index-ugrad.md

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title: Syllabus/FAQ
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* TOC
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# Why take this class?
	
To learn how  computing can enable new solutions to accessibility, including both access to the world and access to computers? Similarly, how can a disability studies perspective guide us in developing empowering and relevant solutions to accessibility problems? This course explores both of those questions through a combination of discussions, reading, and building. In addition, by studying access technology, we can gain valuable insights into the future of all user interface technology.

{% details What it is about? %}
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<!-- Even though I have a lot of experience with implementing accessibility in code and pushing for more accessible designs at work, I have learned a lot from this course [that I plan to take back into my workplace] -- 2023 student  -->
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<!-- I almost feel like this class should be mandatory for anyone in Computer Science, especially people who want to work in frontend dev work that allows for direct interaction with customers -->
<!-- -- 2023 student  -->
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This was one of the most useful CS classes I've taken at UW so far, and I think I'll be using the things I learned for the rest of my career.
-- 2024 student
{: .quote} 
	
I think this is one of the classes where I learned the most in all the classes I have taken here. As someone with invisible disabilities, I never realized how much of a world there is and learned a lot about myself alongside the material. -- 2023 student
{: .quote}

It is a class I would instantly recommend anyone to take in terms of the content and just how welcoming it is for anyone to learn this insanely important topic. It is a top 3 class in the whole CSE department for me 
-- 2023 student
{: .quote} 


How can computing enable new solutions to accessibility, including both access to the world and access to computers? Similarly, how can a disability studies perspective guide us in developing empowering and relevant solutions to accessibility problems? This course explores both of those questions through a combination of discussions, reading, and building. In addition, by studying access technology, we can gain valuable insights into the future of all user interface technology.


Access technology (AT) has the potential to increase autonomy, and improve millions of people’s ability to live independently. In addition, accessibility is a human rights issue and it is the law. If you're creating interactive technologies, you should know how to build regular interfaces that are accessible as well as understanding the value of innovating new approaches to accessibility. Disability touches almost everyone either directly or indirectly at some point in life, temporarily or permanently. Let’s create a future we will also want to and be able to be part of.

In this course we will focus on a combination of practical skills such as how to create accessible of documents, websites and apps and how to do disability based UX; advanced skills such as how to address accessibility in visualization, laser cutting and AI/ML; and forward looking topics such as intersectional concerns and accessibility in sustainabiilty and disaster response. We will also cover disability justice and advocacy. The largest project in the class will be an open ended opportunity to explore access technology in more depth. 


{% enddetails %}

{% details What are the Prerequisites and Expectations? %}

You must have an existing front end website, app, or homework assignment that you have access to the source code for and can modify. The only other requirement for this class is that you are comfortable programming and picking up new  tools that you have not been exposed to before. You will have some control over this, however, basic web skills are likely to be useful. The primary programming project in this class is one you design yourself. 

In addition, please familiarize yourself with the course [academic conduct]({{site.baseurl}}/academic-conduct.html) policy. Looking beyond policy, plagiarizing is a violation of disability justice and in direct conflict with the learning goals of this course. We will grade on the assumption that you have read and understood it, and there will be penalties if you do not follow these policies. These will be determined on a case by case basis, but at a minimum:
- If you plagiarize you will receive a 0 on participation for that assignment
- If you plagiarize on any assignment, you will receive a non-competent on your disability justice competency

{% enddetails %}

{% details  What is the Teaching Philosophy and Approach? %}

Many of the goals in this class center around learning by doing. This
means that hands on time trying out everything from implementation to
evaluation is critical to learning. Active learning has been [shown to
increase student performance in STEM
subjects](https://www.pnas.org/content/111/23/8410).

Thus, class time will be used as much as possible for in **class
exercises and discussion** for understanding using a variety of
technologies. We also highly encourage questions in lecture. Often
many students share the same question and those questions can help the
instructor gauge student understanding.

Preparation outside of class and participation in class are both very
important and will improve your class experience. Preparation may
include online discussion, pre-class readings and videos, and
post-lecture reflections in addition to homework. Participation in
class will include discussion, question asking, and active engagement
in learning exercises.

{% enddetails %}


# Logistics

This is an in person class. As much as possible, we ask that you
attend in person. That said, we know that many individual concerns may
make this a barrier. We will do our best to support remote
participation when there is a need for this due to a family
obligation, disability, or other concern.

{% details  When and Where is the class held? %}

See [Canvas]({{site.canvas}}) for all zoom meeting links for classes and office hours.

- **Class Time:** {{site.time}} (PDT)
- **Class Location:** {{site.room}}
- **Section Time:** 
    - 2:30-3:20 [HCK 132](https://www.washington.edu/classroom/HCK+132)
	- 3:30-4:20 [LOW 101](https://www.washington.edu/classroom/LOW+101)

{% enddetails %}

{% details How do I reach the Instructors? %}
<BR>

|-------------------------------------------------------------------------|------------------------------------------------------------|-----------------|
| ![Jen Mankoff](assets/img/staff/mankoff.jpg){:width="80px"}             | [Jennifer Mankoff]({{site.author.url}}) (she/her)          | Instructor      |
| ![TBD](assets/img/staff/TBD){:class="ta-picture"} | [TBD](url) (pronouns) | TA |

<BR>
**Office Hours**


|----------------|-------------|-----|--------------------------------------------------|
| Day            | Time        | Who | Where                                            |
| Monday         | 2:30-3:15 | Jen | In person                                        |
| Asynchronous   |             | Any | Post to [discussion board]({{site.discussion}})* |
| By Appointment |             | Any | Post to  [discussion board]({{site.discussion}}) |



*You can discuss matters with us privately on the [discussion
board]({{site.discussion}}). This notifies the whole course staff at
once and is usually faster than email.

Staff mailing list: [Mail](mailto:{{site.staff_email}})

{% enddetails %}

	
{% details How do I reach other students in the class? %}

We have a class [discussion board]({{site.discussion}}), where you can
make public posts that benefit the whole class, and are answered more
quickly because your fellow students can help the course staff by
responding also.

- This is the best way to ask questions about things like homework and programming
- Before posting, please search through the questions that have already been posted in case
      someone has already asked the same question.

Another great way to meet students is to come to class in person!

{% enddetails %}

{% details How does Synchronous Remote Participation work? %}

When you are remote, ideally you will still participate synchronously. To participate synchronously, you need to do the following:

1. Post in [the class discussion]({{site.discussion}}/4631278) to find or report who your zoom buddy is
2. Attend via zoom and participate in discussions with the help of your zoom buddy
3. Report who your zoom buddy was, and how you participated, in your weekly survey

{% enddetails %}

{% details Will lectures be recorded? %}

Class sessions **will be recorded** when possible (guest lecturers may
refuse this). Recordings will only be accessible to students enrolled
in the course to review materials.

The University and Zoom have FERPA-compliant agreements in place to
protect the security and privacy of UW Zoom accounts. 

Students who connect by Zoom but do not wish to be recorded should:
- Change their Zoom screen name to a school appropriate screen name
that hides any personal identifying information such as their name or
UW Net ID
- Not share their computer audio or video during their Zoom sessions  (please notify us first!).

{% enddetails %}

# How is COVID safety handled in this class?

Masking is currently optional, however people in the room include those who are high risk with respect to COVID and people who live with vulnerable family members. Masks offer another layer of protection to further reduce the risk of transmission for all of us, and help to support these individuals. Thus, in this class, wearing a mask indoors when around others is recommended, and I ask that you attend class remotely if you are sick or have potentially been exposed to COVID-19.

{% details Why are masks passed around in class? %}
According to the [UW face covering policy](https://www.ehs.washington.edu/covid-19-prevention-and-response/face-covering-policy).  

>As part of the University’s multi-layered strategy to limit the transmission of COVID-19, face coverings, particularly well-fitting, high-quality masks (e.g., N95, KN95, surgical mask) remain a useful tool in helping to limit the spread of COVID-19.

To help support the access needs of these individuals, masks will be available in the classroom as you enter, and if you would like to mask, you are welcome to make use of them. 
{% enddetails %}

{% details When should I attend remotely? %}

If you are sick or have potentially been exposed to COVID-19, **stay home**. We will not be
assessing you on attendance, so you will not be penalized for missing class to keep our community safe.

Below, we briefly describe the accommodations for students having to miss class due to potential
illness, with full information in the linked pages.

- [Lectures](index.html#lectures): Course content will be posted as a set of readings/videos
  that can be watch asynchronously. Recordings of the live class posted on course website, and all
  materials posted online.
- [Office Hours](index.html#course-support): We will host remote office hours.
  Please contact the   course staff on the [discussion board]({{site.discussion}})
  if none of the times/locations work for you.
- [Asynchronous help]({{site.discussion}}) is available via the [Discussion Board]({{site.discussion}}),
  post online to get asynchronous help from a member of the course staff.

{% enddetails %}

{% details Do I need to maintain social distancing? %}
Vaccinations and masking provide strong protection against the spread of COVID. Currently, UW does
not require social distancing in the classroom or office hours for students who are vaccinated and
wearing a mask.

Of course, some students might feel more comfortable keeping a little distance. If you would like
to keep space between you and another student, please kindly ask them to leave a space between you
and them if there is room available. Similarly, if someone asks you to maintain a space
between them, please respect that request if possible.

{% enddetails %}

{% details What if I get sick or may have been exposed to COVID-19?%}

See [this FAQ](https://www.ehs.washington.edu/covid-19-prevention-and-response/covid-19-case-and-exposure-guidance) by UW on what you should do if you get
sick. You should also check out the *Remote Access* options listed above!

If you believe you have been exposed to COVID-19, follow the recommendations outlined in this
[flowchart by EH&S](https://www.ehs.washington.edu/system/files/resources/COVID-19-public-health-flowchart.pdf).

{% enddetails %}

{% details What if Jen or a TA gets sick? %}

The course staff is committed to keeping you safe, so we will not make you risk a potential exposure
to COVID to attend class. If one of the course staff feels ill, we will move any in-person activities
we are hosting to be purely online or have
someone else on the course staff fill in for us while we are potentially contagious.

Please make sure you check your email frequently for announcements from the
[discussion board]({{site.discussion}}) and before you attend an in-person event to make sure it is
still happening in-person. We will always try our best to give as advanced notice as possible for
any changes from in-person to remote for a day.

{% enddetails %}


# Is this class accessible and inclusive?

We hope so! The class is a shared learning environment and it is
important to us to make it a welcoming environment for everyone, from
all backgrounds. We strive to treat everyone in the class with respect and
understanding.

In addition to describing how the class tries to be supportive below,
we suggest UW resources that might be helpful. If you need assistance
in class or help navigating school resources, you can always ask me.
*You do not need to tell me why you are asking for help for a friend,
another student, or yourself.*

{% details How does this class support Accessibility? %}

We know that students in this class may need materials to be
accessible by screen reader, or may need extra time on exams. We have structured the class to be as accessible as possible to all students by default.

If you have a temporary health condition or permanent disability
(either mental health, learning, or physical health related) that
impacts your academic experience, please let us know how we can
accommodate you.

You are NOT obligated to disclose any of these issues with the
instructor, only specify if there’s any accommodations required. For
more on accessibility in this class and how we accommodate you (and
each other), please see our [Accessibility
Policy](docs/accessibility.html)
   
{% enddetails %}


{% details What about health and wellness beyond accessibility accommodations? %}

It is very important to us that you take care of your physical and mental health throughout the course. We have built flexibility into course assessments with the goal of reducing stress. However we know that sometimes that is not enough. Everyone on the course staff is available to chat, and you can always attend office hours for a non-academic conversation if necessary. Beyond the course staff, the University of Washington provides the following resources for mental health concerns. Your anonymity and privacy are protected.
  - Please reach out to the [UW Counseling Center](http://www.washington.edu/counseling/) for any help and
    concerns related to mental health (including increased stress), available to all UW students at no cost.
  - If you are ever feeling uncomfortable and need to talk or are worried about someone close to you, it is
    highly recommended to visit the [UW Heath and Wellness](http://depts.washington.edu/livewell/programs/)
    programs. They offer resources to students that can help.
  - If you're concerned for yourself or a friend, please call SafeCampus at (206) 685-7233.
  - Here is a UW page with [resources about sexual assault on and off campus](https://www.washington.edu/sexualassault/support/advocacy/)

{% enddetails %}

{% details How do you accommodate religious holidays? %}

As per the UW [Religious Accommodations
Policy](https://registrar.washington.edu/staffandfaculty/religious-accommodations-policy/),
you may observe religious holidays that overlap class times.
Accommodation can be requested within the first two weeks of this
course using the [Religious Accommodations
Request](https://registrar.washington.edu/students/religious-accommodations-request/)
form on UW's site. Alternatively, you may simply choose to complete
the class attendance requirements for remote students. If
you have additional concerns that this policy does not meet, please
contact the instructors.
  
{% enddetails %}

{% details What should I do if something happens that makes me feel excluded or unsafe? %}

If something about the course materials makes you feel excluded, please let us know. We also review them ourselves with inclusion in mind each time we prepare to teach. 

We have tried to make the course inclusive of people who have work,
childcare or appointments that have to be prioritized at specific
times. However if we can do something to improve this further, or you
have needs we haven't thought of, please tell us.

If something has made you feel uncomfortable in any way, you have been
subject to sexual harassment, you feel you have been discriminated
against, please tell us. If possible, we will address issues through
systematic and structural change as well is individual support. 

In addiion to reaching out to anyone among the course staff you feel comfortable approaching, you have the following options for action: 
- You may report using one of the UW CSE [Community Feedback Mechanisms and
Resources](https://www.cs.washington.edu/community-feedback) including
the [Anonymous Feedback](https://feedback.cs.washington.edu/) form,
but understand we can not respond to you directly if you use the
latter. 
- You can also file a complaint with the UW Ombudsman's Office for Sexual Harassment. Their office is located at 339 HUB, (206)543-6028. There is a second office, the University Complaint Investigation and Resolution Office, who also investigate complaints. The UCIRO is located at 22 Gerberding Hall.
  


{% enddetails %}

# Expectations and Grading

While grading is a necessary part of what we do at UW, I want to focus
this class on learning; and to ensure that my approach to assessment
is inclusive and focuses on a justice based approach. There has been a
lot of [innovation in
assessment](https://online.suny.edu/innovativeassessments/) in recent
years, driven partly by COVID-19. We have tried to learn from this in our grading.

**There will not be quizzes, or a midterm or final exam**. Instead, your knowledge will be assessed 
[Competency based
grading](https://aurora-institute.org/cw_post/cbe-in-practice-grading/)  in alignment with the disability justice focus in this
course. A portion of your grade will also be based on participation and effort. 

{% details What is "*Competency Based Grading*"? %}
 [Competency based
grading](https://aurora-institute.org/cw_post/cbe-in-practice-grading/) separates out *how* you learn a skill from *whether you
know it.* Many of these competencies are assessed repeatedly. *I don't
care if you get them wrong at first*, as long as you eventually learn
them. If you learn them all, and participate fully in the class, you
will get an A.


In the image below, you can see how traditional grading assigns a score
for each assignment and adds them together. If you score badly on your 
first assignment, that negatively affects your grade, *even if* you demonstrate that you've
learned everything you needed to know in it during later assignments. In contrast
competency-based grading is structured around learning goals. All of the different
things you do that demonstrate progress on those learning goals are grouped together
to help assign a score on that learning goal. 

![Explanation of competency-based grading. In a competency system teaching learning and grading are centered around learning outcomes. This changes how we plan assess and grade. It shifts us toward learning and away from completion/compliance. From the NYC Department of Education Competency Collaborative]({{site.baseurl}}/assets/img/competence-explanation.png)

{% enddetails %}

{% details Nice philosophy and all... what does that mean for me? %}

The competencies needed for this course are listed on the [assignments
page](assignments/index.html), and can all be found in [canvas outcomes]({{site.canvas}}/outcomes)  as well.

Each time you turn in an assignment, you tell *us* which competencies
we should assess. We may also assess competencies such as whether a
document is accessible, with accessible image descriptions. Once you
achieve competency, we expect you to maintain it -- for example,
repeatedly turning in inaccessible images after achieving competency
in image descriptions will lower your score.

 For more details on how your grade is calculated from your competencies, please see the  [assignments
page](assignments/index.html), which includes a calculator. 
When you we assess a competency, we rate your skill as "no evidence"
"below competent" "basic knowledge" or "excellent". Various
combinations of "basic" "excellent" and "below competent" result in
various final grades in the class, with all excellents being a 4.0 and
the grade going down based on the number of competents versus
excellents. However, if even 1 skill  is below
competence, the highest possible grade in the class is a 3.2.

You can
view your progress on each competency in Canvas (Excellent is called
"Mastery" there). **Click on the competency to see details on whether
you are "competent" or "excellent"**.

Note that once we have taught you how to make an assignment accessible, you are required to do this for all future assignments. If an assignment is *not* accessible we **will not assess any
competencies in it**.


{% enddetails %}

{% details What else will I be graded on? %}

### 80%: Competencies 
Competencies are 80% of your grade in the class. Your scores on these competencies determine your grade in the class as follows:
- Base grade: Number of Competents/2.5 + Number of Excellents/2
- Competency grade: Base grade - (Number of non competents/2) 

This form will calculate your current grade on your competencies using the formula above. Just enter the current status of your competencies from [canvas]({{site.canvas}}) below. Please see the [Syllabus]({{site.baseur}}) for details on how this contributes to your overall grade in the class. Also please note that non-completion of assignments, plagiarism, and regrades may impact your final competency grades in ways that are not necessarily reflected in Canvas. 

{% include grade-calculation.html %}


### 20%: Assignment Completion, Participation and Effort
Your completion of assignments, and their demonstration of your learnings about class competencies, will impact about 10% of your grade.

Your participation and effort grade will reflect your participation in the class across
multiple dimensions such as whether you answerd reading questions;
participated in discussions and exercises in class (self reported);
and to what degree you completed all assignments. This will also impact about 10% of your grade

If you participate remotely, or miss a class, you may be asked  to
engage in additional work before, after, or during lecture to ensure
that you have the most similar experience possible to students who are
in person. 

{% enddetails %}

{% details Does the class have a regrading policy? %}

Yes, regrades are done per competency, not per assignment. Reflecting on feedback is one of the most valuable ways you can learn
from your mistakes, and we encourage you to do so. At the same time, regrades are not necessary since the next assignment you turn in may well demonstrate your progress on that competency.

If you do choose to request a regrade,  check with your TA about what exactly is required for a regrade for any given competency. Also, please note the following:

- Because this class is competency based, you don’t necessarily need a regrade, you just need to show that you have learned this competency in this OR a future assignment. Most competencies show up in more than one place
- When you request a regrade, we may look at the entire assessment, homework or reflection. Therefore, it is possible for to lose a competency as well as gain one in this process.
- All regrade requests must be submitted at least a week ahead of the last class of the quarter. 

If you have a
question about a grade you received or if you feel the grade you
received is incorrect, please ask for an appointment to discuss
the assignment and your grade in more detail.

{% enddetails %}