Understanding the Motivations of Final-Year Computing Undergraduates for Considering Accessibility

Autor/inn/en	Conn, Paula; Gotfrid, Taylor; Zhao, Qiwen; Celestine, Rachel; Mande, Vaishnavi; Shinohara, Kristen; Ludi, Stephanie; Huenerfauth, Matt
Titel	Understanding the Motivations of Final-Year Computing Undergraduates for Considering Accessibility
Quelle	In: ACM Transactions on Computing Education, 20 (2020) 2, Artikel 15 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-6226
Schlagwörter	Student Motivation; Computer Science Education; College Seniors; Instructional Effectiveness; Internship Programs; Student Attitudes; Time Perspective; Assistive Technology; Accessibility (for Disabled); Computer Software; Value Judgment; Educational Resources; Teaching Methods; Course Descriptions; Attitudes toward Disabilities; Required Courses; New York (Rochester) + Suchen Sie Ihr Suchwort? Schulische Motivation; Computer science lessons; Informatikunterricht; College; Colleges; Senior; Hochschule; Fachhochschule; Unterrichtserfolg; Berufspraktische Ausbildung; Schülerverhalten; Zeitbezug; Accessibility; Zugänglichkeit; Werturteil; Bildungsmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan; Pflichtkurs
Abstract	We investigate the degree to which undergraduate computing students in a United States university consider accessibility several years after instruction. Prior work has found that cultural and ethical norms become ingrained early in STEM professionals' careers; so, we focus on students approaching graduation and after an internship experience, who are just getting started in their career. In semi-structured interviews, a majority of these final-year computing students (14 of 16) indicated that they were not motivated to improve their skills in accessibility, attributing this to not being required to consider accessibility in subsequent work or classes, not seeing accessibility as an essential skill in their profession, and challenges due to a learn-it-on-your-own approach in computing. Participants suggested instructional methods and topics that they believed would have better prepared them for considering accessibility. A survey of 114 additional final-year students revealed similar themes, including that students did not personally view accessibility training as essential career preparation. Prior research has largely focused on evaluating short-term changes in students' knowledge after an educational intervention. Therefore, by focusing on students several years after an intervention, this work highlights lingering barriers for university programs in promoting accessibility among rising computing professionals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01