Expanded Vita
Sheryl Burgstahler, Ph. D.
University of Washington (UW)
UW Information Technology, Box 354842
Seattle, WA 98195-4842
206-543-0622
206-221-4171 (FAX)
sherylburgstahler@outlook.com
https://sites.uw.edu/sherylb/
Former Director, Accessible Technology Services, including Founder of the DO-IT Center and UW-IT Access Technology Center, University of Washington (UW)
Affiliate Professor, UW College of Education; and Disability Studies, City University of New York
Advisor, Online Learning Certificate Program, UW
Projects include AccessSTEM, AccessDL, AccessComputing, AccessCSForAll, AccessEngineering, AccessISL, AccessADVANCE, AccessCyberlearning, AccessINCLUDES, AccessERC, RDE Collaborative Dissemination, and the Center for Universal Design in Education
Highlights
Degrees. Ph.D. in policy, governance, and administration of higher education, specializing in development and deployment of technology tools and services that are accessible to and usable by everyone, including those with disabilities. Master’s and bachelor’s degree in mathematics and education.
Founder and director of award-winning DO-IT Center at UW. PI/Co-PI of grant-funded projects totaling more than fifty million dollars from dozens of sources from 1992 through 2023. Activities for K-12 and postsecondary educators focus on accessible design of e-learning, inclusive teaching practices, and universal design applications to make postsecondary education more inclusive of individuals with disabilities. Interventions to increase the success of students with disabilities in college and high tech careers include on-site and online mentoring, internships and other work-based learning, academic coaching, and summer programs. The Center maintains a comprehensive collection of online resources, including a searchable Knowledge Base.
Teaching. Broad range of on-site, online, and hybrid teaching experiences at pre-college, community college, four-year college, and research university levels, including mathematics, computer programming, disability studies, and professional development of K-12 teachers and postsecondary faculty in technology-based instruction and inclusive instructional practices. Instructor of first UW course taught online; instructor in and advisor to the UW certificate program in E-Learning Design. Part-time online instructor on Accessibility and Compliance in Online Education at Rutgers University, and courses on universal design in higher education in master’s degree programs at Saint Louis University and City University of New York.
Educational technology leader. Director of a broad range of campus-wide IT services with areas of responsibility that have included customer support, consulting, student computing spaces, technology training and professional development, software site licensing, computer sales, regional computer fairs, and an access technology showroom and testing area. Has run multiple organizations, managed budgets, collected and analyzed evaluation data, hired staff, and developed teamwork.
Presentations. Have delivered over two hundred presentations, including more than thirty five keynote and plenary presentations at national and international conferences and meetings.
Publications. Author/co-author of more than sixty articles in peer-reviewed publications, editor of a total of four peer-reviewed books and journal issues, author/co-author of eight books and six book chapters, author of more than one hundred other publications, and director of projects that have produced more than forty video presentations.
Education
Ph.D., Policy, Governance and Administration of Higher Education, University of Washington (UW), Seattle, WA (Dissertation: Computing Services for Disabled Students in Institutions of Higher Education, 1992)
Master’s Degree, Mathematics, University of Washington
Bachelor’s Degree, Mathematics and Education, University of Washington, Summa Cum Laude, 4.0 GPA
Administrative Experiences
Founder and Director, DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center, UW, 1992-2023. In partnership with multiple UW academic units and other institutions, secured more than fifty million dollars in external funds from the National Science Foundation, US Department of Education, State of Washington, private foundations, corporations, and individuals. The DO-IT Center offers mentoring, internships, summer programs, and other evidence-based interventions to maximize college and career success for individuals with disabilities—including those that impact sight, hearing, mobility, learning, attention, social interactions, and mental health. DO-IT helps K-12 and postsecondary educators make on-site and online instruction accessible and inclusive of all students through the practice universal design (UD). A sister center at the University of Tokyo is supported by funds from Japanese organizations. DO-IT staff also work closely with other programs that serve youth from other marginalized groups to ensure that students with disabilities are well served in their offerings.
Founder and Director, Accessible Technology Services, UW Information Technology (UW-IT, previously, UW Computing & Communications), UW, 1984-2023, to ensure access to technology for faculty, students, and staff with disabilities. Services include the DO-IT Center (described above) and the UW Access Technology Center with an assistive technology showroom and consultation and training to campus units about accessible IT. Responsibilities also include developing strategies and securing grant funds to support UW-IT’s strategic goals as well as those of the UW.
Assistant Director, UW Information Systems, 1991-2003; Manager, Desktop Computing Services, 1988-91; Manager, Micro Support Group, Computing & Communications, 1984-88, UW. Areas of responsibility (with up to sixty five staff members) include the direction of customer service and support units, student computing spaces, technology training, site licensing, computer sales, regional computer fairs, and an access technology showroom and testing area. Job responsibilities included setting unit goals and priorities consistent with UW and parent organization, planning, hiring talent, supervising and evaluating staff, managing budgets, reporting, and managing change.
Chairman, Department of Mathematics and Computer Science, 1980-1984, Saint Martin’s College/University, Lacey, WA. Led faculty hiring and supervision, curriculum development, course scheduling, and coordination with other departments. In addition served as director of the Computer In-service, Computers and People with Disabilities, and Summer Session; served as the associate director of the Microcomputer Resource Center.
Teaching Experiences
University of Washington, Seattle, 1985-present (part-time, affiliate professor) On-site: computer- and Internet-based learning for K-12 educators. Hybrid: Disability 101 inquiry seminar. Online: assistive technology for individuals with disabilities, online learning design course in the Certificate in E-Learning Design program (and advisor for this program). Non-credit offerings: summer Internet instruction and college/career preparation for high school and college students with disabilities; professional development for postsecondary faculty and administrators nationwide and internationally on teaching with technology, universal design of instruction, inclusive teaching practices, and campus-wide capacity-building.
Saint Martin’s College/University, Lacey, WA, 1978-84. Mathematics, math for K-12 and secondary school teachers, computer programming, IT applications in education, student teacher supervision.
Other teaching experience includes postsecondary adjunct positions teaching algebra, trigonometry, calculus, statistics, enrichment activities for teachers, computers in education, design of online learning courses, and disability studies at schools that include Seattle Pacific University, University of Puget Sound, Fort Steilacoom Community College, Saint Louis University, City University of New York, Rutgers University, University of Maryland, and Los Angeles City College; pre-college mathematics (six years total) at Bethel Junior High, Tacoma, and Showalter Junior High, Seattle; and two years in Department of Defense Prep School at Osan Air Base, South Korea.
Books
Burgstahler, S. E. (2020). Creating learning opportunities in higher education: A Universal Design toolkit. Harvard Education Press.
Burgstahler, S. (Ed.). (2015). Universal design in higher education: From principles to practice (2nd ed.). Harvard Education Press.
Burgstahler, S. (Ed.). (2015). Universal design in higher education: Promising practices. DO-IT, University of Washington.
Burgstahler, S., & Cory, R. (Eds.). (2008). Universal design in higher education: From principles to practice. Harvard Education Press.
Burgstahler, S. (2006). Creating an e-mentoring community: How DO-IT does it and how you can do it too. Seattle: University of Washington.
Burgstahler, S., & Utterback, L. (1999). New kids on the net: Internet activities for elementary language arts. Needham Heights, MA: Allyn and Bacon, Simon and Schuster.
Burgstahler, S. (author), & Burgstahler, T. (illustrator). (1998). New kids on the net: Internet activities for young learners. Needham Heights, MA: Allyn and Bacon, Simon and Schuster.
Burgstahler, S., & Murakami, C. (1998). New kids on the net: Internet activities for secondary mathematics. Needham Heights, MA: Allyn and Bacon, Simon and Schuster.
Burgstahler, S., & Sahl, K. (1998). New kids on the net: Internet activities for secondary science. Needham Heights, MA: Allyn and Bacon, Simon and Schuster.
Burgstahler, S. (1997). New kids on the net: A tutorial for teachers, parents, and students. Needham Heights, MA: Allyn and Bacon, Simon and Schuster.
Burgstahler, S. (1997). New kids on the net: Network sampler. Needham Heights, MA: Allyn and Bacon, Simon and Schuster.
Peer-Reviewed Journal Issues
Burgstahler, S. (Guest Ed.) (2023). Incorporating Disability-related Issues in Curriculum Special Issue. Journal of Postsecondary Education and Disability, 36(1).
Burgstahler, S., & Thompson, T. (Guest Eds.). (2014). Information Technology and Disabilities Journal, 14 (1).
Burgstahler, S. (Guest Ed.) (2011). STEM Special Issue. Journal of Postsecondary Education and Disability, 24 (4).
Burgstahler, S. (Guest Ed.). (2005). Promising practices: Accessible information technology in education, Information Technology and Disability, 11 (1).
Burgstahler, S., & Lamb, P. (Guest Eds.). (2003). Journal of Special Education Technology, 18 (4).
Selected Publications in Peer-Reviewed Journals and Books
Burgstahler, S., Brianna Blaser, B., Richard Ladner, R., & Crawford, L. (in press). Broadening impacts through engaging people with disabilities in STEM. In The Handbook of Broader Impacts.
Burgstahler, S. (in press). Applying a UDHE Framework to an online learning program. NW Elearn.
Burgstahler, S. (in press). Universal design in STEM education. In International Encyclopedia of Education, 4th Edition.
Burgstahler, S. (in press). Designing inclusive formal and informal online learning: What do instructors need to know? In R. Mancilla & B. Frey (Eds.) A Guide to Digital Accessibility: Policies, Practices, Tools, and Professional. Quality Matters-Stylus.
Burgstahler, S. (2024). Access to technology for students with disabilities in higher education. In J. W. Madaus & Lyman I. Dukes III (Eds.) Handbook of Higher Education and Disability. Edward Elgar Publishing.
Burgstahler, S. (2022). Leveling the playing field for students with disabilities in online opportunities. In Bonous-Hammarth, M. (Ed.) Examining diversity, change, and urbanization in higher education. Palgrave Macmillan Press.
Burgstahler, S. (2021). A universal design framework for addressing diversity, equity, and inclusion on postsecondary campuses. Review of Disability Studies: An International Journal, 17(3).
Levey, J., Burgstahler, S., & Montenegro-Montenegro, E. (2021). COVID-19 pandemic: Universal design creates equitable access. Journal of Nursing Measurement, 29(2), pp.185-6.
Levey, J., Burgstahler, S., Montenegro-Montenegro, E., Webb, A. (2021). The psychometric properties of the universal design in healthcare education. Journal of Nursing Measurement.
Burgstahler, S. (2021). What higher education learned about the accessibility of online opportunities during a pandemic. Journal of Higher Education Theory and Practice, 21(7), pp. 159-170.
Burgstahler, S., Havel, A., Seale, J. K., & Oleynik-Shemesh, D. O. (2020). Accessibility Frameworks and Models: Exploring the Potential for a Paradigm Shift In Seale, J. (Ed.) Improving Accessible Digital Practices in Higher Education (pp. 45–72). Palgrave Pivot: Springer.
Bühler, C., Burgstahler, S., Havel, Al, & Kaspi-Tsahor, D. (2020). New practices: Promoting the role of ICT in the shared space of transition. In Seale, J. (Ed.) Improving Accessible Digital Practices in Higher Education. Palgrave Pivot: Springer.
Burgstahler, S. (2020). Universal design. SAGE Encyclopedia of Higher Education. Los Angeles: Sage Publications Ltd.
King, L., Burgstahler, S., Fisseler, Bjorn, & Kaspi-Tsahor, D. (2020). New perspectives on stakeholders: Who needs to steppe to the plate and how? In Seale, J. (Ed.) Improving Accessible Digital Practices in Higher Education (pp. 73–97). Palgrave Pivot, Cham.
Seale, J., Burgstahler, S., & Havel, A. (2020). One model to rule them all, one model to bind them? A critique of the use of accessibility-related models in post-secondary education. Open Learning: The Journal of Open, Distance and E-learning.
Blaser, B., Bennett, C., Ladner, R., Burgstahler, S., & Mankoff, J. (2019). Perspectives of women with disabilities in computing. In C. Frieze & J.L. Quesenberry (Eds.), Cracking the digital ceiling: Women in computing around the world (pp. 159-182). Cambridge, UK: Cambridge University Press.
Burgstahler, S., & Thompson, T. (Eds). (2019). Accessible cyberlearning: A community report of the current state and recommendations for the future. Seattle: University of Washington.
Burgstahler, S., & Thompson, T. (Eds). (2019). Designing accessible cyberlearning: Current state and pathway forward. Seattle: University of Washington
Hsiao, F., Burgstahler, S., Johnson, T., Nuss, D., & Doherty, M. (2019). Promoting an accessible learning environment for students with disabilities via faculty development. Journal of Postsecondary Education and Disability (1), 91–99.
Seale J., Burgstahler S., Fisseler B. (2019). Tackling the Inaccessibility of websites in postsecondary education. In Yesilada Y., Harper S. (Eds) Web Accessibility. Human–Computer Interaction Series. London: Springer.
Burgstahler, S. (2018). Inclusive online science education. In M. H. Koomen, S. Kahn, C. L. Atchison, & T. A. Wild (Eds), Towards Inclusion of All Learners through Science Teacher Education (pp. 115-123). Koninklijke Brill NV: Leiden, The Netherlands.
Bellman, S., Burgstahler, S., & Chudler, E. (2018). Broadening participation by including more individuals with disabilities in STEM: Promising practices from an engineering research center. American Behavioral Scientist, 62(5), 645-656. http://doi.org/10.1177/0002764218768864
Burgstahler, S. (2017). Fully including students with disabilities in online courses: Tips for instructors. Currents in Teaching and Learning, 9(2), 38-47.
Bellman, S., Burgstahler, S., & Hinke, P. (2015). Academic coaching outcomes for students with disabilities pursuing science, technology, engineering, and mathematics. Journal of Postsecondary Education and Disability, 28(1), 101-106.
Blaser, B., Steele, K. M., Burgstahler, S.E. (2015). Including universal design in engineering courses to attract diverse students. ASEE Annual Meeting Proceedings, Seattle, WA.
Burgstahler, S. (Ed.). (2015). Universal design in higher education: Promising practices. Seattle: DO-IT, University of Washington.
Burgstahler, S. (2015). Making student services welcoming and accessible through accommodations and universal design, Social Inclusion, 3(6), 69-79.
Burgstahler, S. (2015). Opening doors or slamming them shut? Online learning practices and students with disabilities. Inclusive Technologies and Learning; Research, Practice, and Policy, 3(6).
Burgstahler, S. (2015). Promoters and inhibitors of universal design in higher education. In Universal design in higher education: From principles to practice (pp. 287-296). Boston: Harvard Education Press.
Burgstahler, S. (2015). Universal design in higher education. In Universal design in higher education: From principles to practice (pp. 1-28). Boston: Harvard Education Press.
Burgstahler, S. (2015). Universal design of instruction: From principles to practice. In Universal design in higher education: From principles to practice (pp. 31-64). Boston: Harvard Education Press.
Burgstahler, S. (2015). Universal design of physical spaces: From principles to practice. In Universal design in higher education: From principles to practice (pp. 201-213). Boston: Harvard Education Press.
Burgstahler, S. (2015). Universal design of student services: From principles to practice. In Universal design in higher education: From principles to practice (pp. 179-189). Boston: Harvard Education Press.
Burgstahler, S. (2015). Universal design of technology: From principles to practice. In Universal design in higher education: From principles to practice (pp. 231-251). Boston: Harvard Education Press.
Burgstahler, S., & Moore, E. (2015). Impact of faculty training in UDI on the grades of students with disabilities. In S. Burgstahler (Ed.). Universal design in higher education: Promising practices. Seattle: DO-IT, University of Washington.
Burgstahler S., & Russo-Gleicher, R. J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 28(2), 199-212.
Bellman, S., Burgstahler, S., Ladner, R. (2014). Work-based learning experiences help students with disabilities transition to careers: A case study of University of Washington projects. WORK: A Journal of Prevention, Assessment, & Rehabilitation, 48, 399-405.
Burgstahler, S. (2014). Universal design in higher education. In M. L. Vance, N. E. Lipsitz, & K. Parks (Eds.), Beyond the Americans with Disabilities Act: Inclusive policy and practice for higher education. Washington, DC: National Association of Student Personnel Administrators (NASPA).
Burgstahler, S., Stefanich, G., & Stodden, R. (2014). College students with disabilities in STEM: Expanding opportunities by enhancing communication of evidence-based information with stakeholders. B. S. Duerstock & C. A. Shingledecker, Eds. (pp. 48-60). From college to careers: Fostering inclusion of persons with disabilities in STEM. Washington, D. C.: American Association for the Advancement of Science.
Thompson, T., & Burgstahler, S. (2014). From the editors of the ITD twentieth anniversary issue. Information Technology and Disabilities Journal, 14(1).
Thompson, T., Comden, D., Ferguson, S., & Burgstahler, S. (2013). Seeking predictors of web accessibility in U. S. higher education institutions. Information Technology and Disabilities Journal, 13(1).
Crawford, L., & Burgstahler, S. (2013). Promoting the design of accessible informal science learning. In S. Burgstahler (Ed.), Universal design in higher education: Promising practices. Seattle: DO-IT, University of Washington.
Burgstahler, S., & Moore, E. (2013). Development of a UD checklist for postsecondary student services. In S. Burgstahler (Ed.), Universal design in higher education: Promising practices. Seattle: DO-IT, University of Washington.
Blaser, B., Burgstahler, S., & Braitmayer, K. (2012). AccessDesign: A two-day workshop for students with disabilities exploring design careers. Journal of Postsecondary Education and Disability, 25(2), 197-201.
Burgstahler, S. (2011). Universal Design: Implications for Computing Education. ACM Transactions on Computing Education, 11(3).
Burgstahler, S. (Ed.) (2011). Special Issue: STEM Education. Journal of Postsecondary Education and Disability, 24(4), 265-267.
Burgstahler, S., Anderson, A., & Litzkow, M. (2011). Accessible technology for online and face-to-face teaching and learning. In T. Cox & K. King (Eds.), The professor’s guide to taming technology (pp. 201-218). Charlotte, NC: Information Age Publishing.
Burgstahler, S., & Comden, D. (2011). Computer and cell phone access for individuals with mobility impairments: State of the art. NeuroRehabilitation, 28(3), 183-197.
Burgstahler, S., & Thompson, T. (2011). Fully including students, teachers, and administrators with disabilities in telementoring. In D. A. Scigliano (Ed.), Telementoring in the K-12 classroom (pp. 89-115). Hershey, NY: Information Science Reference.
Leake, D., Burgstahler, S., & Izzo, M. (2011). Promoting transition success for culturally and linguistically diverse students with disabilities: The value of mentoring. Creative Education, 2 (2), 121-129.
Stumbo, N. J., Martin, J. K., Nordstrom, D., Rolfe, T., Burgstahler, S., Whitney, J. … Misquez, E. (2011/2010). Evidence-based practices in mentoring students with disabilities: Four case studies. Journal of Science Education for Students with Disabilities, 14(1), 33-54.
Thompson, T., Burgstahler, S., & Moore, E. (2010). Web accessibility: A longitudinal study of college and university home pages in the northwestern United States. Disability & Rehabilitation: Assistive Technology, 5(2), 108-114.
Burgstahler, S. (2009). Universal design of distance and online learning. In P. L. Rogers, G. A. Berg, J. V. Boettecher, C. Howard, L. Justice, & K. D. Schenk (Eds.), Encyclopedia of Distance Learning (2nd ed., pp. 2195-2201). Hershey, PA: IGI Global.
Burgstahler, S., & Bellman, S. (2009). Differences in perceived benefits of internships for subgroups of students with disabilities. Journal of Vocational Rehabilitation, 31(3), 155-165.
Burgstahler, S., & Chang, C. (2009). Promising interventions for promoting STEM fields to students who have disabilities. Review of Disability Studies: An International Journal, 5(2), 29-47.
Burgstahler, S., & Moore, E. (2009). Making student services welcoming and accessible through accommodations and universal design. Journal of Postsecondary Education and Disability, 21(3), 151-174.
Burgstahler, S. (2008). Universal design in higher education. In Universal design in higher education: From principles to practice (pp. 3-20). Boston: Harvard Education Press.
Burgstahler, S. (2008). Universal design of instruction: From principles to practice. In Universal design in higher education: From principles to practice (pp. 23-44). Boston: Harvard Education Press.
Burgstahler, S. (2008). Universal design of physical spaces: From principles to practice. In Universal design in higher education: From principles to practice (pp. 187-197). Boston: Harvard Education Press.
Burgstahler, S. (2008). Universal design of student services: From principles to practice. In Universal design in higher education: From principles to practice (pp. 167-175). Boston: Harvard Education Press.
Burgstahler, S. (2008). Universal design of technological environments: From principles to practice. In Universal design in higher education: From principles to practice (pp. 213-224). Boston: Harvard Education Press.
Burgstahler, S. & Cory, R. (2008). Moving in from the margins: From accommodation to universal design. In S. Gabel & S. Danforth (Eds.), Handbook of Disability Studies and Education (pp. 561-581). New York: Peter Lang.
Burgstahler, S., Slatin, J., Anderson, A., & Lewis, K. (2008). Accessible IT: Lessons learned from three universities. Information Technology and Disabilities Journal, 12(1).
Isakson, C., & Burgstahler, S. (2008). College preparation and participation: Reports from individuals who have speech and mobility disabilities. The Review of Disability Studies: An International Journal, 4(3), 18-32.
Burgstahler, S. (2007). Accessibility training for distance learning personnel. Access Technologists Higher Education Network (ATHEN) E-Journal, 2.
Burgstahler, S. (2007). Applications of universal design in higher education. In P. B. Richards (Ed.), Global Issues in Higher Education (pp. 1-4). Hauppauge, NY: Nova Science Publishers.
Burgstahler, S. (2007). Lessons learned in The Faculty Room. Journal on Excellence in College Teaching, 18(3), 103-128.
Burgstahler, S., & Chang, C. (2007). Gender differences in perceived value of components of a program to promote academic and career success for students with disabilities. Journal of Science Education for Students with Disabilities, 12(1).
Cory, R. C., & Burgstahler, S. (2007). Creating virtual community: Mentoring kids with disabilities on the Internet. Journal of School Public Relations, 28(3), 283-296.
Thompson, T., Burgstahler, S., & Moore, E. (2007). Accessibility of higher education web pages in the Northwestern United States: Current status and response to third party outreach. In proceedings of the First International Conference on Technology-based Learning With Disability (pp. 127-136). Dayton, Ohio, Wright State University.
Thompson, T., Burgstahler, S., Moore, E., Gunderson, J., & Hoyt, N. (2007). International research on web accessibility for persons with disabilities. In M. Khosrow-Pour (Ed), Managing worldwide operations and communications with information technology. Hershey, PA: Information Resources Management Association.
Burgstahler, S. (2006). The development of accessibility indicators for distance learning programs. Research in Learning Technology, 14(1), 79-102.
Burgstahler, S., & Doe, T. (2006). Improving postsecondary outcomes for students with disabilities: Designing professional development for faculty. Journal of Postsecondary Education and Disability, 18(2), 135-147.
Degrift, T., Poginy, A., Ladner, R., & Burgstaher, S. (2006). The game of life workshop – Reaching out to high school students with disabilities. American Society for Engineering Education (ASEE) Conference. Recipient of Best Paper Award.
Isaakson, C., & Burgstahler, S. (2006). AAC, employment, and independent living: A success story. Assistive Technology Outcomes and Benefits, 3(1), 67-78.
Leake, D., Burgstahler, S., Rickerson, N., Applequist, K., Izzo, M., Arai, M., & Picklesimer, T. (2006). Literature synthesis of key issues in supporting culturally and linguistically diverse students with disabilities to succeed in postsecondary education. Journal of Postsecondary Education and Disability, 18(2), 149-165.
Vogel, S., Leyser, Y., Burgstahler, S., Sliger, S., & Zecker, S. (2006). Faculty knowledge and practices regarding students with disabilities in three contrasting institutions of higher education. Journal of Postsecondary Education and Disability, 18(2), 109-123.
Burgstahler, S. (2005). Accommodating students with disabilities: Professional development needs of faculty. In To improve the academy: Resources for faculty, instructional, and organizational development (pp. 179-195). Bolton, MA: Anker Publishing Company.
Burgstahler, S. (2005). Faculty development and students with disabilities: Accommodations and universal design. In M. Ouellett (Ed.). Teaching inclusively: Resources for course, department, and institutional change in higher education (pp. 393-404). Stillwater, OK: New Forums Press.
Burgstahler, S. (2005). Preparing faculty to make their courses accessible to all students. Journal on Excellence in College Teaching, 16(2), 69-86.
Burgstahler, S. (2005). The role of technology in preparing for college and careers. In E. E. Getzel & P. W. Wehwan (Eds.), Going to college: Expanding opportunities with disabilities (pp. 179-98). Baltimore, MD: Paul Brookes Publishing Company.
Burgstahler, S. (2005). Web accessibility: Guidelines for busy administrators. In P. Coate (Ed.), Handbook of business strategy (pp. 313-318). Cambridge, MA: Emerald Publishing Limited.
Burgstahler, S. (2005). Web-based distance learning and the second digital divide. In M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Information Technology (pp. 3079-84). Hershey, PA: Idea Group Inc.
Burgstahler, S., & Bellman, S. (2005). Perceived benefits of work-based learning: Differences between high school and postsecondary students with disabilities. The Asia-Pacific Journal of Inclusive Education, 2(1), 1-20.
Burgstahler, S., Corrigan, B., & McCarter, J. (2005). Steps toward making distance learning accessible to students and instructors with disabilities. Information Technology and Disabilities Journal, 11(1).
Burgstahler, S., & Doyle, A. (2005). Gender differences in computer-mediated communication among adolescents with disabilities: A case study. Disability Studies Quarterly, 25(2).
Burgstahler, S., Corrigan, B., & McCarter, J. (2004). Making distance learning courses accessible to students and instructors with disabilities: A case study. The Internet and Higher Education, 7(2004), 233-246.
Burgstahler, S., & Doe, T. (2004). Disability-related simulations: If, when, and how to use them. Review of Disability Studies: An International Journal, 1(2), 4-17.
Burgstahler, S., Jirikowic, T., Kolko, B., & Eliot, M. (2004). Software accessibility, usability testing and individuals with disabilities. Information Technology and Disabilities Journal, 10(2).
Kim-Rupnow, W. S., & Burgstahler, S. (2004). Perceptions of students with disabilities regarding the value of technology-based support activities on postsecondary education and employment. Journal of Special Education Technology, 19(2), 43-56.
Burgstahler, S. (2004). Celebrate EASI? That’s Easy!. Information Technology and Disabilities Journal, 10(1).
Burgstahler, S. (2003). The role of technology in preparing youth with disabilities for postsecondary education and employment. Journal of Special Education Technology, 18(4). Earlier version peer reviewed through the National Center for the Study of Postsecondary Educational Supports.
Burgstahler, S. (2003). Web-based distance learning and the second digital divide. In M. Hricko (Ed.), Design and implementation of Web-enabled teaching tools. Hershey, PA: IRM Press.
Jirikowic, T., Rickerson, N., & Burgstahler, S. (2003). Life after high school: Preparing students with disabilities for successful transitions. OT Practice, 8(19), 20-24.
Thompson, T., Burgstahler, S., & Comden, D. (2003). Research on web accessibility in higher education. Information Technology and Disabilities Journal, 9(2).
Burgstahler, S. (2002). Accommodating students with disabilities: Professional development needs of faculty. To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, 21, 181-183.
Burgstahler, S. (2002). Distance learning: The library’s role in ensuring access to everyone. Library Hi Tech, 20(4), 420-432.
Burgstahler, S., & Jirikowic, T. (2002). Supporting students with disabilities: What every teaching assistant should know. Journal of Graduate Teaching Assistant Development, 9(1), 23-30.
Burgstahler, S. (2001). A collaborative model promotes career success for students with disabilities: How DO-IT does it. Journal of Vocational Rehabilitation, 16(3-4), 209-216.
Burgstahler, S., Crawford, L., & Acosta, J. (2001). Transition from two-year to four-year institutions for students with disabilities. Disability Studies Quarterly, 21(1), 25-38.
Burgstahler, S., & Cronheim, D. (2001). Supporting peer-peer and mentor-protege relationships on the internet. Journal of Research on Technology in Education, 34(1), 59-74.
Burgstahler, S. (2000). Access to Internet-based instruction for people with disabilities. In L.A. Petrides (Ed.), Case studies on information technology in higher education (pp. 76-88). Hershey, PA: IRM Press.
Burgstahler, S. (2000). Web-based instruction and people with disabilities. In R. Cole (Ed.), Issues in Web-based pedagogy: A critical primer. Westport, CT: Greenwood Publishing Group.
Burgstahler, S. (1997). Peer support: What role can the Internet play?. Information Technology and Disabilities Journal, 4(4).
Burgstahler, S. (1997). Students with disabilities and the online classroom. In Z.L. Berge & M.P. Collins (Eds.), Wired together: The online classroom in k-12, Volume I: Perspectives and instructional design. (pp. 197-208). Cresskill, NJ: M. Hampton Press, Inc.
Burgstahler, S., & Comden, D. (1997). World wide access: Focus on libraries. Information Technology and Disabilities Journal, 4(1).
Burgstahler, S. (1996). Equal access to computer networks for students and scholars with disabilities. In T. M. Harrison & T. D. Stephen (Eds.), Computer networking and scholarly communication in the twenty-first-century university (pp. 233-241). Albany: State University of New York Press.
Burgstahler, S., & Olswang, S. (1996). Computing and networking services for students with disabilities: How do community colleges measure up? Community College Journal of Research and Practice, 20(4), 363-376.
Burgstahler, S. (1995). Distance learning and the information highway. The Journal of Rehabilitation Administration, 19(4), 271-276.
Burgstahler, S. (1995). Faculty facilitate research for students with disabilities. Council on Undergraduate Research Quarterly, 8-11.
Burgstahler, S., & Orvis, M. (1995). Transition to college: Preliminary findings of four case studies. In Accessing the issues: Current research in disability studies (pp. 297-301). Lewiston, ME: Society for Disability Studies.
Burgstahler, S. (1994). Increasing the representation of people with disabilities in science, engineering, and mathematics. Information Technology and Disabilities Journal, 1(4).
Burgstahler, S. (1994). Computer technologies for students with disabilities in post-secondary institutions: Results of an exploratory study. In E. Makas & L. Schlesinger (Eds.), Insights and Outlooks: Current Trends in Disability Studies (pp. 239-245). Lewiston, ME: Society for Disability Studies.
Burgstahler, S. (1992). Computers and teaching chemistry. In F. Kucera, Teaching Chemistry to Students with Disabilities (pp. 14-17). Washington, DC: American Chemical Society.
More than 70 other publications.
Selected Curriculum/Training/Resource Materials
Burgstahler, S. (2021). A tutorial for making online learning accessible to students with disabilities. University of Washington.
Burgstahler, S. (Ed.). (2009). Building the team: Faculty, staff, and students working together – Presentation and resource materials. University of Washington.
Burgstahler, S. (Ed.). (2009). Making math, science and technology instruction accessible to students with disabilities. University of Washington.
Burgstahler, S. (Ed.). (2007). Building capacity for a welcoming and accessible postsecondary institution. University of Washington.
Burgstahler, S. (Ed.). (2006). Students with Disabilities and Campus Services: Building the Team Presentation and resource materials. University of Washington.
Directed development of comprehensive web resources, including:
AccessCollege collection of websites for multiple stakeholder groups focused on college success for students with disabilities: The Faculty Room, The Student Services, The Conference Room, The Employment Office, The Veterans’ Center, The Student Lounge, The Board Room.
The Center for Universal Design in Education collection of publications and links to useful resources regarding the application of universal design to instruction, services, physical spaces, and technology in educational settings.
Collaborative Dissemination collection of projects and resources developed by National Science Foundation projects focused on access to STEM for individuals with disabilities.
Directed development of over 50 training videos.
Selected Other Publications
Burgstahler, S. (2022). Tips for designing an accessible and inclusive online course Conference Proceedings for the 13th International Conference on Education, Training, and Informatics (ICETI).
Burgstahler, S. (2021). Creating online instruction that is accessible, usable, and inclusive. The Northwest ELearning Journal, 1(1).
Burgstahler, S. (2021). Designing online learning to be accessible to students with disabilities. Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Proceedings.
Burgstahler, S. (2020). A framework for inclusive practices. In Creating inclusive learning opportunities in higher education: A universal design toolkit (pp. 27–56). Harvard Education Press.
Burgstahler, S. (2020). A model for an inclusive campus. In Creating inclusive learning opportunities in higher education: A universal design toolkit (pp. 177–206). Harvard Education Press.
Burgstahler, S. (2020). Physical spaces. In Creating inclusive learning opportunities in higher education: A universal design toolkit (pp. 57–71). Harvard Education Press.
Burgstahler, S. (2020). Technology. In Creating inclusive learning opportunities in higher education: A universal design toolkit (pp. 73–108). Harvard Education Press.
Burgstahler, S. (2020). Teaching and learning activities. In Creating inclusive learning opportunities in higher education: A universal design toolkit (pp. 151–162). Harvard Education Press.
Burgstahler, S. (2020). Teaching and learning services. In Creating inclusive learning opportunities in higher education: A universal design toolkit (pp. 151–162). Harvard Education Press.
Burgstahler, S. (2020). Teaching about UD. In Creating inclusive learning opportunities in higher education: A universal design toolkit (pp. 163–175). Harvard Education Press.
Burgstahler, S. (2020). Who feels unwelcome in your biochemistry program? The Biochemist, 42(3), 12-15.
Burgstahler, S., & Thompson, T. (Eds). (2019) Guidelines for cyberlearning researchers. Seattle: University of Washington.
Blaser, B., Ladner, R., Burgstahler, S. (2018). Including Disability in Diversity (RESPECT), 1-4 Research on Equity and Sustained Participation in Engineering, Computing, and Technology.
Burgstahler, S. (2018). Universal design for learning. In T. Heller, S. P. Harris, C. Gill, ∧ R. Gould (Eds), Disability in American Life Encyclopedia. ABC-CLIO.
Ladner, R., & Burgstahler, S. (2017). Broadening participation in computing fields by preparing more professionals with disabilities. Computing Research Association–Women.
Burgstahler, S & Vinten-Johansen, C. (2017, September 11). Seven steps toward IT accessibility compliance. Educause Review.
Burgstahler, S. (2017, January 30). ADA compliance for online course design. Educause Review.
Burgstahler, S., Moore, E., & Crawford, L. (2016). 2016 report of the AccessSTEM/AccessComputing/DO-IT longitudinal transition study (ALTS). Retrieved from https://www.washington.edu/doit/2016-report-accessstemaccesscomputingdo-it-longitudinal-transition-study-alts.
Blaser, B., Ladner, R., Burgstahler, S. (2016). Lessons learned: Engaging students with disabilities on a national scale. In proceedings from RESPECT ’16: Research on Equity and Sustained Participation in Engineering, Computing, and Technology.
Burgstahler, S. (2015, May 30). 20 tips for teaching an accessible online course. NEWSMAG.
Burgstahler, S. (2015). Preparing for accessible e-learning. Presented at International Symposium on Impacts of ICT on Supporting Students with Disabilities in Higher Education, Makuhari Messe, Japan.
Burgstahler, S. (2015). 20 tips for teaching an accessible online course. Seattle: University of Washington.
Burgstahler, S. (2015). Preparing for accessible e-learning. Paper presented at OUJ International Symposium: Impacts of ICT on Supporting Students with Disabilities in Higher Education.
Ladner, R., & Burgstahler, S. (2015). Increasing the participation of individuals with disabilities in computing, Communications of the ACM. 58(12). 33–36.
Burgstahler, S. (2014). Universal design—How do students with learning disabilities benefit? LDA Today.
Burgstahler, S., & Bellman, S. (June/July 2014). The DO-IT success panel: Words of wisdom from students with disabilities in a transition-to-college program.Closing the Gap Solutions, 19-22.
Burgstahler, S., Stefanich, G., & Stodden R. (2014). College students with disabilities in STEM: Expanding opportunities by enhancing communication of evidence-based information with stakeholders. In B.S. Duerstock & C.A. Shingledecker, (Eds.), From College to Careers: Fostering Inclusion of Persons with Disabilities in STEM (pp. 48-60). Washington, DC: Science/AAAS.
Burgstahler, S. (2013). Universal design—How do students with learning disabilities benefit? LDA Today.
Burgstahler, S. (2012). Promoting the success of students with learning disabilities through accommodations and transition support, technology access, and universal design. Sendai, Japan: Japan Academy of Learning Disabilities (JALD).
Burgstahler, S., & Crawford, L. (2012). Engaging students with disabilities in accessibility reviews. Dimensions, the magazine for the Association of Science-Technology Centers.
Burgstahler, S., Ladner, R., & Bellman, S. (2012). Strategies for increasing the participation in computing of students with disabilities. ACM Inroads, 3(4), 42-48.
Burgstahler, S. (2007). Universal design of instruction: An approach for making your course accessible to all students. Academe.
Burgstahler, S., Jirikowic, T., & Lopez, S. (2007). Creating a transition program for teens: How DO-IT does it and how you can do it too. Seattle: University of Washington.
Burgstahler, S. (2006). Creating an e-mentoring community. National Center on Secondary Education and Transition Information Brief, 5(4).
Whelley, T. A., Radtke, R., Burgstahler, S., & Christ, T. W. (2003). Mentors, advisors, role models and peer supporters: Career development relationships and individuals with disabilities. American Rehabilitation, 27(1), 42-49.
Rowland, C., Burgstahler, S., Smith, J., & Coombs, N. (2004). Issues in accessing distance education technologies for individuals with disabilities. White paper for National Summit on Disability and Distance Education, Washington, DC, May 11-12.
Burgstahler, S. (2002). Universal design of distance learning. Well Connected Educator, February issue, available TechLEARNING.com.
Burgstahler, S., & Comden, D. (1998). Creating a level playing field for the world wide web. Ability, 98(2), 56-59.
More than 70 other publications.
Selected Invited Keynote Addresses and Plenary Sessions
National/International
How applying a UD framework can lead to higher education that is accessible and inclusive. Digicon UDLHE international conference, October 2023.
Designing a syllabus that is accessible & useful for all students. Innovative Educators. August 2023.
The contribution of UDL in designing accessible and inclusive learning opportunities in STEM. Sponsored by National Science Foundation (NSF) Research Experience for Teachers (RET) project at University of Texas Arlington. June 2023.
Designing online learning that is inclusive of students who are neurodiverse. AccessU conference on accessible IT in higher education. May 2023.
DEIA in STEM: Strategies to bridge the STEM talent gap. STEMconnection.org. May 2023.
Creating a course that is accessible to students & instructors with disabilities: How to get started. Online Learning Consortium (OLC). April 2023.
Neuroscience for neurodiverse learners. American Association of Colleges and Universities (AACU) North Carolina PKAL Meeting: Pathways Not Gateways: Reimagining STEM Courses to Promote Inclusion, STEM Literacy, and Student Success. March 2023.
Journey from an accommodations to a Universal Design Framework. Multiple Perspectives, Ohio State University. March 2023.
Including people with disabilities in DEI initiatives. American Association of Colleges and Universities (AACU) Diversity, Equity, and Student Success conference. March 2023.
Incorporation of UDL within a model to guide a DEI in IT initiative. Universal Design for Learning – Implementation and Research Network (UDL-IRN) Summit. March 2023.
The future of disability studies panel. Disabilities Studies Summit, University of Hawaii March 2023.
Ensuring that both online pedagogy and content are accessible to students with disabilities. American Association of Colleges and Universities’ Conference (AACU): General Education, Pedagogy and Student Success. February 2023.
How to create and deliver an accessible online presentation. 3Play Media. February 2023.
Transformative education. Exeter University, United Kingdom, February 2023.
Applying UD systematically to create an inclusive university for all. Nation-wide postsecondary conference, Ireland, November 2022.
How to Make Academic Departments More Inclusive of Faculty with Disabilities. 3Play Media. June 2022.
Universal design as a framework for making online learning opportunities inclusive of students with disabilities. UPCEA: Leaders in Online and Professional Continuing Education conference, April 2022.
UD in postsecondary institutes. Keynote address at International Conference hosted in India, December 2021.
Building an inclusive campus model upon a UDHE framework. Washington Higher Education and IT leader meeting. August, 2021.
Universal design in higher education: Creating an inclusive campus. Nationwide event sponsored by Center for Excellence in UD, Ireland, June, 2021.
Assistive technology and universal design. Interagency Committee on Disability Research (ICDR) stakeholder meeting, June, 2021.
Online learning: Lessons learned from a pandemic. Association of Higher Education and Disability (AHEAD) Spring Colloquium. May 2021.
Inclusion of people with disabilities in workplaces through technology. Convergence Accelerator: People with Disabilities in Workplaces through Technology, May 2021.
Interview with the author of Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit. Trending in Education. March 2021.
Framework for Universal Design in Higher Education. 3Play Media. March 2021.
Reading Settlements Helps Improve Accessibility Compliance at Your School. 3Play Media. March 2021.
DO-IT framework, goals, practices, & collaborations in Asia at International Disability Inclusion Symposium hosted by the University of Tokyo for NE Asian Countries and Pacific Countries, February 2021.
Toolkit for Inclusivity in Higher Education. 3Play Media. December 2020.
The design of online & remote learning. NW Elearn, July 2020.
Tips About Accessibility for Online Learning Instructors. 3Play Media. May 2020.
Accessible Cyberlearning: Q&A with Sheryl Burgstahler. 3Play Media. November 2019.
How to Design Accessible Cyberlearning. 3Play Media. November 2019.
ICT accessibility issues in postsecondary institutions in United States. Ed-ICT International Network: Disabled students, ICT, post-compulsory education & employment, Newport Pagnell, United Kingdom, June 2019.
UD: A Framework for More Inclusive Courses and Services. Cornell University, Ithaca, NY, May 2019.
Inclusive instruction. Video contribution to MOOC for faculty. Columbia University, 2019 ongoing.
Lessons learned on transition in projects in which DO-IT is a partner (plenary). Ed-ICT International Network: Disabled students, ICT, post-compulsory education & employment. Hagen, Germany, October 2018.
Transition of students with disabilities: The DO-IT model. Ed-ICT International Network: Disabled students, ICT, post-compulsory education & employment, Hagen, Germany, October 2018.
Universal design framework and model for postsecondary education. Ed-ICT International Network: Disabled students, ICT, post-compulsory education & employment, Seattle, March 2018.
Perspectives on UD applied to teaching and learning. Videotaped webinar for MOOC on inclusion of students with disabilities in higher education for University of Illinois, 2018 ongoing.
Diversity and AccessERC, NSF Engineering Research Centers Biennial meeting, Alexandrea, VA, November 2017.
Inclusive postsecondary education, Inclusive Education in Higher Education Conference, Nanyang Technological University, Singapore, October 2017.
Adaptation and replication of DO-IT practices, Inclusive Education in Higher Education Conference, Nanyang Technological University, Singapore, October 2017.
Stakeholder roles in US. Ed-ICT Symposium: Disabled Students, ICT, Post-Compulsory Education and Employment: In Search of New Solutions, Montreal, Canada, May 2017.
Inclusive excellence: Let’s talk about “inclusive” plenary session. University of Colorado, Boulder, November 2016.
UD practices that minimize the need for accommodations for students with disabilities in the classroom. The 22nd International Seminar, Asan, South Korea, October 2015.
Inclusive practices that lead to an inclusive society, First Annual International Conference on Special Education, Bangkok, Thailand, July 2015.
Preparing for accessible e-learning, International Symposium on Impacts of ICT on Supporting Students with Disabilities in Higher Education, Tokyo, Japan, February 2015.
Overview of IT accessibility issues & our UW journey, IT Accessibility in Higher Education: A Capacity-Building Institute for Washington State, Seattle, WA, February 2015.
AccessComputing outcomes, Computing Education for the 21st Century (CE21) conference, Baltimore, MD, January 2015.
Applications of universal design, Pathways 12 Conference, Perth, Western Australia, December 2014.
Adaptive technology tools for special needs children and adults. Broadspire national webinar, September 2014.
Universal design – how do students with learning disabilities benefit?, Learning Disabilities Association Conference, Anaheim, CA, February 2014.
Students with disabilities, university education, and success: How do we get there?, Claro Learning Conference, United Kingdom, June 2013.
Universal design in higher education, University of Fraser Valley, Abbotsford, BC, Canada, April 2013.
Universal design in education and Assistive technology and accessible technology design, Capacity-Building Institute at Landmark College, Putney, VT, April 2013.
Inclusive teaching and learning practices: Applications of universal design. Podcast sponsored by EDUCAUSE Learning Initiative, April 2013.
Universal design in education: Overview and applications, podcast sponsored by American Clearinghouse on Educational Facilities (ACEF), February 2013.
How technology can help people with diverse abilities fully participate in society. Fujitsu-sponsored presentation, Tokyo, Japan, October 2012.
Promoting the success of students with learning disabilities through accommodations, universal design, transition support, and technology. Japan Association for Learning Disabilities, Sendai, Japan, October 2012.
Models of disability and universal design. Creating Museum Media for Everyone conference hosted by Museum of Science-Boston, March 2012.
Practices in the U. S. for preparing students with disabilities for college and career. International workshop on special needs education, University of Malaya, Kuala Lumpur, Malaysia, September 2011.
Book review webinar: Universal design in higher education: From principles to practice. Equal Access To Software and Information (EASI) webinar, June 2011.
Promising practices for increasing the college and career success of students with disabilities. Seoul National University, South Korea, March 2011.
Persons with disabilities in the professoriate. Alliances for Graduate Education and the Professoriate National Conference, Chicago, IL, March 2009.
Inclusion of individuals with disabilities: Accommodations and universal design. Workshop of Excellence Empowered by a Diverse Academic Workforce: Chemists, Chemical Engineers, and Materials Scientists with Disabilities, Washington D. C., February 2009.
Enhancing STEM education for students with disabilities. National Science Foundation meeting. Washington D. C., October 2008.
What’s next in higher education and beyond? AccessEd Conference, University of Wisconsin-Madison, September 2008.
Universal design in higher education and beyond. AccessEd conference. Milwaukee, WI, September 2008.
Academics, careers, independent living, leadership: What you can do to prepare for success. Teaching All Students, Reaching All Learners, University of Hawaii-Manoa, Honolulu, HI, March 2007.
Access to assistive technology and accessible technology in the U. S. First nationwide assistive technology conference for educational leaders in India, November 2006.
College, careers, independent living, and leadership: What you can do now to prepare for success. Hiroshima University, Japan; University of Tokyo, Japan, August 2006.
Accommodations, universal design, e-mentoring, self-determination. In research to practice presentations to education leaders from South Korea, Seattle, July 2006.
Professional development for postsecondary faculty: From principles to practice. National Capacity-Building Institute, University of Hawaii, Honolulu, March 2006.
AT, IT, UD, … How can you find your way through the jargon jungle and leave no child behind? Technology Innovation in Education Conference, Sioux Falls, SD, April 2004.
The role of technology in improving career outcomes for individuals with disabilities. Technology Capacity Building Institute, National Center for the Study of Postsecondary Educational Supports and the National Center for Secondary Education and Transition, Seattle, April 2003.
The role of technology in improving career outcomes for individuals with disabilities. Capacity Building Institute, National Center for the Study of Postsecondary Educational Supports and the National Center for Secondary Education and Transition, Waikiki, HI, February 2003.
Accessible design of distance learning courses. National teleconference, Dallas, TX, October 2002.
The role of technology in improving postsecondary academic and career outcomes for students with disabilities. Policy summit hosted by the National Center for the Study of Postsecondary Educational Supports and the National Center for Secondary Education and Transition, Washington D. C., July 2002.
Assistive technology and universal design. National teleconference, University of Vermont, March 2002.
Accommodating students with disabilities and providing access to assistive technology on postsecondary campuses in the United States, Kyoto, Japan, November 2001.
Providing professional development to faculty regarding the inclusion of students with disabilities. Connecticut Association for Higher Education and Disability (AHEAD), Hartford, CT, October 2001.
The role of parents in the transition of students with disabilities to postsecondary education. Teleconference sponsored by National Transition Alliance, August 2001.
Keynote address on access to technology for people with disabilities. International Positive Feedback conference, University of Sussex, United Kingdom, April 1998.
Local/Regional
Creating inclusive learning opportunities. Case Western University. November 2023.
Teaching an online or hybrid Canvas course that is accessible to neurodiverse learners. State of Washington’s Annual Canvas Conference. March 2023.
DO-IT: Putting findings in disability studies to practice. University of Washington—Bothell campus guest lecturer. February 2023.
Addressing issues related to students with disabilities in DEI initiatives. Texas Equity and Diversity Conference, March 2022.
Designing and accessible online course: What instructors and designers need to know. UW elearning certificate program presentation, February 2022.
DO-IT: Applying findings in disability studies to practice. UW Disability Studies guest lecturer, February 2022.
UD: A framework for guiding inclusive practices for instruction and services. Northeastern State Community College, October 2021.
Tips for designing accessible assessments. Beyond Multiple Choice conference, April 2021.
AccessADVANCE: Advancing Women with Disabilities in Academic STEM Careers (with Brianna Blaser). NSF conference, March 2021.
Planning for all ages and abilities through inclusive and virtual walk audits. Mobility managers organization, February 2021.
Engaging all students in remote and hybrid learning opportunities. Colgate University, July 2020.
Faculty workshop on inclusive instruction. University of Puget Sound, February 2020.
Digital accessibility. Northwest Academic Computing Consortium, November 2019. Diversity and inclusion (1) for faculty and university administrators (2) for employers. Montclair State University, September 2019.
Universal design in higher education: Tips for campus-wide buy-in webinar. Mount Holyoke College, South Hadley, Massachusetts, April 2019.
Inclusive teaching practices for STEM faculty. Stanford University. March 2019.
Maximizing the inclusion and success of all students through applications of universal design. Stanford University, March 2019.
Universal Design in Higher Education: From Principles to Practice three-credit graduate course in Administration of Higher Education, Syracuse University, 2018 ongoing.
How to create an inclusive campus and how to make your online course welcoming and accessible to all students. Tech Fair, Boise, ID.
Keynote for symposium on universal design for instruction and learning. Columbus, Indiana, November 2018.
Symposium on universal design for instruction and learning. Columbus, Indiana, November 2018.
How to create an inclusive campus. Pellissippi College, Knoxville + telecast to 12 other colleges in Tennessee, November 2018.
How to make your course welcoming and accessible to all students. Pellissippi College, Knoxville + telecast to 12 other colleges in Tennessee, November 2018.
Universal design in higher education webinar, College of Education, Saint Louis University, Missouri, November 2018.
Supporting student success through the application of universal design, Swarthmore College, October 2018.
Introduction to UDHE and the book UDHE: From Principles to Practice. Book club, Saint Louis University, October 2018.
How to make your online course welcoming and accessible to all students, Boise State University and other local institutions, Boise, ID, October 2018.
How to create an inclusive campus. Boise State University and other local institutions, Boise, ID, October 2018.
How to create an inclusive campus and How to make your course welcoming and accessible to all students. Pellissippi College, Knoxville, TN, September 2018.
Inclusion of students with disabilities in higher education. Content for MOOC through University of Illinois, taped August 2018.
Universal design of instruction, technology, physical spaces. University of Washington, College of Education, April 2018.
Including accessibility/inclusive/universal design topics in computer science & other IT & design courses. Webinar to postsecondary campuses. Albuquerque, NM, January 2018.
Universal Design in Higher Education: From Principles to Practice three-credit graduate course in Disability Studies, City University of New York, 2017 ongoing.
Panel participant, Incorporating UD content within postsecondary courses. November 2017.
Design approaches that Include UD. webinar for graduate course in Designing the Future of Learning, Georgetown University, October 2017.
Making on-Grounds & online learning inclusive of all students through universal design & related practices. University of Virginia, Charlottesville, VA, May 2016.
Accessibility and compliance in online education. Online course, Rutgers University, New Jersey, April-May 2016.
Building inclusive learning environments, University of Colorado-Boulder, April 2016.
Making online courses accessible to students with disabilities. Online course offered at University of the Pacific, Stockton, CA, February 2016.
Making courses, technology, student services, physical spaces accessible to students with disabilities. Workshop at University of the Pacific, Stockton, CA, October 2015.
Universal design in postsecondary education. Iowa State University, Iowa, October 2015.
Accessibility and compliance in online education. Online course, Rutgers University, New Jersey, July 2015.
Implications of universal design for people with disabilities in education, employment, and healthcare. Presentation in academic course for course on Disability, Representation in Society. UW Bothell, WA, March 2015.
IT accessibility and the UW. University of Washington, Seattle, WA, February 2015.
Accessibility and compliance in online education. Online course, Rutgers University, New Jersey, July 2014.
Universal design in higher education keynote address and facilitation of panels and discussion of students with disabilities and faculty, Clemson University, Clemson, SC, March 2014.
Accommodations, universal design, interventions, and resources for increasing the success of students with learning differences in college, Expanding Horizons Conference, Woodlands, TX, November 2013.
Universal design in higher education, Ohio University, May 2012.
Universal design in higher education: From principles to practice. San Diego regional faculty conference, February 2012.
Engage all students through applications of universal design. Lower Columbia College, WA, February 2012.
Universal design in higher education: From principles to practice. Texas A&M statewide institute, Galveston, TX, June 2011.
Effectively teaching all college students, including those with hidden disabilities. College of New Jersey, January 2010.
Making science labs accessible to students with disabilities. Eastern Alliance in Science, Technology, Engineering, and Mathematics Conference, University of Southern Maine, Wakefield, ME, November 2006.
Increasing the representation of people with disabilities in STEM careers: From research to practice. Eastern Alliance in Science, Technology, Engineering, and Mathematics Conference, Portland, ME, October 2005.
Making career services accessible to all students. Kansas and Missouri conference for directors of career services, Kansas City, MO, October 2005.
The balancing act: Universal design and accommodations; E-Learning: Universal design, universal access. Universal Design for Learning Conference, LA Board of Regents, Baton Rouge, LA (plus telecast throughout the state), April 2004.
Assistive technology, universal design, and the digital divide. SE DBTAC (Disability Business and Technical Assistance Center) Educational Leadership Initiative partner meeting, Atlanta, GA, October 2003.
Accommodations vs. universal design. Joliet Junior College, Joliet, IL, August 2003.
Designing distance learning courses that are accessible to everyone. California Association for Higher Education and Disability, San Francisco, CA, October 2002.
Access to technology: Where have we been? Where are we now? Where are we going? Keynote address at Universal Access statewide conference hosted by Temple University, Harrisburg, PA, 2002.
Keynote address on learning technologies. Illuminating Learning and Technology, Columbus, OH, October 2001.
Bridging the digital divide. SIGUCCS (Special interest group for computer services providers in postsecondary institutions), Portland, OR, October 2001.
Other Presentations
Teaching an accessible online course. Taught across UW campus, repeated teachings from 2018 through the present.
Creating inclusive learning opportunities. AccessComputing webinar, December 2023.
Faculty success for all: A Universal Design approach to change (along with Brianna Blaser and Virginia Valian). Aspire Alliance’s Institutional Change Network meeting, July 2022.
Creating a course that is accessible to students and instructors with disabilities: How to get started. Online Learning Consortium Innovate: Education Reimagined, April 2023.
Making engineering departments more accessible and inclusive of faculty with disabilities. American Association for Advancement of Science Colloquium on Diversity, Equity and Inclusion, May 2022.
The design of accessible online learning: Lessons learned in the pandemic. International Conference on Computer Supported Education (CSEDU), April 2022.
A framework for teaching the design of accessible and inclusive formal and informal online learning. Society for Information Technology and Teacher Education, April 2022.
Building DEI campus-wide practices underpinned by UDL. UDL-IRN International Summit, April 2022.
Quick tips for making your online course accessible to students with disabilities. National Alliance for Partnerships in Equity (NAPE) conference, April 2022.
Promoting universal design for all aspects of instruction: What do faculty need to know? City University of New York (CUNY) Accessibility Conference, April 2022.
Addressing issues related to students and faculty with disabilities in a DEI initiative. AACU’s Diversity, Equity, and Student Success Conference. March 2022.
Lessons learned in the pandemic. Transforming Teaching and Learning Conference, February 2022.
Tips for designing an accessible and inclusive online course. 13th International Conference on Education, Training and Informatics (ICETI), February 2022.
Universal design as a framework for DEI and DEIA initiatives. American Association of Colleges and Universities’ Conference on General Education, Pedagogy and Assessment, February 2022.
Accessible online learning: Lessons learned in the pandemic. Northern Virginia Community College, February 2022.
A framework for DEI initiatives. Innovative Educators, November 2021.
Accessible online learning: Lessons learned in the pandemic. Innovative Educators, November 2021.
Underpinning diversity, equity, & inclusion (DEI) initiatives with a universal design framework. Accessing Higher Ground, Colorado, November 2021.
Making your online class accessible to students with disabilities. SciAccess, November 2021.
A framework for creating diversity, equity, inclusion & accessibility initiatives. Innovative Educators, November 2021.
Creating inclusive learning opportunities. University of Maine, November 2021.
Accessible online learning: What K-12 teachers need to know. Society for Information Technology & Teacher Education (SITE) conference, October 2021.
Universal Design post-pandemic. CELT conference, Oklahoma. October 2021.
Making STEM departments accessible to faculty members with disabilities. AccessADVANCE webinar, University of Washington, Seattle, October 2021.
University Professional and Continuing Education Association conference, October 2021.
Diversity, equity and inclusion initiatives. Association of American Colleges and Universities (AACU) conference, October 2021.
Universal design as a framework for campus DEI initiatives. University UPCEA Regions Week conference. October 2021.
Online learning: Lesson learned from a Pandemic. DISnet meeting of OCR attorneys, October 2021.
Making our campus welcoming and accessible to faculty with disabilities. North Dakota State University faculty meeting. October 2021.
Teaching students with disabilities in computing courses. Consortium for Computing Sciences in Colleges conference October 2021.
Including women with disabilities in engineering. WEPAN’s Women in Engineering Day, October 2021.
Post-pandemic future of online and blended learning at Online Learning Consortium conference. September 2021.
Exploring inclusive learning pedagogy, ableism, and ability. Eastern Tennessee University conference. September 2021.
Accessibility, UD, and instruction. Faculty Network Conference co-sponsored by The National Ecological Observatory Network (NEON) and the Quantitative Undergraduate Biology Education and Synthesis project (QUBES), September 2021.
Designing an online course that is accessible and inclusive of students with disabilities. Tapia conference, September 2021.
Delivering an accessible online course: Lessons learned in the pandemic. New Jersey Assistive Technology Conference, September 2021.
Accessible online learning: Lessons learned in a pandemic. Building Bridges conference, August 2021.
Ensuring accessible STEM learning for all students. Smithsonian Institute training session. July 2021.
Making online opportunities accessible to people who are deaf and hard of hearing. Telecommunications for the Deaf and Hard of Hearing, Inc. conference. July 2021.
What students are you excluding from online content in your courses? (with Richard Ladner) Computer Science Teachers Association conference. July 2021.
Accessible and inclusive design underpinned by a Universal Design Framework. Aduro event for developers of online training, June 2021.
Accommodations and universal design. AccessADVANCE capacity building institute, University of Washington, May 2021.
Designing an accessible online course: What instructors need to know. E-learning Certificate program webinar, University of Washington, May 2021.
The Universal Design Framework. Disabled Student Commission meeting, May 2021.
Lessons learned about accessible design during the pandemic (with Rochelle Bowyer, Kayla Brown, Scott Bellman). American Alliance of Museums, May 2021.
Accessible and inclusive online learning. National Girls Collaborative Program, May 2021.
Designing online learning to be accessible to students with disabilities. Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Conference. May 2021.
Engaging people with disabilities: barriers & best practices. Diversity, Equity, and Inclusion in Chemistry and Chemical Engineering workshop, May 2021.
Guidelines for creating online learning tools and pedagogy accessible to and inclusive of students with disabilities lightening talk. RESPECT Conference, May 2021.
Tips for designing an accessible online course. Lilly Online Conference, May 2021.
Building an inclusive campus model upon a Universal Design Framework. CUNY Accessibility Conference, April 2021.
Lessons learned in the pandemic about designing an inclusive online course and Is your presentation accessible to attendees with disabilities? (with Brianna Blaser). NWeLearn conference, April 2021.
Creating inclusive learning opportunities in higher education: A Universal Design Toolkit. Society for Disability Studies Annual Conference, April 2021.
20 tips for creating an accessible online course. Smithsonian Museum symposium. April 2021.
Building an inclusive campus model upon a Universal Design Framework. OSU Multiple Perspectives Conference, April 2021.
Applying a Universal Design Framework for inclusive online practices. Technology Innovation in Education conference, April 2021.
Equitable online learning opportunities for students with disabilities: Lessons learned in the pandemic. NAPE National Summit for Educational Equity Summit, April 2021.
What students are you excluding from your online course? University Professional and Continuing Education Association (UPCEA) Annual Conference, April 2021.
Building an inclusive campus model upon a Universal Design Framework and What students are being excluded from online learning? Pacific Rim International Conference on Disability & Diversity, University of Hawaii, March 2021.
Building inclusive online learning upon a Universal Design Framework and Tips for designing an inclusive online course. Online Learning Consortium Innovate conference. March 2021.
UD in higher education. Professionals with Disabilities, March 2021.
Building an inclusive campus model upon a Universal Design Framework. University of Washington College of Education colloquia, March 2021.
Lessons learned in the pandemic about equity with respect to students with disabilities. Association of American Colleges and Universities (AAC&U) Conference on Diversity, Equity, and Student Success, March 2021.
Teaching faculty how to design an accessible course and Accessible design of technology for informal STEM learning (with Scott Bellman). CSUN Assistive Technology conference, March 2021.
Accessibility and UD of online meetings (with Brianna Blaser). NODA Association for Orientation, Transition, and Retention in college, March, 2021.
UD and online learning. ACM SIGSCE Conference on Innovation and Technology in Computer Science Education, March 2021.
Building inclusive teaching practices on a Universal Design Framework. Conference on Higher Education Pedagogy, Virginia Tech, February 2021.
Inclusive learning: Reflecting on a framework that addresses lessons learned in the pandemic. American Association of Colleges and Universities conference on General Education Pedagogy, February 2021.
Building an inclusive campus model upon a Universal Design Framework. Universal Design for Learning in Higher Education conference, January 2021.
Designing accessible online learning: Tips you can share. AHEAD webinar. November, 2020.
Accessible online learning: How to avoid creating barriers for students with disabilities. Consortium for Computing Sciences in Colleges – Northwestern Conference, October, 2020.
Designing an accessible online course: What instructors need to know. HiEdWeb Annual Meeting, October 2020.
Creating an accessible online course: 20 inclusive design tips. Inclusive Educators. September 2020.
Making online learning accessible to all students: What faculty and designers need to know. University of Washington, Seattle, March 2020.
UD workshop on making courses accessible to students with disabilities, University of Puget Sound, Tacoma, February 2020.
Teaching about accessibility in computing courses (with T. Thompson); Tips for promoting accessible IT campus-wide within the context of a universal design framework; How UW does IT accessibility (with D. Comden, G. DeJong, T. Thompson, H. Rangin, B. Callahan; Ed-ICT: Exploring IT access in 5 countries; Facilitation of special interest group on including accessibility topics in college courses. Accessing Higher Ground, Westminster, CO, November 2019.
Accessibility and UD relevant to instruction (webinar). Seattle, September 2019.
Universal design workshop. Montclair State University, Newark, NJ, September 2019.
Effective models for the procurement, development, and use of accessible ICT in post-compulsory education: Personal Perspectives. Network meeting for Ed-ICT project, Newport Pagnell, UK, June 2019.
Building an inclusive campus from the ground up using the UD framework; Design of accessible online learning courses. Association for Higher Education and Disability, Boston, July 2019.
Including Universal Design (UD) in engineering courses to attract diverse students. June 2019.
How to design online learning to be accessible to all students (webinar). Presentation for online learning certificate program, University of Washington, Seattle, May 2019.
Universal design of instruction. College of Education, University of Washington, Seattle, January 2019.
Universal design: A framework for more inclusive services, spaces, and courses. Cornell University, NY, May 2019
Teaching an accessible online course: What instructors should know. CSUN Conference on Technology and People with Disabilities, Anaheim, CA, March 2019.
Teaching accessibility topics in computing curriculum (with Thompson, T.). CSUN Conference on Technology and People with Disabilities, Anaheim, CA, March 2019.
Guidelines for faculty in making their online courses accessible to students with disabilities. Accessing Higher Ground conference, Westminster, CO, November 2018.
“We don’t have enough staff to promote accessible IT.” Accessing Higher Ground conference, Westminster, CO, November 2018.
Building a campus wide UD framework from ground up. Accessing Higher Ground conference, Westminster, CO, November 2018.
Teaching about accessibility in computing classes (one-day pre conference workshop, (with Ladner, R. and others). Accessing Higher Ground conference, Westminster, CO, November 2018.
Teaching faculty something…But not TOO much. Accessing Higher Ground Conference, Westminster, CO, November 2017.
Tips for collaboration between disability and technology services. Accessing Higher Ground, November 2017.
Teaching faculty something, but not TOO much. Accessing Higher Ground, November 2017.
Integrating UD in a certificate program in online teaching. Accessing Higher Ground, November 2017.
Procuring accessible IT: Background, policy, guidelines, checklist, resources (webinar). University of Massachusetts, October 2017.
20 tips for instructors about making online learning courses accessible. University of Washington, Seattle, 2017.
More than 100 other presentations have been delivered.
Selected Individual and Program Honors and Awards
National
Leadership in Equity and Inclusion in Online Learning award from Online Learning Consortium for promoting the accessible and inclusive online learning, 2021.
Diversity in Technology Leadership Award from the National Alliance for Partnerships in Equity (NAPE) and the NAPE Education Foundation for individuals who have proven time and again that they are committed to promoting access, equity, and diversity in education and workforce development; presented at the National Alliance for Partnerships in Equity (NAPE) National Summit for Educational Equity (NSEE), 2020 and 2021.
Featured Program of the Council for Exceptional Children to recognize the creativity and outcomes of programs sponsored by the DO-IT Center, 2020.
2017 Inductee into the Susan M. Daniels Disability Mentoring Hall of Fame of the National Disability Mentoring Coalition.
Strache Leadership Award for those who work with students as educator and mentor, while remaining a leader in the fields of disability and assistive technology through publications, presentations and research, presented at the Keynote Address of the 2012 CSUN Technology and Persons with Disabilities Conference.
Professional Recognition Award for outstanding achievement and contributions to the field of higher education and disability. AHEAD is the premiere professional association for disability services personnel, Association of Higher Education and Disability (AHEAD), 2011.
Greenberg Award for Innovation for demonstrated innovation in the preparation of college students with disabilities and the recruitment of these students for employment, presented at annual conference for Career Opportunities for Students with Disabilities (COSD), 2007.
Catalyst Award to honor people who inspire action and foster the achievements of others, while taking none of the credit for themselves and their contributions to the field of technology and disability. Trace Research and Development Center, 2006.
Outstanding Program Award, AHEAD, for promoting the success of students with disabilities, presented to DO-IT Center at national conference, 2001.
The Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring presented to DO-IT Center at the White House, 1997.
National Information Infrastructure Award in Education for exemplary work to support education, presented to DO-IT Center in Washington, D. C., 1995.
Washington State and Local
2017 ACE Award to IT Accessibility Team, UW-IT, University of Washington.
Golden Apple Award in Education for exemplary education program, presented to DO-IT Center, 1999.
Washington Association of Postsecondary Education and Disability (WAPED) Service Award, presented to DO-IT Center, 1995.
King County Vocational/Special Education Community Partnership Award, DO-IT, 1995.
Outstanding Woman, UW, 2019, 2020; Achievement, Collaboration, and Excellence (ACE) award to AccessCyberlearning project team 2020 and to AccessComputing project team 2012 from UW-IT; Certificate of Recognition, UW College of Engineering Innovator, 2011; Nominee, Jefferson Award for community service, Seattle Post-Intelligencer, 1998.