Grant Recipients
Brenda Yasie Lee, Science, Physics & Astronomy
Vivian Dayeh, Science, Biology
Stefan Idziak, Science, Physics & Astronomy
Rick Marta, Science, Physics & Astronomy/Chemistry
(Project timeline: September 2025 - April 2027)
Description
This project investigates how accessibility is currently implemented in STEM teaching at UWaterloo and identifies gaps between accessible tools and accessible teaching methods by focusing on real-time accessible pedagogy. While campus services (ex. AccessAbility Services) help to provide accessible, often retrofitted classroom materials, there remains little understanding of how faculty integrate these resources into effective/inclusive teaching practices, nor which accommodations are most needed by students.
Surveys and interviews with instructors, staff and students regarding the current usage/experience of accessibility tools and barriers to adoption will help define areas of improvement for real-time, accessible pedagogy. By mapping existing practices and identifying institutional bottlenecks, this project will lay the foundation for future innovations in accessible STEM pedagogy. The outcomes will help with developing a practical framework that encourages faculty to move beyond compliance-based approaches and towards inclusive, engaging and accessible teaching methods to foster deeper learning and equitable teaching for all students.
Research Questions
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Identify the extent to which STEM instructors use accessible tools and resources in their teaching.
Question: What accessibility tools and methods are STEM faculty members currently using in their classes?
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Evaluate how AccessAbility Services (AAS) currently supports accessibility in course materials.
Question: What kind of accessible learning materials are currently available and how are they distributed by AAS to students?
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Uncover barriers preventing instructors from adopting accessible teaching practices.
Question: What are perceived barriers to faculty adoption of accessible teaching practices?
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Generate data-informed recommendations for the development of a future framework for accessible pedagogy.
Question: What resources would increase faculty uptake of accessible practices?
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Lay the foundation for transforming accessibility from a compliance-based model into a pedagogically integrated, student-centered approach.
Question: How do students experience and engage with current accessible materials in STEM courses?