Merge branch 'mankoff-julypreclass-revisions' into 'UACCESS-23fa'

Class Canvas Release

See merge request !2

_includes/footer.html

 
-
   <footer class="site-footer h-card">
   <data class="u-url" href="{{ "/" | relative_url }}"></data>
   <div class="wrapper">
 
-    <h2 class="footer-heading">{{ site.title | escape }}</h2>
-
     <p>The University of Washington acknowledges the Coast Salish peoples of this land, the land which touches the shared waters of all tribes and bands within the Suquamish, Tulalip and Muckleshoot nations. </p>
 
     <span class="site-footer-owner"><a href="{{ site.url }}">{{ site.title }}</a> is maintained by

_includes/navigation.html

@@ -21,8 +21,11 @@
   <div class="container">
     <a class="navbar-brand js-scroll-trigg"
        href="https://www.cs.washington.edu" aria-label="{{site.data.navigation.nav_list_title}}">
-       <img src="{{site.baseurl}}/assets/img/Allen-School-white-RGB-sm.png" alt="Allen School Logo" align=left style="max-width: 100%; height: auto;">
-	  </a>
+      <img src="{{site.baseurl}}/assets/img/Allen-School-white-RGB-sm.png" alt="Allen School Logo" align=left style="max-width: 100%; height: auto;">
+  <a class="navbar-brand js-scroll-trigg"
+       href="{{site.baseurl}}/" aria-label="{{site.data.navigation.nav_list_title}}">
+       <img src="{{site.baseurl}}/assets/img/favicon.png" alt="Make4all/class Logo" align=left style="max-width: 10%; height: auto;"> 
+       </a>
   </div>
   <button class="navbar-toggler" type="button" data-toggle="collapse" data-target="#navbarResponsive" aria-controls="navbarResponsive" aria-expanded="false" aria-label="Toggle navigation">
     <span class="navbar-toggler-icon"></span>

_includes/slide.html

 <a href="{{site.baseurl}}/slides/{{include.loc}}" target="_blank" rel="noopener noreferrer">{{include.title}}</a> 
-<div class="marknav"><a href="{{site.git_url}}/website/raw/{{site.git_branch}}/slides/{{include.loc}}"  >Accessible Markdown for {{include.title}}</a>  </div>
+<div class="marknav"><a href="{{site.git_url}}/-/raw/{{site.git_branch}}/slides/{{include.loc}}"  >Accessible Markdown for {{include.title}}</a>  </div>

_layouts/assignment.html

@@ -13,7 +13,7 @@
 
 {% if page.published != true %}
       <div id="unpublished-warning">
-        This assignment has not yet been released. Its requirements and code base are subject to change.
+        This assignment has not yet been released. Its requirements  are subject to change.
       </div>
       {% endif %}
 
@@ -22,33 +22,31 @@
         <span>Last revised: {{ page.revised }}</span>
       </div>
 
-<div class="learning-goals">
-<div id="android-goals">
-<strong>Assigned</strong>:
-<ul>
-{% for day in  page.assigned %}
-  <li>{{day}}</li>
-{% endfor %}
-</ul>
-</div>
 
-<div id="hci-goals">    <strong>Due</strong>:
-<ul>
-{% for day in  page.due %}
-  <li>{{day}}</li>
-{% endfor %}
-</ul>
-</div>
-</div>
+      <div id="due dates">
 
-<br>
-<div class="learning-goals">
-          <ul>
-            {% for goal in page.hci_goals %}
-              <li>{{goal}}</li>
-            {% endfor %}
-          </ul>
-      </div>
+  {% if page.assigned.size > 1 %}
+<strong>Assigned</strong>
+    <ul>
+    {% for day in  page.assigned %}
+       <li>{{day}}</li>
+    {% endfor %}
+    </ul>
+  {% else %}
+<strong>Assigned</strong>: {{page.assigned}}
+  {% endif %}
+
+{% if page.due.size > 1 %}
+   <br> <strong>Due</strong>
+    <ul>
+    {% for day in  page.due %}
+       <li>{{day}}</li>
+    {% endfor %}
+    </ul>
+  {% else %}
+   &emsp;  <strong>Due</strong>: {{page.assigned}}
+  {% endif %}
+</div>
 
       {{ content }}
 

academic-conduct.md

@@ -86,28 +86,31 @@ To facilitate this, and to be very clear
 
 # Chat GPT
 
-It is hard to find someone who has not heard about ChatGPT and related tools, and these tools are undeniably useful for generating ideas, providing suggestions, and more. In this class, we will ask you to follow these ethical guidelines when using generative AI such as ChatGPT.  
+It is hard to find someone who has not heard about ChatGPT and related tools, and these tools are undeniably useful for generating ideas, providing suggestions, and more. However, we recommend that you use generative AI in moderation. Generative AI can help you to summarize text, improve grammar, write code, collect relevant resources to read, and generate ideas. It can also [lead you to misinformation](https://medium.com/@emilymenonbender/cleaning-up-a-baby-peacock-sullied-by-a-non-information-spill-d2e2aa642134) and is generally less powerful than the hype might lead you to believe, as eloquently described by UW faculty member Emily Bender in her [Seattle Times OpEd](https://www.seattletimes.com/opinion/look-behind-the-curtain-dont-be-dazzled-by-claims-of-artificial-intelligence/). If you are interested in learning more about generative AI's limitations, here is a [helpful repository](https://faculty.washington.edu/ebender/media/).
 
-1. Whether you use generative AI or read someone's blog post or code, you are expected to ensure that the final product is your own, original work. 
-2. You may use generative AI for assignments and exams unless I specify that it may not be used. If guidelines are provided you should additionally follow those guidelines. 
-3. Unlike blog posts and research articles, you do not need to attribute artifacts/quote text or label code produced by generative AI when you use it.  However, you must do the following or you will face academic consequences including but not limited to failing an assignment or an exam. 
- - You must cite the AI program you used in the artifact you hand in
- - If it copies text from other sources and you don't provide proper attribution, you will be held accountable for that. 
- -  If it provides ideas that are not your own, you will need to find and properly cite the original source. 
- - You must still comply with the academic integrity policies of the institution. This includes refraining from using generative AI to plagiarize or cheat.
+In addition to the abovementioned concerns, if you start to rely solely on generative AI, you may limit your own development in critical thinking and writing, and if the results are that your writing is narrower and shallower in scope this may impact your grade.
 
+In this class, we will ask you to follow these ethical guidelines when using generative AI such as ChatGPT.
+
+1. You may use generative AI for assignments and exams unless I specify that it may not be used. If guidelines are provided you should additionally follow those guidelines.
+2. Unlike blog posts and research articles, you do not need to attribute artifacts/quote text or label code produced by generative AI when you use it. However, you must do the following or you will face academic consequences including but not limited to failing an assignment or an exam.
+  - You must cite the AI program you used in the artifact you hand in
+  - If it copies text from other sources and you don’t put that text in quotes and provide proper attribution, you will be held accountable for that.
+  - If it provides ideas closely based on other sources and you don't cite those sources, you will be held accountable for that.
+  - You must still comply with the academic integrity policies of the institution. This includes refraining from using generative AI to plagiarize or cheat.
 3. You will be held to the same standards when you use generative AI as for any assignment, regardless of whether you or the AI created something, including:
- - If you turn in artifacts that are not accessible, you will be graded accordingly
- - If you turn in artifacts that contain false or incomplete claims, you will be graded accordingly
- - If you turn in code that does not compile or is incomplete, you will be graded accordingly
- - You will be graded based on the critical thinking and writing skills, accuracy, and accessibility of the things that you produce. 
-  
-We recommend that you use generative AI in moderation. Generative AI can help you to summarize text, improve grammer, write code, collect relevant resources to read, and generate ideas. However if you start to rely solely on it, you may limit your own development in critical thinking and writing, and if the results are that your writing is narrower and shallower in scope this may impact your grade. 
+  - If you turn in artifacts that are not accessible, you will be graded accordingly
+  - If you turn in artifacts that contain false or incomplete claims, you will be graded accordingly
+  - If you turn in code that does not compile or is incomplete, you will be graded accordingly
+  - You will be graded based on the critical thinking and writing skills, accuracy, and accessibility of the things that you produce.
 
-Also please note that using such tools may imply donating your data to the companies that deployed them. Please take reasonable steps to avoid making our assignments easier in future iterations of the course (e.g., once the tool provides a correct answer, don't give it positive feedback).
+Also please note that using such tools has consequences unrelated to your schoolwork. For example, generative AI models use an [enormous amount of water](https://arxiv.org/pdf/2304.03271.pdf) and [energy](https://www.nature.com/articles/d41586-023-00843-2): ``ChatGPT needs to “drink” a 500ml bottle of water for a simple conversation of roughly
+20-50 questions and answers, depending on when and where ChatGPT is deployed.''
+In addition, you are probably donating your data to the companies that deployed them. Please take reasonable steps to avoid making our assignments easier in future iterations of the course (e.g., once the tool provides a correct answer, don't give it positive feedback).
 
 To summarize, you may use generative AI unless otherwise specified. However, you must use it ethically, check its work, and ensure that you do not cheat or plagiarize when using it. Further, you will most likely not receive a high grade if you rely on it to the exclusion of your own critical thinking, writing and accessibility skills. 
 
+
 # Privacy and Fair Use
 
 To support an academic environment of rigorous discussion and open

assets/css/style.scss

@@ -202,13 +202,23 @@ dl dt.prepare {
 }
 
 
-dl dt.holiday {
+h2.holiday {
     style:bold;
     font-size: large;
     background-color: $highlight-dark;
     color:   $background;
     padding:5px;
 }
+
+
+h1.draft {
+    style:bold;
+    font-size: large;
+    background-color: $highlight-dark;
+    color:   $background;
+    padding:5px;
+}
+
 dl dt.alert {
     style:bold;
     font-size: large;

assignments/disabilityjustice.md

@@ -4,28 +4,24 @@ published: true
 
 title: Disability Justice Analysis
 description: Analyze an article using a disability justice framework
-code: hw1
+code: hw2
 
-assigned: TBD
-due: 
-   - TBD Pacific
-   - Two day grace period, TBD
-
-revised: April 12, 2023
+assigned: October 4th, 2023
+due: October 9th, 2023 (Two day grace period, October 11th)
+revised: August 20, 2023
 
 ---
 * TOC
 {:toc}
 
-
 # Overview 
 
 The goal of this homework is to apply a disability justice framework to analyzing a technology or service currently in use in the world. 
 
 ## Learning Goals / Competencies
 This homework may contribute to 
-- Your competency grade on understanding how to apply a disability justice framing
 - Your competency grade on following [best practices for plain language writing](https://www.plainlanguage.gov/guidelines/) in your post
+- Your competency grade on understanding how to apply a disability justice framing
 - Your participation grade, as a percentage of completeness (are all the required parts present)
 
 ## Length & Difficulty
@@ -70,5 +66,5 @@ For each principle, write 1-2 paragraphs (250-500 words). In your writing, you s
 
 
 # Turnin
-You will need to submit your writeup to the class [discussion board]({{site.discussion}})  before next class. The category should be "Assignments", the subcategory should be "Disability Justice" 
+You will need to submit your writeup to the class [discussion board]({{site.discussion}}). The category should be "Assignments", the subcategory should be "Disability Justice". Also submit a link to your discussion board post on {{site.canvas}}.
 

assignments/finding-accessibility.md

@@ -4,18 +4,15 @@ published: true
 
 title: AT Around Us
 description: Find and learn about how people with disabilities use a variety of accessibility technologies
-code: hw3
+code: hw1
 
-assigned: TBD
-due: 
-   - Jan 31, 2023, 5pm (no grace period this week because you present in class)
+assigned: September 9th, 2023
+due: Slides October 5, 2023, (1 day grace period October 6th); Presentation October 6, 2023 (no grace period, class presentations )
  
-revised: April 12, 2023
+revised: August 20, 2023
 
 ---
 
-<!-- make due at least 24 hours ahead of presentation as a best practice in accessible presenting -->
- 
 * TOC
 {:toc}
 
@@ -27,10 +24,10 @@ The goal of this assignment is give you experience with seeking out first-person
 
 ## Learning Goals/ Competencies
 This homework may contribute to your competency grade on 
-- Image description
 - Accessible presentation creation 
-- Presenting accessibly to an audience with mixed disabilities
 - Finding first person accounts by and for people with disabilities
+- Image description
+- Presenting accessibly to an audience with mixed disabilities
 - Familiarity with a range of accessibility technologies (requires being present and engaged with student presentations) 
 - Your participation grade, as a percentage of completeness (are all the required parts present)
 
@@ -49,7 +46,7 @@ To complete this assignment you will need to do the following:
 
 Watch [a video about presenting
 accessible](https://www.youtube.com/watch?v=L9TxhGv91kc) by Kyle
-Rector. Review information about [describing images](https://webaim.org/techniques/alttext/) and [describing people](https://www.youtube.com/watch?v=By6nzFefcxs) in images verbally (during a presentation) or in text. Finally, make sure you don't use [abelist language](https://www.popsugar.com/fitness/common-phrases-that-are-ableist-48080654). 
+Rector and look at [DOIT's](https://www.washington.edu/doit/tips-delivering-accessible-presentation#:~:text=Provide%20attendees%20materials%20(ideally%2C%20ahead,time%20captioners%20materials%20in%20advance.) guidance no accessible presenting. Review information about [describing images](https://webaim.org/techniques/alttext/) and [describing people](https://www.youtube.com/watch?v=By6nzFefcxs) in images verbally (during a presentation) or in text. Finally, make sure you don't use [ableist language](https://www.popsugar.com/fitness/common-phrases-that-are-ableist-48080654). 
 
 Optional reading [Its complicated: Negotiating Accessibility and
 (Mis)Representation in Image Descriptions of Race, Gender and
@@ -60,7 +57,7 @@ Disability](https://guoanhong.com/papers/CHI21-ImageDescriptions.pdf)
 
 Select two examples of accessibility technology, or disability hack, that you will be presenting about. An accessibility technology is something that is used by a person with a disability to increase accessibility. It can be something that is included in the infrastructure (such as a [curb cut](https://en.wikipedia.org/wiki/Curb_cut)) or something that is used by an individual (such as [Proloque2Go](https://www.talktometechnologies.com/pages/proloquo2go), a symbol-based communication system), or something that was not designed for accessibility bit is useful (such as these [5 disability life hacks](https://www.spinalcord.com/blog/5-inexpensive-disability-life-wheelchair-hacks))
 
-When you pick, consider **these requirments**
+When you pick, consider **these requirements**
 - One technology should improve computer access (such as [sticky keys](https://en.wikipedia.org/wiki/Sticky_keys).
 - One should improve access to "the world" at large (such as Microsoft's [Seeing AI](https://www.microsoft.com/en-us/ai/seeing-ai)).
 - At least one should involve computers in some way (such as [sticky keys](https://en.wikipedia.org/wiki/Sticky_keys).
@@ -71,7 +68,7 @@ When you pick, consider **these requirments**
 
 In addition, you should pick something that *expands your knowledge of accessibility technology.* You should include two different technologies that you are not already familiar with. Other ideas to consider when searching for technology:
 - Does it address infrastructure (like curb cuts) or is it more individual (like a screen magnifier)? 
-- Was it designed for the disability community (like a screen reader) or is it a mainstream technology being used to address accessibility needs (like [voice assisstants have](https://dl.acm.org/doi/pdf/10.1145/3173574.3174033)).
+- Was it designed for the disability community (like a screen reader) or is it a mainstream technology being used to address accessibility needs (like [voice assistants have](https://dl.acm.org/doi/pdf/10.1145/3173574.3174033)).
 
 ## 2. Find and Generate First Person Experiences
 
@@ -96,7 +93,7 @@ While some technologies may be expensive or hard to get, many accessibility tech
 
 ## 3. Reflect on What you Learned
 
-Take some time to reflect on these questions, which will help you to preare for your presentation
+Take some time to reflect on these questions, which will help you to prepare for your presentation
 
 What is the AT?
 - What is the technology?
@@ -122,7 +119,7 @@ You will create one accessible slides (per AT) in a shared slide deck posted in
 - Information about its audience (range of disabilities that use it)
 - A picture of it
 - A link to the first person account you found
-- Something you learned from the video and/or by trying it about its strengths and weaknesse
+- Something you learned from the video and/or by trying it about its strengths and weaknesses
 
 Make sure the slides are accessible. 
 

assignments/index.md

@@ -19,13 +19,13 @@ questions or run into issue, please contact the course staff.
 
 | Link to Assignment                                                                         | Turn in Link                                                                  | Due Date |
 |--------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------|----------|
-| HW1: [Finding AT around us](finding-accessibility.html)    |           | 10/2      |
-| HW2: [Disability Justice](disabilityjustice.html)       | TBD          | 10/9      |
-| HW3a: [Web/App Access UARS](website.html)                | TBD          | TBD      |
+| HW1: [Finding AT around us](finding-accessibility.html)    |   [Canvas HW1]({{site.canvas}}/assignments/8443510)        | 10/2      |
+| HW2: [Disability Justice](disabilityjustice.html)       | [Canvas HW2]({{site.canvas}}/assignments/8443521)          | 10/9      |
+| HW3a: [Web/App Access UARS](website.html)                | [Canvas HW3]({{site.canvas}}/assignments/8443528)          | 10/16      |
 | HW3b: [Web/App Access Report](website-report.html)       | TBD          | TBD      |
 | HW4a: [Post GUI Accessibility](technology-review.html) | TBD | TBD | 
 | HW4b: [Post GUI Accessibility Implementation](technology-implementation.html) | TBD | TBD | 
-| HW5a: [Final Project Proposal](project-proposal.html)                            | TBD                                                                           | TBD |
+| HW5a: [Final Project Proposal](project-proposals.html)                            | TBD                                                                           | TBD |
 | HW5b: [Final Project Checkpoint](project-checkpoint.html)                            | TBD                                                                           | TBD |
 | HW5c: [Final Project Presentation](project-final.html)                            | TBD                                                                           | TBD |
 
@@ -42,35 +42,34 @@ averaged over all the times that you are assessed.
 
 ## Disability Awareness and Justice
 
-| Competency                                             | Asesssed in Which Assignment? |
-|--------------------------------------------------------|-------------------------------|
-| Disability Justice                                     | HW1, Final Project            |
-| Finding First Person Accounts of Disability Technology | HW2, Final Project            |
-| Plain Language Writing                                 | HW1, HW4                      |
+| Competency                                             | Asesssed in Which Assignment?                           |
+|--------------------------------------------------------|---------------------------------------------------------|
+| Disability Justice                                     | HW2, Final Project                                      |
+| Finding First Person Accounts of Disability Technology | HW1, Final Project                                      |
+| Familiarity with a Range of Accessibility technologies | HW1, HW4a (by choice)                                   |
+| Appropriate And Inclusive Language                     | Any Writing or Speaking about Disability                |
+| Presenting Accessibly                                  | HW1, Final Project                                      |
 
 ## Accessibility Compliance
 
-| Competency                                            | Asesssed in Which Assignment?  |
-|-------------------------------------------------------|--------------------------------|
-| Accessibility Problem Fixes                           | HW3, Final Project (by choice) |
-| Accessibility Technology Based Accessibility Checking | HW3, Final Project (required)  |
-| Automated Accessibility Checking                      | HW3, Final Project (by choice) |
-| Comfortable Applying Web/App Accessibility Rules      | HW3, Final Project (by choice) |
+| Competency                                            | Asesssed in Which Assignment?                           |
+|-------------------------------------------------------|---------------------------------------------------------|
+| Accessibility Problem Fixes                           | HW3b, Final Project (by choice)                         |
+| Accessibility Technology Based Accessibility Checking | HW3a, Final Project (required)                          |
+| Automated Accessibility Checking                      | HW3a, Final Project (by choice)                         |
+| Correct use of Web/App Accessibility Rules            | HW3b, Final Project (by choice)                         |
+| Plain Language Writing                                | HW2, HW4a (by choice), Any Reading response (by choice) |
 
 ## Accessible Media
 
-| Competency                           | Asesssed in Which Assignment? |
-|--------------------------------------|-------------------------------|
-| Accessible Document Creation         | ALl                           |
-| Acessible Presentation Creation      | HW2, Final Project            |
-| Image Description                    | HW2, HW3, Hw4, Final Project  |
-| Presenting Accessibly                | HW2, Final Project            |
+| Competency                      | Asesssed in Which Assignment?   |
+|---------------------------------|---------------------------------|
+| Accessible Document Creation    | All                             |
+| Acessible Presentation Creation | HW1, Final Project              |
+| Image Description               | HW1, HW3a, Hw4a, Final Project  |
+| Accessible Website/App Creation | HW4b, Final Project (required)  |
+| Accessible Video Creation       | HW4b, Final Project (by choice) |
 
-## Extra Credit
-
-| Competency                | Asesssed in Which Assignment? |
-|---------------------------|-------------------------------|
-| Accessible Video Creation | HW4, Final Project            |
 
 
 

assignments/project-checkpoint.md

 ---
 layout: assignment
-published: true
+published: draft
 
 title: Final Project Checkpoint
 code: hw7b

assignments/project-final.md

 ---
 layout: assignment
-published: true
+published: draft
 
 title: Final Project Final Presentations
 code: hw7c

assignments/project-proposals.md

 ---
 layout: assignment
-published: true
+published: draft
 
 title: Final Project Proposal
 code: hw7a

assignments/technology-implementation.md

 ---
 layout: assignment
-published: true
+published: draft
 
 title: Post GUI Implementation
 description: Learn about post-GUI accessibility
@@ -63,7 +63,8 @@ Be clear about which accessibility aid (such a screen reader, magnifier or singl
 - What did the application look like before you made it accessible
 - What did it look like after you made it accessible
 - What audience did you improve it for?
-- Record a video of yourself using it with the accessibility technology you designed your solution for
+- Record a video of yourself using it with the accessibility technology you designed your solution for. 
+- Make sure that video is captioned and audio described (see [description key's guide](https://dcmp.org/learn/descriptionkey)
 - Check with us about what to do if these requirements don't quite fit (i.e. for fabrication).
 
 TODO: add accessibility requirements  for the turn in

assignments/technology-review.md

 ---
 layout: assignment
-published: true
+published: draft
 
 title: Post GUI  Review
 description: Learn about post-GUI accessibility

assignments/website-report.md

 ---
 layout: assignment
-published: true
+published: draft
 
 title: Website/App Accessibility Report (Group)
 description: Learn how to write about and remediate accessibility problems with websites and apps

assignments/website.md

 ---
 layout: assignment
-published: true
+published: draft
 
 title: Website/App Accessibility UARS (Individual)
 description: Learn to assess website/app accessibility using a variety of technologies
 code: hw3
 
-assigned: TBD
-due: 
-   - UARS--Due before class TBD
-   - No grace period--These will be discussed in class
+assigned: October 11th, 2023
+due: October 16th, 2023 (2 day grace period, October 18th, 2023)
    
-revised: April 11, 2023
+revised: August 20, 2023
 
 ---
 * TOC
@@ -57,12 +55,10 @@ Assessment](https://xiaoyizhang.me/assets/Paper/ASSETS_2017_Epidemiology.pdf).
 You may submit your top three choices for website/app from listing below and include at most one of your own on the [Discussion thread for selection]({{site.discussion}}) for this assignment. Our goal is to have *at least four students** working independently on each website. Note that there is a *task* associated with each website/app (and if you pick your own, you should also have a task in mind).  
 
 {% details Possible websites/apps %}
-In the past, website have been sponsored by CREATE partners and community members. Student reports have been received by them with great gratitude, generating comments such as "This is fantastic" and "What an amazing and helpful report!" with plans to implement the recommendatinos. 
+In the past, website have been sponsored by CREATE partners and community members. Student reports have been received by them with great gratitude, generating comments such as "This is fantastic" and "What an amazing and helpful report!" with plans to implement the recommendatinos. We also sometimes do a group of similar websites so that we can make a recommendation about which ones to use (if choosing, say, between grocery stores).
 
-- [VolunteerMeet Techies For Reproductive Justice](https://ddf.volunteermeet.org/): VolunteerMeet is a tool for abortion access and reproductive justice groups to use to recruit and vet volunteers. VolunteerMeet is used by several large organizations, and we want to make sure we are not limiting the participation of people with disabilities. **Focus**: The application process. 
-- [Digital Defense Fund](https://digitaldefensefund.org/): Our website has a large amount of (free!) material about how to access abortion and other reproductive health care safely in today's criminalized environment. We have resources about digital security, staying safe online, and tech-enabled advocacy, among many other topics - all of which are incredibly important to all of us, but perhaps especially to people may be more vulnerable to surveillance because of their disabilities. **Focus**: Two sections of our site in particular: Learn & Media 
-- [PAVE](https://wapave.org/): With our goal of continual improvement, we would like to always test the website periodically to make sure we are making sure it is accessible to everyone.  **Focus**: Accessibility and ease of use
-- [CREATE](https://create.uw.edu/): CREATE's website should already be pretty accessible, but we haven't had any outside testers look at it. Help us find th egaps and problems! **Focus**: Finding out about funding
+- [Commerce.way.gov](Commerce.wa.gov)
+- TBD
 - Other: We are happy to take submissions for other websites that you might want to focus on. If you do this, you must recruit *at least one* other student in the class (preferably three others) who will (independently) look at the same website
 {% enddetails %}
 
@@ -89,6 +85,7 @@ accessibility tools. You may also use other accessibility tools if you
 feel there are things that does not address, such as speech based input, or switch input.
 
 Here are some resources that may help you in gaining comfort with these accessibility technologies 
+- [Setting up a screen reader testing environment](https://www.sarasoueidan.com/blog/testing-environment-setup/)
 - [Zoomtext and other magnification in use](https://www.youtube.com/watch?v=4ZRVDgeMpXc) and [Setting up windows for zooming](https://www.youtube.com/watch?v=TQhUCnMhDZE)
 - [Screen reading intro](https://axesslab.com/what-is-a-screen-reader/)
 - Switch control intro: [Switch Control overview](https://www.youtube.com/watch?v=GQKEE9nI1lk)