updated syllabus and schedule for fall 2024

.gitignore

@@ -59,3 +59,8 @@ flycheck_*.el
 .ds_store
 .DS_Store
 .vscode
+
+index.md
+assignments/index.md
+assignments/project-proposals.md
+schedule.md

_includes/grade-calculation.html

+
+<form id="calculator-form">
+  <ul>
+    <li><label for="noncompetents">Number of Non-Competents:</label> <input type="number" id="noncompetents" name="noncompetents" required></li>
+    <li><label for="competents">Number of Competents:</label> <input type="number" id="competents" name="competents" required></li>
+    <li><label for="excellents">Number of Excellents:</label>  <input type="number" id="excellents" name="excellents" required></li>
+    </ul>
+    <input type="button" value="Calculate" onclick="calculateSum()">
+  </form>
+  <p id="result"></p>
+
+  <script>
+    function calculateSum() {
+      // Get the input values
+      const noncompetents = parseFloat(document.getElementById('noncompetents').value);
+      const competents = parseFloat(document.getElementById('competents').value);
+      const excellents = parseFloat(document.getElementById('excellents').value);
+	
+      // Calculate the sum
+      const grade = (competents/2.5 + excellents/2) - (noncompetents/2);
+      
+      // Display the result
+      document.getElementById('result').textContent = 'Your Competency Grade is: ' + grade;
+    }
+  </script>

index.md → index-ugrad.md

@@ -19,34 +19,37 @@ To learn how  computing can enable new solutions to accessibility, including bot
 <!-- 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  -->
 <!-- {: .quote} -->
 
-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 
-{: .quote}
+<!-- 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  -->
+<!-- {: .quote} -->
 
+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  ... I think I'll be using the things I learned for the rest of my career.
+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, AR/VR and AI/ML; and forward looking topics such as intersectional concerns, accessible healthcare, and accessibility in disaster response. The largest project in the class will be an open ended opportunity to explore access technology in more depth. We will also cover disability justice and advocacy. 
+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? %}
 
-The only requirement for this class is that you are comfortable programming and picking up new languages and 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.
+The only 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. 
 
-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:
+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
 
@@ -84,15 +87,15 @@ 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? %}
+{% 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 [GUG 218](https://www.washington.edu/classroom/GUG+218)
-	- 3:30-4:20 [MGH 271](https://www.washington.edu/classroom/MGH+271)
+    - 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 %}
 
@@ -101,19 +104,17 @@ See [Canvas]({{site.canvas}}) for all zoom meeting links for classes and office
 
 |-------------------------------------------------------------------------|------------------------------------------------------------|-----------------|
 | ![Jen Mankoff](assets/img/staff/mankoff.jpg){:width="80px"}             | [Jennifer Mankoff]({{site.author.url}}) (she/her)          | Instructor      |
-| ![Aashaka Desai](assets/img/staff/desai.jpg){:class="ta-picture"} | [Aashaka Desai](aashakadesai.github.io) (she/her) | TA |
+| ![TBD](assets/img/staff/TBD){:class="ta-picture"} | [TBD](url) (pronouns) | TA |
 
 <BR>
 **Office Hours**
 
 
-|----------------|--------|-----|--------------------------------------------------|
-| Day            | Time   | Who     | Where                                            |
-| Monday         | 10-11  | Jen     | Online (also this is tentative))                 |
-| Wednesday      | 2-2:30 | Jen     | CSE 2, room 214                                  |
-| Thursday       | 12-1   | Aashaka | Online (Zoom TBD)                                |
-| Asynchronous   |        | Any     | Post to [discussion board]({{site.discussion}})* |
-| By Appointment |        | Any     | Post to  [discussion board]({{site.discussion}}) |
+|----------------|-------------|-----|--------------------------------------------------|
+| Day            | Time        | Who | Where                                            |
+| Monday         | 11:30-12:30 | Jen | In person                                        |
+| Asynchronous   |             | Any | Post to [discussion board]({{site.discussion}})* |
+| By Appointment |             | Any | Post to  [discussion board]({{site.discussion}}) |
 
 
 
@@ -173,7 +174,7 @@ UW Net ID
 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://wwwb.ehs.washington.edu/covid-19-prevention-and-response/face-covering-policy).  
+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.
 
@@ -214,7 +215,7 @@ between them, please respect that request if possible.
 {% 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](#remote-access) options listed above!
+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).
@@ -236,7 +237,7 @@ any changes from in-person to remote for a day.
 {% enddetails %}
 
 
-# Is this class Accessible and Inclusive?
+# 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
@@ -276,39 +277,42 @@ It is very important to us that you take care of your mental health throughout t
 
 {% details How do you accommodate religious holidays? %}
 
-You may observe religious holidays that overlap class times. We ask
-that you complete the class attendance requirements for remote
-students in this case. If you have additional concerns that this
-policy does not meet, please contact the instructors. In addition,
-here is some potentially helpful information about UW policy:
-[Religious Accommodations
-Policy](https://registrar.washington.edu/staffandfaculty/religious-accommodations-policy/).
+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.
+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 unsafe or excluded? %}
+{% details What should I do if something happens that makes me feel excluded or unsafe? %}
 
-If you have been subject to sexual harassment, you feel you have been discriminated against, our you have  been made to feel uncomfortable in any way, please tell us. You might choose to speak with your instructor, teaching assistant, the chair of the department, depending on the circumstances. 
+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. 
 
-Should you feel uncomfortable bringing up an issue with a staff member
-directly, , there are a number of [Community Feedback Mechanisms and
+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. Responses, if possible, will be broadcast to the class as a
-whole or systematic changes to the class when necessary.
-
-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.
+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.
   
-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.
 
 {% enddetails %}
 
@@ -353,14 +357,19 @@ The competencies needed for this course are listed on the [assignments
 page](assignments/index.html), and can all be found in canvas 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.
-If an assignment is *not* accessible we *will not assess any
-competencies in it*. 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.
+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.
 
+{% enddetails %}
+
+{% details What else will I be graded on? %}
+
+### 80%: Competencies 
+Competencies are 80% of your grade in the class. 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
@@ -374,19 +383,6 @@ 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"**.
 
-{% enddetails %}
-
-{% details What else will I be graded on? %}
-
-### 80%: Competencies 
-Competencies are 80% of your grade in the class. See the previous
-question for details on how a grade is calculated from your
-competencies.
-
-Your scores on these competencies determine your grade as follows:
-
-- Base grade: Number of Competents/2.5 + Number of Excellents/2
-- Final grade: Base grade - (Number of Non-Competents/2)
 
 ### 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.
@@ -401,6 +397,7 @@ 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? %}
 

projects/index.md

@@ -11,19 +11,5 @@ Here is a list of all of project markdown pages. Please let us know if this is i
 
 # Project Markdown Pages
 
-- [Alti Discord Bot](alti.html) (Keejay Kim, Ben Kosa, Lucas Lee, Ashley Mochizuki)  Alti is a Discord bot that automatically generates alt text for any image that gets uploaded onto Discord. Once you add Alti to your Discord server, Alti will automatically generate alt text for the image using artificial intelligence (AI). [Demo](https://alti-9e674.web.app/)
-- [Personalized Content Warning Generator](automated-content-warnings.html) (Aleister Jones, Athena Gundry).  A customizable tool for generating content warnings in documents. [Source](https://github.com/aljones3/InTextWarn/tree/main)
-- [Enhancing Self-Checkout Accessibility](checkout.html) (Abosh Upadhyaya, Ananya Ganapathi, Suhani Arora). Makes self-checkout more accessible to
-visually impaired individuals
-- [Complexion Cupid: Color Matching Foundation Program](complexion-cupid.html) (Ruth Aramde, Nancy Jimenez-Garcia, Catalina Martinez, Nora Medina). Allows individuals with color blindness to upload an image of their skin, and provides a makeup foundation match. Additionally, individuals can upload existing swatches and will be provided with filtered photos that better show the matching accuracy. [Source](https://github.com/catamtz3/uwimg2)
-- [Twitter Content Warnings](content-scanner.html) (Stefan D’Souza, Aditya Nair). A chrome extension meant to be used in conjunction with twitter.com in order to help people with PTSD 
-- [Lettuce Eat!](dietary.html) (Arianna Montoya, Anusha Gani, Claris Winston, Joo Kim). Parses menus on restaurants’ websites to provide information on restaurants’ dietary restrictions to support individuals with specific dietary requirements, such as vegan vegetarian, and those with Celiac disease. [Demo](https://joogtomato.github.io/LettuceEat/)
-- [Form-igate](forms.html) (Sam Assefa).  A chrome extension that allows users with motor impairments to interact with google forms using voice commands, enhancing accessibility. 
-- [JY Bot: CSE Student Chatbot](jybot.html) (Jackson Ma & Yitong Shan).
-- [Lite Lingo: Plain Text Translator](lite-lingo.html) (Ryan Le, Michelle Vu, Chairnet Muche, Angelo Dauz). A plain text translator to help individuals with learning disabilities. [Demo](https://ryanvanle.github.io/lite-lingo-website/)
-- [Matplotalt: Alt text for matplotlib figures](matplotalt.html) (Kai Nailund). A small python package to generate and surface alt text for matplotlib figures
-- [PadMap: Accessible Map for Menstrual Products](padmap.html) (Kirsten Graham, Maitri Dedhia, Sandy Cheng, Aaminah Alam). Our goal is to ensure that anywhere on campus, people can search up the closest free menstrual products to them and get there in an accessible way. [Source](https://github.com/kirstenmg/padmap)
-- [SCRIBE: Crowdsourcing Scientific Alt Text](scribe.html) (Sanjana Chintalapati, Sanjana Sridhar, Zage Strassberg-Phillips). A prototype plugin for arXiv that adds alt text to requested papers via crowdwork. 
-- [PalPalette](social-interaction.html) (Pu Thavikulwat, Masaru Chida, Srushti Adesara, Angela Lee). A web app that helps combat loneliness and isolation for young adults with disabilities. [Demo](https://srushtiadesara.github.io/cse493final/)
-- [SpeechIT](speaker-notes.html) (Pranati Dani, Manasa Lingireddy, Aryan Mahindra). A presentation speech checker to ensure a user’s verbal speech during presentation is accessible and understandable for everyone. 
-- [Enhancing Accessibility in SVG Design: A Fabric.js Solution](svg-design.html) (Julia Tawfik, Kenneth Ton, Balbir Singh, Aaron Brown). A Laser Cutter Generator' interface which displays a form to select shapes and set dimensions for SVG creation. [Demo](https://kennethton.github.io/CSE493SVGLaserCutting/)
+[tbd]
+

schedule-quals.md

@@ -10,8 +10,6 @@ warning: draft
  {: .week}
 # Week 1: Introduction to Disability & Accessibility & Accessible Documents
 
-{: .topic} 
-
 {: .topic}
 ## **Wednesday** {% include slide.html title="Introduction to Course" loc="introduction.html" %}
   - Learning Goals