assignments/uar-template.md

+---
+layout: assignment
+published: draft
+
+title: UAR Template (Individual)
+description: A template to fill in with UAR information
+revised: date
+
+---
+* TOC
+{: toc}
+
+# Website/App Asesssment Appendix
+## UAR Template
+### ID: **<Initials, type of evaluation AT, SR>-##**
+
+*(AT=Automatic Tool, SR = Screen Reader, SW=Switch)*
+
+---
+
+### Brief Description:
+*Succinct description to refer to this issue.*
+
+### Evidence:
+*State the objective facts.*
+
+### Explanation:
+*The situation and why the situation is good or bad (imagine some one would disagree - what would you say?) Include possible causes when appropriate.*
+
+*Explanation should specific which WCAG 2.0 guideline or guidelines were violated.*
+
+---
+
+### Severity Rating (from an accessibility perspective):
+0. Not a Problem 
+1. Cosmetic: 
+2. Minor: Low Priority
+3. Major: High Priority 
+4. Catastrophe: Fix before product release
+
+*[Do not include 0’s in your UAR hand in without instructor approval]*
+
+### Justification (Frequency, Impact, Persistence):
+
+#### Frequency – Is Problem common or rare? For which types of users?
+*Write an explanation*
+
+#### Impact – Is it hard or easy to overcome this?
+*Write an explanation*
+
+#### Persistence – Is there a way to work around this problem? 
+*Write an explanation*
+
+### Relationships to other problems reported (if relevant):
+*Cross-reference other related UARs. List their ID and Name. If it is not obvious, provide justification for why there is a relationship.*
+
+
+

assignments/website-report-reflection.md

+---
+layout: assignment
+published: draft
+
+title: Website/App Report Reflection (Individual)
+description: Details of what to put in your reflection
+revised: date
+
+---
+See the [Website Report Assignment](website.report.html) for more details.
+
+*Make sure that your document meets the expectations for an accessible document described in the [{{site.quarter}} Accessible Documents Canvas Outcome]({{site.outcomes}}).  Here is a [UW web page about how to make accessible documents](https://www.washington.edu/accesstech/documents/) and a [UW video about how to make accessible documents](https://www.washington.edu/doit/videos/index.php?vid=67).*
+
+
+# Website/App Report Reflection (Individual)
+1. *What was your role in writing the report? How, if at all, did you contribute to making the report accessible?*
+2. *How did your contributions compare to those of your group members?*
+3. *When writing the report, did you read and follow [class guidelines]({{site.baseurl}}/academic-conduct#GenerativeAI) on GAI use?*
+  - *Tell us which AI program you used if any*
+  - *Cite anyone it directly quoted*
+  - *Cite any sources it drew closely from*
+  - *Comply with overall academic policies at UW*
+4. *Would you like to be assessed or re-assessed on any competencies? You will be assessed on your document accessibility. However, if you wish to be assessed on any additional competencies beyond the ones listed here, you need to tell us and fulfill requirements of that competency.*
+   - *Examples of re-assessments could be adding a UAR with a new accessibility technology, or updating your image descriptions.*
+	 - *If so, be sure to answer the relevant competency-specific questions in a reflection here.*
+	 - *In addition, please be sure to turn in a version with change tracking turned on.*
+   - *An example of a "new" competency would be writing a plain language summary of one section of your report. To be assessed, for each competency, tell us:* 
+	 - *Which competency we are assessing you on*
+	 - *Answer the relevant competency-specific questions and/or provide any required reflections (such as providing the list of plain language guidelines you used if you write a plain language summary)*
+
+

assignments/website-report-template.md

+---
+layout: assignment
+published: draft
+
+title: Website/App Accessibility Report Template (Group)
+description: Template for your website report
+revised: date
+
+---
+See the [Website Report Assignment](website.report.html) for more details.
+
+*Make sure that your document meets the expectations for an accessible document described in the [{{site.quarter}} Accessible Documents Canvas Outcome]({{site.outcomes}}).  Here is a [UW web page about how to make accessible documents](https://www.washington.edu/accesstech/documents/) and a [UW video about how to make accessible documents](https://www.washington.edu/doit/videos/index.php?vid=67).*
+
+# Website Report Template
+- **Authors:** *[names]*
+
+- **Introduction:** *[Introduce the purpose of the site or app you assessed]*
+
+- **Overview of Assessment**
+  - *[Describe what sections of the website were assessed and what the tasks were that were tested]*
+  - *[Describe what technologies, both automated and accessibility technologies, were used and on what platforms]*
+  - *Include an overview table summarizing how you tested the site, that looks something like this.*
+
+| Task | Type (Web/Mobile/etc) | Testing Method | # UARS found | Who Contributed |
+|:-----|:----------------------|:---------------|:-------------|-----------------|
+| ...  | ...                   | ...            | ...          |                 |
+|:-----|:----------------------|:---------------|:-------------|-----------------|
+
+-  **Summary of most severe problems**
+   - *Write an executive summary highlighting the biggest (most frequent, severe) problems, and your recommendations for fixing them. Keep this  to 1-2 paragraphs.*
+   - *You should also fill in the following overview table and put it in this section:*
+
+| WCAG # | # Severe problems | # Moderate problems | Minor problems |
+|:-------|:------------------|:--------------------|:---------------|
+| ...    | ...               | ...                 | ...            |
+|:-------|:------------------|:--------------------|:---------------|
+
+- **Details on Violations**
+  - *[The remainder of your report should provide an overview, and detail, on the problems found, grouped by area of [POUR](https://www.w3.org/WAI/fundamentals/accessibility-principles/). This is a good section of the report to divide and conquer if working in a group. Assume your reader will not look at the UARs and be complete.]*
+
+  - *For each area of POUR, provide a list of WCAG violations in which you:*
+    - *summarize the issue of concern*
+    - *summarize the UAR(s) found if any*
+    - *give an example of a typical case*
+    - *provide details if there are any special cases*
+    - *list (briefly) all the other places it happens*
+  - *In addition, for each problem, or set of problems, you should discuss the remedy that is needed to address it. Be as concrete as you are able to be given the information available to you.*
+- **Appendix:** *Append the UARS you found*

assignments/website-report.md

+---
+layout: assignment
+published: true
+
+title: Website/App Accessibility Report (Group)
+description: Learn how to write about and remediate accessibility problems with websites and apps
+revised: July 9, 2024
+
+---
+* TOC
+{: toc}
+
+# Overview
+The goal of this homework is to learn how to report your UARs and present them in an actionable form a stakeholder.
+ In the [Website Assessment](website.html) assignment, you: learned how to use automated tools (and learned their limitations); and learned how to address the limitations of automated tools using accessibility tools. 
+ In this assignment, you will: Learn how to write up an assessment and prioritize what problems to fix; Practice identifying paths to fixing problems. You will also have the opportunity to practice UI image description. 
+
+Please note that *plain language* is *not* required (or expected) for this assignment. 
+
+## Competencies
+This homework may contribute to your competency grade on 
+- Correct use of Web/App Accessibility rules 
+- Accessible document creation
+
+And any competencies you add. 
+
+## Length & Difficulty
+
+Students in the past have reported that this report requires a median of 6 hours to complete. Comments students shared with us include:
+- We [learned a lot from] how other people from group come up with different UARS. 
+- It was very motivating to do this for a real client
+
+Here are is an example prior year's report that is a [good example](webegs/DigitalDefense.docx) of what you are aiming for (note that small details of requirements may have changed from year to year).
+
+# Turnin 
+1. Complete the assignment as described below. 
+2. [Submit]({{site.submit}}) your *individual* reflection using this [reflection template outline](website-report-reflection.html). This is also where you will include information about any extra competencies ou want assessed. 
+3. [Submit]({{site.submit}}) your group report using this [report template outline](website-report-template.html)
+
+# Details 
+For this assignment, you will be given the option to work in a group of up to 4 students who evaluated the same website as you in the [Website Assessment](website.html) assignment to write a report for the client summarizing the combined findings of your group's assessments. 
+
+Your report should be about 8 pages long, single spaced, with 12 point font. Your report should be a word document (you can download one from google docs if you work there). It should be accessible (including proper use of headings, ALT text, table markup and so on). If you directly quote anything when describing the issue (for example) include a footnote linking to your source, and put it in quotes. It should follow the [provided outline](website-report-template.html)
+

assignments/website-template.md

+---
+layout: assignment
+published: draft
+
+title: Website/App Assessment Handin (Individual)
+description: Details of what to put in your handin
+revised: date
+
+---
+* TOC
+{: toc}
+
+See the [Website Assesssment Assignment](website.html) for more details.
+
+# Website/App Assessment Handin (Individual)
+*Make sure that your document meets the expectations for an accessible document described in the [{{site.quarter}} Accessible Documents Canvas Outcome]({{site.outcomes}}).  Here is a [UW web page about how to make accessible documents](https://www.washington.edu/accesstech/documents/) and a [UW video about how to make accessible documents](https://www.washington.edu/doit/videos/index.php?vid=67).*
+
+*Answer the following competency-specific questions*
+
+- Accessibility Technology Familiarity Competency: *For each of the two accessibility technologies you used, tell us about how the AT works, users, and strengths and weaknesses of the AT, answering the same questions as in AT Around Us:*
+  - AT 1: 
+	- *What is it?*
+	- *What disabilities does it support?*
+	- *What are its strengths and/or weaknesses?* 
+	- *What happened when you tried it?* 
+  - AT 2: 
+	- *What is it?*
+	- *What disabilities does it support?*
+	- *What are its strengths and/or weaknesses?*
+	- *What happened when you tried it?*
+- Automated Checking Competency:
+  - *What automated tool did you use?*
+  - *What did you like most and dislike most about it?*
+  - *How did you use it to check POUR?*
+- Accessibility Rules Competency: 
+  - *Which website and tasks within that website were you assessing?*
+  - *Hand in a minimum of 6 UARS, making sure you have 2-4 automated UARS and at least 2 UARS from each of the two different ATs you used. UARs should be complete and clear, correctly reference the relevant WCAG guideline, have a good rationale for severity, and reflect important issues. See the [outcome description]({{site.outcomes}}) for more details *
+-  When writing the report, did you read and follow [class guidelines]({{site.baseurl}}/academic-conduct#GenerativeAI) on GAI use?
+   - *Tell us which AI program you used if any*
+   - *Cite anyone it directly quoted*
+   - *Cite any sources it drew closely from*
+   - *Comply with overall academic policies at UW*
+- Would you like to be assessed or re-assessed on any competencies? *You will be assessed on your document accessibility and image description competencies. and they do not require any other action from you. However, if you wish to be assessed on any additional competencies beyond the ones listed here, you need to tell us and fulfill requirements of that competency. For example, if you want to be assessed on first person accounts, you should add a header here for first person accounts, and then meet the requirements of that competency as described in the canvas outcomes. Typically this requires writing a paragraph explaining how you met the requirements for the specific competency you are asking to be assessed on.*
+
+

assignments/website.md

 ---
 layout: assignment
-published: true
+published: draft
 
-title: Website/App Accessibility Assessment
-code: hw2
-
-assigned: Jan 10, 2023
-due: 
-   - UARS--Due before class on 1/17
-   - Report--Due on Jan 23, 2023, 5pm Pacific
-   - Two day grace period, Jan 25, 2023, 5pm Pacific
-   
-revised: Jan 3, 2023
+title: Website/App Accessibility Assessment (Individual)
+description: Learn to assess website/app accessibility using a variety of technologies
+revised: date
 
 ---
 * TOC
 {: toc}
 
-# Learning Goals
-The goal of this homework is to learn about basics of website accessibility and how to assess; Learn how to use automated tools (and their limitations); Learn how to address the limitations of automated tools using accessibility tools; Learn how to write up an assessment and prioritize what problems to fix; Practice identifying paths to fixing problems. You will also have the opportunity to practice UI image description. 
+# Overview
+The goal of this homework is to learn about basics of website accessibility and how to assess. In part 1, you: Learn how to use automated tools (and their limitations); Learn how to address the limitations of automated tools using accessibility tools; In part 2, you: Learn how to write up an assessment and prioritize what problems to fix; Practice identifying paths to fixing problems. You will also have the opportunity to practice UI image description. 
 
-## 0. Pick a website and/or app and two tasks 
-You may submit your top three choices for website/app from listing below and include at most one of your own on the [Ed Discussion thread for selection](https://edstem.org/us/courses/31170/discussion/2351217) 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).  
+## Competencies
+This homework may contribute to your competency grade on 
+- Accessibility Technology Familiarity
+- Automated Accessibility Checking
+- Accessibility Rules 
+- Accessible Document Creation
+- Image Description
 
-{% details Possible websites/apps %}
-- [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
-- 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 %}
+## Length & Difficulty
+Students in the past have reported that this assignment took them a median of 7 hours.  A challenge that multiple students faced is summarizing the WCAG guidelines in their own words. Please be sure to do so, *or* to quote and reference WCAG guidelines according to our [course policy on academic conduct]({{site.baseurl}}/academic-conduct.html). Some things that students have told us about this assignment:
+- It helps to use the [Usability Access Report (UAR) template](webegs/UAR_Template.doc) when filling out the UARS.
+- It was surprising to realize how many issues even websites that try to take accessibility into account still miss! 
+
+Here is a [sample set of UARs](webegs/DDUARS.docx) that a prior student who completed this assignment has kindly shared with us for you to look at, and here is a [sample set of UARs](https://docs.google.com/document/d/1UYcPtI8SHrq2Tt6x0cS3-lW2c0h47YCn8Lz6spcuqfg/view) that we provide for you to look at.
+
+# Turnin
 
-### Guidelines
-You will use [W3C guidelines](https://www.w3.org/WAI/standards-guidelines/) for the site or app you are assessing. 
+1. Complete the assignment as described below 
+2. [Submit]({{site.submit}}) your reflection using this [template outline](website-template.html) and your UARs using this [UAR template](uar-template.html)
+
+# Details
+Your goal is to generate a range of Usability Aspect Reports documenting accessibility concerns (and perhaps successes) with a website or app. You will use [W3C guidelines](https://www.w3.org/WAI/standards-guidelines/) for the site or app you are assessing. 
 
 The most relevant are probably [WCAG
 2.1](https://www.w3.org/WAI/standards-guidelines/wcag/glance/) and
 [How WCAG 2.0 Applies to
 Mobile](https://www.w3.org/TR/mobile-accessibility-mapping/) (even
 websites may be used in mobile settings). If you are working on a
-mobile app, you should also review this PDF (which is numbered page
+mobile app, you should also review this PDF (specifically page
 9): [Epidemiology as a Framework for Large-Scale Mobile Application
 Accessibility
 Assessment](https://xiaoyizhang.me/assets/Paper/ASSETS_2017_Epidemiology.pdf).
 
+Optional readings:
+ - the Anatomy of the YouDescribe welcome page section of the [tutorial](https://youdescribe.org/support/tutorial)
+
+
+## 0. Look over your assigned website and select 3 tasks
+You will be assigned to one of eight websites that were submitted by external organizations for review. Please see Canvas for your specific assignment group. Note that this is *not* a group project, we are asking you to individually work on your assigned website this week. You will join forces *next* week with others in your section assigned to the same website, to write a report. 
 
-## 1. Collect Data on the accessibility problems with that website and/or app
+You will need to select what aspect of this site to test, you should have at least 3 different well defined tasks that you test. For example, you might select tasks such contacting support, and finding information about accessibility. Be sure to select tasks that are relevant to the website and any requests the submitter made.
+
+{% details List of Websites %}
+TBD
+{% enddetails %}
+
+## 1. Collect Data on  accessibility problems using an automated accessibility checker
 For each of these steps, you will record data about what you find so that you can complete the write up at the end.
 
-### Run an accessibility checker
-You should run the website and/or app through an accessibility checker. The WebAim accessibility checker, [WAVE](https://wave.webaim.org/), is a great choice for many sites. However, if the site requires that you log in, you may need an alternative. A great choice is the [Chrome plugin Axe](https://chrome.google.com/webstore/detail/axe-devtools-web-accessib/lhdoppojpmngadmnindnejefpokejbdd?hl=en-US). 
+You should run the website and/or app through an accessibility checker. The WebAim accessibility checker, [WAVE](https://wave.webaim.org/), is a great choice for many sites. However, if the site requires that you log in, you may need an alternative. A great choice is the [Axe Chrome plugin](https://chrome.google.com/webstore/detail/axe-devtools-web-accessib/lhdoppojpmngadmnindnejefpokejbdd?hl=en-US). 
 
 To install the Accessibility Scanner on android, search for it in the
 Play Store and install it on your device or emulator. The installation
@@ -57,73 +70,50 @@ process will be the same for a physical phone or the emulator equipped
 with the Play Store. Follow the instructions on the [Getting started
 with Google Accessibility
 Scanner](https://support.google.com/accessibility/android/answer/6376570?hl=en&ref_topic=6376582)
-page to get the scanner working on your device. Another option is to install the Android Accessibility Suite which contains both the Accessibility Scanner and TalkBack if it has not been installed before.
+page to get the scanner working on your device. Another option is to
+install the Android Accessibility Suite which contains both the
+Accessibility Scanner and TalkBack if it has not been installed
+before.
 
-For iOS, you should install the Accessibility Inspector, which is freely available through the App Store. More details on [testing for accessibility in iOS.](https://developer.apple.com/library/archive/documentation/Accessibility/Conceptual/AccessibilityMacOSX/OSXAXTestingApps.html)
+There is currently no IOS support for testing an application you do not have the source code for. 
 
-### Test it yourself
-Use a screen reader and switch input to assess the website and/or app, and your ability to complete the assigned task using accessibility tools. You may also use other accessibility tools if you feel there are things that does not address.
+You should generate 2-4 UARs from this phase of the project. If there are multiple similar problems (such as missing ALT text for multiple images), summarize them all in a single UAR.
 
-Here are some resources that may help you in gaining comfort with these accessibility technologies 
-- Switch control intro: [Switch Control overview](https://www.youtube.com/watch?v=GQKEE9nI1lk)
+## 2. Decide which *two* accessibility technologies you will use
+
+1. Pick two accessibility technologies from the [Adaptech Database](https://adaptech.org/fandi/products/operating-system/mac-os/?v=categories) that you will learn to use.  The technologies you choose should provide different information from each other. For example, tabbing through the website will not provide different information than a screen reader, since a screen reader should not be used with a mouse.  Most people select a screen reader, and magnification or voice input. If you already use one of these technologies on a regular basis, please check in with the course staff about best choices.
+2. Once you select your technology, read a little about it. What disabilities does it address? This article on the [POSITIVES Scale](https://adaptech.org/wp-content/uploads/abDevelopmentAndValidationOfThePOSITIVESscaleRe3.pdf) has information about what accessibility ICT people with different disabilities report using that you can refer to (see pp. 47-52). You might find p. 79 interesting as well!
+3. Watch a first person account of someone using it.
+
+Here are some example 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)
+- Advanced voice based input: [voice programming](https://www.youtube.com/watch?v=YKuRkGkf5HU)
 
-### Record the data in a *Usability Aspect Report*
-Short (1 page max) report for each group of similar issues you find using this [Usability Aspect Report Template](UAR_Template.doc)
+**NOTE** if you want to be re-assessed on your first person account competency, this is an opportunity o resubmit it. However, you will need to follow the instructions for re-assessment in the [canvas outcomes]({{site.canvas}}/outcomes) to receive credit for this. 
 
-For example, consider this view of the the WebAIM automated accessibility checker. The red mountain with the X indicates that it is missing an image description. To write this up, you would record the
-- **Name** as "Missing Image ALT Text";
-- **Evidence** Guideline violated: 1.1 ([Text Alternatives](https://www.w3.org/WAI/WCAG22/Understanding/text-alternatives)); 
-    - **Screen Shot** as the image and URL ([lib.washington.edu](https://www.lib.washington.edu/)); 
-![Screenshot of an image without alt text in WebAIM's automated accessibility checker showing an image that is missing alt text, marked with a red picture of a mountain with a link above it and an x in its bottom right corner,50%, width](img/library_evaluation.png)
-- **Explanation** A screen reader won't be able to describe this image 
-- **Severity** 2. **Justification** This is debatable, but frequency is low (it only occurs once on this site. If you are writing up all missing image alt text as a group, you might increase your estimate of frequency, but this site doesn't appear to have a lot of undescribed images); impact is low (it is possible to determine the purpose of this image by either clicking on it to see what it links to, or inferring some things from the external link and image file name (both unpleasant alternatives for a screen reader user); and persistence is high (it's not going to go away).
-- **Possible Solution** This is easy to solve, describe the image and all text in it. "December Update in a white circle surrounded by wintry trees. Around it are the words 'Hours Update', 'New Exhibits', 'Workshops' and 'Finals Help'"
-- **Relationship to other problems** Since we only have one example UAR here we don't have much to say, but this could mention for example other areas of the website which are missing labels such as form entries or buttons. 
+3. Collect data on accessibility problems using the two accessibility technologies. You should find at least one new problem with each AT, that you did not already find with the automated tool. If you cannot find any problems, reach out to the staff for approval and we will help you identify a success category you can write up in a UAR that demonstrates how well that AT is supported. 
+
+## 3.  Record the data in a *Usability Aspect Report*
+Record each group of similar issues you find using this [Usability Aspect Report Template](webegs/UAR_Template.doc). Here is a [sample set of UARs](webegs/DDUARS.docx) that a prior student has kindly shared with us for you to look at. Make sure that your UARs are accessible. Be sure to include problems that you found with an automated tool *and* things that you could only find using manual testing with a your accessibility technologies.
+
+Some key things to make note of: 
+- **Good or Bad Feature** *If your website as very accessible* you may include UARS for particularly good features 
+- **Source** including *your initials*; *the type of AT used*; and a unique ID. For example, JM-SR-3 (which means, approximately, Jennifer Mankoff Screen Reader UAR # 3).
+- **Name/Brief Description** Provide a very brief name/summary. This should include the **WCAG guideline or guidelines that this violates
+**
+- **Evidence** Specify the guideline violated and provide a screen shot with ALT text or other evidence of the violation. 
+- **Explanation** Explain why this is a problem (or good aspect).
+- **Severity** Rank severity (with 4 being catastrophe) 
+- **Justification** Justify your ranking in terms of *frequency*, *impact* and *persistence*
+- **Relationship to other problems** If this is related to/caused by/causes other problems you record, you can give their *source* number here
+
+# Reflection
+Your reflection should
+1. Specify the tasks you were testing in your submission. 
+2. Tell us, what are some examples of problems you could only identify with manual testing using an accessibility technology (instead of an automated tester)?
+3. For each AT you used write a pragraph about how the AT works and examples the breadth of different disabilities that it is useful for. 
+4. List any extra competencies and meet their requirements (e.g., If you want to be assessed for the First Person Account competency, you would need to include a link to the account you found and meet the re-assessment requirements mentioned in the [canvas outcomes]({{site.canvas}}) for it. 
 
-# Turnin
-You will turn in your UARs on the problems you found **in one week** on the Ed discussion thread for your website (To be posted)
-
-In two weeks you will write up 5 page report documenting problems **that you and others found** on your website and suggesting solutions. Your report should be accessible (including proper use of headings, ALT text, table markup and so on) and have the following structure:
-- The first page should introduce the site or app, its purpose, and the task you assessed and state which tools you used in your assessment. 
-- The first page should also have an executive summary of the biggest (most frequent, severe) problems, and your recommendations for fixing them. Keep this brief, you will provide more detail in the following pages.
-- The next section of the report should provide an overview, and detail, on the problems found. 
-	- You should start with an overview table that looks something like this. 
-
-| WCAG # | # Severe problems | # Moderate problems | Minor problems |
-|:-------|:------------------|:--------------------|:---------------|
-| ...    | ...               | ...                 | ...            |
-|:-------|:------------------|:--------------------|:---------------|
-
-- Next, there should be a subsection for each WCAG # 
-	- summarize the issue (s) found if any
-	- give an example of a typical case
-	- provide details if there are any special cases
-	- list (briefly) all the other places it happens
-- Finally discuss the remedy that is needed
-
-If you directly quote anything when describing the issue (for example) include a footnote linking to your source, and put it in quotes.
-
-## Accessibility of Deliverable
-We expect your submission to be a Word or Google Doc. We ask that you do four things to make the deliverable accessible:
-- Use headers. In Microsoft Word these are built-in "styles" and in Google Docs you can see these under "Format -> Paragraph Styles." Headers should be nested like they ar in HTML (e.g., H2 after and H1). Read [this for more guidance in how to do styles in Word.](https://support.microsoft.com/en-us/office/make-your-word-documents-accessible-to-people-with-disabilities-d9bf3683-87ac-47ea-b91a-78dcacb3c66d#bkmk_builtinheadings_win)
-- Use proper color contrast. Note that some of the default styles in Microsoft Word do not have proper color contrast. You can right click on a style in the home bar and modify it.
-- Write alt text for all non-decorative photos.
-- Use meaningful hyperlink text (e.g., Do: check out [my web page](https://courses.cs.washington.edu/courses/csep590b/23wi/); Do not: click [here](https://courses.cs.washington.edu/courses/csep590b/23wi/) to learn more).
-
-Note: **do not submit a PDF**.
-
-# Competencies
-This homework will contribute to your competency grade on 
-- Can apply web/app accessibility rules to identify problems, including
-  - 1 whether content is perceivable
-  - 2 whether content is operable 
-  - 3 whether content is understandable
-  - 4 whether content is robust
-  <!-- - 5 the meaning of conformance -->
-- Can use an accessibility checker to assess whether a web page or app is accessible
-- Can use an accessibility technology to find web page or app accessibility problems that are not found with an automated accessibility checker
-- Can articulate paths to addressing accessibility problems
-- Accessible written document creation
-- Image description
-- Your participation grade, as a percentage of completeness (are all the required parts present)

docs/accessibility.md

+---
+layout: default
+(old)warning: old
+title: Accessibility in this Class and Beyond
+description: Accessibility resources and expectations
+---
+
+* TOC
+{:toc}
+
+
+# Setting up Accommodations (for Students)
+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.
+   
+If there is something we can do to make your experience better, please
+    let us know. We have attempted to make all the course materials
+    accessible according to web standards but there are always things
+    we may not have thought of.
+  
+If you need any additional support, we are always happy to work with
+  you directly or through [Disability Resources for Students
+  (DRS)](http://depts.washington.edu/uwdrs/) to make sure that the
+  class meets your needs. If you need any adaptations for course
+  materials (large font, pacing, image description, closed
+  captioning), just let the instructor know.
+
+If you have not yet established services through [Disability Resources
+    for Students (DRS)](http://depts.washington.edu/uwdrs/), but have
+    a temporary health condition or permanent disability that requires
+    accommodations (conditions include but not limited to; mental
+    health, attention-related, learning, vision, hearing, physical or
+    health impacts), contact DRS directly at uwdrs@uw.edu to set up an
+    Access Plan. DRS facilitates the interactive process that
+    establishes reasonable accommodations. DRS offers a wide range of
+    services for students with disabilities, mental health concerns,
+    and chronic illness, that are individually designed and remove the
+    need to reveal sensitive medical information to the course staff,
+    but it is important to start the process as soon as possible to
+    avoid delays.
+
+# Mutual Commitment to Access in the Classroom
+We start every quarter by asking students and instructors to participate in a shared effort to ensure that the classroom is accessible to all of us. We commit to working together to try to meet these requests without judgement or required documentation (Documentation, and DRS approval is only required when an accommodation is available to some students but not others).
+
+This quarter's list of accommodations can be found on our poll everywhere summary in our [first class's accommodation discussion](slides/accessibility-activities.html#5). Some examples of things that participants have asked for in the past include
+- flex time on assignments
+- universal masking in the classroom
+- hybrid participation options (for sick family members; because of cold, flu or covid symptoms; managing a disability; or other important obligations)
+- live auto-generated captions
+- permission to stand up and stretch during lecture
+- slack access for easy discussion
+- ...
+
+# Making your Assignments Accessible (for Your Instructors)
+
+Please ensure that assignments you hand in are accessible to the best
+of your capabilities. We will offer guidance on this in class, but
+given that the process of making content accessible heavily depends on
+the tools you use to author the content, it is practically impossible
+for us to offer exhaustive guidance. Here are a few resources to get
+started, but please reach out to us when in doubt.
+
+  - [Accessible PDF author guide](http://www.sigaccess.org/welcome-to-sigaccess/resources/accessible-pdf-author-guide/)
+  - [General guidelines to make your presentations accessible](http://www.sigaccess.org/welcome-to-sigaccess/resources/accessible-presentation-guide/).
+  - [A paper on making your talk accessible](https://homes.cs.washington.edu/~ladner/MakingYourTalkAccessible.pdf).
+  - Instructions to enable closed captions while presenting using [Google Slides](https://support.google.com/docs/answer/9109474?hl=en) and [Microsoft Powerpoint](https://support.microsoft.com/en-us/office/present-with-real-time-automatic-captions-or-subtitles-in-powerpoint-68d20e49-aec3-456a-939d-34a79e8ddd5f)
+
+
+
+# Accessibility Resources that might be useful
+
+Some accessibility technologies that students have told us are helpful in the past include the following. Note that these products can cost money, and we are not necessarily endorsing them. In addition, sometimes it's more useful to know a *type* of product exists and search for the most recent example of said product -- in other words, some of these resources may be out dated :).
+
+- Text to speech software [Natural Reader](https://www.naturalreaders.com/)
+- Speech to text software: Freely available on macs; you can also purchase something such as [Dragon Dictate](https://dragon-supports.com/index.php)
+- Screen readers: We will show you some free options and teach about them in class. In addition, if you have a Windows machine, both [Jaws](https://www.freedomscientific.com/products/software/jaws/) and [NVDA](https://www.nvaccess.org/download/) (free) are available; on linux [Odilia](https://odilia.app/) is the newest option.
+- You'll hear about and see many other things in this class, please let us know if you find something you think we should add to this list! 
+

index-quals.md

+---
+title: Syllabus/FAQ
+layout: default
+---
+
+* TOC
+{:toc}
+
+# 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? %}
+<!-- <iframe width="560" height="315" src="https://www.youtube.com/embed/1aFiJDHtRiY" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe> -->
+
+<!-- Highly recommend this course to be [mandatory in CS]... I will keep the lessons learned and try to apply them in my career wherever applicable. -- 2023 student. -->
+<!-- {: .quote} -->
+
+<!-- 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} -->
+
+
+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. 
+
+
+{% 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.
+
+{% 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}}
+
+{% 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      |
+| ![Aashaka Desai](assets/img/staff/desai.jpg){:class="ta-picture"} | [Aashaka Desai](aashakadesai.github.io) (she/her) | 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}}) |
+
+
+
+*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://wwwb.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](#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.
+
+{% 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 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.
+
+{% enddetails %}
+
+{% 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/).
+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.
+  
+{% enddetails %}
+
+{% details What should I do if something happens that makes me feel unsafe or excluded? %}
+
+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. 
+
+Should you feel uncomfortable bringing up an issue with a staff member
+directly, , there are a number of [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.
+  
+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 %}
+
+#  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 as well.
+
+Each time you turn in an assignment, you tell *us* which competencies
+we should assess. We may also decide to 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.
+
+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"**.
+
+{% enddetails %}
+
+{% details What else will I be graded on? %}
+
+### 85%: Competencies 
+Competencies are 85% 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)
+
+### 15%: Assignment Completion, Participation and Effort
+Your 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.
+
+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? %}
+
+Reflecting on feedback is one of the most valuable ways you can learn
+from your mistakes, and we encourage you to do so.
+It is also possible for the graders to make mistakes. If that happens
+we certainly would like to correct the error. 
+
+However, 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.
+
+If you have a
+question about a grade you received or if you feel the grade you
+received is incorrect, please **[email an
+instructor](mailto:{{site.staff_email}}) for an appointment to discuss
+the assignment and your grade in detail**.
+
+{% enddetails %}
+
+
+
+
+

index-ugrad.md

+---
+title: Syllabus/FAQ
+layout: default
+---
+
+* TOC
+{:toc}
+
+# 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? %}
+<!-- <iframe width="560" height="315" src="https://www.youtube.com/embed/1aFiJDHtRiY" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe> -->
+
+<!-- Highly recommend this course to be [mandatory in CS]... I will keep the lessons learned and try to apply them in my career wherever applicable. -- 2023 student. -->
+<!-- {: .quote} -->
+
+<!-- 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} -->
+
+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 %}
+
+
+
+
+

index.md

----
-layout: default
----
-
-<h1> Welcome to Class! </h1>
-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.
-
-Access technology (AT) has the potential to increase autonomy, and improve millions of people’s ability to live independently. This potential is currently under-realized because the expertise needed to create the right AT is in short supply and the custom nature of AT makes it difficult to deliver inexpensively. Yet computers’ flexibility and exponentially increasing power have revolutionized and democratized access technologies. In addition, by studying access technology, we can gain valuable insights into the future of all user interface technology.
-
-In this course we will focus on a combination of practical skills such as how to assess accessibility 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. 
-
-For quick links to key things, check out the navigation bar above and the table of contents here:
-
-* TOC
-{:toc}
-
-# Introductory Video
-
-<iframe width="560" height="315" src="https://www.youtube.com/embed/1aFiJDHtRiY" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe>
-
-# Class Times
-
-See [Canvas]({{site.canvas}}) for all zoom meeting links for classes and office hours.
-
-**Class Time:** Tuesday 5:30-8:20PM (PDT)
-**Class Location:** Gates Center (CSE2) room G10 (map)
-
-
-# Mailing Lists
-
-**Staff** mailing list: [Mail](mailto:{{site.staff_email}})
-
-**Class** mailing list: [Ed]({{site.discussion}})
-
-# Course Staff
-
-## Instructor
-
-![Jen Mankoff](assets/img/staff/mankoff.jpg){:width="80px"} | [Jennifer Mankoff]({{site.author.url}}) (she/her) <br>  Office Hours: 12:30-1:30 Fridays; 5:30-6:00 Mondays. See link on canvas.
-
-## TA
-
-![Kelly Mack](assets/img/staff/mack.jpg){:class="ta-picture"} | [Kelly Mack](https://kmack3.github.io/) (she/her)<br/> Office hours: Wednesdays 12:00-1:00; Wednesdays 5:30-6:30
-
-(More information on [Pronouns](https://www.mypronouns.org/))
-
-# Should I take this class?
-
-Yes! Everyone planning a career in interactive technology should understand access technology. Not only is it cutting edge and exciting, accessibility is a human rights issue and it is the law. Students of interactive technology 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.
-
-This class will teach you
-
-- How to make interfaces and interactions accessible.
-- How to make documents accessible and conduct inclusive presentations and meetings
-- What access technologies already exist. We will find examples, watch people talk about how they use them, and help with or shadow someone using AT (tentative).
-- How to make advanced technologies, such as AR/VR, Machine learning systems, and visualizations accessible
-- Opportunities to bring accessibility to applied settings such as healthcare, disaster response, and higher education. 
-
-Taking a class is a big commitment, and you will work hard in this class. So we want to help you make sure this is the right class for you. Below is some information about prerequisites and expectations.
-
-# Prereqs 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. We will grade on the assumption that you have read and understood it. 
-
-# Course Structure
-
-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 surveys, as well as discussion and review. You will be
-graded on general participation in lecture** 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.
-
-## Accessibility
-
-Please ensure that assignments you hand in are accessible to the best of your capabilities. We will offer guidance on this in class, but given that the process of making content accessible heavily depends on the tools you use to author the content, it is practically impossible for us to offer exhaustive guidance. Here are a few resources to get started, but please reach out to us when in doubt.
-
-  - [Accessible PDF author guide](http://www.sigaccess.org/welcome-to-sigaccess/resources/accessible-pdf-author-guide/)
-  - [General guidelines to make your presentations accessible](http://www.sigaccess.org/welcome-to-sigaccess/resources/accessible-presentation-guide/).
-  - [A paper on making your talk accessible](https://homes.cs.washington.edu/~ladner/MakingYourTalkAccessible.pdf).
-  - Instructions to enable closed captions while presenting using [Google Slides](https://support.google.com/docs/answer/9109474?hl=en) and [Microsoft Powerpoint](https://support.microsoft.com/en-us/office/present-with-real-time-automatic-captions-or-subtitles-in-powerpoint-68d20e49-aec3-456a-939d-34a79e8ddd5f)
-
-# Class Coordination
-
-
-We want you to succeed in this class, and an important way that you do that is by **asking questions and discussing course issues with your peers and teaching staff**. Some ways to do that include:
-
-- We have a class discussion board on [Ed]({{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.
-- We hold office hours (see above).
-- If none of those times work for you, you can also discuss matters with us privately on the
-  [Ed]({{site.discussion}}) discussion board. Using Ed notifies the whole course staff at once and is usually faster than email.
-- If none of these work for you you can send an [email](mailto:{{site.staff_email}}) asking to set up an appointment.
-
-# Class Expectations
-
-The class is a shared learning environment and it is important it is a welcoming environment for everyone, from all backgrounds. As instructors, we know that students in this class may need materials to be accessible by screen reader, or may need extra time on exams. You may observe religious holidays that overlap class times, or have work, childcare or appointments that have to be prioritized at specific times. As students we also ask you to remember that each person brings different priorities and experiences to class. We should all strive to treat everyone in the class with respect and understanding.
-
-
-The Allen School seeks to create a more diverse, inclusive, and
-equitable environment for our community and our field (see the [Allen
-School’s Inclusiveness
-Statement](https://www.cs.washington.edu/diversity)). Specific things
-we will do to promote welcoming class environment include:
-
-- **Accessibility**: 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.
-  - If there is something we can do to make your experience better, please let us know. We have attempted
-    to make all the course materials accessible according to web standards but there are always things we
-    may not have thought of.
-  - If you need any additional support, we are always happy to work with you directly or through 
-  [Disability Resources for Students (DRS)](http://depts.washington.edu/uwdrs/)  to make
-    sure that the class meets your needs. If you need any adaptations for course materials (large font,
-    pacing, image description, closed captioning), just let the instructor know.
-  - If you have not yet established services through [Disability
-    Resources for Students (DRS)](http://depts.washington.edu/uwdrs/),
-    but have a temporary health condition or permanent disability that
-    requires accommodations (conditions include but not limited to;
-    mental health, attention-related, learning, vision, hearing,
-    physical or health impacts), contact DRS directly at uwdrs@uw.edu
-    to set up an Access Plan. DRS facilitates the interactive process
-    that establishes reasonable accommodations. DRS offers a wide
-    range of services for students with disabilities, mental health
-    concerns, and chronic illness, that are individually designed and
-    remove the need to reveal sensitive medical information to the
-    course staff, but it is important to start the process as soon as
-    possible to avoid delays.
-- **Wellness**: It is very important to us that you take care of your mental health throughout the course.
-  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.
-- **Religious Accommodations** The UW’s policy, including more information about how to request an
-  accommodation, is available at [Religious Accommodations Policy](https://registrar.washington.edu/staffandfaculty/religious-accommodations-policy/).
-  Accommodations 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.
-- **Inclusivity**: Our goal is to make this classroom a welcoming environment for all. We are working toward
-  using a broad base of examples in our course material. Please let us know if you see an opportunity to
-  improve our course material to be more representative of our student population. Additionally, if you
-  experience interactions with anyone that are excluding or otherwise uncomfortable, please reach out
-  to the course staff so that we can address the situation.  Should you feel uncomfortable bringing up an
-  issue with a staff member directly, there are a number of
-  [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.
-- **Sexual Harassment**: University policy prohibits all forms of sexual harassment.
-  - If you feel you have been a victim of sexual harassment or if you feel you have been discriminated against, you may speak with your instructor, teaching assistant, the chair of the department
-  - 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.
-- **Working Together**: We will encourage students in this class working together, as long as you only turn
-  in code that you implemented.
-
-# Participation 
-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. If you participate
-  remotely, you may be expected 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. Please contact
-  the instructor for instructions each week you are remote). For those
-  cases, 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!).
-
-# Grading
-
-While grading is a necessary part of what we do at UW, I want to focus
-this class on learning. The following policies are meant to encourage
-that. **There will not be quizzes, or a midterm or final exam this
-quarter**. Instead, your knowledge will be assessed via a combination
-of peer feedback, course staff feedback, and your own reflections. In
-addition, course staff will be looking for and marking down when you
-achieve competency with basic requirements such as presenting
-accessibly and turning in accessible documents.
-
-## Grading Approach
-We’ll be using competency based grading for most elements of this
-class. We have a set of core learning goals in this class. If you
-learn them all, and participate in the class, you get an A. 
-
-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.
-
-Some are assessed less frequently. For those, you have the opportunity
-to request a regrade if you feel you've improved on them.
-
-
-## Grading Breakdown (tentative)
-Grades will be assigned approximately as follows:
-
-### 80%: Competency in key skills. 
-
-The competencies needed for this course are listed on the [assignments page](assignments/index.html), and can all be found in canvas as well. There are three categories of skills: (1) Accessible Media and Documents (includes 5 possible competencies + a bonus); (2) Accessibility Compliance (includes 4 possible competencies); and (3) Disability Awareness and Justice (includes 3 possible competencies). Accessible videos is a "bonus" meaning it can add a competency, but won't count against you if you don't do it. 
-
-Your grade is based on the number of skills you achieve competence, and excellence in for each category. For example, if you achieve excellence in 4/5 skills and are above competence in all skills in the Accessible Media and Documents category, you would receive a 4.0 for that category. 
-
-Your grade will be calculated separately for each category and then averaged. 
-
-The correspondance between competencies and grades in each categories is shown in the table below. The columns in this table show the Max number of skills that can be below competence to get a certain grade (specifically, if even 1 skill in a category is below competence, the highest possible grade is 3.2 for all skill groups). Next is the minimum number of skills that must be competent to get a certain grade (for example, you have to be competent in at least 4 skills to get a 3.4 in accessible media and documents; at least 3 in the case of accessibility compliance; and at least 2 in the case of disability justice); and the minimum number of skills that must be excellent to get a certain grade. 
-
-| Outcome Category    | Score     |    | 4 (A) | 3.8 (A-) | 3.4 (B+) | 3.2 (B) | 2.8 (B-) | 1.1 (D) | 0 (E) |
-|---------------------|-----------|----|-------|----------|----------|---------|----------|---------|-------|
-| Media/Docs          | !Comp     | <= |       |          |          | 1       | 2        | 3       | 4     |
-| (All = 5 )          | Excellent | >= | 4/5   | 3/5      | 2/5      | 1/5     |          |         |       |
-| Compliance          | !Comp     | <= |       |          |          | 1       | 2        | 3       | 4     |
-| (All = 4)           | Excellent | >= | 4/4   | 3/4      | 2/4      | 1/4     |          |         |       |
-| Awareness /         | !Comp     | <= |       |          |          | 1       | 2        |         | 3     |
-| Justice (All=3)     | Excellent | >= | 3/3   | 2/3      | 1/3      |         |          |         |       |
-| Bonus: Video Access |           |    |       |          |          |         |          |         |       |
-
-You can view your progress in each category on Canvas:
-![Learning Mastery](assets/img/learningmastery.png){:class="page-picture"}
-
-
-### 10%: Assignment Completion
-Assignment completion is 10% of your grade. This is listed as the "participation" competency for each assignment in canvas. The weight of each assignment is simply the number of weeks long it is, so a longer assignment would contribute more to your assignment completion grade than a shorter one.
-
-### 10%: Effort
-Your effort grade will reflect your participation in the class across multiple dimensions. Some of these we will track, others you will track. We will consider
-- Whether you participated in discussions and exercises in class (self reported)
-- Whether you participated in discussions outside of class (based on your submissions)
-
-- Your grade will be calculated as a percentage of the maximum effort. For example, if you fully complete all homework assignments and participated in 80% of reading questions, we would calculate this as (100%+80%)/2=90 points. 
-
-Extra credit on this can also be earned by engaging in other ways, such as helping another student or suggesting improvements to an assignment tor class materials (self reported)
-
-## Regrade Policy
-
-Reflecting on feedback is one of the most valuable ways you can learn from your mistakes,
-and we encourage you to do so. If you have a question about a grade you received or if you
-feel the grade you received is incorrect, please **[email an instructor](mailto:{{site.staff_email}}) for an appointment to
-discuss the assignment and your grade in detail**.
-
-It is also possible for the graders to make mistakes. If that happens we certainly would like to
-correct the error. 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.
-
-# Indigenous Land Acknowledgement
-
-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. 
-
-
-

jekyll-theme-cayman.gemspec

-Gem::Specification.new do |s|
-  s.name          = 'jekyll-theme-cayman'
-  s.version       = '0.1.1'
-  s.license       = 'CC0-1.0'
-  s.authors       = ['Jason Long', 'GitHub, Inc.']
-  s.email         = ['opensource+jekyll-theme-cayman@github.com']
-  s.homepage      = 'https://github.com/pages-themes/cayman'
-  s.summary       = 'Cayman is a Jekyll theme for GitHub Pages'
-
-  s.files         = `git ls-files -z`.split("\x0").select do |f|
-    f.match(%r{^((_includes|_layouts|_sass|assets)/|(LICENSE|README)((\.(txt|md|markdown)|$)))}i)
-  end
-
-  s.platform = Gem::Platform::RUBY
-  s.add_runtime_dependency 'jekyll', '~> 3.1'
-  s.add_runtime_dependency 'jekyll-seo-tag', '~> 2.0'
-  s.add_development_dependency 'html-proofer', '~> 3.0'
-  s.add_development_dependency 'rubocop', '~> 0.50'
-  s.add_development_dependency 'w3c_validators', '~> 1.3'
-end