Program outcomes and/or goals supported by this course (if appropriate)

GOLISANO COLLEGE OF COMPUTING AND INFORMATION SCIENCES

8.0 Program outcomes and/or goals supported by this course (if appropriate)

8.1 Gather user, client, and system needs/data and translate into technical and aesthetic specifications and requirements.

8.2 Design interfaces and interactions based on research principles and aesthetic practice, design principles, or accessibility.

8.3 Evaluate user interfaces and user experiences, through a variety of techniques and methodologies.

8.4 Communicate via written reports, visualizations, and presentations.

8.5 Describe emerging technologies and explore possibilities for their use.

9.0 This section may be deleted unless the course is being considered as General Education course.

General Education Learning Outcome Supported by the Course (if appropriate)

Assessment Method Communication

Express themselves effectively in common college-level written forms using standard American English

Revise and improve written and visual content

Express themselves effectively in presentations, either in spoken standard American English or sign language (American Sign Language or English-based Signing)

Comprehend information accessed through reading and discussion

Intellectual Inquiry

Review, assess, and draw conclusions about hypotheses and theories

Analyze arguments, in relation to their premises, assumptions, contexts, and conclusions

Construct logical and reasonable arguments that include anticipation of counterarguments

Use relevant evidence gathered through accepted scholarly methods and properly acknowledge sources of information Ethical, Social and Global Awareness

Analyze similarities and differences in human experiences and consequent perspectives

Examine connections among the world’s populations Identify contemporary ethical questions and relevant stakeholder positions

Scientific, Mathematical and Technological Literacy

Explain basic principles and concepts of one of the natural sciences

Apply methods of scientific inquiry and problem solving to contemporary issues

Comprehend and evaluate mathematical and statistical information

Perform college-level mathematical operations on quantitative data

Describe the potential and the limitations of technology

Use appropriate technology to achieve desired outcomes Creativity, Innovation and Artistic Literacy

Demonstrate creative/innovative approaches to course-based assignments or projects

Interpret and evaluate artistic expression considering the cultural context in which it was created

10.0 Other relevant information (such as special classroom, studio, or lab needs, special scheduling, media requirements, etc.)

ROCHESTER INSTITUTE OF TECHNOLOGY COURSE PROPOSAL FORM

GOLISANO COLLEGE OF COMPUTING AND INFORMATION SCIENCES

Information Sciences and Technologies

NEW (or REVISED) COURSE: GCCIS-ISTE-362 -AccessAndAssistiveTechnology TOPIC or SEMINAR title (if applicable):

1.0 Course Designations and Approvals

Required course approvals: Name/Chair: Approval date:

Academic Unit Curriculum Committee Brian Tomaszewski 9/23/14 Department Chair/Director Approval Steve Zilora 9/23/14 College Curriculum Committee

Optional designations: Approval date from appropriate committee:

☐ General Education

☐ Writing Intensive

☐ Honors

2.0 Course information:

Course title: Access and Assistive Technology Short title: ** Access&AssistiveTechnology

Credit hours: 3

Prerequisite(s): *** ISTE-266 Co-requisite(s): None

Course proposed by: Matt Huenerfauth Effective date: Fall Semester, 2015

Contact hours Maximum students/section Classroom

Lab Studio

Active Learning 3 30

2.a Course Information (check one) X New Course

New Seminar Title

Change to an Existing Course (please briefly explain the changes):

2.b Term(s) offered (check)

__ Fall _X_ Spring ___ Summer ___ Other

All courses must be offered at least once every 2 years. If course will be offered on a bi-annual basis, please indicate here:

2.c Student Requirements

Students required to take this course: (by program and year, as appropriate)

Students in the BS in HCC, typically during their sixth to eighth semester of study, as part of the concentration in Accessibility.

Students who might elect to take the course:

Computing students wishing to learn about designing for accessibility who have met the prerequisites.

3.0 Goals of the course (including rationale for the course, when appropriate):

The goal of this course is to provide students with deeper knowledge in the concentration area of accessibility, building on the foundation in the prerequisite Design for

Accessibility course. This course will consist of a survey of state-of-the-art software and technology that is currently used by people with disabilities. Students will understand how to design software or websites that work well with users' own access technology.

Students will be able to explain the design principles that underlie access technology.

Students will be aware of the issues involved in evaluating the capabilities of a user to match them to appropriate technology, selecting access technology from an array of available choices. Specific technologies discussed in the course may include, e.g.: switch devices, alternative input devices, AAC devices, screen readers, and screen magnifiers. It is anticipated that the specific set of technologies discussed in the course will evolve over time to reflect advances in the field and the particular areas of expertise of the instructor.

4.0 Course description (as it will appear in the RIT Catalog – do not include enforceable prerequisites, credit hours, or terms offered.)

ISTE-362 Access and Assistive Technology

Students will gain hands-on experience and knowledge about a wide variety of

accessibility and assistive technology available for people with disabilities. Students will understand the design principles underlying this technology and how the features and

capabilities of assistive technology can be tailored to a particular individual’s needs and capabilities. Students will learn about how new technologies and research in accessibility can be made available for users, and they will learn how to design websites and software that work effectively with a user’s own technology. Specific technologies discussed in the course may include, e.g.: alternative input devices, communication devices, and screen readers and magnifiers for people with visual impairments. Programming is required.

In the sections that follow, please use sub-numbering as appropriate (eg. 5.1, 5.2, etc.) 5.0 Possible resources (texts, references, computer packages, etc.)

Texts

Suzanne Robitaille. 2009. The Illustrated Guide to Assistive Technology &

Devices. Demos Health. ISBN: 978-1932603804.

Ravonne A. Green, Vera Blair. 2011. Keep It Simple: A Guide to Assistive Technologies. Libraries Unlimited. ISBN: 978-1591588665

William C. Mann (ed.), 2005. Smart Technology for Aging, Disability, and Independence: The State of the Science, Wiley. ISBN: 978-0-471-69694-0.

M. Scherer, 2005, Living in the State of Stuck: How Assistive Technology Impacts the Lives of People With Disabilities, Fourth edition. Brookline Books.

A.M. Cook and S.M. Hussey, Assistive Technologies: Principles and Practice, Fourth Edition, 2014. Mosby. ISBN-10: 032309631X.

R. Rutter, P.H. Lauke, C. Wadell, J. Thatcher, S.L. Henry, B. Lawson, A.

Kirkpatrick, C. Heilman, M.R. Burks, B. Regan, M. Urban. 2006. Web

Accessibility: Web Standards and Regulatory Compliance. friendsofED. ISBN:

978-1590596388.

C. Stephanidis (ed.), 2009. The Universal Access Handbook, CRC Press, Taylor and Francis Group. ISBN: 978-0-8058-6280-5.

David Beukelman, Pat Mirenda, Kathryn Garrett, Janice Light. 2012. Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs, Fourth Edition. Paul H. Brookes Publishing Co. ISBN: 978-1598571967.

Cathy Binger, Jennifer Kent-Walsh. 2009. What Every Speech-Language Pathologist/Audiologist Should Know about Alternative and Augmentative Communication. (Allyn & Bacon Communication Sciences and Disorders.)

Pearson. ISBN: 978-0137068814.

Marcia Scherer. 2011. Assistive Technologies and Other Supports for People With Brain Impairment. Springer Publishing Company. ISBN: 978-0826106452.

Software

Screen Magnification Software (e.g., ZoomText)

Screen Reader Software (e.g., JAWS, MacOS VoiceOver)

Alternative and Augmentative Communication Software (e.g., The Grid 2) Multiple Web Browsers

Programmer’s Text Editor (eg: BBEdit)

Web Development Environment (eg: Adobe Suite)

Visual Programming Environment (eg: Microsoft Visual Studio) SFTP

SSH Server Facilities

Hosting for Information Services to be consumed by student projects

6.0 Topics (outline):

6.37. Technology Transfer and Commercialization of Access Technologies 6.38. Funding Mechanisms to Support Acquisition of Access Technologies 6.39. Understanding the Needs and Capabilities of Users of Access Technologies 6.40. Finding Information about Access Technologies and Comparing Features 6.41. Uptake and Abandonment of Access Technologies

6.42. Web and Software Design Compatible with Screen Magnification 6.43. Web and Software Design Compatible with Screen Readers

6.44. Web and Software Design Compatible with Switch Devices and AAC 6.45. Web and Software Design Compatible with other emerging technologies 6.46. Evaluating Website and Software Compatibility with Access Technologies

7.0 Intended course learning outcomes and associated assessment methods of those outcomes (please include as many Course Learning Outcomes as appropriate, one outcome and assessment method per row).

Course Learning Outcome Assessment Method

At the end of the course, students should be able to:

7.1 Describe the variety of state-of-the-art software and In-class exercises, exams, and projects.

technology that is current available for use by people with disabilities, which may include, e.g., switch devices, alternative input devices, AAC devices, screen readers, and screen magnifiers.

7.2 Gather information about commercially available access technologies and compare the technical features and usability of alternative technologies.

In-class exercises, exams, and projects.

7.3 Identify the factors that must be considered when

matching a particular individual's needs and capabilities to a piece of access technology.

In-class exercises, exams, and projects.

7.4 Design websites or software that are compatible with popular access technologies, e.g., screen readers or alternative input technologies.

In-class exercises, exams, and projects..

7.5 Evaluate the overall accessibility of websites or software in the context of specific access technologies.

In-class exercises, exams, and projects.

8.0 Program outcomes and/or goals supported by this course (if appropriate) 8.1 Gather user, client, and system needs/data and translate into technical and

aesthetic specifications and requirements.

8.2 Design interfaces and interactions based on research principles and aesthetic practice, design principles, or accessibility.

8.3 Develop and assess prototypes that meet the aesthetic and functional requirements of a client.

8.4 Evaluate user interfaces and user experiences, through a variety of techniques and methodologies.

8.5 Communicate via written reports, visualizations, and presentations.

9.0 This section may be deleted unless the course is being considered as General Education course.

General Education Learning Outcome Supported by the Course (if appropriate)

Assessment Method Communication

Express themselves effectively in common college-level written forms using standard American English

Revise and improve written and visual content

Express themselves effectively in presentations, either in spoken standard American English or sign language (American Sign Language or English-based Signing)

Comprehend information accessed through reading and discussion

Intellectual Inquiry

Review, assess, and draw conclusions about hypotheses and theories

Analyze arguments, in relation to their premises, assumptions, contexts, and conclusions

Construct logical and reasonable arguments that include

anticipation of counterarguments

Use relevant evidence gathered through accepted scholarly methods and properly acknowledge sources of information Ethical, Social and Global Awareness

Analyze similarities and differences in human experiences and consequent perspectives

Examine connections among the world’s populations Identify contemporary ethical questions and relevant stakeholder positions

Scientific, Mathematical and Technological Literacy

Explain basic principles and concepts of one of the natural sciences

Apply methods of scientific inquiry and problem solving to contemporary issues

Comprehend and evaluate mathematical and statistical information

Perform college-level mathematical operations on quantitative data

Describe the potential and the limitations of technology Use appropriate technology to achieve desired outcomes Creativity, Innovation and Artistic Literacy

Demonstrate creative/innovative approaches to course-based assignments or projects

Interpret and evaluate artistic expression considering the cultural context in which it was created

10.0 Other relevant information (such as special classroom, studio, or lab needs, special scheduling, media requirements, etc.)

This course requires an Active Learning classroom, equipped with computers.

ROCHESTER INSTITUTE OF TECHNOLOGY COURSE PROPOSAL FORM

GOLISANO COLLEGE OF COMPUTING AND INFORMATION SCIENCES

Information Sciences and Technologies NEW COURSE : GCCIS-ISTE-462-ResearchInAccessibility

TOPIC or SEMINAR title (if applicable):

1.0 Course Designations and Approvals

Required course approvals: Name/Chair: Approval date:

Academic Unit Curriculum Committee Brian Tomaszewski 9/23/14 Department Chair/Director Approval Steve Zilora 9/23/14 College Curriculum Committee

Optional designations: Approval date from appropriate committee:

☐ General Education

☐ Writing Intensive

☐ Honors

2.0 Course information:

Course title: Research in Accessibility Short title: ** ResearchInAccessibility

Credit hours: 3

Prerequisite(s): *** ISTE-266, PSYC-251 Co-requisite(s): None

Course proposed by: Matt Huenerfauth Effective date: Fall Semester, 2015

Contact hours Maximum students/section

Classroom 3 30

Lab Studio

Other (specify)

2.a Course Information (check one) X New Course

New Seminar Title

Change to an Existing Course (please briefly explain the changes):

2.b Term(s) offered (check)

__X_ Fall ___ Spring ___ Summer ___ Other

All courses must be offered at least once every 2 years. If course will be offered on a bi-annual basis, please indicate here:

2.c Student Requirements

Students required to take this course: (by program and year, as appropriate)

Students in the BS in HCC, typically during their sixth to eighth semester of study, as part of the concentration in Accessibility.

Students who might elect to take the course:

Computing students wishing to learn about designing for accessibility who have met the prerequisites

3.0 Goals of the course (including rationale for the course, when appropriate):

The goal of this course is to provide students with deeper knowledge in the concentration area of accessibility, building on the foundation in the prerequisite Design for

Accessibility course. In this course, students will focus on “next generation” accessibility and assistive technology that is currently the focus of research. Students will learn to search and access the primary research literature in the field of computer accessibility and assistive technology for specific topics of interest. Students will learn to summarize, discuss, present, and critique current research papers that describe recent research advances. Students will learn how to structure a scientific paper in the field of

accessibility, and they will conduct a literature survey to synthesize some research in a particular domain. The literature research skills provided by this course are intended to support those students who continue to do a senior project or capstone. The specific selection of papers will likely change each year to reflect advances in the field and the particular domain expertise of the instructor.

4.0 Course description (as it will appear in the RIT Catalog – do not include enforceable prerequisites, credit hours, or terms offered.)

ISTE-462 Research in Accessibility

Students will dive into cutting edge research in the field of computer accessibility and

assistive technology; they will read, present, and discuss research literature from major conferences and journals in the field. Students will learn about recent developments and ongoing research efforts in accessibility, and they will learn how to synthesize the results from research publications. Students will learn how to identify high quality research and how to critique this work to identify areas for improvement or future research directions.

Students will learn the elements of a high-quality research publication, and they will explore and gain expertise in a particular topic in the field of accessibility in depth.

In the sections that follow, please use sub-numbering as appropriate (eg. 5.1, 5.2, etc.) 5.0 Possible resources (texts, references, computer packages, etc.)

Texts

Martha Davis, Kaaron Joann Davis, Marion Dunagan. 2012. Scientific Papers and Presentations. Academic Press. ISBN: 978-0-12-384727-0.

Proceedings of the International ACM SIGACCESS Conference on Computers and Accessibility (“ASSETS”). New York: ACM Press.

Proceedings of the ACM SIGCHI Conference on Human Factors in Computing Systems (“CHI”). New York: ACM Press.

The ACM Transactions on Accessible Computing (TACCESS) Journal. New York:

ACM Press.

The ACM Transactions on Computer-Human Interaction (TOCHI) Journal. New York: ACM Press.

Proceedings of the Universal Access in Human-Computer Interaction conference.

Proceedings of the Web for All (W4A) Conference.

Universal Access in the Information Society (UAIS) journal. Berlin: Springer.

C. Stephanidis (ed.), 2009. The Universal Access Handbook, CRC Press, Taylor and Francis Group. ISBN: 978-0-8058-6280-5.

6.0 Topics (outline):

6.47. Introduction to Major Conferences and Journals in Accessibility 6.48. The Scholarly Publication and Peer-Review Process

6.49. Funding and Operation of Research Labs on Accessibility

6.50. The Structure of a Research Paper or Article 6.51. Presenting and Summarizing Research Articles

6.52. Formulating a Critique of a Research Article on Accessibility

6.53. Discussion of Current Research in the Field of Accessibility (multiple topics) 6.54. Organizing and Conducting a Literature Survey

6.55. Guidelines for Writing about Accessibility and People with Disabilities 6.56. Presentation and Discussion of Literature Surveys on Accessibility

Course Learning Outcome Assessment Method

At the end of the course, students should be able to:

7.1 Search and access the primary research literature in the field of computer accessibility and assistive technology for specific topics of interest.

In-class exercises and assignments.

7.2 Discuss and critique research papers in the field of accessibility.

In-class discussion and written work.

7.3 Summarize and present the content of research papers in the field of accessibility.

In-class presentations and discussion.

7.4 Conduct and write a literature survey to synthesize research papers on some topic.

Written literature survey.

7.5 Write a research survey paper in the format of a scientific conference or journal in the field of

accessibility.

Written work.

8.0 Program outcomes and/or goals supported by this course (if appropriate) 8.1 Design interfaces and interactions based on research principles and aesthetic

practice, design principles, or accessibility.

8.2 Evaluate user interfaces and user experiences, through a variety of techniques and methodologies.

8.3 Communicate via written reports, visualizations, and presentations.

8.4 Describe emerging technologies and explore possibilities for their use.