:01.500 --> 00:47:05.490 align:center and has very restricted hours that they can work. 00:47:05.490 --> 00:47:09.330 align:center And they own-- and they work from 10:00 PM to 2:00 AM. 00:47:09.330 --> 00:47:11.640 align:center And then this person's a parent, and they can only 00:47:11.640 --> 00:47:15.460 align:center work like in the hours between-- 00:47:15.460 --> 00:47:18.310 align:center of 3:00 and 5:00 when their kids come home from daycare. 00:47:18.310 --> 00:47:21.210 align:center And so it helps to think like structurally, 00:47:21.210 --> 00:47:24.340 align:center for many reasons, how you might put together a team. 00:47:24.340 --> 00:47:26.070 align:center It's not perfect. 00:47:26.070 --> 00:47:31.350 align:center And then for students, I'll ask, Are you 00:47:31.350 --> 00:47:32.583 align:center comfortable self-disclosing? 00:47:32.583 --> 00:47:34.750 align:center Would you like me to be a part of that conversation? 00:47:34.750 --> 00:47:37.290 align:center Would you like me to approach your team without you, 00:47:37.290 --> 00:47:38.980 align:center and talk to them about it? 00:47:38.980 --> 00:47:42.240 align:center And we can-- we have always been able to find some way 00:47:42.240 --> 00:47:45.150 align:center of navigating through that. 00:47:45.150 --> 00:47:48.120 align:center For people who have visible disabilities, 00:47:48.120 --> 00:47:49.740 align:center they don't have the luxury of deciding 00:47:49.740 --> 00:47:51.150 align:center whether or not to disclose. 00:47:51.150 --> 00:47:54.542 align:center It is apparent, and it is something you have to do. 00:47:54.542 --> 00:47:57.000 align:center So it's more of those invisible disabilities, where we have 00:47:57.000 --> 00:47:58.280 align:center to really work through this. 00:48:01.440 --> 00:48:02.110 align:center All right. 00:48:02.110 --> 00:48:04.660 align:center I see a hand up, I think. 00:48:04.660 --> 00:48:05.160 align:center ALEX: Yeah. 00:48:05.160 --> 00:48:08.070 align:center Hi, Sarah, it's Alex. 00:48:08.070 --> 00:48:11.760 align:center I have a question about like on the note of teamwork. 00:48:11.760 --> 00:48:14.370 align:center So I teach a lab class where the students 00:48:14.370 --> 00:48:16.630 align:center work in teams because there's only three experiments. 00:48:16.630 --> 00:48:18.540 align:center So they have to work in teams, at least, 00:48:18.540 --> 00:48:20.998 align:center for like obviously collecting the data because there's just 00:48:20.998 --> 00:48:21.780 align:center no other way. 00:48:21.780 --> 00:48:24.250 align:center And then they also write reports in teams. 00:48:24.250 --> 00:48:27.430 align:center And I found this issue that I do not have a solution to it, 00:48:27.430 --> 00:48:28.740 align:center and would love advice. 00:48:28.740 --> 00:48:31.950 align:center When I asked DRS, What do I do for group-- 00:48:31.950 --> 00:48:33.450 align:center like accommodations when the student 00:48:33.450 --> 00:48:36.450 align:center is in a team with other students who don't have accommodations? 00:48:36.450 --> 00:48:39.460 align:center And they go, oh, accommodations don't apply for group work. 00:48:39.460 --> 00:48:42.190 align:center And that makes me sad and irritated. 00:48:42.190 --> 00:48:46.350 align:center So then I wind up finding a kind of backwards 00:48:46.350 --> 00:48:49.030 align:center like workaround that's not through DRS. 00:48:49.030 --> 00:48:51.390 align:center Like I wind up coming with like very much 00:48:51.390 --> 00:48:57.400 align:center a Band-Aid solution of an ad hoc kind of way. 00:48:57.400 --> 00:48:59.460 align:center And I would love to know if you have 00:48:59.460 --> 00:49:03.270 align:center any suggestions for like, say you have a report due, 00:49:03.270 --> 00:49:06.450 align:center and one person has accommodations where they can 00:49:06.450 --> 00:49:09.180 align:center either like get extended time or like they 00:49:09.180 --> 00:49:10.295 align:center can't work certain hours. 00:49:10.295 --> 00:49:11.670 align:center And I already make my teams using 00:49:11.670 --> 00:49:13.770 align:center programs that are supposed to account for student schedules 00:49:13.770 --> 00:49:14.270 align:center and things. 00:49:14.270 --> 00:49:16.620 align:center Like I use CATME to make my teams. 00:49:16.620 --> 00:49:18.730 align:center And it accounts for a lot of other things as well. 00:49:18.730 --> 00:49:21.540 align:center But this is-- like, I think that's helped reduce 00:49:21.540 --> 00:49:23.290 align:center the frequency with which I encounter this, 00:49:23.290 --> 00:49:24.748 align:center but it still does not eliminate it. 00:49:24.748 --> 00:49:27.720 align:center And I don't know what to do when I'm 00:49:27.720 --> 00:49:29.920 align:center trying to help a student have an accommodation, 00:49:29.920 --> 00:49:32.980 align:center but like the group needs to turn in an assignment 00:49:32.980 --> 00:49:33.740 align:center by a certain time. 00:49:33.740 --> 00:49:35.510 align:center And I could, in theory, say, OK, well, 00:49:35.510 --> 00:49:37.468 align:center that student could turn in their portion later. 00:49:37.468 --> 00:49:39.920 align:center But the problem is because the class is so scheduled 00:49:39.920 --> 00:49:43.360 align:center because it's a lab period with very specific times and access 00:49:43.360 --> 00:49:45.010 align:center to the lab, and they have to have 00:49:45.010 --> 00:49:47.170 align:center done like a certain amount of data collection 00:49:47.170 --> 00:49:50.360 align:center before the next period to even progress through the class. 00:49:50.360 --> 00:49:52.480 align:center And then it doesn't-- 00:49:52.480 --> 00:49:56.410 align:center I feel what ends up happening is the student who gets-- 00:49:56.410 --> 00:49:58.463 align:center like I'm like, oh, you can turn in yours-- 00:49:58.463 --> 00:50:00.130 align:center your portion in a slight delay, and I'll 00:50:00.130 --> 00:50:02.450 align:center accept the rest of the report on time. 00:50:02.450 --> 00:50:04.933 align:center The slight delay, like they only ever end up 00:50:04.933 --> 00:50:07.600 align:center being able to do the conclusion or intro because everything else 00:50:07.600 --> 00:50:09.142 align:center is dependent on the data and results. 00:50:09.142 --> 00:50:11.080 align:center And so that student ends up missing out on-- 00:50:11.080 --> 00:50:13.370 align:center I don't know, I just would love advice on this. 00:50:13.370 --> 00:50:15.537 align:center This has been eating at me for like three years, so. 00:50:15.537 --> 00:50:16.370 align:center SARAH COPPOLA: Yeah. 00:50:16.370 --> 00:50:16.880 align:center Yeah. 00:50:16.880 --> 00:50:18.562 align:center I'm kind of I'm like, really? 00:50:18.562 --> 00:50:20.270 align:center Accommodations don't apply to group work? 00:50:20.270 --> 00:50:21.200 align:center That's news to me. 00:50:21.200 --> 00:50:21.700 align:center ALEX: Yes. 00:50:21.700 --> 00:50:25.492 align:center Verbatim from the mouth of someone at DRS. 00:50:25.492 --> 00:50:27.700 align:center SARAH COPPOLA: I pretty much only teach group project 00:50:27.700 --> 00:50:29.020 align:center classes, so I'm-- 00:50:29.020 --> 00:50:31.640 align:center How did I not know this? 00:50:31.640 --> 00:50:32.330 align:center Interesting. 00:50:32.330 --> 00:50:34.330 align:center ALEX: I think you're more creative about finding 00:50:34.330 --> 00:50:35.517 align:center a solution to it than I am. 00:50:35.517 --> 00:50:36.600 align:center SARAH COPPOLA: Well, yeah. 00:50:36.600 --> 00:50:39.170 align:center Because I think, again, like time 00:50:39.170 --> 00:50:42.450 align:center is such a constraint for University of Washington, 00:50:42.450 --> 00:50:45.450 align:center where Alex is also an engineering professor. 00:50:48.140 --> 00:50:52.740 align:center So some of the ways I do this is I give every team-- 00:50:52.740 --> 00:50:55.490 align:center I tell every team, they have five no questions asked 00:50:55.490 --> 00:50:57.860 align:center late days that they can use. 00:50:57.860 --> 00:51:02.360 align:center Like five at once or one five times. 00:51:02.360 --> 00:51:04.890 align:center If you're one of my students, you didn't hear me say this, 00:51:04.890 --> 00:51:07.910 align:center but I have never actually counted 00:51:07.910 --> 00:51:09.450 align:center how many late days they use. 00:51:09.450 --> 00:51:15.950 align:center And so that cuts down some of the drama of people like panic 00:51:15.950 --> 00:51:18.710 align:center doing work for other teammates at midnight 00:51:18.710 --> 00:51:21.650 align:center because their teammate is planning to do it at 2:00 AM 00:51:21.650 --> 00:51:22.560 align:center kind of thing. 00:51:22.560 --> 00:51:24.860 align:center And it also lets them sort of-- 00:51:24.860 --> 00:51:27.410 align:center like if they all have a midterm, I 00:51:27.410 --> 00:51:29.730 align:center don't have to change the assignment due date. 00:51:29.730 --> 00:51:31.230 align:center They just know when their midterm is 00:51:31.230 --> 00:51:34.980 align:center and they can do my thing later. 00:51:34.980 --> 00:51:36.340 align:center That has helped. 00:51:36.340 --> 00:51:42.270 align:center When a student has like a chronic illness kind of thing, 00:51:42.270 --> 00:51:44.920 align:center or like an energy limiting condition, 00:51:44.920 --> 00:51:47.730 align:center I will usually talk to them and say, look, prioritize your group 00:51:47.730 --> 00:51:50.790 align:center work because it is so much easier for me to be flexible 00:51:50.790 --> 00:51:53.800 align:center and work with you on the individual assignments. 00:51:53.800 --> 00:51:57.120 align:center And so maybe I have to do a redesign 00:51:57.120 --> 00:51:59.640 align:center of an individual assignment, or I just wait-- 00:51:59.640 --> 00:52:01.260 align:center like your assignments are due when 00:52:01.260 --> 00:52:03.540 align:center grades are due at the very, very end of the quarter. 00:52:03.540 --> 00:52:06.047 align:center And tell them to like-- whatever energy you have, 00:52:06.047 --> 00:52:07.130 align:center give it to the group work. 00:52:09.795 --> 00:52:13.200 align:center And that allows the student to not have to disclose something, 00:52:13.200 --> 00:52:15.960 align:center necessarily. 00:52:15.960 --> 00:52:19.050 align:center But yeah, that's hard in something 00:52:19.050 --> 00:52:20.190 align:center like a lab-based class. 00:52:20.190 --> 00:52:21.990 align:center And especially in chemical engineering, 00:52:21.990 --> 00:52:24.820 align:center where everything builds on each other. 00:52:24.820 --> 00:52:25.320 align:center ALEX: Yeah. 00:52:25.320 --> 00:52:26.240 align:center Thank you. 00:52:28.900 --> 00:52:30.280 align:center SARAH COPPOLA: All right. 00:52:30.280 --> 00:52:32.380 align:center Oh, I forgot to do my acknowledgments. 00:52:32.380 --> 00:52:36.890 align:center So my students and collaborators, Sourojit Ghosh, 00:52:36.890 --> 00:52:42.520 align:center Alainna Brown, Kunal Mehta, Max Coppock. 00:52:42.520 --> 00:52:46.270 align:center I also-- big thanks to Dan Comden and the Accessible 00:52:46.270 --> 00:52:50.470 align:center Technology Center at UW for really helping us 00:52:50.470 --> 00:52:53.380 align:center figure out some of-- like how to do tactile graphics 00:52:53.380 --> 00:52:57.370 align:center and how to use all of these accessible technologies 00:52:57.370 --> 00:53:00.760 align:center with very limited time to figure them out. 00:53:00.760 --> 00:53:02.830 align:center And then colleagues who have helped 00:53:02.830 --> 00:53:06.970 align:center me adapt my courses from other universities, Dr. Abigale 00:53:06.970 --> 00:53:10.240 align:center Stangl and Dr. Rua Williams. 00:53:10.240 --> 00:53:19.630 align:center The HCDE department has provided funding for the Owl camera for-- 00:53:19.630 --> 00:53:24.150 align:center and then to pay for participants who we interviewed and worked 00:53:24.150 --> 00:53:27.220 align:center with for some of the papers that we've published. 00:53:27.220 --> 00:53:29.520 align:center Of course, students and my colleagues 00:53:29.520 --> 00:53:35.400 align:center who give feedback, who are participants in these classes 00:53:35.400 --> 00:53:38.550 align:center and in the cocreation of trying to figure out how we do access 00:53:38.550 --> 00:53:41.320 align:center and how we push back against ableism, 00:53:41.320 --> 00:53:44.160 align:center and we expand our ideas of who gets to be a designer 00:53:44.160 --> 00:53:45.970 align:center and what design even means. 00:53:45.970 --> 00:53:50.890 align:center And then the DO-IT Center at University of Washington. 00:53:50.890 --> 00:53:54.880 align:center And so that-- any other questions? 00:53:54.880 --> 00:53:57.130 align:center I'm going to move the chat to my main screen 00:53:57.130 --> 00:53:58.415 align:center so I'm not doing this so much. 00:54:02.250 --> 00:54:04.740 align:center ERIC TREKELL: There is a question just about access 00:54:04.740 --> 00:54:05.620 align:center to the recording. 00:54:05.620 --> 00:54:08.430 align:center And so just so everyone knows, we 00:54:08.430 --> 00:54:10.860 align:center will make the recording available 00:54:10.860 --> 00:54:14.940 align:center once it's been processed for maximum accessibility. 00:54:14.940 --> 00:54:16.535 align:center It usually takes us a couple of weeks. 00:54:20.700 --> 00:54:24.075 align:center Any other questions at this point? 00:54:24.075 --> 00:54:27.680 align:center I would like to jump in quickly and say, I apologize-- 00:54:27.680 --> 00:54:29.300 align:center Eric Trekell at the DO-IT Center. 00:54:29.300 --> 00:54:31.675 align:center So thank you for those kind words, Sarah, about the DO-IT 00:54:31.675 --> 00:54:34.280 align:center Center and Accessible Technology Center, 00:54:34.280 --> 00:54:37.180 align:center where we're all one department. 00:54:37.180 --> 00:54:39.970 align:center But I do encourage everyone to take a moment now 00:54:39.970 --> 00:54:43.730 align:center to complete the evaluation link. 00:54:43.730 --> 00:54:46.502 align:center We are grant funded. 00:54:46.502 --> 00:54:50.030 align:center Uh-oh, it does not have-- 00:54:50.030 --> 00:54:51.550 align:center yes. 00:54:51.550 --> 00:54:53.330 align:center I wonder why that's-- 00:54:53.330 --> 00:54:55.360 align:center I don't know what happened there. 00:54:55.360 --> 00:54:57.440 align:center Submit a access request. 00:54:57.440 --> 00:54:58.395 align:center Please do that. 00:55:01.060 --> 00:55:06.370 align:center It seems not to be accessible, but it used to be, I think. 00:55:06.370 --> 00:55:08.150 align:center Anyway, more questions. 00:55:08.150 --> 00:55:10.335 align:center Any more questions before we wrap up, for Sarah? 00:55:14.620 --> 00:55:18.340 align:center SARAH COPPOLA: And I have a few resources on the last page 00:55:18.340 --> 00:55:20.210 align:center of the slides, too, if anyone-- 00:55:20.210 --> 00:55:20.960 align:center ERIC TREKELL: Yep. 00:55:20.960 --> 00:55:22.790 align:center And we will send some of those things 00:55:22.790 --> 00:55:26.663 align:center out in addition to the link for the video. 00:55:31.370 --> 00:55:33.432 align:center If nothing else, then, Sarah, I'd like to-- 00:55:33.432 --> 00:55:35.640 align:center It looks like there are a lot of thank yous going on. 00:55:35.640 --> 00:55:38.970 align:center So I'd also like to add my thanks, Sarah, for you to-- 00:55:38.970 --> 00:55:41.220 align:center spending time with us and talking about course design. 00:55:41.220 --> 00:55:43.850 align:center I know we've talked about this for nearly a year 00:55:43.850 --> 00:55:46.080 align:center now, getting you to present for us, 00:55:46.080 --> 00:55:48.800 align:center so I appreciate this opportunity. 00:55:48.800 --> 00:55:51.300 align:center We will send out the resources that have been shared. 00:55:51.300 --> 00:55:52.650 align:center We'll send out the post-- 00:55:52.650 --> 00:55:53.580 align:center the link. 00:55:53.580 --> 00:55:57.210 align:center I will send out the evaluation form again as well, 00:55:57.210 --> 00:56:01.370 align:center since there seems to be some accessibility issues with that. 00:56:01.370 --> 00:56:03.650 align:center Thank you to our interpreter, Ginevra, 00:56:03.650 --> 00:56:09.680 align:center for doing that amazing work, and to our captioner. 00:56:09.680 --> 00:56:11.690 align:center We appreciate you both. 00:56:11.690 --> 00:56:13.970 align:center And so if there's nothing else, we 00:56:13.970 --> 00:56:19.270 align:center invite you all to take back six minutes for lunch or something.