WEBVTT 00:00:00.000 --> 00:00:07.910 align:middle line:90% 00:00:07.910 --> 00:00:08.790 align:middle line:90% Hi, everyone. 00:00:08.790 --> 00:00:10.020 align:middle line:90% Thanks for joining us. 00:00:10.020 --> 00:00:12.540 align:middle line:84% I'm excited about this webinar today. 00:00:12.540 --> 00:00:16.525 align:middle line:84% So for those of you I don't know, my name's Brianna Blaser. 00:00:16.525 --> 00:00:18.650 align:middle line:84% I work with the DO-IT Center here at the University 00:00:18.650 --> 00:00:20.300 align:middle line:90% of Washington. 00:00:20.300 --> 00:00:22.400 align:middle line:84% And through our Adept Project, we 00:00:22.400 --> 00:00:25.880 align:middle line:84% are running a series of webinars related 00:00:25.880 --> 00:00:27.830 align:middle line:84% to thinking about accessibility, disability, 00:00:27.830 --> 00:00:30.128 align:middle line:84% and universal design and engineering. 00:00:30.128 --> 00:00:32.420 align:middle line:84% I think this is the fifth one we've done in the series, 00:00:32.420 --> 00:00:34.295 align:middle line:84% and we're working on getting them all online. 00:00:34.295 --> 00:00:36.530 align:middle line:84% So I'll be sharing those broadly, 00:00:36.530 --> 00:00:39.740 align:middle line:84% once they are posted online with captions, and accessible, 00:00:39.740 --> 00:00:42.275 align:middle line:90% and all that nice stuff. 00:00:42.275 --> 00:00:44.900 align:middle line:84% Today we're going to talk about a bunch of different activities 00:00:44.900 --> 00:00:47.060 align:middle line:84% happening on the UW campus, and think 00:00:47.060 --> 00:00:51.320 align:middle line:84% about how we build community and relationships on a campus, 00:00:51.320 --> 00:00:53.840 align:middle line:84% all thinking about topics related to disability, 00:00:53.840 --> 00:00:56.810 align:middle line:84% and universal design and engineering. 00:00:56.810 --> 00:01:08.780 align:middle line:84% And so, I'm going to pull up the slides to share. 00:01:08.780 --> 00:01:09.465 align:middle line:90% There we go. 00:01:09.465 --> 00:01:09.965 align:middle line:90% OK. 00:01:09.965 --> 00:01:17.680 align:middle line:90% 00:01:17.680 --> 00:01:18.658 align:middle line:90% There you go. 00:01:18.658 --> 00:01:20.200 align:middle line:84% Everybody should be able to see this. 00:01:20.200 --> 00:01:21.425 align:middle line:90% So I think-- oop. 00:01:21.425 --> 00:01:24.327 align:middle line:84% Now I have to make the slides go with this. 00:01:24.327 --> 00:01:26.660 align:middle line:84% So yes, this project is funded by the United Engineering 00:01:26.660 --> 00:01:30.172 align:middle line:84% Foundation, which seeks to advanced engineering, arts, 00:01:30.172 --> 00:01:31.880 align:middle line:84% and sciences for the welfare of humanity. 00:01:31.880 --> 00:01:33.720 align:middle line:84% So in addition to these webinars, 00:01:33.720 --> 00:01:35.630 align:middle line:84% we have a community practice, and we'll 00:01:35.630 --> 00:01:38.050 align:middle line:84% be writing some resources for our website, as well. 00:01:38.050 --> 00:01:40.550 align:middle line:84% If you're interested in getting more information about that, 00:01:40.550 --> 00:01:42.590 align:middle line:90% please shoot us an email. 00:01:42.590 --> 00:01:43.940 align:middle line:90% Do it at UW.edu. 00:01:43.940 --> 00:01:47.330 align:middle line:84% You can get on our Community of Practice email list 00:01:47.330 --> 00:01:50.330 align:middle line:84% and get more information about activities. 00:01:50.330 --> 00:01:53.360 align:middle line:84% I'll also mention that I'm going to be sending out an evaluation 00:01:53.360 --> 00:01:55.370 align:middle line:90% after the webinar today. 00:01:55.370 --> 00:01:57.720 align:middle line:84% And I invite you to please fill that out 00:01:57.720 --> 00:02:00.170 align:middle line:84% so we can report how we're doing. 00:02:00.170 --> 00:02:03.380 align:middle line:90% 00:02:03.380 --> 00:02:06.360 align:middle line:84% So again, we have four panelists here from UW. 00:02:06.360 --> 00:02:08.539 align:middle line:84% Kat Steele from Mechanical Engineering, 00:02:08.539 --> 00:02:10.639 align:middle line:84% Allyssa Taylor from Bioengineering, 00:02:10.639 --> 00:02:13.610 align:middle line:84% Dianne Hendricks from Human Centered Design & Engineering, 00:02:13.610 --> 00:02:15.980 align:middle line:84% and Molly Mollica from Bioengineering. 00:02:15.980 --> 00:02:20.100 align:middle line:84% And I will let them introduce themselves a little bit more. 00:02:20.100 --> 00:02:21.890 align:middle line:84% So what we're going to be doing is 00:02:21.890 --> 00:02:26.240 align:middle line:84% listening to a series of short presentations. 00:02:26.240 --> 00:02:28.178 align:middle line:84% And then we'll have some time for Q and A. 00:02:28.178 --> 00:02:29.720 align:middle line:84% I invite you to think about questions 00:02:29.720 --> 00:02:31.250 align:middle line:90% you might want to ask. 00:02:31.250 --> 00:02:33.650 align:middle line:84% And when we're done, you can ask them in the chat box 00:02:33.650 --> 00:02:36.810 align:middle line:84% or unmute yourself and ask them, if you would like to. 00:02:36.810 --> 00:02:40.845 align:middle line:90% 00:02:40.845 --> 00:02:42.800 align:middle line:84% So I'm going to turn it over to Kat. 00:02:42.800 --> 00:02:43.260 align:middle line:90% That's your first slide? 00:02:43.260 --> 00:02:43.760 align:middle line:90% Um-hmm. 00:02:43.760 --> 00:02:44.460 align:middle line:90% OK. 00:02:44.460 --> 00:02:45.300 align:middle line:90% Hi, everyone. 00:02:45.300 --> 00:02:47.580 align:middle line:84% I see a lot of familiar names on here. 00:02:47.580 --> 00:02:49.800 align:middle line:84% But I'm Kat Steele, and I'm a professor here 00:02:49.800 --> 00:02:52.230 align:middle line:84% in the Department of Mechanical Engineering. 00:02:52.230 --> 00:02:54.810 align:middle line:84% And so it's great to see you all and talk about accessibility 00:02:54.810 --> 00:02:56.005 align:middle line:90% across campus. 00:02:56.005 --> 00:02:57.630 align:middle line:84% Today we've really kind of put together 00:02:57.630 --> 00:03:00.958 align:middle line:84% a mixed grab bag of the different programs 00:03:00.958 --> 00:03:03.000 align:middle line:84% and initiatives that we've been trying to do here 00:03:03.000 --> 00:03:06.660 align:middle line:84% at UW to support ourselves, and our students, and our community 00:03:06.660 --> 00:03:10.680 align:middle line:84% as a whole for incorporating more accessibility, 00:03:10.680 --> 00:03:14.128 align:middle line:84% both within our departments, as well as in our classrooms. 00:03:14.128 --> 00:03:16.170 align:middle line:84% So today, I'm going to start by talking about one 00:03:16.170 --> 00:03:18.150 align:middle line:84% of our programs, AccessEngineering, which is 00:03:18.150 --> 00:03:19.508 align:middle line:90% a program that has two goals. 00:03:19.508 --> 00:03:22.050 align:middle line:84% One is to support and encourage individuals with disabilities 00:03:22.050 --> 00:03:24.030 align:middle line:84% to pursue careers in engineering, 00:03:24.030 --> 00:03:26.760 align:middle line:84% as well as to train all engineers in the principles 00:03:26.760 --> 00:03:28.680 align:middle line:90% of universal design. 00:03:28.680 --> 00:03:31.570 align:middle line:84% And as well, it's linked at the Adept website, 00:03:31.570 --> 00:03:35.020 align:middle line:84% but you can also find all the resources and other things 00:03:35.020 --> 00:03:39.560 align:middle line:84% I'm going to be talking about on the AccessEngineering website. 00:03:39.560 --> 00:03:42.500 align:middle line:84% So today, Brianna had asked us to talk about accessibility 00:03:42.500 --> 00:03:44.040 align:middle line:90% across campus. 00:03:44.040 --> 00:03:46.800 align:middle line:84% And so I'm going to focus on accessible spaces. 00:03:46.800 --> 00:03:48.470 align:middle line:84% How do we create inclusive environments 00:03:48.470 --> 00:03:50.530 align:middle line:84% where students can learn and create, 00:03:50.530 --> 00:03:52.790 align:middle line:84% with a special eye towards engineering. 00:03:52.790 --> 00:03:54.957 align:middle line:84% Universal design in the curriculum-- 00:03:54.957 --> 00:03:57.290 align:middle line:84% what have we been doing to look at how we can creatively 00:03:57.290 --> 00:03:59.665 align:middle line:84% train all engineers in the principals of universal design 00:03:59.665 --> 00:04:00.775 align:middle line:90% and accessibility? 00:04:00.775 --> 00:04:02.150 align:middle line:84% And that's where Alyssa will also 00:04:02.150 --> 00:04:04.560 align:middle line:84% share some of her kind of frontline experiences 00:04:04.560 --> 00:04:08.055 align:middle line:84% in bioengineering, implementing some of these processes. 00:04:08.055 --> 00:04:09.680 align:middle line:84% And then also, looking at student clubs 00:04:09.680 --> 00:04:12.003 align:middle line:84% and organizations, and this question of how do 00:04:12.003 --> 00:04:13.420 align:middle line:84% we give students the opportunities 00:04:13.420 --> 00:04:16.220 align:middle line:84% to flex their engineering and leadership skills, while also 00:04:16.220 --> 00:04:19.010 align:middle line:84% addressing important challenges related to accessibility. 00:04:19.010 --> 00:04:21.560 align:middle line:84% And so, in particular, Dianne and Molly 00:04:21.560 --> 00:04:23.090 align:middle line:84% will share some of their experiences 00:04:23.090 --> 00:04:26.030 align:middle line:84% with Husky Adapt, which is the student organization, as well 00:04:26.030 --> 00:04:30.960 align:middle line:84% as a class on campus focused on accessible design. 00:04:30.960 --> 00:04:31.460 align:middle line:90% All right. 00:04:31.460 --> 00:04:33.502 align:middle line:84% So I'm going to start off with accessible spaces. 00:04:33.502 --> 00:04:35.540 align:middle line:84% That's one that we've spent a lot of time 00:04:35.540 --> 00:04:36.690 align:middle line:90% with AccessEngineering. 00:04:36.690 --> 00:04:38.690 align:middle line:84% And in particular today, just for the fun of it, 00:04:38.690 --> 00:04:41.270 align:middle line:84% I'm going to focus in on Makerspaces because one, 00:04:41.270 --> 00:04:43.760 align:middle line:84% I love Makerspaces, but also because I 00:04:43.760 --> 00:04:47.260 align:middle line:84% think they're important for both engineering and accessibility. 00:04:47.260 --> 00:04:49.580 align:middle line:84% As engineers, it's not only for our students 00:04:49.580 --> 00:04:51.550 align:middle line:84% a great source of hands-on learning, 00:04:51.550 --> 00:04:54.470 align:middle line:84% but just gives a place where you can create and think 00:04:54.470 --> 00:04:57.735 align:middle line:84% with your hands, and not just in the virtual environment. 00:04:57.735 --> 00:04:59.110 align:middle line:84% And then for accessibility, we've 00:04:59.110 --> 00:05:01.370 align:middle line:84% really seen across many different projects, 00:05:01.370 --> 00:05:04.730 align:middle line:84% such as the Enable Foundation, how 00:05:04.730 --> 00:05:07.370 align:middle line:84% it can allow customization and access 00:05:07.370 --> 00:05:10.400 align:middle line:84% to tools, both within schools, libraries, 00:05:10.400 --> 00:05:11.755 align:middle line:90% and other communities. 00:05:11.755 --> 00:05:13.130 align:middle line:84% And so, one of our questions was, 00:05:13.130 --> 00:05:16.010 align:middle line:84% how do we help to make all these Makerspaces, which 00:05:16.010 --> 00:05:19.500 align:middle line:84% are appearing around the community, more accessible? 00:05:19.500 --> 00:05:22.880 align:middle line:84% And so in particular, we focused on one Makerspace at UW 00:05:22.880 --> 00:05:25.490 align:middle line:84% just getting built and constructed. 00:05:25.490 --> 00:05:27.680 align:middle line:84% And this was a few years ago now. 00:05:27.680 --> 00:05:29.580 align:middle line:84% And our strategy was really to, first of all, 00:05:29.580 --> 00:05:32.550 align:middle line:84% get into the space, engage the community. 00:05:32.550 --> 00:05:35.480 align:middle line:84% So the people from the Makerspace, local individuals 00:05:35.480 --> 00:05:38.330 align:middle line:84% with disabilities, students, and have them participate 00:05:38.330 --> 00:05:41.750 align:middle line:84% in meaningful design activities within the Makerspace, 00:05:41.750 --> 00:05:45.290 align:middle line:84% to help us understand the accessibility of the space. 00:05:45.290 --> 00:05:47.690 align:middle line:84% And then we reflected, and importantly, also 00:05:47.690 --> 00:05:49.800 align:middle line:90% offered solutions. 00:05:49.800 --> 00:05:52.483 align:middle line:84% And I think this is a strategy that you can use no matter what 00:05:52.483 --> 00:05:53.650 align:middle line:90% the space you're looking at. 00:05:53.650 --> 00:05:55.430 align:middle line:84% But I think this is just a nice example, 00:05:55.430 --> 00:05:57.650 align:middle line:84% that it doesn't take a lot of time or effort 00:05:57.650 --> 00:06:01.790 align:middle line:84% in order to make these changes and proactively 00:06:01.790 --> 00:06:05.070 align:middle line:84% help to create accessible and inclusive spaces. 00:06:05.070 --> 00:06:06.700 align:middle line:84% So in our case, we, in particular, 00:06:06.700 --> 00:06:08.720 align:middle line:84% are lucky enough here at UW to have the Do It 00:06:08.720 --> 00:06:11.300 align:middle line:84% Program, which welcomes many different students 00:06:11.300 --> 00:06:13.730 align:middle line:84% with diverse abilities to campus every summer, 00:06:13.730 --> 00:06:15.590 align:middle line:84% as they're preparing to go to college 00:06:15.590 --> 00:06:17.820 align:middle line:90% and pursue higher education. 00:06:17.820 --> 00:06:19.670 align:middle line:84% And so, we, in particular partnered 00:06:19.670 --> 00:06:22.850 align:middle line:84% with a set of these Do It Summer Scholars, 00:06:22.850 --> 00:06:25.250 align:middle line:84% as well as a group of our summer REU, 00:06:25.250 --> 00:06:28.100 align:middle line:84% the NSF Research Experience for Undergraduate students, 00:06:28.100 --> 00:06:31.130 align:middle line:84% were they participated in a multi-day design activity 00:06:31.130 --> 00:06:33.380 align:middle line:90% in the new Makerspace. 00:06:33.380 --> 00:06:35.600 align:middle line:84% And in particular, we used the Stanford d.schools 00:06:35.600 --> 00:06:38.060 align:middle line:84% Wallet Project Teaching Kit which, 00:06:38.060 --> 00:06:41.480 align:middle line:84% if you're ever looking for a great hands-on activity, 00:06:41.480 --> 00:06:44.270 align:middle line:84% this project, as well as other ones provided by Stanford, 00:06:44.270 --> 00:06:48.680 align:middle line:84% just have some great, easy to deploy solutions. 00:06:48.680 --> 00:06:50.953 align:middle line:84% So we had groups of students team up, 00:06:50.953 --> 00:06:52.370 align:middle line:84% and they were given this challenge 00:06:52.370 --> 00:06:56.000 align:middle line:84% to basically create a wallet for someone else in their group. 00:06:56.000 --> 00:06:58.430 align:middle line:84% And in our case, pretty much all of our groups 00:06:58.430 --> 00:07:00.300 align:middle line:84% had individuals with disabilities. 00:07:00.300 --> 00:07:03.470 align:middle line:84% And so, as they were designing for each other, 00:07:03.470 --> 00:07:06.853 align:middle line:84% a lot of unique design needs came across. 00:07:06.853 --> 00:07:08.270 align:middle line:84% And of course, we gave them access 00:07:08.270 --> 00:07:10.700 align:middle line:84% to all of the different hands-on prototyping 00:07:10.700 --> 00:07:12.500 align:middle line:84% materials available in the Makerspace 00:07:12.500 --> 00:07:14.768 align:middle line:84% and the tools that were there at that time. 00:07:14.768 --> 00:07:16.310 align:middle line:84% And so, we saw this as an opportunity 00:07:16.310 --> 00:07:18.590 align:middle line:84% to not only teach these students the principles 00:07:18.590 --> 00:07:20.330 align:middle line:84% of human centered design, but also 00:07:20.330 --> 00:07:22.190 align:middle line:84% let them engage with the Makerspace 00:07:22.190 --> 00:07:24.163 align:middle line:84% and to think about accessibility. 00:07:24.163 --> 00:07:25.830 align:middle line:84% And I should also mention that the Do It 00:07:25.830 --> 00:07:27.860 align:middle line:84% Summer Scholars were lucky because they're also 00:07:27.860 --> 00:07:31.330 align:middle line:84% partially trained in advocacy and universal design. 00:07:31.330 --> 00:07:33.080 align:middle line:84% So they knew coming in that they were then 00:07:33.080 --> 00:07:34.820 align:middle line:84% going to also be asked about how to make 00:07:34.820 --> 00:07:36.710 align:middle line:90% the space more accessible. 00:07:36.710 --> 00:07:40.550 align:middle line:84% And so, everyone kind of had that eye on accessibility, 00:07:40.550 --> 00:07:44.540 align:middle line:84% as they were also participating in these activities. 00:07:44.540 --> 00:07:47.570 align:middle line:84% And so, just to give you an idea, the next day, 00:07:47.570 --> 00:07:49.940 align:middle line:84% everyone came back and we did a big reflection 00:07:49.940 --> 00:07:51.837 align:middle line:84% on what they thought about the space. 00:07:51.837 --> 00:07:54.170 align:middle line:84% And we asked them, what are the most accessible features 00:07:54.170 --> 00:07:54.712 align:middle line:90% of the space? 00:07:54.712 --> 00:07:56.337 align:middle line:90% How might we improve the space? 00:07:56.337 --> 00:07:57.920 align:middle line:84% And this was really eye-opening for us 00:07:57.920 --> 00:08:00.870 align:middle line:84% because we saw the different needs of different groups. 00:08:00.870 --> 00:08:02.900 align:middle line:84% For example, one of our students, who was blind, 00:08:02.900 --> 00:08:06.470 align:middle line:84% said it drove her crazy that everything in the space 00:08:06.470 --> 00:08:08.210 align:middle line:90% was on wheels. 00:08:08.210 --> 00:08:11.160 align:middle line:84% While the original designers had thought this would be wonderful 00:08:11.160 --> 00:08:13.310 align:middle line:84% because it gives flexibility to the space, 00:08:13.310 --> 00:08:15.380 align:middle line:84% she created these mental maps of the space 00:08:15.380 --> 00:08:18.260 align:middle line:84% and was constantly frustrated when things would 00:08:18.260 --> 00:08:20.437 align:middle line:90% be moving to new locations. 00:08:20.437 --> 00:08:22.520 align:middle line:84% While on the counter side, some of our individuals 00:08:22.520 --> 00:08:25.400 align:middle line:84% who used wheelchairs loved that everything was on wheels 00:08:25.400 --> 00:08:28.040 align:middle line:84% because they could simply, if something was in their way, 00:08:28.040 --> 00:08:29.860 align:middle line:90% push it out of the way. 00:08:29.860 --> 00:08:32.210 align:middle line:84% So this really showed some of the balances we had 00:08:32.210 --> 00:08:34.130 align:middle line:90% to make in creating a space. 00:08:34.130 --> 00:08:38.299 align:middle line:84% And ultimately, working with the faculty in the space, 00:08:38.299 --> 00:08:41.630 align:middle line:84% we decided to have key equipment like 3D printers, laser 00:08:41.630 --> 00:08:44.630 align:middle line:84% cutters, tools, in fixed locations that wouldn't change 00:08:44.630 --> 00:08:48.260 align:middle line:84% so that anyone could find them on a day-to-day basis, 00:08:48.260 --> 00:08:53.060 align:middle line:84% while also having clear aisles delineated with tape 00:08:53.060 --> 00:08:55.380 align:middle line:84% on the floor so that people would know where 00:08:55.380 --> 00:08:58.550 align:middle line:84% the clear pathways between key equipment was, but then 00:08:58.550 --> 00:09:01.010 align:middle line:84% still having a lot of flexible furniture 00:09:01.010 --> 00:09:03.260 align:middle line:84% and wheeled furniture that could be moved around 00:09:03.260 --> 00:09:06.230 align:middle line:84% to make the space work for different groups. 00:09:06.230 --> 00:09:08.300 align:middle line:84% They also made a lot of recommendations 00:09:08.300 --> 00:09:10.430 align:middle line:84% about having different equipment easily available. 00:09:10.430 --> 00:09:11.513 align:middle line:90% And a lot of it was cheap. 00:09:11.513 --> 00:09:14.523 align:middle line:84% Things like magnifying lenses, desk lamps for extra light, 00:09:14.523 --> 00:09:16.940 align:middle line:84% which I now go in there and see a lot of people using just 00:09:16.940 --> 00:09:19.640 align:middle line:84% for getting their soldering a little better, 00:09:19.640 --> 00:09:22.520 align:middle line:84% and also having some quiet spaces. 00:09:22.520 --> 00:09:24.325 align:middle line:84% And also, in particular, training materials 00:09:24.325 --> 00:09:25.700 align:middle line:84% was a really important one, where 00:09:25.700 --> 00:09:28.390 align:middle line:84% they wanted to see those in multiple formats. 00:09:28.390 --> 00:09:30.140 align:middle line:84% So today, I really just wanted to give you 00:09:30.140 --> 00:09:34.300 align:middle line:84% a quick example of how we looked at making accessible spaces. 00:09:34.300 --> 00:09:37.580 align:middle line:84% And on our website, you can see these guidelines, including 00:09:37.580 --> 00:09:40.340 align:middle line:84% a checklist for how, if you're creating a Makerspace 00:09:40.340 --> 00:09:42.710 align:middle line:84% or have a similar space, you can think 00:09:42.710 --> 00:09:45.522 align:middle line:84% about accessibility and universal design. 00:09:45.522 --> 00:09:46.730 align:middle line:90% But this is just one example. 00:09:46.730 --> 00:09:49.225 align:middle line:84% We did the same thing for hands-on labs, which 00:09:49.225 --> 00:09:51.350 align:middle line:84% are a big part of engineering education, everything 00:09:51.350 --> 00:09:55.145 align:middle line:84% from electronics labs, to heat transfer and fluids labs, 00:09:55.145 --> 00:09:56.270 align:middle line:90% and mechanical engineering. 00:09:56.270 --> 00:09:58.065 align:middle line:90% We looked at machine shops. 00:09:58.065 --> 00:09:59.690 align:middle line:84% And also, just how to make departments, 00:09:59.690 --> 00:10:02.270 align:middle line:90% the space itself accessible. 00:10:02.270 --> 00:10:04.580 align:middle line:84% And all of this similar documentation to what I just 00:10:04.580 --> 00:10:07.700 align:middle line:84% showed for the Maker space are available on the Access 00:10:07.700 --> 00:10:10.460 align:middle line:90% Engineering website. 00:10:10.460 --> 00:10:12.700 align:middle line:84% So again, just a quick thing about accessible space. 00:10:12.700 --> 00:10:14.408 align:middle line:84% But as you're sitting around your office, 00:10:14.408 --> 00:10:16.960 align:middle line:84% or as you're sitting around your lab or classroom, 00:10:16.960 --> 00:10:19.210 align:middle line:84% one question you can just ask yourself is, 00:10:19.210 --> 00:10:21.250 align:middle line:90% how accessible is your space? 00:10:21.250 --> 00:10:24.310 align:middle line:84% This is actually a photo of my own lab when I first moved in. 00:10:24.310 --> 00:10:28.600 align:middle line:84% We inherited these high drafting tables 00:10:28.600 --> 00:10:30.670 align:middle line:84% because the room used to be the old drafting room 00:10:30.670 --> 00:10:32.380 align:middle line:90% in mechanical engineering. 00:10:32.380 --> 00:10:34.655 align:middle line:84% And while I love them, I love the aesthetic, 00:10:34.655 --> 00:10:37.030 align:middle line:84% I quickly realized, when the first person in a wheelchair 00:10:37.030 --> 00:10:38.950 align:middle line:84% came in, that there was no space that they 00:10:38.950 --> 00:10:40.600 align:middle line:90% could work on a surface. 00:10:40.600 --> 00:10:42.730 align:middle line:84% And so over time, we've proactively 00:10:42.730 --> 00:10:46.435 align:middle line:84% changed our space also to have more adjustable surfaces. 00:10:46.435 --> 00:10:48.310 align:middle line:84% For example, now you can get adjustable desks 00:10:48.310 --> 00:10:50.800 align:middle line:84% cheaply from Ikea, as well as having 00:10:50.800 --> 00:10:53.920 align:middle line:84% other equipment on wheels, like our whiteboards, to help 00:10:53.920 --> 00:10:55.670 align:middle line:84% make our own space more inclusive. 00:10:55.670 --> 00:10:58.480 align:middle line:84% And so, it's something that you can do over years and months, 00:10:58.480 --> 00:11:02.980 align:middle line:84% but it's something to always kind of have your eye towards. 00:11:02.980 --> 00:11:06.250 align:middle line:84% So before I turn it over, I'm just 00:11:06.250 --> 00:11:09.160 align:middle line:84% going to go over one more piece on now, 00:11:09.160 --> 00:11:11.992 align:middle line:84% it's moving from spaces to teaching and the curriculum. 00:11:11.992 --> 00:11:13.450 align:middle line:84% As I said, with Access Engineering, 00:11:13.450 --> 00:11:15.340 align:middle line:84% our second goal was to think about 00:11:15.340 --> 00:11:19.120 align:middle line:84% how do we train all engineers in principals of universal design. 00:11:19.120 --> 00:11:22.060 align:middle line:84% And so, in looking at universal design in the curriculum, 00:11:22.060 --> 00:11:23.590 align:middle line:84% one of our first places to start was 00:11:23.590 --> 00:11:26.068 align:middle line:84% we created a Universal Design Learning Community. 00:11:26.068 --> 00:11:28.360 align:middle line:84% And basically, this was just a group of faculty, staff, 00:11:28.360 --> 00:11:31.120 align:middle line:84% and graduate students from across the College 00:11:31.120 --> 00:11:34.540 align:middle line:84% of Engineering who said they were curious and interested 00:11:34.540 --> 00:11:37.540 align:middle line:84% in helping to incorporate accessibility 00:11:37.540 --> 00:11:38.530 align:middle line:90% into their classes. 00:11:38.530 --> 00:11:40.120 align:middle line:84% And we in particular targeted people 00:11:40.120 --> 00:11:43.700 align:middle line:84% who taught the senior design or capstone design classes, 00:11:43.700 --> 00:11:46.030 align:middle line:84% as we often saw those as a natural inlet. 00:11:46.030 --> 00:11:49.810 align:middle line:84% But we had a group every month of 10 to 20 people who 00:11:49.810 --> 00:11:53.560 align:middle line:84% would come and talk about universal design 00:11:53.560 --> 00:11:56.460 align:middle line:84% in their classrooms and curriculum. 00:11:56.460 --> 00:11:58.370 align:middle line:84% And examples of what we did is, first of all, 00:11:58.370 --> 00:11:59.980 align:middle line:84% we started off with just readings. 00:11:59.980 --> 00:12:01.570 align:middle line:84% Some examples of things that we read 00:12:01.570 --> 00:12:03.753 align:middle line:84% was Design for User Empowerment, a great article 00:12:03.753 --> 00:12:05.670 align:middle line:84% by Richard Ladner, especially for those of you 00:12:05.670 --> 00:12:07.360 align:middle line:90% in computer science. 00:12:07.360 --> 00:12:11.230 align:middle line:84% As well as by Kim Bigelow from the University of Dayton, 00:12:11.230 --> 00:12:14.500 align:middle line:84% some principles on how she's integrated universal design 00:12:14.500 --> 00:12:19.592 align:middle line:84% into her capstone classes at University of Dayton. 00:12:19.592 --> 00:12:21.800 align:middle line:84% Through the weeks, we also had a variety of speakers. 00:12:21.800 --> 00:12:24.820 align:middle line:84% We looked to those from other schools who had successfully 00:12:24.820 --> 00:12:26.950 align:middle line:84% implemented universal design, such as Jered 00:12:26.950 --> 00:12:28.600 align:middle line:84% Dean from the Colorado School of Mines, 00:12:28.600 --> 00:12:31.840 align:middle line:84% who developed a universal design scorecard for his engineering 00:12:31.840 --> 00:12:34.167 align:middle line:84% teams, as well as having people like Ken 00:12:34.167 --> 00:12:36.250 align:middle line:84% Yasuhara from our Center for Engineering, Teaching 00:12:36.250 --> 00:12:39.645 align:middle line:84% & Learning come in and talk to us about curriculum design. 00:12:39.645 --> 00:12:41.020 align:middle line:84% And then we also, of course, went 00:12:41.020 --> 00:12:43.720 align:middle line:84% through different prototypes and ideas. 00:12:43.720 --> 00:12:45.630 align:middle line:84% And this is examples too, where-- 00:12:45.630 --> 00:12:47.380 align:middle line:84% now I'll turn it over to Alyssa, but where 00:12:47.380 --> 00:12:50.080 align:middle line:84% she started thinking about and developing her bioengineering 00:12:50.080 --> 00:12:50.880 align:middle line:90% curriculum. 00:12:50.880 --> 00:12:52.630 align:middle line:84% And then also, where we started developing 00:12:52.630 --> 00:12:55.570 align:middle line:84% some of the initial pieces for the Husky Adapt design 00:12:55.570 --> 00:12:59.530 align:middle line:84% course, which you'll hear more about from Dianne and Molly. 00:12:59.530 --> 00:13:02.530 align:middle line:84% So that's my quick introduction to some of our activities 00:13:02.530 --> 00:13:03.340 align:middle line:90% here at UW. 00:13:03.340 --> 00:13:04.715 align:middle line:84% But now I'm going to turn it over 00:13:04.715 --> 00:13:07.490 align:middle line:84% to Alyssa to share some of what she's been working on. 00:13:07.490 --> 00:13:08.160 align:middle line:90% Thank you, Kat. 00:13:08.160 --> 00:13:09.975 align:middle line:90% Yeah, my name's Alyssa Taylor. 00:13:09.975 --> 00:13:12.100 align:middle line:84% I'm a lecturer in the department of Bioengineering. 00:13:12.100 --> 00:13:15.580 align:middle line:84% So I teach a lot of courses, everything from freshman 00:13:15.580 --> 00:13:17.050 align:middle line:90% classes to senior classes. 00:13:17.050 --> 00:13:19.450 align:middle line:84% And today, I'm just going to focus, for the first part, 00:13:19.450 --> 00:13:23.770 align:middle line:84% on my attempts to incorporate universal design accessibility 00:13:23.770 --> 00:13:26.650 align:middle line:84% into Capstone First because, as Kat alluded to, 00:13:26.650 --> 00:13:28.640 align:middle line:84% it seemed the most obvious choice. 00:13:28.640 --> 00:13:31.570 align:middle line:84% I was pretty motivated to try and integrate this topic 00:13:31.570 --> 00:13:34.780 align:middle line:84% in my class after attending my first Capacity Building 00:13:34.780 --> 00:13:38.050 align:middle line:84% Institute to Access Engineering in 2016, which 00:13:38.050 --> 00:13:38.810 align:middle line:90% was long time ago. 00:13:38.810 --> 00:13:40.570 align:middle line:90% Doesn't seem that long ago. 00:13:40.570 --> 00:13:42.800 align:middle line:84% And then I joined CAPS, a learning community, 00:13:42.800 --> 00:13:44.300 align:middle line:84% which was really motivating, gave me 00:13:44.300 --> 00:13:47.710 align:middle line:84% some good ideas on how to incorporate 00:13:47.710 --> 00:13:49.000 align:middle line:90% these concepts into my class. 00:13:49.000 --> 00:13:50.410 align:middle line:84% Started to bring some of these strategies, 00:13:50.410 --> 00:13:51.580 align:middle line:90% and I just tried it out. 00:13:51.580 --> 00:13:53.140 align:middle line:90% But the first time, 2017. 00:13:53.140 --> 00:13:56.560 align:middle line:84% And I've been kind of iterating on that. 00:13:56.560 --> 00:13:59.260 align:middle line:84% And my most recent work that I'll touch on today 00:13:59.260 --> 00:14:02.480 align:middle line:84% is I've incorporated this topic into my freshman class, as well 00:14:02.480 --> 00:14:02.980 align:middle line:90% now. 00:14:02.980 --> 00:14:04.355 align:middle line:84% I started off with just Capstone. 00:14:04.355 --> 00:14:10.160 align:middle line:90% 00:14:10.160 --> 00:14:13.430 align:middle line:84% So I just want to kind of give my overview of what 00:14:13.430 --> 00:14:14.990 align:middle line:84% I did for Capstone because I think 00:14:14.990 --> 00:14:16.700 align:middle line:90% it was really approachable. 00:14:16.700 --> 00:14:18.680 align:middle line:84% And I encourage anyone who wants to just get 00:14:18.680 --> 00:14:22.310 align:middle line:84% their feet wet with just starting small. 00:14:22.310 --> 00:14:24.200 align:middle line:84% So I just went to the experts first. 00:14:24.200 --> 00:14:26.210 align:middle line:84% Many of you know Dr. Richard Ladner. 00:14:26.210 --> 00:14:28.550 align:middle line:84% I asked him to come in and give an introduction 00:14:28.550 --> 00:14:31.070 align:middle line:84% to accessibility and universal design first. 00:14:31.070 --> 00:14:34.640 align:middle line:84% And I think that was really a good way just to get started. 00:14:34.640 --> 00:14:38.000 align:middle line:84% This was the first time that my seniors reported they 00:14:38.000 --> 00:14:39.500 align:middle line:90% had heard of universal design. 00:14:39.500 --> 00:14:42.290 align:middle line:84% So I thought it was really important to start off 00:14:42.290 --> 00:14:44.960 align:middle line:84% with someone that they're going to acknowledge as experts 00:14:44.960 --> 00:14:48.320 align:middle line:84% in the field, and just really motivate them to learn more. 00:14:48.320 --> 00:14:51.200 align:middle line:84% I asked them to do a reflection after his lecture, 00:14:51.200 --> 00:14:53.510 align:middle line:84% asking them to think about what topic that you heard 00:14:53.510 --> 00:14:54.927 align:middle line:84% about today was the most important 00:14:54.927 --> 00:14:56.218 align:middle line:90% or resonated the most with you. 00:14:56.218 --> 00:14:58.160 align:middle line:84% And then, how did they apply to your own life. 00:14:58.160 --> 00:15:02.100 align:middle line:84% And then I had them think about these concepts in the context 00:15:02.100 --> 00:15:03.520 align:middle line:90% of their own Capstone projects. 00:15:03.520 --> 00:15:05.390 align:middle line:84% So by the time they're seniors, I 00:15:05.390 --> 00:15:07.130 align:middle line:84% found that they really want to just focus 00:15:07.130 --> 00:15:08.390 align:middle line:90% on their Capstone project. 00:15:08.390 --> 00:15:10.640 align:middle line:84% They don't want to really do any extra-- 00:15:10.640 --> 00:15:13.220 align:middle line:84% or what they perceive to be extra-- work. 00:15:13.220 --> 00:15:15.710 align:middle line:84% And so, I thought it'd be great if I could just somehow 00:15:15.710 --> 00:15:19.280 align:middle line:84% directly tie-in these concepts to what they were already 00:15:19.280 --> 00:15:20.240 align:middle line:90% doing. 00:15:20.240 --> 00:15:23.090 align:middle line:84% So what I had them do is really, as teams, 00:15:23.090 --> 00:15:25.550 align:middle line:84% examine their design concepts that they had already come up 00:15:25.550 --> 00:15:27.438 align:middle line:84% with for their Capstone solutions, 00:15:27.438 --> 00:15:29.480 align:middle line:84% and then just kind of look at it through the lens 00:15:29.480 --> 00:15:31.700 align:middle line:84% of accessibility and universal design. 00:15:31.700 --> 00:15:34.830 align:middle line:84% And start small, but think about what 00:15:34.830 --> 00:15:36.830 align:middle line:84% are some changes they could make to make it more 00:15:36.830 --> 00:15:38.100 align:middle line:90% universally designed. 00:15:38.100 --> 00:15:40.670 align:middle line:84% And to motivate them to really think thoroughly about this, 00:15:40.670 --> 00:15:43.192 align:middle line:84% I required them to do a team presentation 00:15:43.192 --> 00:15:45.150 align:middle line:84% because I found that if they have to report out 00:15:45.150 --> 00:15:47.660 align:middle line:84% in front of their peers, that they'll 00:15:47.660 --> 00:15:48.913 align:middle line:90% take it a lot more seriously. 00:15:48.913 --> 00:15:50.580 align:middle line:84% And so, I think this worked really well. 00:15:50.580 --> 00:15:53.240 align:middle line:84% The other thing that worked really well is, over the years, 00:15:53.240 --> 00:15:55.970 align:middle line:84% I've asked experts on accessibility 00:15:55.970 --> 00:15:59.300 align:middle line:84% from other departments to come in as guests. 00:15:59.300 --> 00:16:04.490 align:middle line:84% And actually, Brianna and Kayla from Do It came in last spring. 00:16:04.490 --> 00:16:08.240 align:middle line:84% And they were asking questions of the teams, 00:16:08.240 --> 00:16:10.110 align:middle line:84% providing really insightful feedback. 00:16:10.110 --> 00:16:11.610 align:middle line:84% And I think that worked really well. 00:16:11.610 --> 00:16:13.640 align:middle line:84% I've heard from my students afterwards that that 00:16:13.640 --> 00:16:15.440 align:middle line:84% was really useful because it just 00:16:15.440 --> 00:16:17.860 align:middle line:84% got them to think about things they never had before. 00:16:17.860 --> 00:16:19.040 align:middle line:84% And so, I think that was really good. 00:16:19.040 --> 00:16:20.415 align:middle line:84% It was like a dynamic discussion, 00:16:20.415 --> 00:16:21.690 align:middle line:90% so it was really good. 00:16:21.690 --> 00:16:24.440 align:middle line:84% I definitely recommend that, bringing in outside people 00:16:24.440 --> 00:16:25.220 align:middle line:90% when you can. 00:16:25.220 --> 00:16:27.553 align:middle line:84% And the students knew that we were going to have guests, 00:16:27.553 --> 00:16:30.650 align:middle line:84% so I think they took it really seriously to think about things 00:16:30.650 --> 00:16:31.850 align:middle line:90% ahead of time. 00:16:31.850 --> 00:16:32.833 align:middle line:90% It was fun, too. 00:16:32.833 --> 00:16:33.500 align:middle line:90% Yeah, thank you. 00:16:33.500 --> 00:16:34.940 align:middle line:90% We enjoyed having you there. 00:16:34.940 --> 00:16:36.920 align:middle line:84% In the past, we've had professors from CSC, 00:16:36.920 --> 00:16:40.250 align:middle line:84% for example, other people that have thought about these things 00:16:40.250 --> 00:16:45.170 align:middle line:84% more than necessarily [INAUDIBLE] myself. 00:16:45.170 --> 00:16:47.540 align:middle line:84% And then, I just thought I would include 00:16:47.540 --> 00:16:51.790 align:middle line:84% a representative quotation from one of my students, 00:16:51.790 --> 00:16:52.860 align:middle line:90% because it really-- 00:16:52.860 --> 00:16:56.300 align:middle line:84% when I reviewed the reflections, it really just motivated 00:16:56.300 --> 00:16:58.120 align:middle line:90% me even more to keep this up. 00:16:58.120 --> 00:17:01.120 align:middle line:84% Because it just really showed that they're 00:17:01.120 --> 00:17:03.460 align:middle line:84% engaged with this topic, and why are they 00:17:03.460 --> 00:17:04.480 align:middle line:90% engaged with this topic. 00:17:04.480 --> 00:17:06.727 align:middle line:84% Because it's getting them to think about things 00:17:06.727 --> 00:17:09.310 align:middle line:84% they never thought before, being more thoughtful, considerate. 00:17:09.310 --> 00:17:11.829 align:middle line:84% And that's what we're trying to produce as engineers, right? 00:17:11.829 --> 00:17:14.589 align:middle line:84% And then, this last part of his quotation, I use-- 00:17:14.589 --> 00:17:16.480 align:middle line:84% I cite this to my other students because I 00:17:16.480 --> 00:17:17.688 align:middle line:90% thought this was really good. 00:17:17.688 --> 00:17:19.450 align:middle line:84% Like, I find I often make assumptions 00:17:19.450 --> 00:17:22.339 align:middle line:84% about things as a designer, based on my own abilities. 00:17:22.339 --> 00:17:25.010 align:middle line:84% I think that a lot of students would agree with that. 00:17:25.010 --> 00:17:27.520 align:middle line:84% Like, if you were just to ask them on the fly about, 00:17:27.520 --> 00:17:29.170 align:middle line:84% who are you designing for, right? 00:17:29.170 --> 00:17:30.910 align:middle line:84% So I think this was really motivating. 00:17:30.910 --> 00:17:32.950 align:middle line:84% I cite this to my future students-- or like, 00:17:32.950 --> 00:17:35.980 align:middle line:90% my next students, so it good. 00:17:35.980 --> 00:17:38.110 align:middle line:84% I learned a lot the first time I attempted this. 00:17:38.110 --> 00:17:40.242 align:middle line:84% The first, I think, main one was the students 00:17:40.242 --> 00:17:42.700 align:middle line:84% were saying you need an earlier introduction to this topic. 00:17:42.700 --> 00:17:44.975 align:middle line:90% So this was senior year. 00:17:44.975 --> 00:17:46.600 align:middle line:84% And then they wanted more case studies, 00:17:46.600 --> 00:17:48.580 align:middle line:84% in particular these are bioengineering student. 00:17:48.580 --> 00:17:50.200 align:middle line:84% So they wanted something in addition 00:17:50.200 --> 00:17:52.970 align:middle line:84% to some of the common examples that we talk about, right? 00:17:52.970 --> 00:17:54.970 align:middle line:84% Like the OXO kitchen tools and things like that. 00:17:54.970 --> 00:17:59.380 align:middle line:84% So yeah, overall, it just really was engaging for the students. 00:17:59.380 --> 00:18:01.870 align:middle line:84% I liked a lot of our personal discussions. 00:18:01.870 --> 00:18:05.110 align:middle line:84% A lot of the students were very willing to share 00:18:05.110 --> 00:18:08.380 align:middle line:84% their own personal experiences with accessibility. 00:18:08.380 --> 00:18:12.280 align:middle line:84% So some of our students have grown up abroad, 00:18:12.280 --> 00:18:14.800 align:middle line:84% and they were sharing about accessibility issues 00:18:14.800 --> 00:18:15.740 align:middle line:90% they encountered. 00:18:15.740 --> 00:18:17.350 align:middle line:84% Maybe where they grew up, it looks 00:18:17.350 --> 00:18:19.455 align:middle line:84% really different than the US, for example. 00:18:19.455 --> 00:18:21.580 align:middle line:84% Or like Kat was alluding to, about the Makerspaces, 00:18:21.580 --> 00:18:22.997 align:middle line:84% a lot of our students were sharing 00:18:22.997 --> 00:18:25.000 align:middle line:84% about their lab experiences because they're 00:18:25.000 --> 00:18:26.680 align:middle line:90% doing research in labs. 00:18:26.680 --> 00:18:28.462 align:middle line:84% And one of my students was saying 00:18:28.462 --> 00:18:30.670 align:middle line:84% that she couldn't reach the emergency eye was station 00:18:30.670 --> 00:18:32.440 align:middle line:84% because she couldn't reach it because 00:18:32.440 --> 00:18:33.820 align:middle line:90% of her like physical stature. 00:18:33.820 --> 00:18:37.240 align:middle line:84% So just very interesting stories. 00:18:37.240 --> 00:18:39.510 align:middle line:84% And then, the other main lesson, too 00:18:39.510 --> 00:18:42.318 align:middle line:84% was like, when I polled my students, the majority of them 00:18:42.318 --> 00:18:44.110 align:middle line:84% had never heard of universal design before. 00:18:44.110 --> 00:18:46.570 align:middle line:84% So this was like really motivating, even more, 00:18:46.570 --> 00:18:48.920 align:middle line:84% that OK, we've got to do something about this. 00:18:48.920 --> 00:18:49.420 align:middle line:90% Yeah. 00:18:49.420 --> 00:18:51.610 align:middle line:84% It was great to have feedback from experts that were there. 00:18:51.610 --> 00:18:53.770 align:middle line:84% And then overall, it was just a really enjoyable addition 00:18:53.770 --> 00:18:54.520 align:middle line:90% to the curriculum. 00:18:54.520 --> 00:18:57.060 align:middle line:84% So kind of motivating me to keep going. 00:18:57.060 --> 00:18:59.830 align:middle line:84% And so, one of the main critiques from my seniors 00:18:59.830 --> 00:19:02.290 align:middle line:84% was, why aren't we hearing about this earlier? 00:19:02.290 --> 00:19:04.630 align:middle line:84% So I said, why aren't you hearing about this earlier? 00:19:04.630 --> 00:19:07.840 align:middle line:84% So I added it to my freshman class this past autumn. 00:19:07.840 --> 00:19:09.820 align:middle line:90% It was like my most recent work. 00:19:09.820 --> 00:19:14.140 align:middle line:84% I actually worked with two students from HCDE 00:19:14.140 --> 00:19:18.900 align:middle line:84% who also have ties with the Disability Resources office 00:19:18.900 --> 00:19:19.400 align:middle line:90% here. 00:19:19.400 --> 00:19:22.120 align:middle line:84% And so, they have a lot of experience 00:19:22.120 --> 00:19:24.460 align:middle line:84% with disability and thinking about these issues. 00:19:24.460 --> 00:19:26.650 align:middle line:84% And so they really helped me design a module, 00:19:26.650 --> 00:19:29.098 align:middle line:84% like, a three-part, four-part module. 00:19:29.098 --> 00:19:31.390 align:middle line:84% I started off with just an introductory lesson and kind 00:19:31.390 --> 00:19:33.670 align:middle line:84% of class discussion on that topic, 00:19:33.670 --> 00:19:35.842 align:middle line:84% just introducing them to the principals and things 00:19:35.842 --> 00:19:37.300 align:middle line:84% to think about in universal design, 00:19:37.300 --> 00:19:41.270 align:middle line:84% asking them to reflect on their own experiences, as well. 00:19:41.270 --> 00:19:44.980 align:middle line:84% And then, the next part was really engaging. 00:19:44.980 --> 00:19:47.080 align:middle line:90% This was a student panel. 00:19:47.080 --> 00:19:48.598 align:middle line:84% Kayla Brown helped me organize this. 00:19:48.598 --> 00:19:50.140 align:middle line:84% And she actually moderated it for me. 00:19:50.140 --> 00:19:53.860 align:middle line:84% And she lined up a great panel of individuals 00:19:53.860 --> 00:19:54.810 align:middle line:90% with disabilities. 00:19:54.810 --> 00:19:58.320 align:middle line:84% They talked about their experiences with accessibility. 00:19:58.320 --> 00:19:59.830 align:middle line:84% As it is in bioengineering class, 00:19:59.830 --> 00:20:02.380 align:middle line:84% we ask questions about, what have been your experiences 00:20:02.380 --> 00:20:04.990 align:middle line:90% with health care, for example. 00:20:04.990 --> 00:20:08.530 align:middle line:84% Have there ever been solutions that haven't been accessible? 00:20:08.530 --> 00:20:10.870 align:middle line:84% And these students shared even some of their own work 00:20:10.870 --> 00:20:12.670 align:middle line:90% that they had done in design. 00:20:12.670 --> 00:20:14.830 align:middle line:84% So getting our students to think about what 00:20:14.830 --> 00:20:16.827 align:middle line:84% are the topics related to accessibility you 00:20:16.827 --> 00:20:18.160 align:middle line:90% should think about as designers. 00:20:18.160 --> 00:20:19.910 align:middle line:84% And this was so engaging for the students. 00:20:19.910 --> 00:20:23.260 align:middle line:84% A lot of students stayed after class to talk to our panelists. 00:20:23.260 --> 00:20:24.550 align:middle line:90% And so this was really-- 00:20:24.550 --> 00:20:27.220 align:middle line:84% I think this was probably my favorite part of it. 00:20:27.220 --> 00:20:30.186 align:middle line:90% And then-- oops. 00:20:30.186 --> 00:20:33.090 align:middle line:90% I went too far. 00:20:33.090 --> 00:20:35.120 align:middle line:90% [INTERPOSING VOICES] 00:20:35.120 --> 00:20:36.000 align:middle line:90% I skipped ahead. 00:20:36.000 --> 00:20:38.610 align:middle line:84% I wanted to talk about the hands-on activity. 00:20:38.610 --> 00:20:40.675 align:middle line:84% That was the last part of that triangle. 00:20:40.675 --> 00:20:42.580 align:middle line:90% [INAUDIBLE] Oh, did I? 00:20:42.580 --> 00:20:43.080 align:middle line:90% Oh, yeah. 00:20:43.080 --> 00:20:44.622 align:middle line:84% That was what I was doing yesterday. 00:20:44.622 --> 00:20:45.486 align:middle line:90% [LAUGHTER] 00:20:45.486 --> 00:20:46.350 align:middle line:90% Sorry, everybody. 00:20:46.350 --> 00:20:47.870 align:middle line:90% I got too excited. 00:20:47.870 --> 00:20:50.800 align:middle line:90% 00:20:50.800 --> 00:20:52.660 align:middle line:90% Yep. 00:20:52.660 --> 00:20:53.917 align:middle line:90% Slide 22. 00:20:53.917 --> 00:20:55.410 align:middle line:90% OK. 00:20:55.410 --> 00:20:57.810 align:middle line:84% After they had been introduced to the universal design 00:20:57.810 --> 00:21:02.010 align:middle line:84% concepts and accessibility and we had the panel, 00:21:02.010 --> 00:21:05.820 align:middle line:84% I had them do some hands-on activities in our group 00:21:05.820 --> 00:21:06.465 align:middle line:90% sessions. 00:21:06.465 --> 00:21:08.670 align:middle line:84% So the smaller part of the class, only 25 students 00:21:08.670 --> 00:21:09.570 align:middle line:90% in a group. 00:21:09.570 --> 00:21:12.945 align:middle line:84% And they got into groups and we assigned them-- 00:21:12.945 --> 00:21:17.760 align:middle line:84% or actually, they got to choose different design challenges. 00:21:17.760 --> 00:21:21.270 align:middle line:84% And the HCD students helped me design them based-- 00:21:21.270 --> 00:21:26.130 align:middle line:84% there are examples of solutions that probably 00:21:26.130 --> 00:21:27.880 align:middle line:90% could be made more accessible. 00:21:27.880 --> 00:21:31.200 align:middle line:90% So for example, a pill splitter. 00:21:31.200 --> 00:21:34.533 align:middle line:84% We wrote up a persona about someone 00:21:34.533 --> 00:21:36.450 align:middle line:84% that had difficulty using their pill splitter, 00:21:36.450 --> 00:21:38.747 align:middle line:84% but they had to use it all the time. 00:21:38.747 --> 00:21:40.830 align:middle line:84% But it's probably not the most accessible solution 00:21:40.830 --> 00:21:41.430 align:middle line:90% for everybody. 00:21:41.430 --> 00:21:44.070 align:middle line:84% So if you have dexterity issues or strength in your hands 00:21:44.070 --> 00:21:44.970 align:middle line:90% issues, for example. 00:21:44.970 --> 00:21:46.728 align:middle line:84% So we brought up a persona for that. 00:21:46.728 --> 00:21:48.270 align:middle line:84% And then the students were challenged 00:21:48.270 --> 00:21:52.310 align:middle line:84% to use really inexpensive prototyping tools. 00:21:52.310 --> 00:21:57.590 align:middle line:84% So I just brought in like paper, and string, and pipe cleaners. 00:21:57.590 --> 00:22:00.390 align:middle line:84% Really inexpensive things, but challenging 00:22:00.390 --> 00:22:02.160 align:middle line:84% the groups to think about modifications 00:22:02.160 --> 00:22:04.380 align:middle line:84% or a different way to approach that solution 00:22:04.380 --> 00:22:05.730 align:middle line:90% to make it more accessible. 00:22:05.730 --> 00:22:08.695 align:middle line:84% And then they had to report out on their ideas. 00:22:08.695 --> 00:22:09.820 align:middle line:90% So that's what [INAUDIBLE]. 00:22:09.820 --> 00:22:11.130 align:middle line:90% I actually want more of this. 00:22:11.130 --> 00:22:12.660 align:middle line:84% So I'm challenged this year to think 00:22:12.660 --> 00:22:17.430 align:middle line:84% about how I can have more hands-on activities like that. 00:22:17.430 --> 00:22:20.160 align:middle line:84% That was probably one of their most favorite things to do. 00:22:20.160 --> 00:22:22.290 align:middle line:84% And then, yeah, they had to report out on it. 00:22:22.290 --> 00:22:24.082 align:middle line:84% And I think it was really good for everyone 00:22:24.082 --> 00:22:25.730 align:middle line:90% to see what people came up with. 00:22:25.730 --> 00:22:27.000 align:middle line:90% They were pretty creative. 00:22:27.000 --> 00:22:30.000 align:middle line:90% So that was really fun. 00:22:30.000 --> 00:22:33.950 align:middle line:84% And then, I didn't really even directly ask about this topic, 00:22:33.950 --> 00:22:36.790 align:middle line:84% but the response was really positive because they cited, 00:22:36.790 --> 00:22:39.500 align:middle line:84% in both my mid-quarter evaluations and end-quarter 00:22:39.500 --> 00:22:42.160 align:middle line:84% evaluations that this was one of the most 00:22:42.160 --> 00:22:44.740 align:middle line:84% favorite modules of the course and they really liked it. 00:22:44.740 --> 00:22:48.590 align:middle line:84% So I have to crunch the data I have, evaluations also, 00:22:48.590 --> 00:22:50.340 align:middle line:84% but I haven't done the numbers crunch yet. 00:22:50.340 --> 00:22:54.070 align:middle line:84% I'm hoping to publish this work at ASCE next summer. 00:22:54.070 --> 00:22:55.112 align:middle line:90% So that should be coming. 00:22:55.112 --> 00:22:56.987 align:middle line:84% And I can actually look at their evaluations. 00:22:56.987 --> 00:22:58.990 align:middle line:84% But just anecdotally, they called it out 00:22:58.990 --> 00:23:01.173 align:middle line:84% in the evaluations, so that was really great. 00:23:01.173 --> 00:23:03.340 align:middle line:84% And then, Brianna asked us to kind of reflect on how 00:23:03.340 --> 00:23:04.750 align:middle line:90% does this help build community. 00:23:04.750 --> 00:23:06.167 align:middle line:84% And I've been thinking about that. 00:23:06.167 --> 00:23:08.800 align:middle line:84% And just even in like having this peer-to-peer discussion 00:23:08.800 --> 00:23:10.990 align:middle line:84% on these concepts within class and getting 00:23:10.990 --> 00:23:14.650 align:middle line:84% them to engage in something that's motivating, 00:23:14.650 --> 00:23:16.360 align:middle line:84% outside what they normally think about, 00:23:16.360 --> 00:23:18.640 align:middle line:90% perhaps, has been really great. 00:23:18.640 --> 00:23:20.260 align:middle line:84% And also just seeing their engagement 00:23:20.260 --> 00:23:22.093 align:middle line:84% with the guests from the panel, for example, 00:23:22.093 --> 00:23:24.320 align:middle line:90% was really great to see. 00:23:24.320 --> 00:23:27.100 align:middle line:84% And then also, having this in my classes 00:23:27.100 --> 00:23:30.310 align:middle line:84% has allowed me to tie it into other accessibility 00:23:30.310 --> 00:23:32.110 align:middle line:84% opportunities on campus, like other efforts 00:23:32.110 --> 00:23:32.860 align:middle line:90% that are going on. 00:23:32.860 --> 00:23:37.510 align:middle line:84% So in the lesson, we highlighted HuskyADAPT, for example. 00:23:37.510 --> 00:23:39.370 align:middle line:84% And then other work that's been going 00:23:39.370 --> 00:23:42.585 align:middle line:84% on, just on student effort at like therapy clinics, 00:23:42.585 --> 00:23:43.960 align:middle line:84% for example, their participation. 00:23:43.960 --> 00:23:46.060 align:middle line:84% The other thing that I was able to cite 00:23:46.060 --> 00:23:48.100 align:middle line:84% was, there was initiative through the ASUW 00:23:48.100 --> 00:23:51.760 align:middle line:84% last year, challenging everyone to show solidarity 00:23:51.760 --> 00:23:53.560 align:middle line:84% with students who have disabilities, 00:23:53.560 --> 00:23:57.350 align:middle line:84% or anybody who has disabilities to avoid the stairs for two 00:23:57.350 --> 00:23:57.870 align:middle line:90% weeks. 00:23:57.870 --> 00:23:59.650 align:middle line:84% And you might have seen that on campus. 00:23:59.650 --> 00:24:02.530 align:middle line:84% And I was able to pass it around in class and show the flyer. 00:24:02.530 --> 00:24:04.090 align:middle line:84% And no one had really heard about it. 00:24:04.090 --> 00:24:06.550 align:middle line:84% Maybe it wasn't on their mind or they didn't notice it. 00:24:06.550 --> 00:24:08.520 align:middle line:84% And when we talked about it, it was really cool 00:24:08.520 --> 00:24:10.270 align:middle line:84% because I was like, do you guys ever think 00:24:10.270 --> 00:24:11.830 align:middle line:90% about how accessible campus is. 00:24:11.830 --> 00:24:12.940 align:middle line:90% And most of them said, no. 00:24:12.940 --> 00:24:14.410 align:middle line:90% We never think about that. 00:24:14.410 --> 00:24:15.880 align:middle line:84% So it was just a really great way 00:24:15.880 --> 00:24:19.080 align:middle line:84% to highlight those other efforts that are going on on campus. 00:24:19.080 --> 00:24:20.620 align:middle line:90% So it could be useful. 00:24:20.620 --> 00:24:22.365 align:middle line:90% And I think that's all I have. 00:24:22.365 --> 00:24:23.990 align:middle line:84% I'd be happy to answer questions later. 00:24:23.990 --> 00:24:26.970 align:middle line:90% 00:24:26.970 --> 00:24:27.700 align:middle line:90% Fine. 00:24:27.700 --> 00:24:29.980 align:middle line:90% Thank you. 00:24:29.980 --> 00:24:30.950 align:middle line:90% All right. 00:24:30.950 --> 00:24:31.450 align:middle line:90% Hi. 00:24:31.450 --> 00:24:32.770 align:middle line:90% My name is Dianne Hendricks. 00:24:32.770 --> 00:24:35.280 align:middle line:84% I'm a lecturer in Human Centered Design & Engineering. 00:24:35.280 --> 00:24:37.300 align:middle line:84% I want to thank Alyssa for bringing us 00:24:37.300 --> 00:24:41.770 align:middle line:84% into the topic of how you can implement accessibility 00:24:41.770 --> 00:24:42.910 align:middle line:90% in your classes. 00:24:42.910 --> 00:24:45.790 align:middle line:84% I'm going to talk about a course that we have 00:24:45.790 --> 00:24:47.260 align:middle line:90% developed through Husky Adapt. 00:24:47.260 --> 00:24:50.455 align:middle line:90% 00:24:50.455 --> 00:24:52.330 align:middle line:84% So I'm going to talk about first, some course 00:24:52.330 --> 00:24:55.643 align:middle line:84% policies and a project-based design course. 00:24:55.643 --> 00:24:58.060 align:middle line:84% And then I'm going to touch a little bit on toy adaptation 00:24:58.060 --> 00:25:01.150 align:middle line:84% with HuskyADAPT, but Molly will lead the role, 00:25:01.150 --> 00:25:02.980 align:middle line:84% talk to you more about HuskyADAPT 00:25:02.980 --> 00:25:05.800 align:middle line:84% and all the great work that student organization is doing. 00:25:05.800 --> 00:25:10.240 align:middle line:84% So I know one goal of this work is to bring accessibility 00:25:10.240 --> 00:25:12.790 align:middle line:84% to a wider audience, and also to let anyone 00:25:12.790 --> 00:25:15.180 align:middle line:84% out there who is interested in bringing accessibility 00:25:15.180 --> 00:25:16.930 align:middle line:84% into their classroom or just learning more 00:25:16.930 --> 00:25:18.240 align:middle line:90% about themselves-- 00:25:18.240 --> 00:25:19.960 align:middle line:84% you can have any type of background 00:25:19.960 --> 00:25:22.460 align:middle line:90% and still engage in this work. 00:25:22.460 --> 00:25:24.800 align:middle line:84% So for example, my training is in molecular biology, 00:25:24.800 --> 00:25:26.260 align:middle line:90% psychology, and genetics. 00:25:26.260 --> 00:25:29.350 align:middle line:84% And then, lo and behold, here I am in the Human Centered Design 00:25:29.350 --> 00:25:32.080 align:middle line:84% and Engineering department here at UW, and a co-founder 00:25:32.080 --> 00:25:34.780 align:middle line:84% of HuskyADAPT, which is Accessible Design and Play 00:25:34.780 --> 00:25:36.700 align:middle line:90% Technology. 00:25:36.700 --> 00:25:39.250 align:middle line:84% So you don't need to have any specific type of training 00:25:39.250 --> 00:25:41.140 align:middle line:84% or background to be involved in this. 00:25:41.140 --> 00:25:44.550 align:middle line:90% 00:25:44.550 --> 00:25:45.790 align:middle line:90% OK. 00:25:45.790 --> 00:25:48.550 align:middle line:84% So I also wanted to say that everyone can and should 00:25:48.550 --> 00:25:50.950 align:middle line:90% advocate for accessibility. 00:25:50.950 --> 00:25:53.260 align:middle line:84% Universal design is an interdisciplinary and 00:25:53.260 --> 00:25:55.095 align:middle line:90% collaborative space to work in. 00:25:55.095 --> 00:25:57.220 align:middle line:84% You can see from all of the backgrounds of everyone 00:25:57.220 --> 00:25:59.080 align:middle line:84% here on this panel, and how we have 00:25:59.080 --> 00:26:04.120 align:middle line:84% talked about reaching out to different departments 00:26:04.120 --> 00:26:04.960 align:middle line:90% and organizations. 00:26:04.960 --> 00:26:07.510 align:middle line:84% You can see it's a very collaborative effort. 00:26:07.510 --> 00:26:10.300 align:middle line:84% Students are really, really interested in accessibility. 00:26:10.300 --> 00:26:14.230 align:middle line:84% They find it very interesting, as Alyssa alluded to. 00:26:14.230 --> 00:26:15.980 align:middle line:84% And I think one reason that students 00:26:15.980 --> 00:26:18.790 align:middle line:84% are so excited about learning about accessibility 00:26:18.790 --> 00:26:21.430 align:middle line:84% is because accessible design is very impactful 00:26:21.430 --> 00:26:23.030 align:middle line:90% and also challenging. 00:26:23.030 --> 00:26:25.900 align:middle line:84% And I also wanted to say that accessibility 00:26:25.900 --> 00:26:27.430 align:middle line:90% is an ethical issue. 00:26:27.430 --> 00:26:29.440 align:middle line:84% I really do feel there is a moral imperative 00:26:29.440 --> 00:26:32.710 align:middle line:84% to make our world accessible for all people. 00:26:32.710 --> 00:26:34.690 align:middle line:84% So what I have here on this side here, 00:26:34.690 --> 00:26:37.700 align:middle line:84% I have a photo of one of our HuskyADAPT students. 00:26:37.700 --> 00:26:40.560 align:middle line:84% This was a clinician outreach that we did. 00:26:40.560 --> 00:26:43.120 align:middle line:84% So the HuskyADAPT students actually went 00:26:43.120 --> 00:26:47.650 align:middle line:84% to a physical therapist, went to a clinic. 00:26:47.650 --> 00:26:49.150 align:middle line:84% And we trained a physical therapist 00:26:49.150 --> 00:26:53.050 align:middle line:84% on how to adapt electronic toys for children with disabilities. 00:26:53.050 --> 00:26:54.580 align:middle line:84% And they could then use this when 00:26:54.580 --> 00:26:56.260 align:middle line:90% working with their patients. 00:26:56.260 --> 00:27:00.220 align:middle line:84% They could adapt a particular toy for a particular child, 00:27:00.220 --> 00:27:04.150 align:middle line:90% to help them in their therapy. 00:27:04.150 --> 00:27:07.300 align:middle line:84% Here's a really easy thing that anyone interested in teaching 00:27:07.300 --> 00:27:09.040 align:middle line:90% and accessibility can do. 00:27:09.040 --> 00:27:11.050 align:middle line:84% You can just cut and paste this from my slide. 00:27:11.050 --> 00:27:12.010 align:middle line:90% I don't mind. 00:27:12.010 --> 00:27:15.630 align:middle line:84% But I really highlight diversity inclusion in my syllabus. 00:27:15.630 --> 00:27:18.490 align:middle line:84% And in fact, I make it the very first course policy 00:27:18.490 --> 00:27:19.960 align:middle line:90% that I have up. 00:27:19.960 --> 00:27:22.270 align:middle line:84% Sometimes people will have this kind of tacked 00:27:22.270 --> 00:27:23.650 align:middle line:90% on at the end of their syllabus. 00:27:23.650 --> 00:27:25.430 align:middle line:90% I make it front and center. 00:27:25.430 --> 00:27:27.790 align:middle line:84% So I just make it very clear that we want students 00:27:27.790 --> 00:27:29.750 align:middle line:90% to feel safe and respected. 00:27:29.750 --> 00:27:33.130 align:middle line:84% We welcome people of all backgrounds, 00:27:33.130 --> 00:27:36.030 align:middle line:84% specifically citing abilities, and also citing 00:27:36.030 --> 00:27:38.438 align:middle line:84% visible and non-visible differences. 00:27:38.438 --> 00:27:39.730 align:middle line:90% So I put this front and center. 00:27:39.730 --> 00:27:41.530 align:middle line:84% I actually, on the first day, ask the students 00:27:41.530 --> 00:27:43.120 align:middle line:84% to look through the syllabus and tell 00:27:43.120 --> 00:27:46.610 align:middle line:84% me tell me how many times the word respect is mentioned. 00:27:46.610 --> 00:27:48.280 align:middle line:90% Quite a lot, is the answer. 00:27:48.280 --> 00:27:51.210 align:middle line:84% So I just make this front and center when I'm teaching. 00:27:51.210 --> 00:27:52.960 align:middle line:84% Right after that, that I have a disability 00:27:52.960 --> 00:27:55.145 align:middle line:90% accommodations paragraph. 00:27:55.145 --> 00:27:56.770 align:middle line:84% Again, feel free to cut and paste this, 00:27:56.770 --> 00:27:58.252 align:middle line:90% if you're interested. 00:27:58.252 --> 00:28:00.460 align:middle line:84% But I just want to make it clear that I want everyone 00:28:00.460 --> 00:28:03.100 align:middle line:84% to have access to everything in my course. 00:28:03.100 --> 00:28:05.130 align:middle line:84% I also do tell students that I want 00:28:05.130 --> 00:28:07.575 align:middle line:84% them to go to Disability Resources for Students. 00:28:07.575 --> 00:28:08.950 align:middle line:84% And that's not because I'm trying 00:28:08.950 --> 00:28:11.590 align:middle line:84% to push off the responsibility or because I'm not 00:28:11.590 --> 00:28:13.330 align:middle line:84% interested in working with students. 00:28:13.330 --> 00:28:15.790 align:middle line:84% It's because I want students to go here and get 00:28:15.790 --> 00:28:17.380 align:middle line:90% the resources they need. 00:28:17.380 --> 00:28:19.840 align:middle line:84% Get the documentation and the letters 00:28:19.840 --> 00:28:21.640 align:middle line:84% that they need for other classes, 00:28:21.640 --> 00:28:26.290 align:middle line:84% for other faculty who may not be as aware, or as 00:28:26.290 --> 00:28:27.520 align:middle line:90% willing, or interested. 00:28:27.520 --> 00:28:29.140 align:middle line:84% Just want to make sure that the students are getting 00:28:29.140 --> 00:28:30.880 align:middle line:84% all the accommodations that they need, 00:28:30.880 --> 00:28:34.780 align:middle line:84% and just make them aware of this campus resource. 00:28:34.780 --> 00:28:35.280 align:middle line:90% All right. 00:28:35.280 --> 00:28:37.530 align:middle line:84% I'm going to talk about our first two 00:28:37.530 --> 00:28:40.680 align:middle line:84% offerings of HuskyADAPT Vertically Integrated Projects. 00:28:40.680 --> 00:28:43.710 align:middle line:84% That's called V-I-P. This is an effort from the College 00:28:43.710 --> 00:28:47.010 align:middle line:84% of Engineering to have courses that 00:28:47.010 --> 00:28:49.080 align:middle line:84% are open to students of all majors, 00:28:49.080 --> 00:28:51.870 align:middle line:84% but are also open to students anywhere from first year 00:28:51.870 --> 00:28:55.620 align:middle line:84% undergraduates up until PhD students. 00:28:55.620 --> 00:28:57.210 align:middle line:84% And I want to just give a shout out 00:28:57.210 --> 00:29:01.260 align:middle line:84% to the instructors of the course, Kat Steele, myself, 00:29:01.260 --> 00:29:04.920 align:middle line:84% Heather Feldner, Anat Caspi and George Zadicka. 00:29:04.920 --> 00:29:10.230 align:middle line:84% And also wanted to appreciate our sponsorship by the Mathers 00:29:10.230 --> 00:29:13.480 align:middle line:84% Fund to Empower & Improve Human Ability. 00:29:13.480 --> 00:29:16.650 align:middle line:84% So in the VIP course, the HuskyADAPT course, 00:29:16.650 --> 00:29:19.620 align:middle line:84% we have student teams that work with a local need expert. 00:29:19.620 --> 00:29:23.430 align:middle line:84% And the local need expert is someone here in the Seattle 00:29:23.430 --> 00:29:26.700 align:middle line:84% area who has a disability or someone who's advocating 00:29:26.700 --> 00:29:28.460 align:middle line:90% for people with disabilities. 00:29:28.460 --> 00:29:30.660 align:middle line:84% And they are able to work closely with the students 00:29:30.660 --> 00:29:32.580 align:middle line:90% to develop a problem statement. 00:29:32.580 --> 00:29:34.200 align:middle line:84% And then, we also have the students 00:29:34.200 --> 00:29:36.480 align:middle line:90% engage in participatory design. 00:29:36.480 --> 00:29:38.370 align:middle line:84% So the students and the need expert 00:29:38.370 --> 00:29:41.760 align:middle line:84% work very closely to make sure that, as we've mentioned 00:29:41.760 --> 00:29:43.710 align:middle line:84% earlier, that the students aren't designing 00:29:43.710 --> 00:29:46.230 align:middle line:84% something just for themselves or something that would only 00:29:46.230 --> 00:29:48.810 align:middle line:90% work for people like them. 00:29:48.810 --> 00:29:52.170 align:middle line:84% We want them to make their design, in particular, 00:29:52.170 --> 00:29:53.970 align:middle line:90% accessible for this need expert. 00:29:53.970 --> 00:29:57.150 align:middle line:84% But we want to try to make it accessible for everyone, 00:29:57.150 --> 00:29:58.400 align:middle line:90% if possible. 00:29:58.400 --> 00:30:00.030 align:middle line:84% So in our first offering of the class, 00:30:00.030 --> 00:30:02.760 align:middle line:84% we had two projects that I'll mention just quickly. 00:30:02.760 --> 00:30:05.070 align:middle line:84% You can also go to our website to see 00:30:05.070 --> 00:30:06.810 align:middle line:90% a list of all the projects. 00:30:06.810 --> 00:30:09.330 align:middle line:84% On the left, you see a collaborative play environment 00:30:09.330 --> 00:30:10.230 align:middle line:90% that was designed. 00:30:10.230 --> 00:30:14.400 align:middle line:84% This is a large table and it can be rotated at different angles. 00:30:14.400 --> 00:30:17.070 align:middle line:84% It can be lowered or raised to accommodate 00:30:17.070 --> 00:30:19.530 align:middle line:84% someone in a wheelchair, someone in a chair, 00:30:19.530 --> 00:30:23.940 align:middle line:84% or someone who's standing, or younger children or older 00:30:23.940 --> 00:30:24.870 align:middle line:90% children. 00:30:24.870 --> 00:30:28.080 align:middle line:84% And then, we also have this hand-held modular grip. 00:30:28.080 --> 00:30:31.920 align:middle line:84% So this was a grip that could be attached to the hand 00:30:31.920 --> 00:30:34.560 align:middle line:84% and then used to grip things such as a toothbrush 00:30:34.560 --> 00:30:36.930 align:middle line:84% or other activities that someone would 00:30:36.930 --> 00:30:39.150 align:middle line:90% use in their daily living. 00:30:39.150 --> 00:30:42.330 align:middle line:84% I'll talk in a little bit of detail about a day tracker app. 00:30:42.330 --> 00:30:46.080 align:middle line:84% Here's a picture of the student team, including our needs 00:30:46.080 --> 00:30:48.150 align:middle line:84% expert, Jayna, who's an 11-year-old girl 00:30:48.150 --> 00:30:50.820 align:middle line:90% with hemimegalencephaly. 00:30:50.820 --> 00:30:53.040 align:middle line:84% She was born with this condition and actually, 00:30:53.040 --> 00:30:55.380 align:middle line:84% when she was 28-days old, because she 00:30:55.380 --> 00:30:59.170 align:middle line:84% was having severe seizures, half of her brain was removed. 00:30:59.170 --> 00:31:02.490 align:middle line:84% So she actually-- she sees with one eye. 00:31:02.490 --> 00:31:06.900 align:middle line:84% She primarily uses one hand for most of her activities. 00:31:06.900 --> 00:31:09.420 align:middle line:84% So what we wanted to do is have some kind of app 00:31:09.420 --> 00:31:13.320 align:middle line:84% to keep track of task completion in Jayna's day at school, 00:31:13.320 --> 00:31:14.960 align:middle line:84% and also to keep track of her emotions, 00:31:14.960 --> 00:31:17.770 align:middle line:84% see how Jayna is feeling throughout the day. 00:31:17.770 --> 00:31:20.610 align:middle line:84% This was to address a bullying incident, unfortunately, 00:31:20.610 --> 00:31:21.840 align:middle line:90% that had occurred. 00:31:21.840 --> 00:31:25.160 align:middle line:84% So here is a prototype of the Day Tracker app. 00:31:25.160 --> 00:31:30.540 align:middle line:84% It was a touch screen, because Jayna is more of a touch screen 00:31:30.540 --> 00:31:34.382 align:middle line:84% swiping person, rather than typing with a keyboard. 00:31:34.382 --> 00:31:36.090 align:middle line:84% And we had to make it appropriate for use 00:31:36.090 --> 00:31:38.280 align:middle line:84% in a middle school classroom, and something that Jayna would 00:31:38.280 --> 00:31:40.697 align:middle line:84% be able to use, and something that wouldn't be distracting 00:31:40.697 --> 00:31:41.885 align:middle line:90% for the other students. 00:31:41.885 --> 00:31:43.260 align:middle line:84% And this is the platform that was 00:31:43.260 --> 00:31:47.340 align:middle line:84% used for Jayna, her parents, her teachers, and the aides, 00:31:47.340 --> 00:31:51.720 align:middle line:84% to communicate with each other about how Jayna's was doing. 00:31:51.720 --> 00:31:55.260 align:middle line:84% The project that I worked on this last year, our need expert 00:31:55.260 --> 00:31:56.850 align:middle line:90% was Outdoors for All. 00:31:56.850 --> 00:31:58.920 align:middle line:84% That's a nationwide organization that 00:31:58.920 --> 00:32:02.240 align:middle line:84% makes recreational activities accessible for everyone. 00:32:02.240 --> 00:32:04.740 align:middle line:84% In the middle, I have a picture of the outdoor climbing wall 00:32:04.740 --> 00:32:07.950 align:middle line:84% at Magnuson Park, that was taken here in Seattle. 00:32:07.950 --> 00:32:10.050 align:middle line:84% And then on the right, I'm showing the team. 00:32:10.050 --> 00:32:14.580 align:middle line:84% We have Alex Jones, who is from Outdoors for All, 00:32:14.580 --> 00:32:17.790 align:middle line:84% and then the three students who are working on this project. 00:32:17.790 --> 00:32:20.130 align:middle line:84% We were tasked with trying to come up 00:32:20.130 --> 00:32:23.040 align:middle line:84% with a solution, an accessible climbing wall for people 00:32:23.040 --> 00:32:24.850 align:middle line:90% with cognitive disabilities. 00:32:24.850 --> 00:32:29.170 align:middle line:84% So we were told that the people who come to climb, 00:32:29.170 --> 00:32:31.110 align:middle line:84% they really enjoy the sense of community, 00:32:31.110 --> 00:32:33.810 align:middle line:84% and they really enjoy the sense of accomplishment they get out 00:32:33.810 --> 00:32:34.900 align:middle line:90% of climbing. 00:32:34.900 --> 00:32:38.310 align:middle line:84% And so, we really wanted to promote 00:32:38.310 --> 00:32:40.140 align:middle line:84% that sense of accomplishment and community, 00:32:40.140 --> 00:32:41.970 align:middle line:84% and also allow the climbers to communicate 00:32:41.970 --> 00:32:43.350 align:middle line:90% with each other visually. 00:32:43.350 --> 00:32:45.690 align:middle line:84% So what we ended up designing-- and we have two 00:32:45.690 --> 00:32:47.095 align:middle line:90% prototypes here. 00:32:47.095 --> 00:32:48.720 align:middle line:84% They're both thermochromic, which means 00:32:48.720 --> 00:32:49.980 align:middle line:90% they're temperature activated. 00:32:49.980 --> 00:32:53.890 align:middle line:84% So the hold will change color when the climber 00:32:53.890 --> 00:32:55.470 align:middle line:90% places their hand on it. 00:32:55.470 --> 00:32:58.530 align:middle line:84% I have one that is a 3D printed with the thermochromic material 00:32:58.530 --> 00:32:59.370 align:middle line:90% at the top. 00:32:59.370 --> 00:33:02.790 align:middle line:84% And then when that is painted with the thermochromic material 00:33:02.790 --> 00:33:04.000 align:middle line:90% down at the bottom. 00:33:04.000 --> 00:33:06.960 align:middle line:84% So we wanted to use these holds on the climbing wall. 00:33:06.960 --> 00:33:09.840 align:middle line:84% And that way, the partner of who-- 00:33:09.840 --> 00:33:11.700 align:middle line:84% partners who are climbing together 00:33:11.700 --> 00:33:15.510 align:middle line:84% can quickly show each other where they have climbed, 00:33:15.510 --> 00:33:18.270 align:middle line:84% or perhaps map out a route for someone to follow them. 00:33:18.270 --> 00:33:20.400 align:middle line:84% But it really allows them to communicate visually 00:33:20.400 --> 00:33:25.260 align:middle line:84% in a space like a climbing wall, where things are very loud. 00:33:25.260 --> 00:33:28.360 align:middle line:84% We wanted to have something visual for them. 00:33:28.360 --> 00:33:28.860 align:middle line:90% All right. 00:33:28.860 --> 00:33:29.860 align:middle line:90% That's all I had to say. 00:33:29.860 --> 00:33:31.910 align:middle line:84% I'm going to turn it over to Molly Mollica, who's 00:33:31.910 --> 00:33:33.660 align:middle line:84% going to talk about the HuskyADAPT student 00:33:33.660 --> 00:33:38.954 align:middle line:84% organization and the activities and outreach that we do there. 00:33:38.954 --> 00:33:39.840 align:middle line:90% Hi. 00:33:39.840 --> 00:33:42.150 align:middle line:84% Thank you, everyone, for having me today. 00:33:42.150 --> 00:33:44.290 align:middle line:84% As was said, my name is Molly Mollica, 00:33:44.290 --> 00:33:46.260 align:middle line:84% and I'm a graduate student in Bioengineering 00:33:46.260 --> 00:33:50.010 align:middle line:84% and one of the many student leaders of HuskyADAPT. 00:33:50.010 --> 00:33:52.950 align:middle line:84% HuskyADAPT is an acronym for Accessible Design 00:33:52.950 --> 00:33:54.680 align:middle line:90% And Play Technology. 00:33:54.680 --> 00:33:56.430 align:middle line:84% I'm going to briefly go through three ways 00:33:56.430 --> 00:34:00.360 align:middle line:84% that we engage students in accessibility on campus. 00:34:00.360 --> 00:34:02.940 align:middle line:84% One of those ways is toy adaptation. 00:34:02.940 --> 00:34:08.880 align:middle line:84% A second way is design, and a third way is outreach. 00:34:08.880 --> 00:34:11.679 align:middle line:90% And so, what is an adaptive toy? 00:34:11.679 --> 00:34:13.500 align:middle line:84% I need to share this first, and then I'll 00:34:13.500 --> 00:34:15.179 align:middle line:84% tell you how we're adapting them and how 00:34:15.179 --> 00:34:16.320 align:middle line:90% we're engaging students. 00:34:16.320 --> 00:34:22.560 align:middle line:84% So an adaptive toy is a toy that has this jack added 00:34:22.560 --> 00:34:23.699 align:middle line:90% within its circuit. 00:34:23.699 --> 00:34:25.949 align:middle line:84% And what this jack allows is for a variety 00:34:25.949 --> 00:34:29.190 align:middle line:84% of alternative activation switches to be plugged in so 00:34:29.190 --> 00:34:33.989 align:middle line:84% that rather than activating the toy in the original activation 00:34:33.989 --> 00:34:35.580 align:middle line:84% mechanism-- so for this toy, it's 00:34:35.580 --> 00:34:38.370 align:middle line:90% squeezing the monkey's belly. 00:34:38.370 --> 00:34:42.719 align:middle line:84% You can plug-in hundreds of different options of a large-- 00:34:42.719 --> 00:34:47.550 align:middle line:84% to activate the toy, such as a large button, a bite switch, 00:34:47.550 --> 00:34:50.650 align:middle line:84% tilting your head or tucking your chin. 00:34:50.650 --> 00:34:53.550 align:middle line:84% There are lots of other ones that are not listed here, 00:34:53.550 --> 00:34:56.550 align:middle line:84% but this just increases the number 00:34:56.550 --> 00:35:01.600 align:middle line:84% of users that can engage with this toy 00:35:01.600 --> 00:35:04.900 align:middle line:84% and also benefit from the developmental benefits 00:35:04.900 --> 00:35:07.780 align:middle line:84% that toy adaptation or that toys provide. 00:35:07.780 --> 00:35:09.620 align:middle line:84% So learning things like cause and effect, 00:35:09.620 --> 00:35:12.340 align:middle line:84% and developing gross and fine motor skills. 00:35:12.340 --> 00:35:16.080 align:middle line:84% And so, what this looks like is once we have that jack added 00:35:16.080 --> 00:35:22.376 align:middle line:84% in, we can push this button and then the toy activates. 00:35:22.376 --> 00:35:23.220 align:middle line:90% [LAUGHTER] 00:35:23.220 --> 00:35:26.540 align:middle line:90% [INAUDIBLE] 00:35:26.540 --> 00:35:28.800 align:middle line:84% And so, what the toy adaptation process 00:35:28.800 --> 00:35:31.050 align:middle line:84% looks like is taking the toys apart 00:35:31.050 --> 00:35:34.920 align:middle line:84% to look at the circuit, soldering 00:35:34.920 --> 00:35:40.230 align:middle line:84% in a wire and that jack, closing up the toy, getting it working, 00:35:40.230 --> 00:35:42.900 align:middle line:84% there are usually some smiles and high fives. 00:35:42.900 --> 00:35:44.627 align:middle line:90% And then-- oops, I went-- 00:35:44.627 --> 00:35:45.460 align:middle line:90% [INTERPOSING VOICES] 00:35:45.460 --> 00:35:46.526 align:middle line:90% --don't do that. 00:35:46.526 --> 00:35:47.840 align:middle line:90% Don't do that. 00:35:47.840 --> 00:35:48.810 align:middle line:90% Ah, at the bottom. 00:35:48.810 --> 00:35:49.320 align:middle line:90% Here we go. 00:35:49.320 --> 00:35:49.820 align:middle line:90% Here we go. 00:35:49.820 --> 00:35:51.030 align:middle line:90% Here we go. 00:35:51.030 --> 00:35:54.810 align:middle line:84% And then donating the toys to clinics, or teachers, 00:35:54.810 --> 00:35:58.470 align:middle line:84% or specific community members that will use them. 00:35:58.470 --> 00:36:02.508 align:middle line:84% And so, this process is open to students of all majors 00:36:02.508 --> 00:36:03.550 align:middle line:90% and levels of experience. 00:36:03.550 --> 00:36:05.520 align:middle line:90% So we get students from-- 00:36:05.520 --> 00:36:07.200 align:middle line:84% a lot from the College of Engineering. 00:36:07.200 --> 00:36:10.100 align:middle line:84% We get physical therapy and occupational therapy students. 00:36:10.100 --> 00:36:14.160 align:middle line:84% We get students in education, or in Spanish or Japanese. 00:36:14.160 --> 00:36:17.940 align:middle line:84% So we get them from a variety of majors. 00:36:17.940 --> 00:36:19.090 align:middle line:90% We have freshmen. 00:36:19.090 --> 00:36:20.240 align:middle line:90% We have graduate students. 00:36:20.240 --> 00:36:22.740 align:middle line:84% So we get a variety of experience. 00:36:22.740 --> 00:36:24.180 align:middle line:84% It's about a two-hour commitment. 00:36:24.180 --> 00:36:26.013 align:middle line:84% So we teach people everything that they need 00:36:26.013 --> 00:36:27.490 align:middle line:90% to know within the two hours. 00:36:27.490 --> 00:36:28.930 align:middle line:90% It can be done with basic tools. 00:36:28.930 --> 00:36:33.900 align:middle line:84% So we typically use screwdrivers, soldering irons, 00:36:33.900 --> 00:36:36.420 align:middle line:90% occasionally like a file. 00:36:36.420 --> 00:36:39.470 align:middle line:90% And so, it's not very expensive. 00:36:39.470 --> 00:36:41.210 align:middle line:90% It teaches technical skills. 00:36:41.210 --> 00:36:43.500 align:middle line:84% So it teaches soldering and use of basic hand tools. 00:36:43.500 --> 00:36:46.380 align:middle line:84% It teaches some concepts, basic circuitry concepts. 00:36:46.380 --> 00:36:49.200 align:middle line:84% And it also starts conversations about accessibility, 00:36:49.200 --> 00:36:50.960 align:middle line:90% and access, and equity. 00:36:50.960 --> 00:36:53.610 align:middle line:84% And I think that toy adaptation is a great introduction 00:36:53.610 --> 00:36:56.460 align:middle line:84% to a lot of the other things that were discussed 00:36:56.460 --> 00:36:59.520 align:middle line:90% so far in this webinar. 00:36:59.520 --> 00:37:01.770 align:middle line:84% So toys aren't the only important items 00:37:01.770 --> 00:37:04.140 align:middle line:84% that aren't designed for the needs of all users. 00:37:04.140 --> 00:37:07.800 align:middle line:84% And that's where our design projects come in. 00:37:07.800 --> 00:37:10.110 align:middle line:84% Dianne talked about these in detail. 00:37:10.110 --> 00:37:12.940 align:middle line:84% We have some that are associated with courses, 00:37:12.940 --> 00:37:17.120 align:middle line:84% so the vertically integrated projects, the VIP course. 00:37:17.120 --> 00:37:20.090 align:middle line:84% And we also have some design teams that are just part of-- 00:37:20.090 --> 00:37:21.660 align:middle line:84% about credit hours that are just part 00:37:21.660 --> 00:37:24.710 align:middle line:90% of the student organization. 00:37:24.710 --> 00:37:28.428 align:middle line:84% And so this is-- they're also open to students of all majors 00:37:28.428 --> 00:37:29.970 align:middle line:84% and levels of experience, but they're 00:37:29.970 --> 00:37:30.990 align:middle line:90% much larger commitments. 00:37:30.990 --> 00:37:33.365 align:middle line:84% So instead of two hours, they're more of a 10-hour a week 00:37:33.365 --> 00:37:33.980 align:middle line:90% commitment. 00:37:33.980 --> 00:37:38.560 align:middle line:84% So it's sort of a deeper dive into accessible design. 00:37:38.560 --> 00:37:41.220 align:middle line:84% It generally requires more advanced skills. 00:37:41.220 --> 00:37:43.150 align:middle line:84% And so, dependent on the project, 00:37:43.150 --> 00:37:46.200 align:middle line:84% we try to fit students into a project that 00:37:46.200 --> 00:37:50.780 align:middle line:84% fits their interests and also their expertise. 00:37:50.780 --> 00:37:52.450 align:middle line:84% So I talked to you about toy adaptation, 00:37:52.450 --> 00:37:54.190 align:middle line:84% and I talked to you about design. 00:37:54.190 --> 00:37:58.750 align:middle line:84% And outreach is when we engage with community members, 00:37:58.750 --> 00:38:02.140 align:middle line:84% whether those be K-12 students, physical therapists, community 00:38:02.140 --> 00:38:05.052 align:middle line:84% members within our toy adaptation and design. 00:38:05.052 --> 00:38:06.760 align:middle line:84% So that's why I had it sort of stretching 00:38:06.760 --> 00:38:12.040 align:middle line:84% between these two, in that it involves engaging 00:38:12.040 --> 00:38:13.760 align:middle line:90% in toy adaptation or design. 00:38:13.760 --> 00:38:16.000 align:middle line:84% So we've done things like toy adaptation events 00:38:16.000 --> 00:38:19.180 align:middle line:84% with summer camps or Girl Scout troops. 00:38:19.180 --> 00:38:22.720 align:middle line:84% We've done teaching a universal design module in a high school 00:38:22.720 --> 00:38:26.770 align:middle line:84% engineering course, or tabling at various K-12 outreach 00:38:26.770 --> 00:38:32.010 align:middle line:84% events, either on campus or at other sites. 00:38:32.010 --> 00:38:34.930 align:middle line:84% Or even conducting a toy adaptation 00:38:34.930 --> 00:38:37.690 align:middle line:84% workshop as an education conference, 00:38:37.690 --> 00:38:42.230 align:middle line:84% or at a physical therapy clinic, or something like that. 00:38:42.230 --> 00:38:45.070 align:middle line:84% So those are the three arms of HuskyADAPT 00:38:45.070 --> 00:38:48.070 align:middle line:84% and how we engage students and community 00:38:48.070 --> 00:38:49.910 align:middle line:90% members in accessible design. 00:38:49.910 --> 00:38:53.890 align:middle line:84% I've got our website up here and my email. 00:38:53.890 --> 00:38:56.650 align:middle line:84% If you're interested in learning more, feel free to contact me. 00:38:56.650 --> 00:38:59.730 align:middle line:90% 00:38:59.730 --> 00:39:00.230 align:middle line:90% Excellent. 00:39:00.230 --> 00:39:02.660 align:middle line:84% Thank you, everybody, for sharing your expertise. 00:39:02.660 --> 00:39:05.350 align:middle line:90% I'm going to stop the-- 00:39:05.350 --> 00:39:05.960 align:middle line:90% no. 00:39:05.960 --> 00:39:08.252 align:middle line:84% I was trying to look at two computers at the same time. 00:39:08.252 --> 00:39:09.600 align:middle line:90% Stop the screen chatter. 00:39:09.600 --> 00:39:15.050 align:middle line:84% And I just want to invite you all to ask questions 00:39:15.050 --> 00:39:15.960 align:middle line:90% that you might have. 00:39:15.960 --> 00:39:21.215 align:middle line:84% You can ask them in the chat or we can ask questions, as well. 00:39:21.215 --> 00:39:23.090 align:middle line:84% I know one of the things I was thinking about 00:39:23.090 --> 00:39:27.800 align:middle line:84% as we were putting this together was how students react. 00:39:27.800 --> 00:39:30.050 align:middle line:84% And I think you all shared that it's mostly positive. 00:39:30.050 --> 00:39:31.130 align:middle line:90% Oh, yeah. 00:39:31.130 --> 00:39:34.070 align:middle line:84% Anybody have anything more they want to say about that? 00:39:34.070 --> 00:39:36.800 align:middle line:84% Well, I think the main thing is, like anything else 00:39:36.800 --> 00:39:40.490 align:middle line:84% in the curriculum, the response can be mixed. 00:39:40.490 --> 00:39:44.140 align:middle line:84% Different topics resonate with every student. 00:39:44.140 --> 00:39:45.890 align:middle line:84% And so while I think a lot of the students 00:39:45.890 --> 00:39:48.440 align:middle line:84% really like the hands-on and something 00:39:48.440 --> 00:39:49.940 align:middle line:84% different in their classes, you'll 00:39:49.940 --> 00:39:54.968 align:middle line:84% have some students who actually really want to dive deeper. 00:39:54.968 --> 00:39:57.260 align:middle line:84% And that's where it's really perfect to have HuskyADAPT 00:39:57.260 --> 00:39:58.650 align:middle line:90% because then they can go and-- 00:39:58.650 --> 00:40:01.060 align:middle line:84% they can join HuskyADAPT and become really involved. 00:40:01.060 --> 00:40:02.330 align:middle line:84% While other students are like, oh, yeah. 00:40:02.330 --> 00:40:03.663 align:middle line:90% That was an interesting lecture. 00:40:03.663 --> 00:40:04.982 align:middle line:90% I enjoyed learning about it. 00:40:04.982 --> 00:40:07.190 align:middle line:84% It might not be a central part of their future career 00:40:07.190 --> 00:40:08.120 align:middle line:90% as an engineer. 00:40:08.120 --> 00:40:10.670 align:middle line:84% But then, at least we also know that they 00:40:10.670 --> 00:40:11.660 align:middle line:90% have heard of it once. 00:40:11.660 --> 00:40:13.118 align:middle line:84% So that in the future, when they're 00:40:13.118 --> 00:40:15.810 align:middle line:84% designing a project, a product or an environment, 00:40:15.810 --> 00:40:18.290 align:middle line:84% they might just remember and think back and say, oh, yeah. 00:40:18.290 --> 00:40:20.390 align:middle line:84% What are the small tweaks we could make to this design 00:40:20.390 --> 00:40:21.515 align:middle line:90% to make it more accessible? 00:40:21.515 --> 00:40:23.940 align:middle line:84% So I think like anything in our engineering curriculum, 00:40:23.940 --> 00:40:25.353 align:middle line:84% you get really diverse responses. 00:40:25.353 --> 00:40:27.770 align:middle line:84% But it's really nice that at least everyone's heard of it. 00:40:27.770 --> 00:40:30.830 align:middle line:84% And then, there's pathways that exist for those who do 00:40:30.830 --> 00:40:33.270 align:middle line:90% want to explore it more deeply. 00:40:33.270 --> 00:40:33.770 align:middle line:90% Yes. 00:40:33.770 --> 00:40:37.490 align:middle line:84% I think the potential to have a positive impact socially 00:40:37.490 --> 00:40:41.150 align:middle line:84% is just really such a draw with accessibility work. 00:40:41.150 --> 00:40:46.610 align:middle line:84% So who doesn't want to help kids be able to have 00:40:46.610 --> 00:40:48.080 align:middle line:90% more accessible toys? 00:40:48.080 --> 00:40:50.880 align:middle line:84% And also, I found that I use accessibility 00:40:50.880 --> 00:40:54.950 align:middle line:84% as kind of a gateway to talking about other types 00:40:54.950 --> 00:40:56.790 align:middle line:90% of social justice issues. 00:40:56.790 --> 00:40:59.690 align:middle line:84% So for example, I teach a class where 00:40:59.690 --> 00:41:02.430 align:middle line:84% we talk about race, gender, sexual orientation, 00:41:02.430 --> 00:41:03.200 align:middle line:90% and ability. 00:41:03.200 --> 00:41:04.950 align:middle line:84% But I found that really, if you talk about 00:41:04.950 --> 00:41:08.030 align:middle line:84% accessibility based on disability 00:41:08.030 --> 00:41:10.010 align:middle line:84% first, that students really kind of connect 00:41:10.010 --> 00:41:14.302 align:middle line:84% with that because it's not a controversial issue, as 00:41:14.302 --> 00:41:16.260 align:middle line:84% much as some of the other considerations, race, 00:41:16.260 --> 00:41:18.140 align:middle line:90% gender, sexual orientation. 00:41:18.140 --> 00:41:21.020 align:middle line:84% It's just something that everybody can really 00:41:21.020 --> 00:41:23.930 align:middle line:84% understand, and it's something that people 00:41:23.930 --> 00:41:27.680 align:middle line:84% see examples of in their daily life all the time. 00:41:27.680 --> 00:41:30.440 align:middle line:84% So I really appreciate kind of even using 00:41:30.440 --> 00:41:34.490 align:middle line:84% this, accessibility and the space of disability studies 00:41:34.490 --> 00:41:37.115 align:middle line:84% to really expand into other topics. 00:41:37.115 --> 00:41:43.600 align:middle line:90% 00:41:43.600 --> 00:41:46.290 align:middle line:90% Any questions anybody has? 00:41:46.290 --> 00:41:47.790 align:middle line:84% I have more, but again, I invite you 00:41:47.790 --> 00:41:49.980 align:middle line:90% to chime in on our discussion. 00:41:49.980 --> 00:41:52.320 align:middle line:84% I think the other thing, when I talk about-- 00:41:52.320 --> 00:41:56.790 align:middle line:84% or I talk to faculty and they're interested in things 00:41:56.790 --> 00:42:00.240 align:middle line:84% related to disability and accessibility. 00:42:00.240 --> 00:42:02.070 align:middle line:84% Some folks have deep expertise on this. 00:42:02.070 --> 00:42:04.680 align:middle line:84% And so, it's easier to figure out how 00:42:04.680 --> 00:42:05.950 align:middle line:90% they might find time for this. 00:42:05.950 --> 00:42:07.878 align:middle line:84% But I think when you're busy with a career, 00:42:07.878 --> 00:42:10.170 align:middle line:84% and you're doing research, and you're teaching classes, 00:42:10.170 --> 00:42:14.670 align:middle line:84% how do you find the time to learn enough about these topics 00:42:14.670 --> 00:42:17.480 align:middle line:90% and to design new curricula? 00:42:17.480 --> 00:42:20.010 align:middle line:84% Oh, I can speak to that because what I started with was just 00:42:20.010 --> 00:42:21.300 align:middle line:90% going to the experts. 00:42:21.300 --> 00:42:22.800 align:middle line:84% So I've found that people are really 00:42:22.800 --> 00:42:26.625 align:middle line:84% generous in volunteering, like just, I asked Richard Ladner, 00:42:26.625 --> 00:42:27.750 align:middle line:90% can you do a guest lecture. 00:42:27.750 --> 00:42:29.990 align:middle line:84% He's come back like, I don't know, three times 00:42:29.990 --> 00:42:31.950 align:middle line:90% and done the class for me. 00:42:31.950 --> 00:42:34.350 align:middle line:84% And then, after seeing his presentation a few times, 00:42:34.350 --> 00:42:35.730 align:middle line:90% I feel more comfortable. 00:42:35.730 --> 00:42:38.240 align:middle line:84% He told me, like well, now you can give it. 00:42:38.240 --> 00:42:40.830 align:middle line:84% Like, I've been learning, so if you don't know it 00:42:40.830 --> 00:42:43.170 align:middle line:84% right away-- like I was a complete novice before I 00:42:43.170 --> 00:42:45.750 align:middle line:84% went to the first capacity building institute, right? 00:42:45.750 --> 00:42:49.038 align:middle line:84% So I started with just leveraging my contacts. 00:42:49.038 --> 00:42:50.580 align:middle line:84% And then people who have been working 00:42:50.580 --> 00:42:52.655 align:middle line:84% in the field for many, many years. 00:42:52.655 --> 00:42:54.780 align:middle line:84% And then you slowly start feeling more comfortable, 00:42:54.780 --> 00:42:56.875 align:middle line:84% as you grasp the information, do research. 00:42:56.875 --> 00:42:59.000 align:middle line:84% You don't have to do it all at once, kind of thing. 00:42:59.000 --> 00:43:02.222 align:middle line:90% You can take small steps. 00:43:02.222 --> 00:43:03.680 align:middle line:84% And I think that's one thing that's 00:43:03.680 --> 00:43:05.275 align:middle line:84% nice about being on a college campus. 00:43:05.275 --> 00:43:06.650 align:middle line:84% I mean, here at UW, we definitely 00:43:06.650 --> 00:43:10.970 align:middle line:84% are spoiled with DO-IT and our other resources, and experts, 00:43:10.970 --> 00:43:11.810 align:middle line:90% and research. 00:43:11.810 --> 00:43:16.060 align:middle line:84% But every campus has a disability studies office 00:43:16.060 --> 00:43:18.740 align:middle line:84% or disability resources office of some type. 00:43:18.740 --> 00:43:20.960 align:middle line:84% And oftentimes, they love to get involved 00:43:20.960 --> 00:43:24.980 align:middle line:84% in things that are more diverse and to expand their visibility 00:43:24.980 --> 00:43:30.060 align:middle line:84% on campus, to also break down some of those barriers, 00:43:30.060 --> 00:43:32.190 align:middle line:84% and assumptions, and perceptions. 00:43:32.190 --> 00:43:34.370 align:middle line:84% And so, it can be anyone on campus 00:43:34.370 --> 00:43:36.740 align:middle line:84% who can be an advocate and a partner. 00:43:36.740 --> 00:43:39.900 align:middle line:90% 00:43:39.900 --> 00:43:42.810 align:middle line:84% Looks like Dave Jaffe from Stanford 00:43:42.810 --> 00:43:44.370 align:middle line:84% has a question, asking typically, 00:43:44.370 --> 00:43:46.450 align:middle line:90% how long are the projects? 00:43:46.450 --> 00:43:50.130 align:middle line:84% And so, like Stanford, we are also on a quarter system. 00:43:50.130 --> 00:43:51.790 align:middle line:90% But that is challenging. 00:43:51.790 --> 00:43:54.450 align:middle line:84% And so, we actually try to make ours stretch 00:43:54.450 --> 00:43:55.890 align:middle line:90% across multiple quarters. 00:43:55.890 --> 00:43:59.022 align:middle line:84% So our design course is two quarters long, 00:43:59.022 --> 00:44:01.230 align:middle line:84% to give the students enough time to really understand 00:44:01.230 --> 00:44:02.190 align:middle line:90% the problem. 00:44:02.190 --> 00:44:05.100 align:middle line:84% And then the club projects, which aren't for credit, 00:44:05.100 --> 00:44:07.480 align:middle line:84% typically stretch pretty much the whole year. 00:44:07.480 --> 00:44:09.450 align:middle line:84% And one of the things we also really emphasize 00:44:09.450 --> 00:44:13.020 align:middle line:84% is that projects can continue from year-to-year 00:44:13.020 --> 00:44:15.090 align:middle line:84% because every year is a prototype. 00:44:15.090 --> 00:44:16.850 align:middle line:84% Every time you finish a project-- 00:44:16.850 --> 00:44:20.040 align:middle line:84% and so, that's also something I like about having a club, 00:44:20.040 --> 00:44:21.750 align:middle line:84% because then students can continue 00:44:21.750 --> 00:44:24.810 align:middle line:84% building and developing, based upon what past teams have 00:44:24.810 --> 00:44:28.950 align:middle line:84% learned, so that hopefully they can keep working with the need 00:44:28.950 --> 00:44:31.210 align:middle line:90% experts and improving it. 00:44:31.210 --> 00:44:34.340 align:middle line:90% But quarters are challenging. 00:44:34.340 --> 00:44:35.485 align:middle line:90% Yeah, I think. 00:44:35.485 --> 00:44:36.110 align:middle line:90% Yeah, timeline. 00:44:36.110 --> 00:44:38.231 align:middle line:84% Some capstone projects that are two quarters. 00:44:38.231 --> 00:44:40.790 align:middle line:90% 00:44:40.790 --> 00:44:43.260 align:middle line:84% I think the in-class class projects that you can do about 00:44:43.260 --> 00:44:47.670 align:middle line:84% this can be very quick, just something like-- 00:44:47.670 --> 00:44:49.650 align:middle line:84% or you can also design something for students 00:44:49.650 --> 00:44:50.900 align:middle line:90% to do outside of class. 00:44:50.900 --> 00:44:52.560 align:middle line:90% So look around. 00:44:52.560 --> 00:44:56.998 align:middle line:84% In your daily life, what are some non-accessible problems 00:44:56.998 --> 00:44:57.540 align:middle line:90% that you see? 00:44:57.540 --> 00:44:59.610 align:middle line:84% And what are some solutions that you might come up with? 00:44:59.610 --> 00:45:00.800 align:middle line:84% And once you kind of get students 00:45:00.800 --> 00:45:03.092 align:middle line:84% thinking about this, of course, they see it everywhere. 00:45:03.092 --> 00:45:05.110 align:middle line:84% So you can have a quick discussion. 00:45:05.110 --> 00:45:08.670 align:middle line:84% You can also, as Alyssa was talking about, kind of a lo-fi 00:45:08.670 --> 00:45:09.420 align:middle line:90% prototyping. 00:45:09.420 --> 00:45:13.710 align:middle line:84% Just lets, you know, paper and other very simple materials 00:45:13.710 --> 00:45:16.290 align:middle line:84% to have students-- just to get them thinking about it. 00:45:16.290 --> 00:45:17.550 align:middle line:90% It's very doable. 00:45:17.550 --> 00:45:20.580 align:middle line:84% You can do it even in one class session, 00:45:20.580 --> 00:45:21.750 align:middle line:90% or half of a class session. 00:45:21.750 --> 00:45:24.780 align:middle line:84% But it's-- I would encourage anyone who's thinking about 00:45:24.780 --> 00:45:26.170 align:middle line:90% doing this just to try it. 00:45:26.170 --> 00:45:29.130 align:middle line:84% And I think that you'll be really very 00:45:29.130 --> 00:45:32.140 align:middle line:90% happy with the results. 00:45:32.140 --> 00:45:34.390 align:middle line:84% How about-- we talked about students' engagement. 00:45:34.390 --> 00:45:35.300 align:middle line:90% How about yourself? 00:45:35.300 --> 00:45:38.800 align:middle line:84% How do you find that you've benefited, working 00:45:38.800 --> 00:45:40.880 align:middle line:90% in this sort of a field? 00:45:40.880 --> 00:45:43.350 align:middle line:90% Oh, I've learned so much. 00:45:43.350 --> 00:45:45.220 align:middle line:84% For those of you who know my background, 00:45:45.220 --> 00:45:47.820 align:middle line:84% I'm a mechanical engineer who mainly worked in hospitals. 00:45:47.820 --> 00:45:49.473 align:middle line:84% And so, I really came at this topic 00:45:49.473 --> 00:45:51.015 align:middle line:84% from more of the medical perspective. 00:45:51.015 --> 00:45:53.430 align:middle line:84% You know, working with doctors, trying 00:45:53.430 --> 00:45:55.590 align:middle line:84% to think about how we fix different problems, which 00:45:55.590 --> 00:45:57.330 align:middle line:90% still is important and valued. 00:45:57.330 --> 00:46:00.170 align:middle line:84% But working with DO-IT and the Accessibility Office, 00:46:00.170 --> 00:46:02.760 align:middle line:84% I've really learned some of the more social constructs 00:46:02.760 --> 00:46:05.640 align:middle line:84% of disability as barriers in the environment 00:46:05.640 --> 00:46:12.030 align:middle line:84% and understanding how we can do it as not individual problems 00:46:12.030 --> 00:46:15.270 align:middle line:84% to fix, but more as increasing the likelihood 00:46:15.270 --> 00:46:17.340 align:middle line:84% that everyone can pursue the activities 00:46:17.340 --> 00:46:19.130 align:middle line:90% they want for a meaningful life. 00:46:19.130 --> 00:46:22.480 align:middle line:84% And so, I also feel like I was a novice, like Alyssa, 00:46:22.480 --> 00:46:24.360 align:middle line:84% coming in and learning about universal design 00:46:24.360 --> 00:46:25.500 align:middle line:90% and accessibility. 00:46:25.500 --> 00:46:26.875 align:middle line:84% Because it really isn't something 00:46:26.875 --> 00:46:29.520 align:middle line:84% that we talk about within the medical community 00:46:29.520 --> 00:46:30.720 align:middle line:90% around disability. 00:46:30.720 --> 00:46:32.190 align:middle line:84% So I've been lucky that I've just 00:46:32.190 --> 00:46:35.500 align:middle line:84% been sucking in knowledge from Brianna and DO-IT 00:46:35.500 --> 00:46:37.220 align:middle line:90% for the past five years. 00:46:37.220 --> 00:46:37.895 align:middle line:90% [LAUGHTER] 00:46:37.895 --> 00:46:40.408 align:middle line:84% Yeah, so fortunate to have all these resources on campus. 00:46:40.408 --> 00:46:42.280 align:middle line:90% Thanks for that. 00:46:42.280 --> 00:46:43.530 align:middle line:90% I can't take all the credit. 00:46:43.530 --> 00:46:44.030 align:middle line:90% [LAUGHTER] 00:46:44.030 --> 00:46:45.080 align:middle line:84% What if you are on a campus, though, 00:46:45.080 --> 00:46:46.565 align:middle line:84% that didn't have these resources? 00:46:46.565 --> 00:46:47.190 align:middle line:90% Because you're right. 00:46:47.190 --> 00:46:48.760 align:middle line:84% We have a large community here at UW 00:46:48.760 --> 00:46:51.840 align:middle line:84% of folks interested in accessibility and disability. 00:46:51.840 --> 00:46:56.930 align:middle line:84% How do you think you would find resources if you weren't here? 00:46:56.930 --> 00:46:57.782 align:middle line:90% The web? 00:46:57.782 --> 00:46:58.566 align:middle line:90% [LAUGHTER] 00:46:58.566 --> 00:47:00.860 align:middle line:84% Through the resources that you guys have posted. 00:47:00.860 --> 00:47:04.970 align:middle line:84% I've been reading a lot of the promising practices earlier. 00:47:04.970 --> 00:47:06.320 align:middle line:90% Things like that. 00:47:06.320 --> 00:47:10.100 align:middle line:84% And just from a professional development standpoint, 00:47:10.100 --> 00:47:12.100 align:middle line:84% for me it's been really useful, as someone who's 00:47:12.100 --> 00:47:13.827 align:middle line:84% teaching-focused, you can look at it 00:47:13.827 --> 00:47:16.160 align:middle line:84% also as a way to improve the education of your students. 00:47:16.160 --> 00:47:19.440 align:middle line:84% So you're augmenting your class and your curriculum. 00:47:19.440 --> 00:47:21.380 align:middle line:84% And I think people are becoming more and more 00:47:21.380 --> 00:47:23.270 align:middle line:90% aware of accessibility issues. 00:47:23.270 --> 00:47:25.992 align:middle line:84% I mean, those of us who have to care about it AVET, right? 00:47:25.992 --> 00:47:27.950 align:middle line:84% For example, they just changed their definition 00:47:27.950 --> 00:47:30.710 align:middle line:84% of engineering design to include accessibility 00:47:30.710 --> 00:47:31.590 align:middle line:90% for the first time. 00:47:31.590 --> 00:47:34.007 align:middle line:84% So I think people are paying attention more to this issue. 00:47:34.007 --> 00:47:36.943 align:middle line:84% So it behooves any of us who are in academia, 00:47:36.943 --> 00:47:39.110 align:middle line:84% even if there's not the resources readily available. 00:47:39.110 --> 00:47:43.516 align:middle line:84% It might take you extra effort to do it, but it's out there. 00:47:43.516 --> 00:47:46.600 align:middle line:84% I'm going to say, you can join one of our communities 00:47:46.600 --> 00:47:48.110 align:middle line:90% of practice via the email list. 00:47:48.110 --> 00:47:50.060 align:middle line:84% And Brianna is always sending out great-- 00:47:50.060 --> 00:47:52.100 align:middle line:84% but I'm guessing everyone here has already 00:47:52.100 --> 00:47:54.950 align:middle line:84% done that, if you're joining this webinar today. 00:47:54.950 --> 00:47:57.980 align:middle line:84% But then also, you can just find a group of three 00:47:57.980 --> 00:47:59.050 align:middle line:90% to four other faculty. 00:47:59.050 --> 00:48:01.640 align:middle line:84% We really started that Universal Design Learning Community 00:48:01.640 --> 00:48:04.570 align:middle line:84% because we wanted to learn more with [? Mia Chekmak ?] 00:48:04.570 --> 00:48:06.113 align:middle line:90% and computer science. 00:48:06.113 --> 00:48:08.030 align:middle line:84% And so, we invited other people who we thought 00:48:08.030 --> 00:48:08.960 align:middle line:90% might be interested. 00:48:08.960 --> 00:48:10.070 align:middle line:90% And we read together. 00:48:10.070 --> 00:48:13.160 align:middle line:84% And you know, whether it's one lunch a month 00:48:13.160 --> 00:48:16.580 align:middle line:84% or one lunch a week, you can talk, and start 00:48:16.580 --> 00:48:18.650 align:middle line:84% to build a community that's interested in talking 00:48:18.650 --> 00:48:19.442 align:middle line:90% about these things. 00:48:19.442 --> 00:48:22.310 align:middle line:84% And it only takes three or four people 00:48:22.310 --> 00:48:28.100 align:middle line:84% to give you some other people to bounce ideas off of. 00:48:28.100 --> 00:48:32.620 align:middle line:84% I think students-- and Molly is just a quintessential example 00:48:32.620 --> 00:48:33.220 align:middle line:90% of this-- 00:48:33.220 --> 00:48:35.200 align:middle line:90% students had so much enthusiasm. 00:48:35.200 --> 00:48:39.160 align:middle line:84% And they're able to talk to other students in a way that 00:48:39.160 --> 00:48:40.690 align:middle line:90% we, as faculty, cannot. 00:48:40.690 --> 00:48:45.310 align:middle line:84% So I would say that if you can go to the disability resources 00:48:45.310 --> 00:48:47.440 align:middle line:84% office on your campus, there are probably 00:48:47.440 --> 00:48:50.817 align:middle line:84% people there that can help you find out this information, 00:48:50.817 --> 00:48:53.192 align:middle line:84% and probably people who can connect you with students who 00:48:53.192 --> 00:48:55.390 align:middle line:84% would be willing to talk to you about some ideas 00:48:55.390 --> 00:48:57.730 align:middle line:84% that you might have for your class. 00:48:57.730 --> 00:49:00.370 align:middle line:84% And so, yeah, I think really, students 00:49:00.370 --> 00:49:02.740 align:middle line:84% are just such a wonderful resource for us to use. 00:49:02.740 --> 00:49:04.475 align:middle line:84% We're not just teaching at the students. 00:49:04.475 --> 00:49:06.350 align:middle line:84% The students can really teach us quite a bit. 00:49:06.350 --> 00:49:08.230 align:middle line:84% And so I would really encourage anyone 00:49:08.230 --> 00:49:10.730 align:middle line:90% to find the nearest student. 00:49:10.730 --> 00:49:11.360 align:middle line:90% [LAUGHTER] 00:49:11.360 --> 00:49:12.332 align:middle line:90% I totally echol that. 00:49:12.332 --> 00:49:13.290 align:middle line:90% I completely echo that. 00:49:13.290 --> 00:49:14.630 align:middle line:90% They have been so useful. 00:49:14.630 --> 00:49:17.170 align:middle line:90% I call my HCDE like consultants. 00:49:17.170 --> 00:49:20.680 align:middle line:84% [INAUDIBLE] They were invaluable because they 00:49:20.680 --> 00:49:22.900 align:middle line:84% know what's going to resonate with the students. 00:49:22.900 --> 00:49:25.065 align:middle line:84% They can think of it from that perspective. 00:49:25.065 --> 00:49:26.190 align:middle line:90% And they have such insight. 00:49:26.190 --> 00:49:26.790 align:middle line:90% So yeah. 00:49:26.790 --> 00:49:27.290 align:middle line:90% Yeah. 00:49:27.290 --> 00:49:27.822 align:middle line:90% Great. 00:49:27.822 --> 00:49:29.739 align:middle line:84% Molly, can you talk a little bit about how you 00:49:29.739 --> 00:49:31.500 align:middle line:90% got involved in accessibility? 00:49:31.500 --> 00:49:32.140 align:middle line:90% Absolutely. 00:49:32.140 --> 00:49:36.010 align:middle line:84% So I did my undergrad and masters at Ohio State. 00:49:36.010 --> 00:49:40.510 align:middle line:84% And when I was a senior undergraduate student, 00:49:40.510 --> 00:49:42.200 align:middle line:84% I did toy adaptation for the first time. 00:49:42.200 --> 00:49:43.810 align:middle line:84% So I worked for a learning community. 00:49:43.810 --> 00:49:47.710 align:middle line:84% And one of our students came to my boss and said, hey. 00:49:47.710 --> 00:49:49.037 align:middle line:90% I heard about toy adaptation. 00:49:49.037 --> 00:49:50.620 align:middle line:84% It would be really cool if we did that 00:49:50.620 --> 00:49:53.308 align:middle line:84% as part of the engineering learning community. 00:49:53.308 --> 00:49:53.850 align:middle line:90% So we did it. 00:49:53.850 --> 00:49:56.200 align:middle line:84% We figured out how to adapt toys. 00:49:56.200 --> 00:49:59.707 align:middle line:84% And we held an event with about 25 students. 00:49:59.707 --> 00:50:01.040 align:middle line:90% And it just took off from there. 00:50:01.040 --> 00:50:03.400 align:middle line:84% So I saw chemical engineering students 00:50:03.400 --> 00:50:05.440 align:middle line:84% that got really excited about circuits. 00:50:05.440 --> 00:50:07.330 align:middle line:84% I had never seen a chemical engineer so 00:50:07.330 --> 00:50:09.440 align:middle line:90% excited about circuits before. 00:50:09.440 --> 00:50:09.940 align:middle line:90% [LAUGHTER] 00:50:09.940 --> 00:50:13.518 align:middle line:84% And just, students-- the list for the event filled up, 00:50:13.518 --> 00:50:14.810 align:middle line:90% and then we had a waiting list. 00:50:14.810 --> 00:50:15.910 align:middle line:90% And so we held another event. 00:50:15.910 --> 00:50:17.350 align:middle line:84% And so, it just sort of snowballed from there, 00:50:17.350 --> 00:50:19.150 align:middle line:84% my involvement with toy adaptation. 00:50:19.150 --> 00:50:21.820 align:middle line:84% And then I did my capstone design project 00:50:21.820 --> 00:50:24.060 align:middle line:90% related to accessibility. 00:50:24.060 --> 00:50:26.080 align:middle line:90% And so-- and universal design. 00:50:26.080 --> 00:50:28.250 align:middle line:84% And so, I just got involved from there. 00:50:28.250 --> 00:50:31.000 align:middle line:84% When I graduated and I came here, 00:50:31.000 --> 00:50:33.100 align:middle line:84% I realized that there are no adaptive toy 00:50:33.100 --> 00:50:35.680 align:middle line:84% libraries in the state of Washington, or at least none 00:50:35.680 --> 00:50:39.040 align:middle line:84% that were registered with the USA Toy Library Association. 00:50:39.040 --> 00:50:41.230 align:middle line:84% And I was actually, when I'm still in Ohio, 00:50:41.230 --> 00:50:45.040 align:middle line:84% got contacted from some families in the Seattle 00:50:45.040 --> 00:50:47.870 align:middle line:84% area, two families that were both asking me to ship toys out 00:50:47.870 --> 00:50:48.370 align:middle line:90% to them. 00:50:48.370 --> 00:50:50.500 align:middle line:84% And I was like, actually, I'm moving there soon so we 00:50:50.500 --> 00:50:51.790 align:middle line:90% can just figure something out. 00:50:51.790 --> 00:50:52.707 align:middle line:90% We can get it started. 00:50:52.707 --> 00:50:54.700 align:middle line:84% And so, when I got here, I connected 00:50:54.700 --> 00:50:57.190 align:middle line:84% with a bunch of amazing faculty members 00:50:57.190 --> 00:50:58.430 align:middle line:90% that were super supportive. 00:50:58.430 --> 00:51:01.450 align:middle line:84% And then got connected to a bunch of amazing students 00:51:01.450 --> 00:51:04.570 align:middle line:84% that helped to really push HuskyADAPT along. 00:51:04.570 --> 00:51:08.950 align:middle line:84% So I think it was a matter of just meeting the right people 00:51:08.950 --> 00:51:11.440 align:middle line:90% that could help make it happen. 00:51:11.440 --> 00:51:14.770 align:middle line:84% And at Ohio State, our toy adaptation program 00:51:14.770 --> 00:51:17.770 align:middle line:84% ran a lot different than how we do it here. 00:51:17.770 --> 00:51:19.690 align:middle line:84% And so, I think that it's possible to do it 00:51:19.690 --> 00:51:20.800 align:middle line:84% in lots of different environments, 00:51:20.800 --> 00:51:21.980 align:middle line:90% just with different formats. 00:51:21.980 --> 00:51:25.270 align:middle line:84% So at Ohio State, it was a little more faculty-staff run, 00:51:25.270 --> 00:51:27.360 align:middle line:84% and there were a few hired student leaders. 00:51:27.360 --> 00:51:30.850 align:middle line:84% And here, the toy adaptation portion of HuskyADAPT 00:51:30.850 --> 00:51:33.610 align:middle line:84% is more student organization run. 00:51:33.610 --> 00:51:36.530 align:middle line:84% So it just depends on the format and who's around. 00:51:36.530 --> 00:51:39.820 align:middle line:84% But I think that it's possible to implement programs 00:51:39.820 --> 00:51:41.977 align:middle line:84% like this at lots of different institutions. 00:51:41.977 --> 00:51:44.660 align:middle line:90% 00:51:44.660 --> 00:51:47.810 align:middle line:84% Any other thoughts that anybody wants to share? 00:51:47.810 --> 00:51:48.540 align:middle line:90% No? 00:51:48.540 --> 00:51:51.580 align:middle line:84% We thank you all for joining and talking about the topics. 00:51:51.580 --> 00:51:52.610 align:middle line:90% Yeah. 00:51:52.610 --> 00:51:54.790 align:middle line:84% I thanks to you all for sharing your expertise, 00:51:54.790 --> 00:51:57.280 align:middle line:84% and I'm excited that you're all doing 00:51:57.280 --> 00:51:59.790 align:middle line:90% such great work to begin with. 00:51:59.790 --> 00:52:01.370 align:middle line:84% And thanks to you all for joining us. 00:52:01.370 --> 00:52:03.834 align:middle line:84% I will be sending out an evaluation. 00:52:03.834 --> 00:52:04.650 align:middle line:90% Thank you all. 00:52:04.650 --> 00:52:05.150 align:middle line:90% Thanks. 00:52:05.150 --> 00:52:07.000 align:middle line:90% Thank you. 00:52:07.000 --> 00:52:12.243 align:middle line:90%