Digital Accessibility Initiatives

• Fisher, C., Kang, S., Wiley, C. (2023). “Awareness, Understanding, and Attitudes of Digital Accessibility in Tech Professionals.” HCI International Conference Proceedings, July 23-28, Copenhagen, Denmark.
• Wiley, C., Ouverson, K., Wendling, B. (2022). “Mixed-Methods Research to Support Development of Campuswide Digital Accessibility Policy at Iowa State University.” A Guide to Digital Accessibility: Policies, Practices, Tools, and Professional Development. Quality Matters.
• Wiley, C. (2020) “Nothing About Us Without Us… Including Pizza: The Practice of Designing with Accessibility in Mind.” AIGA Design Educator’s Newsletter, October 8, 2020.

In Progress:

• Consultation: 2023 NIGMS Enhancing Program Evaluation Capacity Grant, NIH, "Empowering Researchers through Evaluation: The Development of Online Educational Modules for Evaluating Biomedical Research Training Programs.

Awarded:

• Wiley, C. 2020 Digital Accessibility Consultant for PIRI Grant, Iowa State University ($600,000—3 years)  “Game2Work: Accelerating the future of work through a game-based, human-autonomy teaming platform,” led by Larysa Nadolny, Associate Professor, School of Education; Michael Dorneich, Associate Professor, Industrial & Manufacturing Systems Engineering and large research and support team from across campus. 
• Wiley, C. 2019 Computation Advisory Council ($25,000), Digital Accessibility Lab startup funds, Iowa State University 
• Wiley, C. 2019 HCI Alumni Participant Grant ($3,500), XR Brain Jam, The New School, New York, New York 

Non awarded:

• Wiley, C. 2021 Co-PI for National Science Foundation (NSF) Innovations in Graduate Education (IGE) ($500,000—3 years) 
  • The Innovative Digital Accessibility Program (IDAP) at ISU seeks to increase awareness of digital accessibility within computing-related graduate disciplines as an investment in creating a campus climate that contributes to an increase in the enrollment of computing students with disabilities in these disciplines. One in five American adults have a disability that affects their ability to use the Internet. Likewise, the technology industry reports that new hires lack sufficient accessibility skills, even as the demand for these skills grows. A survey of computing-related degree programs notes that only half of students even encounter accessibility as a topic in their graduate coursework. Inadequate skills in this area limits graduates’ competitiveness for industry jobs. Our goal is to infuse accessibility in graduate computer design courses, increasing awareness of the needs of people with disabilities among ISU students, as well as opportunities to develop the skills necessary to meet those needs in their product design and development. Collaborating with Alyssa Emery (PI), Assistant Professor, School of Education.; Sung Kang (Co-PI), Professor, Graphic Design; and Stephen Gilbert (Co-PI), Associate Professor, Industrial & Manufacturing Systems Engineering and Associate Director, VRAC. 
• Wiley, C. 2021 Co-PI for National Science Foundation (NSF) Secure and Trustworthy Cyberspace (SaTC) ($500,000—3 years) 
  • This project aligns with the NSF’s goal to develop a scientifically literate public, and increase the representation of marginalized groups within STEM fields. First, we will contribute to the growing literature on the use of gameful pedagogical tools in the preparation of future engineers. Second, we will advance theoretical and practical understandings of how different aspects of achievement motivation are developed in large introductory courses. Third, we will support the research training and experience of graduate and undergraduate students. We will develop a game based laboratory cyber village called Hackerville. Collaborating with Doug Jacobson (PI), Professor, Department of Electrical and Computer Engineering; Larysa Nadolny (Co-PI), Associate Professor, School of Education; and Alyssa Emery (Co-PI), Assistant Professor, School of Education. 
• Wiley, C. 2021 Co-PI for Department of Defense (DoD) National Defense Education Program (NDEP) Award: STEM ($3 million—3 years) 
  • Our aim is to ensure that students in grades 9-12 can articulate the importance of cybersecurity best practices, identify actions they can take online as responsible public citizens, recognize public support available to them if they face cybersecurity concerns, and discover career pathways that may be available to them in the future. To do this, we are developing Hackerville—an accessible, inclusive cybersecurity learning platform—designed to be integrated into content courses not typically associated with STEM programming (e.g., English literature, social studies, etc.). Across the project, we will evaluate Hackerville’s accessibility, investigate students’ perceptions of inclusiveness as they play, measure their cybersecurity learning, and explore the extent to which students develop a value for cybersecurity. Collaborating with Doug Jacobson (PI), Professor, Department of Electrical and Computer Engineering; Larysa Nadolny (Co-PI), Associate Professor, School of Education; and Alyssa Emery (Co-PI), Assistant Professor, School of Education. 

• Wiley, C., Wendling, B., Das, M., Farber, C. (2022). “Teach Access Global Accessibility Awareness Day Panel.” Virtual Panel, May 19, 2022.
• Wiley, C., Fisher, C., Wendling, B. (2022). “The A11yCats Game Design Process: An Irreverent Reverent Adventure in Accessibility,” axeCon 2022. Virtual. March 2022
• Sonka, K., Wiley, C., Yoon, C. (2021). “Teach Access: On A Mission to Ensure Products Are Born Accessible,” Accessing Higher Ground Accessible Media, Web and Technology Conference, Denver, Colo., November 19, 2021.
• Sonka, K., Wiley, C., Huibregtse, S. (2021). “Teach Access: Eliminating the Accessible Skills Gap,” OLC Accelerate 2021 featured session, National Harbor, Md., Oct. 5-8, 2021.
• Wiley, C., Beksa, J., Henke-Reed, D. (2021). “Accessible Gaming Panel,” International Association of Accessibility Professionals (IAAP), Virtual, June 2, 2021.
• Sonka, K., Wiley, C., Yoon, C., Reuschel, W. (2021). “Teach Access: How to Reach 1 Million Students to Eliminate the Technology Skills Gap in Accessibility,” A11yCamp Bay Area. Virtual Panel. May 22, 2021.
• Wiley, C. (2021). “Testing Online Course Materials: Hiring Students with Disabilities,” Association on Higher Education and Disability. AHEAD Spring Colloquium 2021, Virtual, May 19-21, 2021. 
• Rowland, C., Keegan, S., Wiley, C., Domanski, R., Ladner, R. (2021). “Teach Access: University Partners Panel,” John Slatin Virtual AccessU 2021, Virtual Panel, May 18-20, 2021.
• Wiley, C. & Nadolny, L. (2020). “Game-Based Learning: The Importance of Accessibility and WCAG 2.1/2.2,” Accessible Learning Conference, Michigan State University, November 12, 2020.
• Wiley, C. (2020). “Negotiating with IT Vendors Shouldn’t Feel Like a Used-Car Deal,” Association on Higher Education and Disability (AHEAD), Virtual, October 27, 2020.
• Wiley, C. (2020). “Accessible Game Design: It’s 2 point 1 fun!” A11yTalks June Edition, YouTube Livestream, June 17, 2020.
• Wiley, C. (2020). “Digital Accessibility: Becoming an A11y Through Design,” Advocacy in Design: Engagement, Commitment, and Action, Fourteenth International Conference on Design Principles & Practices, Pratt Institute, Brooklyn, Ny., March 16-18, 2020. Conference canceled due to COVID-19. 
• Wiley, C. (2020). “The Museum Version 2.1: Inclusive Design Through Digital Accessibility,” Paper Presentation, College Art Association Annual Conference, Chicago, Ill., February 12-15, 2020.
• Wiley, C. (2018). Invited Mentor (Diversity, Equity and Inclusion through Digital Interactions), SXSW EDU, Austin, Tex., March 5-8, 2018.