diff --git a/schedule.md b/schedule.md
index 0704f57b7f851fe51b2107171a1e2fd15b0ecc2b..3361c9157ff7c4b9c8e56c4dfe799bc403df1bf5 100644
--- a/schedule.md
+++ b/schedule.md
@@ -51,17 +51,22 @@ Introduction to course syllabus & assignments
 
 
 {% details Preparation for next week  %}
-- {: .homework} **1/3 [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)**
-- {: .homework} **Homework:** [Disability Justice Homework](assignments/disabilityjustice.html) Assigned: Pick an access topic and analyze it from a disability justice perspective. 
+{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
+: 
+
+{: .homework} [Disability Justice Homework](assignments/disabilityjustice.html) Assigned: Pick an access topic and analyze it from a disability justice perspective.
+: 
+
+{: .homework} Readings for next week 
+: 
 - **Required: Reading AND Preparation** by start of class. Respond to the reading questions by  start of class and Preparation requirements on Ed. 
    - **Come to next class prepared** to use either switch control, a screen reader, or magnification on your phone. 
    - Accessibility Testing: Read [The importance of Manual Accessibility Testing](https://www.smashingmagazine.com/2018/09/importance-manual-accessibility-testing/) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2345222)
    - **Come to next class prepared** with an image you found on the web that does not have ALT text
    - ALT text: Read about [image alt text](https://webaim.org/techniques/alttext/) and watch [It's complicated](https://www.youtube.com/watch?v=By6nzFefcxs) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2345223)
    - Audio Description: Read [What is audio description?](https://adp.acb.org/articles/adprocess.html) from [The Audio Description Project](https://www.acb.org/adp/ad.html) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2345225)
-
-**Optional**
-- [Switches](https://axesslab.com/switches/)
+- **Optional**
+   - [Switches](https://axesslab.com/switches/)
 
 {% enddetails %}
 
@@ -119,18 +124,24 @@ Try to find something you didn't find with an automated tool. ([Post a UAR on Ed
  
 
 {% details Preparation for next week  %}
-- {: .homework} **1/10 [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)**
-- {: .homework} **Homework:** [Website/app accessibility](assignments/website.html) Assigned: Assess and write a report 
+{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
+: 
+
+{: .homework} [Website/app accessibility](assignments/website.html) Assigned: Assess and write a report
+: 
+
+{: .homework} Readings for next week 
+: 
+
 - **Required Readings:** Respond to the Reading Questions and Preparation Requirements on Ed
    - Read: [Comparison of different methods for accessibility testing](https://sol.sbc.org.br/journals/index.php/jis/article/view/1778/1848) Mateus etal, 2021  and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2363730) 
    - Read: About how [web semantics are conveyed to screen readers](https://alistapart.com/article/semantics-to-screen-readers/)   and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2363732) 
-
-**If you want to dig deeper**
-- Watch: [Google Video on Practical Web Accessibility](https://www.youtube.com/watch?v=x18vEEfpK3g) — this video provides a great overview of the Web and how to make web content accessible. Highly recommended as a supplement to what we will cover in class.
-- Watch: [Latte: Use-Case and Assistive-Service Driven Automated Accessibility Testing Framework for Android](https://www.youtube.com/watch?v=Z84jeO0UZFE) and read [Lies, Damned Lies, Overlays, and Widgets](https://www.linkedin.com/pulse/lies-damned-overlays-widgets-timothy-springer/)
-- Read: [Semantics for Eye tracking](https://dl.acm.org/doi/pdf/10.1145/3338844)
-- Watch: [Rescribe: Authoring and Automatically Editing Audio Descriptions](https://www.youtube.com/watch?v=jmyPmT5T0PY)
-- Read: [Is your web page accessible? A comparative study of methods for assessing web page accessibility for the blind](https://dl.acm.org/doi/10.1145/1054972.1054979)
+- **If you want to dig deeper**
+   - Watch: [Google Video on Practical Web Accessibility](https://www.youtube.com/watch?v=x18vEEfpK3g) — this video provides a great overview of the Web and how to make web content accessible. Highly recommended as a supplement to what we will cover in class.
+   - Watch: [Latte: Use-Case and Assistive-Service Driven Automated Accessibility Testing Framework for Android](https://www.youtube.com/watch?v=Z84jeO0UZFE) and read [Lies, Damned Lies, Overlays, and Widgets](https://www.linkedin.com/pulse/lies-damned-overlays-widgets-timothy-springer/)
+   - Read: [Semantics for Eye tracking](https://dl.acm.org/doi/pdf/10.1145/3338844)
+   - Watch: [Rescribe: Authoring and Automatically Editing Audio Descriptions](https://www.youtube.com/watch?v=jmyPmT5T0PY)
+   - Read: [Is your web page accessible? A comparative study of methods for assessing web page accessibility for the blind](https://dl.acm.org/doi/10.1145/1054972.1054979)
 
 {% enddetails %}
 
@@ -174,17 +185,21 @@ Try to find something you didn't find with an automated tool. ([Post a UAR on Ed
 {% enddetails %}
 
 {% details Preparation for next week  %}
-- {: .homework} **[Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)**
+{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
+: 
+
+{: .homework} Readings for next week 
+: 
+
 - **Required Readings** Respond to the Reading Questions and Preparation Requirements on Ed
     - Read [Anticipate and Adjust](https://dl.acm.org/doi/abs/10.1145/3491102.3501882) [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2364596) 
 	- Read [Blurring the Boundaries Between Assistive Tech and Companionship](https://www.forbes.com/sites/gusalexiou/2021/01/26/amazon-alexa---blurring-the-boundaries-between-assistive-tech-and-companionship/?sh=2821499375e7) [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2364598)
     - Read [Disability Dongles](https://blog.castac.org/2022/04/disability-dongle/) by Liz Jackson and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2364600) 
-
-**If you want to dig deeper**
-- [How To Do Something Good In The Disability Community If You’re Not Disabled](https://www.forbes.com/sites/andrewpulrang/2020/12/16/how-to-do-something-good-in-the-disability-community-if-youre-not-disabled/?sh=4befcb377d7f)
-- [COVID 19 websites violate disability laws](https://www.latimes.com/california/story/2021-02-25/covid-19-vaccine-websites-violate-disability-laws-create-inequity-for-the-blind)
-- [Alexa & Accessibility](https://dl.acm.org/doi/pdf/10.1145/3173574.3174033?casa_token=T1I2RwihIjsAAAAA:QEm3SjurdlcW7oX_1LadxaglZ7oneBX-XLIjMCHbof3gu_IFpDW2OO5tqxZfLIps-94Qik9y5wNw8Q) 
--  [Design, Disability and Knowing the 'Other'](https://dl.acm.org/doi/fullHtml/10.1145/3290605.3300528#:~:text=WHAT%20IS%20EMPATHY%3F-,The%20Promise%20of%20Empathy%3A%20Design%2C%20Disability,%2C%20and%20Knowing%20the%20'Other'&text=This%20paper%20examines%20the%20promise,order%20to%20inform%20technology%20development.)  
+- **If you want to dig deeper**
+   - [How To Do Something Good In The Disability Community If You’re Not Disabled](https://www.forbes.com/sites/andrewpulrang/2020/12/16/how-to-do-something-good-in-the-disability-community-if-youre-not-disabled/?sh=4befcb377d7f)
+   - [COVID 19 websites violate disability laws](https://www.latimes.com/california/story/2021-02-25/covid-19-vaccine-websites-violate-disability-laws-create-inequity-for-the-blind)
+   - [Alexa & Accessibility](https://dl.acm.org/doi/pdf/10.1145/3173574.3174033?casa_token=T1I2RwihIjsAAAAA:QEm3SjurdlcW7oX_1LadxaglZ7oneBX-XLIjMCHbof3gu_IFpDW2OO5tqxZfLIps-94Qik9y5wNw8Q) 
+   -  [Design, Disability and Knowing the 'Other'](https://dl.acm.org/doi/fullHtml/10.1145/3290605.3300528#:~:text=WHAT%20IS%20EMPATHY%3F-,The%20Promise%20of%20Empathy%3A%20Design%2C%20Disability,%2C%20and%20Knowing%20the%20'Other'&text=This%20paper%20examines%20the%20promise,order%20to%20inform%20technology%20development.)  
 
 {% enddetails %}
 
@@ -233,9 +248,18 @@ Discussion of Disability Dongle Paper
 {% enddetails %}
 
 {% details Preparation for next week %}
-- {: .homework} **[Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)**
-- {: .homework} [Finding Accessibility](assignments/finding-accessibility.html) Assigned: Summarize a first person account of an access technology
-- {: .homework} **Post-module Reflection:**  [Accessibility Basics Reflection](https://forms.gle/Wk8C51m5Sbq8RX7W8)
+{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
+: 
+
+{: .homework} [Finding Accessibility](assignments/finding-accessibility.html) Assigned: Summarize a first person account of an access technology
+: 
+
+{: .homework} **Post-module Reflection:**  [Accessibility Basics Reflection](https://forms.gle/Wk8C51m5Sbq8RX7W8)
+: 
+
+{: .homework} Readings for next week 
+: 
+
 - **Required Readings** Respond  to the Reading Questions and Preparation Requirements on Ed
     - Read [Fairness issues in AI Systems that augment sensory abilities](https://arxiv.org/pdf/1908.07333.pdf) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2424082) 
    - Read [A systematic literature review of handheld augmented reality solutions for people with disabilities](https://www.mdpi.com/1424-8220/22/20/7719) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2436103)
@@ -275,23 +299,24 @@ Discussion of Disability Dongle Paper
 
 {% enddetails %}
 
+
+{% details Preparation for next week  %}
 {: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
 {: .homework} Readings for next week 
 : 
 
-{% details Preparation for next week  %}
-**Required: Respond to the Reading Questions and Preparation Requirements on Ed**
+- **Required: Respond to the Reading Questions and Preparation Requirements on Ed**
 
-- [Increasing Data Equity in Accessibility](https://arxiv.org/abs/2210.01902) No ed post for this one :)
-- [Understanding Screen-Reader Users’ Experiences with Online Data Visualizations](https://athersharif.me/documents/assets-2021-understanding-sru-experiences-online-data-viz.pdf) [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2485584)
-- [Data Representation in Accessibility Data Sets: A Meta-analysis](https://arxiv.org/abs/2207.08037) [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2485589)
+  - [Increasing Data Equity in Accessibility](https://arxiv.org/abs/2210.01902) No ed post for this one :)
+  - [Understanding Screen-Reader Users’ Experiences with Online Data Visualizations](https://athersharif.me/documents/assets-2021-understanding-sru-experiences-online-data-viz.pdf) [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2485584)
+  - [Data Representation in Accessibility Data Sets: A Meta-analysis](https://arxiv.org/abs/2207.08037) [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2485589)
 
-**Optional**
-- [Areas of Strategic Visibility: Disability Bias in Biometrics](https://arxiv.org/abs/2208.04712)
-- [The Future of Urban Accessibility for People with Disabilities: Data Collection, Analytic, Policy, and Tools](https://dl.acm.org/doi/fullHtml/10.1145/3517428.3550402)
-- [Explaining Explanations: An Approach to Evaluating Interpretability of Machine Learning](https://www.cs.purdue.edu/homes/bb/nit/Lalana-Explainations%20of%20IAS.pdf)
-- [Rich Screen Reader Experiences for Accessible Data Visualization](https://arxiv.org/pdf/2205.04917.pdf)
-- [VoxLens: Making Online Data Visualizations Accessible With an Interactive JavaScript Plug-In](https://athersharif.me/documents/chi-2022-voxlens.pdf)
+- **Optional**
+  - [Areas of Strategic Visibility: Disability Bias in Biometrics](https://arxiv.org/abs/2208.04712)
+  - [The Future of Urban Accessibility for People with Disabilities: Data Collection, Analytic, Policy, and Tools](https://dl.acm.org/doi/fullHtml/10.1145/3517428.3550402)
+  - [Explaining Explanations: An Approach to Evaluating Interpretability of Machine Learning](https://www.cs.purdue.edu/homes/bb/nit/Lalana-Explainations%20of%20IAS.pdf)
+  - [Rich Screen Reader Experiences for Accessible Data Visualization](https://arxiv.org/pdf/2205.04917.pdf)
+  - [VoxLens: Making Online Data Visualizations Accessible With an Interactive JavaScript Plug-In](https://athersharif.me/documents/chi-2022-voxlens.pdf)
 
 {% enddetails %}
 
@@ -313,45 +338,49 @@ Discussion of Disability Dongle Paper
 {% details Class Plan %} 
 
 {: .topic}  5:35-6:20 Bias in Machine Learning
-: **Slides** {% include slide.html title="Draft Slides: Bias in Machine Learning" loc="bias-in-machine-learning.html" %}
+: **Slides** {% include slide.html title="Bias in Machine Learning" loc="bias-in-machine-learning.html" %}
 
 {: .break}  6:20-6:30 Break / Food 
 : 
 
-{: .topic}  6:30-7:00 Accessible Data Visualizations
+{: .topic}  6:30-7:20 Accessible Data Visualizations
 : **Slides** {% include slide.html title="Accessible Data Visualizations" loc="accessible-data-viz.html" %}
 
-{: .activity} 7:00-7:40 Skill Goal: Various Techniques to Make Visualizations Accessible
-: **In class Exercise**
-<!-- - Implement a visualization using [VoxLens](https://github.com/athersharif/voxlens) following the documentation and examples on the GitHub repository. -->
-- Use VoxLens from to test different modes of making visualizations accessible (Summary, Sonification, Question-and-Answer) on different visualization types.
-- Identify the utility of each mode with each visualization type–when is one mode more suitable than the other and why.
-- Identify accessibility measures for demographics other than screen-reader users.
-- Discuss: Is any particular technique better suited than the others when considering visualizations types? What other techniques are worth exploring? Could ML help with this?
 
-{: .break} 7:45-7:55 Break 
+{: .break} 7:20-7:30 Break 
 : 
-{: .activity} 7:55-8:20 Discussion with Guest: 
+
+{: .activity} 7:30-8:20 Discussion with Guest: 
 : Matthew Butler
 
 {% enddetails %}
 
+{% details Preparation for next week  %}
+
 {: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
 : 
 
-{% details Preparation for next week  %}
-**Required: Respond to the Reading Questions and Preparation Requirements on Ed**
-- TBD
-
-**Optional**
-- TBD
+{: .homework} [Final Project](assignments/project.html) presentation preparation
+: 
 
 {% enddetails %}
 
 {: .week}
 # Week 7 (2/14): Final Project Proposals
 
+
+{% details Preparation for next week  %}
+
 {: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
+: 
+
+{: .homework} Readings for next week 
+: 
+
+- **Required: Respond to the Reading Questions and Preparation Requirements on Ed**
+  - [Consumer-Grade Fabrication and Its Potential to Revolutionize Accessibility](https://dl.acm.org/doi/10.1145/3339824), CACM 2019
+
+{% enddetails %}
 
 {: .week}
 # Week 8 (2/21): Making Accessibility: Fabrication and Physical Computing
@@ -387,20 +416,26 @@ I'm also thinking about having them use fusion360 or something else to make some
 
 {% enddetails %}
 
+{% details Preparation for next week  %}
 
 {: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
-{: .homework} Post-module Reflection
 : 
 
-{: .homework} Readings for next week 
+{: .homework} [Finding Accessibility](assignments/finding-accessibility.html) Assigned: Summarize a first person account of an access technology
 : 
 
+{: .homework} **Post-module Reflection:**  2nd Wave Accessibility Reflection (TBD)
+: 
+
+{% enddetails %}
+
 {: .module} # Module 3: Third Wave Accessibility
 : 
 
 {: .week}
 # Week 9 (2/28): Intersectionality with Race, Gender & Other Identities
-**Learning Goals** TBD
+{% details Learning Goals: STILL TBD %} 
+{% enddetails %}
 
 {% details Class Plan: STILL TBD %} 
 ...
@@ -408,13 +443,17 @@ I'm also thinking about having them use fusion360 or something else to make some
 {% enddetails %}
 
 
+{% details Preparation for next week  %}
 
-{: .homework} Readings for next week 
+{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
 : 
 
+{% enddetails %}
+
 {: .week}
 # Week 10 (3/7): Sustainability, Urban Access and Housing
-**Learning Goals** TBD
+{% details Learning Goals: STILL TBD %} 
+{% enddetails %}
 
 {% details Class Plan: STILL TBD %} 
 ...
@@ -422,32 +461,17 @@ I'm also thinking about having them use fusion360 or something else to make some
 {% enddetails %}
 
 
+{% details Preparation for next week  %}
+
 {: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
-{: .homework} Readings for next week 
 : 
 
+{% enddetails %}
+
 
 <!-- {: .week} -->
 <!-- # Week 10 (3/7):  Healthcare Technologies & Reproductive Justice -->
 
-<!-- **Learning Goals** TBD -->
-
-<!-- {% details Class Plan: STILL TBD %}  -->
-
-<!-- {: .lecture} Final project check-in -->
-<!-- : **Process** Teams present project status for in-class discussion. -->
-
-<!-- ... -->
-
-<!-- {% enddetails %} -->
-
-
-<!-- {: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9) -->
-<!-- {: .homework} Post-module Reflection -->
-<!-- :  -->
-
-<!-- {: .homework} Readings for next week  -->
-<!-- :  -->
 
 {: .week}
 # Finals week: Final presentations 3/14, 6:30pm