[nfbcs] Research
John Heim
john at johnheim.com
Thu Feb 23 18:15:52 UTC 2017
Well, maybe I am misreading your intent but you said, " Skip the CS
undergrad unless you're in a lower tier school [...]" I don't think it
matters what tier the school is in when it comes to willingness to make
accomodations. In general, the best thing for anyone's career is to go
to the best school they can get into. Having a degree from MIT on your
resume is better than having one from East Podunk College.
Most universities do everything they can to keep students from dropping
out. Here at the University of Wisconsin Math Department, we have at
least 3 full-time people who's job is to keep students from flunking
math courses. Their job is to make sure students are taking courses
they can handle and that they get the help they need if they are
struggling. And that's just the math department. Other departments
probably have their own people.
On 02/23/2017 10:12 AM, David Tseng wrote:
>
>
> On Thu, Feb 23, 2017 at 7:05 AM, John Heim via nfbcs <nfbcs at nfbnet.org
> <mailto:nfbcs at nfbnet.org>> wrote:
> I don't think you can make generalizations based on the size of the
> school. You can run into an uncooperative instructor anywhere. It can
> even depend on who happens to be chair of the department at the time. If
> you run into an uncooperative instructor, is the department chair or
> dean of students going to care? Some do and some don't. I have heard
> stories from students at other institutions that would shock any
> instructor here at the University of Wisconsin.
>
>
> I don't think I generalized. My first sentence was it highly depends on
> the university. When the course work is using inaccessible platforms to
> teach or when the alternative is to have a freshman learn an entirely
> different toolchain or workflow, it does seem to be problematic. This is
> when the pace of undergraduate course loads starts at day one (first
> semester). There's really no wiggle room unless you plan on staying in
> undergrad for 6 years.
>
>
> I can agree with your point about the competition though. I used to give
> a mini-course on latex at the beginning of each school year. But fewer
> and fewer people came to it and we finally stopped doing it. Kids come
> in already knowing latex or they have to pick it up on their own. I'm
> glad I'm not a student any more. The amount of partying I did would
> never cut it these days.
>
> Yes. Didn't do too much of that :).
>
>
>
>
>
>
>
> On 02/23/2017 12:28 AM, David Tseng via nfbcs wrote:
> When it comes down to it, the experience imo, depends on the university.
>
> In a big research university, say top 50 in the country, the emphasis
is on
> a fairly challenging course load. The profile of the typical freshman
> undergrad is someone who has been coding for quite some time, has
> familiarity with a *nix environment, and is capable of picking up major
> topics at each lecture (two or three times a week). Classes are typically
> large; say ~100-200. Professors are extremely brilliant, which also means
> they go fast. Peers are at the top of their game. CS tends to attract
> students who exceled in high school. These are kids who took multi
variable
> calculus, discrete math, and linear algebra before even graduating high
> school.
>
> While in undergrad, I spoke with plenty of sighted kids who found the
> experience daunting :).
>
> If you want a taste, you can "preview" much of the lower division classes
> from Berkeley. CS61A, for example, is the first course and it is a weeder
> for just about all students.
> I don't think I know many people, including colleagues, who could stand
> against the rigorousness of the grading. But, that's why it's a top
> program. However, in that environment, even little bit counts and
blindness
> is a major disadvantage because you are judged against your peers without
> having access to 100% of what they've got.
>
> If I had one piece of advice to give, skip the CS undergrad unless you're
> in a lower teir school or a university you know well to be student
centric
> and not heavily weighted towards performance metrics. Get your fancy CS
> graduate degree :) at a top teir school. That is a totally different
animal
> and quite a bit easier imo. I know of many blind professionals who
went to
> great uni's for their masters/Ph.D's for CS and due to a variety of
> factors, they all seem to find the experience better than those who took
> the undergrad route.
>
>
>
> On Wed, Feb 22, 2017 at 6:31 PM, Joseph C. Lininger via nfbcs <
> nfbcs at nfbnet.org <mailto:nfbcs at nfbnet.org>> wrote:
>
> Amanda,
> I have to disagree. I currently have an under grad degree in CS, and I am
> working on a Ph.D. I am also employed full time as a computer scientist.
> There are some issues the blind will experience with technical
degrees that
> are unique to those degrees, but it's definitely doable.
>
> --
> Joe
>
>
> On 2/22/2017 12:13, Amanda Lacy via nfbcs wrote:
>
> I have a CS degree. I cannot in good conscience recommend it to other
> blind students unless they accept that they will experience a lot of
> hurt. I don't have satisfying answers to most of your questions.
>
> On 2/21/17, Michael via nfbcs <nfbcs at nfbnet.org
> <mailto:nfbcs at nfbnet.org>> wrote:
>
> Hello Andy,
> Thank you for your response. Before answering your questions, I will
> preface
> my response that this project is entirely predicated on ensuring other
> blind
> students, who may be considering computer science, do not do what I did;
> namely, believing that blind people cannot do computer science. Now, your
> questions:
> (1) No University, community college, or vocational school is funding
> this;
> this is an assignment that I have received on behalf of the Louisiana
> Center
> for the Blind (LCB) for my technology class.
> (2) I graduated from the University of Nevada, Reno, this past December
> with
> an Honors B.A. in Philosophy with an emphasis in logic, metaphysics, and
> epistemology.
> (3) This guide will serve to educate prospective computer science
> students
> who are blind. When I was in high school, I was extremely interested in
> doing computer science. I was told that blind people could not do
> computer
> science; mistakenly, I believed this to be true and thus proceeded into
> the
> liberal arts. If I can provide clarity to other students thinking about
> computer science, or elucidate blind students when it comes to the
> copasity
> of blind people, I would be very happy. As it stands, the only place I
> know
> for sure this research will end up is the national Association of Blind
> Students website, as I sit on the board and can make that happen.
> Otherwise,
> I have no idea.
> (4) This is true. I did not make this anonimis. If people are willing to
> answer, I would be very happy, and will of course cite you, or not cite
> you,
> depending on your permission. If people are not willing to, I totally
> understand that as well.
> I hope I was able to address your concerns.
> For anyone else who wishes to help me out, you can email your responses
> to
> my email (mausbun at nevada.unr.edu <mailto:mausbun at nevada.unr.edu>) or, if
> you feel confortible, just
> responding to this thread.
> Thank you again for all your attention and time!
> Respectfully,
> Michael Ausbun
> Vice President, National Federation of the Blind of Nevada.
> Secretary, National Association of blind Students
> Student, The Louisiana Center for the Blind
>
>
> -----Original Message-----
> From: nfbcs [mailto:nfbcs-bounces at nfbnet.org
> <mailto:nfbcs-bounces at nfbnet.org>] On Behalf Of Andy B. via
> nfbcs
> Sent: Tuesday, February 21, 2017 2:24 PM
> To: 'NFB in Computer Science Mailing List' <nfbcs at nfbnet.org
> <mailto:nfbcs at nfbnet.org>>
> Cc: Andy B. <sonfire11 at gmail.com <mailto:sonfire11 at gmail.com>>
> Subject: Re: [nfbcs] Research
>
> I am interested in answering these questions. However, you never
> displayed
> your credentials or qualifications in the subject. What school is funding
> this study? Where did you graduate and with what degree? What do you
> intend
> on doing with the guide when it is finished? The results of this survey
> are
> not anonymous. Therefore, people might be hesitant.
>
>
> -----Original Message-----
> From: nfbcs [mailto:nfbcs-bounces at nfbnet.org
> <mailto:nfbcs-bounces at nfbnet.org>] On Behalf Of Michael via
> nfbcs
> Sent: Tuesday, February 21, 2017 2:45 PM
> To: 'NFB in Computer Science Mailing List' <nfbcs at nfbnet.org
> <mailto:nfbcs at nfbnet.org>>
> Cc: Michael <mausbun at nevada.unr.edu <mailto:mausbun at nevada.unr.edu>>
> Subject: [nfbcs] Research
>
> Hello All:
> My name is Michael Ausbun, and I am currently a student at the
> Louisiana
> Center for the Blind. I am conducting research, to develop a
> comprehensive
> guide for prospective computer science students. I would much appreciate
> it
> if you would take some time and answer the following questions.
> Thank you for your attention in this matter.
> Respectfully,
> Michael Ausbun
>
> Research questions:
> Advocacy:
> (1) What accommodations do you believe were most beneficial to you in
> completing your degree?
> (2) What accommodation(s) were necessary when completing visual
> components
> of one’s degree requirements?
> (3) In what ways have you advocated for the modification of
> materials to
> ensure equal access for yourself or future computer science students?
> (4) What is the most important question(s) a computer science
> student should
> ask their instructors before and during a selected course of study?
> (5) Are there any Universities, companies, or organizations who have
> been
> greater benefactors?
> Academics:
> (1) How much math and science is necessary for a person to be
> successful
> within the computer science field.
> (2) In general, are materials accessible with access technology?
> (3) What are some effective, and somewhat universal, techniques for
> manipulating and writing computer languages?
> (4) In what ways did your assignments get modified, to establish
> equal
> access to all requirements?
> (5) What are some effective ways for designing accessible algorithms
> and
> data structures?
> (6) When developing a portfolio, did you find an accessible way of
> publicly
> displaying your code, or for hosting your portfolio?
> (7) After publishing your code, what methods do you use to ensure the
> visible code is visually appealing or readable?
> (8) Are there any courses you might recommend to take in high school
> to
> prepare someone going into the computer science field?
> (9) Besides the source work required to obtain your degree, what
> additional
> course work might you recommend to enhance one’s employment
> effectiveness?
> Access technology:
> (1) What access technology gave you the greatest degree of
> opportunity to
> compete on an equal playing field with your peers?
> (2) What challenges did access technology present when interacting
> with the
> technology required to complete tasks and assignments for your computer
> science degree or profession?
> (3) What role does access technology play in the completion of your
> daily
> assignments or tasks?
> (4) How might modifications to standard technology create more
> opportunity
> for usability with access technology?
> General technology:
> (1) In what ways is the general technology inaccessible when paired
> with
> access technology? Are there any work arounds for these issues?
> (2) What sort of accommodations are necessary for the use of most
> general
> technology used in this field of study or profession?
> (3) Can standard tasks be completed on a unit without extensive
> modification
> or accommodations?
> Does most technology come ready to use? Are there ways to increase one’s
> productivity when using Python JavaScript C++ swift and racket, and
> integrated development environments (IDEs)—such as CodeLite, Eclipse,
> NetBeans, VisualWX, Xcode, and KDevelop?
>
>
>
>
>
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