Paper Info
Title
Teaching Inclusive Thinking to Undergraduate Students in Computing Programs.
Abstract
An increasing importance of accessibility awareness and knowledge emanates from a moral imperative and as an employment differentiator. It is important that educational programs have a demonstrated ability to teach these skills. In this paper, we focus on the role that educational courses can play in increasing accessibility awareness for undergraduate students. We review literature indicating that a number of accessibility teaching interventions have been reported; yet the evaluation of their effectiveness has not been conducted in a consistent manner. We report on our 3-semester evaluation of undergraduate students' accessibility awareness and knowledge following a week of accessibility lectures as part of courses on Human-Computer Interaction (HCI), where a subset of students also interact with stakeholders with disabilities during the conduct of the course projects. Gains in awareness and knowledge occur when accessibility lectures were part of the course. These gains are compared across the teams who interacted with a person with a disability and teams with no such interaction. In addition, we provide the test battery developed to measure these skills, to enable other researchers to conduct evaluations of the effectiveness of interventions for teaching inclusive thinking in undergraduate computing at their own institutions.
Year
DOI
Venue
2018
10.1145/3159450.3159512
SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education Baltimore Maryland USA February, 2018
Field
DocType
ISBN
Medical education,Psychological intervention,Computer science,Moral imperative,Knowledge management
Conference
978-1-4503-5103-4
Citations 
PageRank 
References 
0
0.34
8
Authors
5
Name
Order
Citations
PageRank
Stephanie Ludi154.51
Matt Huenerfauth242851.83
Vicki Hanson363565.13
Nidhi Rajendra Palan400.68
Paula Garcia500.68