New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing 1. Program Description and Purpose Provide a narrative overview of the proposed program that includes the following: a) Provide a brief description of the program as it will appear in the institution s catalog. Fundamental to Human-Centered Computing (HCC) is a focus on humans as individuals and in social contexts, and their behavior with technology. With roots in multiple areas of computing, arts, and social sciences, HCC blends strength from these varied disciplines to understand the way in which people use technology. Students of this degree will be at the intersection of computer advancements and understanding human behavior with technology. Topics of consideration include the design, evaluation and implementation of interactive computing systems and the understanding of ways in which such systems can transform our lives. With a blending of content from Computing, Psychology, and Design, HCC blends core theoretical and applied human-technology concepts in a contemporary interdisciplinary curricular model. Given the growing reliance on computing in our daily lives, technology no longer is the exclusive realm of techsavvy users; industry has recognized the need to make software and devices that are usable and desirable. This degree will prepare students for careers in industry or graduate study, offering options to specialize in different areas of HCC depending on individual student interests in computing, design, or psychology. b) List educational and (if appropriate) career outcomes. Describe any specific curricular features that incorporate rigorous academic and career preparation. 1. Program Goal: Students will study how people interact with technology a. Educational Outcomes - Graduates will be able to: i. Gather user, client, and system needs/data and translate into technical and aesthetic specifications and requirements. ii. Design interfaces and interactions based on research principles and aesthetic practice, design principles, or accessibility. iii. Develop and assess prototypes that meet the aesthetic and functional requirements of a client. iv. Evaluate user interfaces and user experiences, through a variety of techniques and methodologies. v. Communicate via written reports, visualizations, and presentations. vi. Describe emerging technologies and explore possibilities for their use. b. Career Outcomes Graduates will: i. Be employable in a position requiring mastery of concepts and application skills in Human- Centered Computing. ii. Become leaders in their organization. iii. Work effectively as a team member in their organization. iv. Become lifelong learners in their discipline. 1

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing c) Describe how the program fits with and advances the institution s mission, vision, values and reputation. Vision: RIT will lead higher education in preparing students for innovative, creative, and successful careers in a global society. Mission: RIT s mission is to provide a broad range of career-oriented educational programs with the goal of producing innovative, creative graduates who are well-prepared for their chosen careers in a global society. The RIT community engages and motivates students through stimulating and collaborative experiences. We rigorously pursue new and emerging career areas. We develop and deliver curricula and advance scholarship and research relevant to emerging technologies and social conditions. Our community is committed to diversity and student centeredness and is distinguished by our innovative and collaborative spirit. Internal and external partnerships expand our students experiential learning. RIT is committed to mutually enriching relationships with alumni, government, business, and the world community. Teaching, learning, scholarship, research, innovation, and leadership development for promoting student success are our central enterprises. The HCC program is an excellent example of a cross disciplinary degree that will prepare students for an innovative, creative and globally aware career. There is growing reliance on computing in our daily lives; technology, devices and interfaces are pervasive. Industry has recognized the need to make software and devices that are usable, predictive and desirable. This degree will prepare students for careers in industry or graduate study, offering options to specialize in different areas of HCC depending on individual student interests in computing, design, or psychology. The students produced within the HCC degree will have innovative insights into human behavior with relation to computing. Studying the various disciplines (computing, psychology, design) while learning the methods of research and testing gives the students inventive ways of looking at social contexts within society. Developing prototypes while exploring emerging technical areas will enable the students to do extensive testing to assess the success/technical feasibility of their chosen solution. Students will obtain a background understanding of human information processing and of quantitative and qualitative research methods and testing, applying these skills to the technology of today. A hallmark of this B.S. degree will be the participation of students in the development and evaluation of new interaction experiences through co-ops, student and/or faculty initiated research, and a final year project. The year long senior project course, taken in conjunction with students in the Computing and Information Technologies undergraduate degree as well as students in the Web & Mobile Computing undergraduate degree, is designed enhance teamwork, cutting across disciplines and even borders. The students based on the Rochester campus will be put on teams with students in our Dubai and Croatia campuses, placing students in situations of working in a global community with their future peers. The HCC students focus will not only be on developing the interfaces of these projects, but also the usability and accessibility for a wide range of users. 2

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing d) Describe the justification and documented need for this program and how this program contributes to RIT s strategic plan priorities and key result areas. This program continues RIT s tradition of technical education in fields of importance to industry and society. The proposed program is designed to capitalize on the existing expertise in the multiple participating departments, leveraging their existing portfolio of courses to create a deeper field of study. This HCC B.S. degree will add to the RIT portfolio of professional degrees. It will be distinguished from existing degree programs in the colleges by providing students methods, computing, and / or psychology expertise that is not currently available, in combination. The HCC degree will supplement learning for students with those interests, allowing them to gain valuable skills in research methods, psychology, and to enter jobs that require this additional skill set. This degree will prepare students for careers in industry or graduate study, offering options to specialize in different areas of HCC depending on individual student interests in computing, design, or psychology. While many other universities offer a graduate degree in the field of human computer interface (e.g., DePaul, Georgia Tech, University of Washington) and several universities offer minors or concentrations at the undergraduate level (e.g., Virginia Tech, Univ. of Illinois), there are very few undergraduate degree programs in this field. RIT will join a very small group of universities (NJIT, CMU) that combine the fields of psychology, design, and computing to produce graduates that are capable of designing not just graphical user interfaces, but transforming the way we interact with technology. A key aspect of the RIT degree, not seen in other programs, will be the inclusion of accessibility as a design consideration. The Human-Centered Computing (HCC) undergraduate program will contribute to the achievement of the university s key result areas in the following manner; Be renowned for student success- The multi-disciplinary, multi-national capstone experience that occurs in the senior year includes work that builds on their core subjects. These capstone projects are likely to be exhibited at Imagine RIT and other events. The diversity of skills the graduate acquires will be an outstanding fit with the current and future needs in the field of user-centered computing. Maximize opportunities for scholarship- students will be encouraged and academically prepared to perform scholarly work with the faculty of all three participating departments. Execute operational excellence- Operational excellence is defined in this context as efficient use of resources and employment potential and placement. Initially this degree will add only a slight additional teaching burden to the resources already allocated for teaching, as a majority of the courses already exist. As enrollments grow, additional sections and resources will be required. However only a small number of these sections will be dedicated solely to this degree program. Achieve the highest level of stakeholder satisfaction- The HCC undergraduate program is aimed at students seeking to advance their education, cultivating an overlap of curricular areas that didn t exist in concert before. The participating departments have created a new experience for the students, where the overlap in interdisciplinary areas add strength to each other. Faculty, experienced in instruction and course design, were recruited to look for these areas of intersection, maximizing the learning experience of students, achieving satisfaction with the courses individually and the program as a whole. 3

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing e) Describe curricular features that address emerging disciplines and related student and faculty scholarship, research and creativity. Through HCC, RIT has an opportunity to build a large-scale collaborative endeavor across departments, colleges, and even geographical locations to pursue teaching and research in human computer interaction, language processing in computing, information design, interactivity in new media, and non-traditional users through accessibility. The proposed degree program is designed to create opportunities for students to explore user behavior techniques and methodologies to pose novel questions and solutions, and to develop the kinds of expertise to apply new knowledge and skills in the digital-based culture and markets in which we live. Given our institution s established history of career-focused curriculum and cooperative education opportunities, RIT is uniquely poised to satisfy both the demands of our students for interdisciplinary education and the modern workplace for creative and adaptive graduates. The first two years of the proposed HCC curriculum balances general liberal arts courses with courses in computing, design and psychology with new human-centered computing core courses. This combination builds technical capability while giving the students a well-rounded perspective; the HCC core courses will make explicit the similarities and differences in user ability, user behavior and computational approaches to problem solving. In the third and fourth years students develop a specialization in an area of their choice and complete two semesters of co-op opportunities to connect their classroom knowledge to the needs of the workplace. RIT already possesses the necessary infrastructure, including both faculty expertise and computer facilities, to deliver this curriculum. Additionally, curricular partnerships are now in place between the three colleges to accommodate students interdisciplinary and collaborative needs. RIT has a history of faculty and student scholarship in Human-Centered Computing fields. In addition to facultyled research in the areas of human computer interaction, collaborative technology, accessibility, geographic information systems, wearable computing, and other emerging fields, there is a vibrant community of students with interest in human-centered computing projects, including a student chapter of the Association for Computing Machinery s special interest group on Computer-Human Interaction. With an interdisciplinary perspective, the Human-Centric Multi-Modal Modeling Group unites researchers across several colleges at RIT who combine methodologies of human-centered design, visual perception, imaging science, and computational linguistics to study the influence of perceptual expertise and domain knowledge on complex visual tasks. In addition, RIT has long been a leader in the field of accessibility, and there has been exciting recent growth in the number of faculty and research projects focused on technologies for people with a variety of capabilities, including older adults, people who are deaf and hard-of-hearing, and people with visual impairments. With the significant faculty scholarship in these areas, students will have the opportunity to participate in research projects, conduct independent studies in cutting-edge topics, and develop their creative and independent research skills. With courses and concentrations available in these fields, students will be well prepared to take advantage of these hands-on scholarly and creative opportunities. f) Excepting general education requirements, describe and list documented curricular interconnections and integration between this program and other disciplines, programs and colleges at the University (e.g., minors, concentrations, BS/MS options). At its heart, HCC is an evolving discipline, addressing the implementation, design, and user understanding of rapidly emerging technologies. A recent survey of HCC educators revealed that the greatest needs within the profession are for an understanding of methods, encompassing both design and empirical methods for product 4

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing testing[acm SIGCHI 2012 Report of Education Activities]. This emphasis underscores the need to develop critical analytical skills, the ability to frame problems, and knowledge of appropriate methodologies. Professionals must be able to critically analyze and evaluate a variety of user designs, requiring expertise in both methods that quantify effectiveness as well as methods that evaluate user abilities and experiences. The program, therefore, will promote the development of skills appropriate for evaluating the usability, effectiveness, and desirability of interaction experiences. To address these, course competencies will come from instruction in: Computing (GCCIS): Foundations of HCI, prototyping/rapid development, usability testing, usercentered design methods, web tools and development, interface programming, user interface design, accessibility, social and ethical dimensions of computing, information visualization, software design principles, social computing, immersion and the media interface and innovation. Design (CIAS): Digital media, design, layout, typography and web interactions, enabling students to apply design processes into simulations and prototypes for interactive projects. Psychology (COLA): Cognitive psychology (memory and attention; decision making and problem solving), research methods / statistics, social psychology, and perception (color, form and object perception). This is an interdisciplinary program in nature. Faculty from computing, new media design and psychology were involved in the planning and will be delivering the courses and doing the research with the student population. The program requires an imperative collaboration between GCCIS, CIAS and COLA. The intersection between computing, design and psychology is paramount in the students understanding of human subjects as they interact digitally. The program contains 4 core Psychology courses in the first two years. These courses are intended to give the students grounding in the psychology of subjects - computing users, their behaviors and why they exhibit the traits that they do - while learning the fundamentals of research. During the first two years, students will be taking a year of digital design learning the fundamentals of design, the tools of designers and the design process. While they study design, they will be applying these concepts to the Web realm as they study the technology of Web design and differing form factors (mobile). They will also be studying the ethics involved in computing and solving problems in technology. In the third and fourth years, students can pick two concentration tracks from several choices. Concentrations will come in the form of accessibility, psychology, design, front-end development and instructional technology. Students will be required to participate in 2 co-op requirements starting at the end of their sophomore year and finishing before their senior year, giving the students an opportunity to work with clients. During their final year, students will be required to take a Senior Project course. This course will be populated with all of the other students in the Information Sciences & Technologies Department. These multidisciplinary teams will include students who have spent their college careers studying mobile development, web application development, database development and networking and system administration. These teams will be given a year long real world assignment, learning not only how to elicit information from clients but also how to work in teams with peers of varying, but analogous foci. 5

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing g) Describe the role of faculty in the program s design. Faculty within the Departments of Information Sciences & Technologies, Psychology, and New Media Design believe the HCC undergraduate program will be a strong complement to existing programs, utilize all of the expertise and ability of the faculty, provide a viable, educational opportunity for students interested in the field, and be a unique offering among US universities. While the IST Department has taken the lead in coordination of this new degree, the faculty all three departments have worked collaboratively to define the program and develop the courses. These courses will be taught by the each department s faculty who have the capacity and expertise to teach in the computing, design and psychology disciplines. h) Input of External partners Below are the external partners we queried about the degree to gain their insight and support. They provided feedback of how this degree program will provide and serve the educational objectives of the student population as well as the future job market. The letters are included in Appendix D. External partners were selected on the basis of their academic and professional standing in human-centered computing fields, and they include representatives from both academic and industrial settings. Several of the external partners are well-known and highly-cited researchers in the field of human-computer interaction, including winners of best-paper awards at the ACM SIGCHI Conference on Human Factors in Computing Systems and other professional honors. Several external partners have first-hand experience in undergraduate and graduate academic programs in computer science and human computer interaction, including leadership roles in these programs (e.g., director or prior department chair) with involvement in the acceptance of students to advanced programs of study. Other external partners have risen to key leadership roles with hiring responsibility in the industrial sector, and they are able to offer valuable insight on the career options available to future graduates of the Bachelor of Science degree program in Human-Centered Computing. The feedback from the external partners was reviewed and folded into this degree proposal. Specifically, the curricular suggestions we implemented: Emphasis in the design courses will not be tool based but rather about the techniques and methods that designers use. Ensuring that the students would have a solid background in programming, from the Mobile, Web and generic points of view. Programming for different devices (smart phones, tablets, etc.) will be approached from the start in the 2 specific programming courses (ISTE-120 & ISTE-121) as well as the Web & Mobile courses (ISTE-140 & ISTE-240) Concern about qualitative methods is addressed. It is our view that the program presents students with the opportunity to learn the methods and behavioral measures used in experimental psychology. The senior capstone will require HCC majors to work with colleagues in other IST disciplines and Psychology or Design, and methods appropriate to the projects will be put in practice. These will require student get the right design as well as designing right as they develop solutions. 6

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing Name Title Affiliation Anind Dey Associate Professor Charles M. Geschke Director Carnegie Mellon Human-Computer Interaction Institute Clayton Lewis Professor University of Colorado at Boulder Fellow, Institute of Cognitive Science University of Colorado President s Teaching Scholar David Nguyen Principal Researcher Nokia Stanley Caplan President Usability Associates James Fogarty Teresa Washburn Associate Professor Computer Science & Engineering Senior Manager User Experience & Technical Communication University of Washington Welch Allyn i) Provide enrollment projections for Year 1 through Year 5 Enrollment management has projected the following enrollment (see Appendix B) for more detail: Incremental Intake 2015 2016 2017 2018 2019 Full Time Students 18 18 18 18 18 Total 18 35 51 66 66 2. Program Courses and Schedule a) Using Table 1a for undergraduate programs list all required and elective courses in the program and show how a typical student would progress through the program. Table 1a: Undergraduate Program Schedule Indicate academic calendar type: _X Semester Quarter Trimester Other (describe) Label each term in sequence, consistent with the institution s academic calendar (e.g., Fall 1, Spring 1, Fall 2) Copy/expand the table as needed to show additional terms 7

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing PROGRAM COURSES AND SCHEDULE cr: credits LAS: liberal arts & sciences Maj: major requirement New: new course Prerequisite(s): list prerequisite(s) for the noted courses Term: Fall 1 Check course classification (s) Term: Spring 1 (Check course classification (s) Course Number & Title CR LAS Maj New Prerequisite(s) Course Number & Title CR LAS Maj New Prerequisite(s) ISTE-120 Comp Prob Solving Info Domain I 4 X ISTE-121 Comp Prob Solving Info Domain II 4 X ISTE-120 ISTE-140 Web & Mobile I 3 X ISTE-240 Web & Mobile II 3 X ISTE-140 ISTE-110 Ethics in Computing (First Year 3 X PSYC-223 Cognitive Psychology 3 X PSYC-101 Writing Intensive) First-Year Seminar 3 X STAT-145 Introduction to Statistics I (P-7A) 3 X PSYC-101 Intro Psychology (P-4, Social) 3 X NMDE-111 New Media Digital Design Survey I 3 X X Year One 0 Term credit total: 16 13 3 Term credit total: 16 10 6 Term: Fall 2 Check course classification (s) Term: Spring 2 (Check course classification (s) Course Number & Title CR LAS Maj New Prerequisite(s) Course Number & Title CR LAS Maj New Prerequisite(s) PSYC-250 Research Methods 1 (WI) 3 X PSYC-101, and any PSYC -251 Research Methods 2 3 X PSYC-250 other 200 psyc ISTE-262 Foundations of HCC 3 X X ISTE-120, ISTE-140, ISTE-264 Prototyping & Usability Testing 3 X X ISTE-262 NMDE-111 Liberal Arts and Sciences (P-5, Natural Science 3 X Liberal Arts and Sciences (P-6, Scientific Principles) 3 X Inquiry) NMDE-112 New Media Digital Design Survey II 3 X X NMDE-111 ISTE-252 Foundations of Mobile 3 X STAT-146 Introduction to Statistics II (P-7B) 4 X STAT-145 Free Elective 1 3 Wellness Activity 0 Wellness Activity 0 Term credit total: 16 10 6 Term credit total: 15 6 6 Coop 1 (After Sophomore year) Term: Fall 3 Check course classification (s) Term: Spring 3 Check course classification (s) Course Number & Title CR LAS Maj New Prerequisite(s) Course Number & Title CR LAS Maj New Prerequisite(s) HCC Concentration Course I 3 X HCC Concentration Course 3 3 X HCC Concentration Course 2 3 X HCC Concentration Course 4 3 X ISTE-266 Design for Accessibility 3 X X ISTE-264 Free Elective 3 3 Liberal Arts and Sciences (P-2, Artistic) 3 X Liberal Arts and Sciences (P-3, Global) 3 X Free Elective 2 3 Liberal Arts and Sciences (I-1) 3 X Term credit total: 15 3 9 Term credit total: 15 6 6 Coop 2 (before Senior Year) Term: Fall 4 Check course classification (s) Term: Spring 4 Check course classification (s) Course Number & Title CR LAS Maj New Prerequisite(s) Course Number & Title CR LAS Maj New Prerequisite(s) ISTE-500 Senior Development Project I 3 X Coop (2) Req ISTE-501 Senior Development Project II (writing 3 X ISTE-500 completed intensive) HCC Concentration Course 5 3 X HCC Concentration Course 6 3 X Liberal Arts and Sciences (P-1, Ethical) 3 X Liberal Arts and Sciences (I-3) 3 X Liberal Arts and Sciences (I-2) 3 X Liberal Arts and Sciences Elective 3 X Free Elective 4 3 Term credit total: 15 6 6 Term credit total: 12 6 6 Program Totals: Credits: 120 Liberal Arts & Sciences: 60 Major: 48 Elective & Other: 12 8

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing Notes The P-5 (Natural Science Inquiry) course must be a lab science Both Scientific perspectives (P-5 & P-6) require a minimum 3 credit course. The student could choose one of the 4 credit courses for either (or both), but it is not required. Concentrations Students matriculated in this degree will select two three-course concentrations representing eighteen semester hours of work (nine each). Concentrations and corresponding courses are listed below. Design NMDE-201 Elements II NMDE-203 Interactive II NMDE-302 GUI Psychology PSYC - 330 Memory & Attention PSYC - 331 Language & Thought PSYC - 332 Decision Making, Judgment & Problem Solving Front End Development ISTE-340 Client Programming ISTE-454 Mobile Application Development I ISTE-456 Mobile Application Development II Accessibility ISTE-362 Access & Assistive Technology (new) ISTE-462 Research in Accessibility (new) ISTE-464 Accessibility through the Lifespan (new) Instructional Technology ISTE-392 Fund Instruct Tech ISTE-394 Interactive Courseware PSYC-235 Learning & Behavior Natural Language Processing Concentration: ENGL 351 Language Technology ENGL 481 Introduction to Natural Language Processing ENGL 582 Advanced Topics in Computational Linguistics Special Topics A three course, nine-semester hour special topics concentration is available to selected students who wish to pursue an in-depth study of an area not present in the program s concentration offerings. The student will develop a special concentration proposal with the faculty advisor. The head of the academic unit will review the proposal and will approve or deny the request. 9

b) See Table 1a for RIT General Education Framework courses c) For every required course provided by a department other than the program s home department, provide a memo of support in Appendix C from that department, which includes an estimate of incremental costs for offering additional sections or new courses for the proposed program. d) If the program will be offered through a non-traditional schedule (e.g., off-campus, on-line, etc.), provide a brief explanation of the schedule, including its impact on financial aid eligibility. e) For existing courses that are part of the major, submit a copy of the current catalog description. CORE: CLA-PSYC-101 Introduction to Psychology Introduction to the field of psychology. Provides a survey of basic concepts, theories, and research methods. Topics include: thinking critically with psychological science; neuroscience and behavior; sensation and perception; learning; memory; thinking, language, and intelligence; motivation and emotion; personality; psychological disorders and therapy; and social psychology. Required course for psychology majors. CLA-PSYC-223 Cognitive Psychology This course examines how people perceive, learn, represent, remember and use information. Contemporary theory and research are surveyed in such areas as attention, pattern and object recognition, memory, knowledge representation, language acquisition and use, reasoning, decision-making, problem solving, creativity, and intelligence. Applications in artificial intelligence and human/technology interaction may also be considered. CLA-PSYC-250 Research Methods I This course will serve as an introduction to research methods in Psychology, with the goal of understanding research design, analysis and writing. Topics include examining the variety of methods used in psychology research, understanding research ethics, developing empirical hypotheses, designing experiments, understanding statistical concepts, interpreting results, and writing research and review papers in APA style. This course is offered in sequence with PSYC-251. CLA-PSYC-251 Research Methods II This course will serve as an advanced research methods course in Psychology, and will build on the foundational knowledge presented in Research Methods I. Topics and tasks for this course include designing single and multi-factor experiments, interpreting correlational research, completing statistical analyses appropriate to design, completing and analyzing an IRB application, understanding observational and survey research, and presenting results in APA style. This course is offered in sequence with PSYC-250 (Research Methods I). COS-STAT-145 Introduction to Statistics I This course will study the statistical methods of presenting and analyzing data. Topics include descriptive statistics and displays, random sampling, the normal distribution, confidence intervals, and hypothesis testing. The statistical software MINITAB is used to reinforce these principles and to introduce the use of technology in statistical analysis. This is a general introductory statistic course and is intended for a broad range of programs. 10

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing COS-STAT-146 Introduction to Statistics II This course is an elementary introduction to the topics of regression and analysis of variance. The statistical software package Minitab will be used to reinforce these techniques. The focus of this course is on business applications. This is a general introductory statistics course and is intended for a broad range of programs. (COS-STAT-145) GCCIS-ISTE-110 Ethics in Computing (FY WI) Computing and the Internet are now integral parts of our lives. In this course, we consider and discuss how ethical theories and principles can inform and provide guidance about interactions and uses of computing technologies. Topics include the development interpretation, and application of ethical theory, moral values, personal responsibility, codes of conduct, ethics in the real and virtual worlds, intellectual property, and information security. This is a Writing Intensive (WI) course. Students are provided with guidance and opportunities for improving informal and formal writing skills. Grades received on writing assignments will constitute a significant component of the final course grade. GCCIS-ISTE-120 Computer Problem Solving Info Domain I A first course in using the object-oriented approach to solve problems in the information domain. Students will learn to model hierarchical information structures using XML, to design software solutions using the object-oriented approach, to visually model systems using UML, to implement software solutions using a contemporary programming language, and to test these software solutions. Additional topics include thinking in object-oriented terms, and problem definition. Programming projects will be required. GCCIS-ISTE-121 Computer Problem Solving Info Domain II A second course in using the object-oriented approach to solving problems in the information domain. Students will learn: basic design principles and guidelines for developing graphical user interfaces, and use of the Event Model to implement graphical interfaces; algorithms for processing data structures; multithreading concepts and use of the Multithreading Model to design and implement advanced processing methods. Additional topics include the relational model of information organization, and the Client-Server model. Individual implementation projects are required. A team implementation exercise is used to provide students an opportunity to apply basic software development and project management practices in the context of a medium-scale project. (ISTE-120) GCCIS-ISTE-140 Web & Mobile I This course provides students with an introduction to Internet and Web technologies, and to development on Macintosh/UNIX computer platforms. Topics include Internet transport protocols and security methods, XHTML and CSS, multimedia, Web page design and Web site publishing. Emphasis is placed on fundamentals, concepts and standards. Additional topics include the user experience, mobile design issues, and copyright/intellectual property considerations. Exercises and projects are required. GCCIS-ISTE-240 Web & Mobile II This course builds on the basics of web page development that are presented in Web & Mobile I and extends that knowledge to focus on theories, issues, and technologies related to the design and development of web sites. An overview of web design concepts, including usability, accessibility, information architecture, and graphic design in the context of the web will be covered. Introduction to web site technologies, including HTTP, web client and server programming, and dynamic page generation from a database also will be explored. Development exercises are required. (ISTE-120, ISTE-140;) GCCIS-ISTE-252 Foundations of Mobile 11

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing This course is an introduction to designing, prototyping, and creating applications and Web Apps for mobile devices. These devices include a unique set of hardware and communications capabilities, incorporate novel interfaces, are location aware, and provide persistent connectivity. Topics covered include user interaction patterns, connectivity, interface design, software design patterns, and application architectures. Programming projects are required. (ISTE-240). GCCIS-ISTE-500 Senior Development Project I The first course in a two-course, senior level, system development capstone project. Students form project teams and work with sponsors to define system requirements. Teams then create architectures and designs, and depending on the project, also may begin software development. Requirements elicitation and development practices introduced in prior coursework are reviewed, and additional methods and processes are introduced. Student teams are given considerable latitude in how they organize and conduct project work. (completion of co-op requirement) GCCIS-ISTE-501 Senior Development Project II The second course in a two-course, senior level, system development capstone project. Student teams complete development of their system project and package the software and documentation for deployment. Usability testing practices introduced in prior coursework are reviewed, and additional methods and processes are introduced. Teams present their developed system and discuss lessons learned at the completion of the course. (ISTE-500) CONCENTRATIONS: NMDE-201 New Media Design Elements II Information design for static, dynamic and interactive multimedia integrates content with visual indicators. Legibility and clear communication of information and direction is important to the success of any user interface design. This course integrates imagery, type, icons, actions, color, visual hierarchy, and information architecture as a foundation to design successful interactive experiences. NMDE-203 New Media Interactive II This course extends previous interactive design and development experience and skills to emphasize interactive design principles and development. The emphasis in this course will be on the creative process of planning and implementing an interactive project across multiple platforms. Students will concentrate on information architecture, interactive design, conceptual creation, digital assets, visual design and programming for interactions. NMDE-302 New Media Design Graphical User Interface This course examines the user-centered and iterative design approaches to application and interactive development with a focus on interface design, testing and development across multiple devices. Students will research and investigate human factors, visual metaphors and prototype development to create effective and cutting edge user interfaces. CLA-PSYC-235 Learning & Behavior This course covers topics in learning such as non-associative learning, classical conditioning, instrumental conditioning, stimulus control of behavior, reinforcement, generalization and discrimination, and observational learning. Topics on learning and behavior in non-human animals may also be covered. CLA-PSYC-330 Memory & Attention 12

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing This course reviews current research in the areas of memory and attention. This course will consider such memory topics as: the classic three stores theory of memory and Baddeley s model of working memory, information processing, implicit and explicit memory, principles of forgetting, developmental changes in memory, skill memory, autobiographical memory, eyewitness memory, and the neural bases of memory. Attention topics covered in this course will include: Selective and divided attention, search and vigilance, signal detection theory, and neural correlates of attention. CLA-PSYC-331 Language & Thought This course is intended for students in the Cognitive Processing track. This course examines the structure of human language and its relationship to thought, and surveys contemporary theory and research on the comprehension and production of spoken and written language. In addition, we will discuss categorization, representation of knowledge, expertise, consciousness, intelligence, and artificial intelligence. Topics on language and thought in non-human animals may also be covered. CLA-PSYC-332 Decision, Judgments, & Problem Solving This course explores judgment and decision-making and problem-solving processes and focuses on the social and cognitive aspects of complex information processing. Major topics include normative, descriptive (heuristics and biases), and naturalistic approaches to decision-making, as well as selective perception, memory and hindsight biases, framing effects, heuristics, social influences, group processes and human error. Formal, normative models of decision-making considered include the prospect theory, expected utility theory, and Bayes Theorem. Problem solving will be examined from perspectives of formal, computational methods as well as intuition and creativity. Experimental methods in the research of judgment and decision-making and problem solving and applications in design of systems and decision aids will receive special attention. GCCIS-ISTE-340 Client Programming This course will explore the analysis, design, development, and implementation of client-side programming in the context of Internet technologies, mobile devices, Webbased client systems and desktop applications. Students will learn to design and build usable and effective interactive systems, clients, and interfaces. Key features addressed will include browser and platform compatibility, object reusability, bandwidth and communications issues, development environments, privacy and security, and related technologies and APIs. Programming is required. (ISTE-240) GCCIS-ISTE-454 Mobile Application Development I This course extends the material covered in the Foundations of Mobile Design course and provides students with a team-based experience of creating interesting applications and web apps for small-size form factor mobile devices such as smartphones These devices are exceptionally portable, have unique sets of hardware and communications capabilities, incorporate novel interfaces, are location aware, and provide persistent connectivity. Students are encouraged to make creative use of these unique device characteristics and operating properties to develop innovative applications. Programming projects are required. (ISTE-252; ISTE-341 or instructor permission) GCCIS-ISTE-456 Mobile Application Development II This course extends the Mobile Application Development I experience to medium-size form factor mobile devices such as slates and tablets. Compared to smartphones, these devices have much larger screen areas, and have the potentials for more processing power, higher capacity memories, additional sensors, and higher capacity batteries. Students are encouraged to make creative use of these increased display and computing resources to develop innovative applications. Programming projects are required. (ISTE-454 or instructor permission) GCCIS-ISTE-392 Fundamentals of Instructional Technology 13

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing Instructional Technology encompasses the basic processes for developing and delivering instruction. Instructional Systems Design (ISD) is a well-established methodology for describing knowledge and skills and developing instructional systems to effectively conveying knowledge. This course enables the student to be able to plan, organize, and systematically develop instructional materials. The course uses an ISD model to analyze, design, deliver, and evaluate instruction. GCCIS-ISTE-394 Interactive Courseware Computer software that teaches is referred to as courseware. This course is a continuation of Fundamentals of Instruction Technology (ISTE-392), and serves as a transition from general instructional design principles to the actual application of these principles in a computer-based environment. Although the basic principles of instructional design hold true in all media environments, using these teaching and learning principles is somewhat different when developing instruction that will be delivered by computer. This course teaches procedures that already have been successful in the design and development of courseware. (ISTE-392, ISTE-121 or equivalent programming background) CLA-ENGL-351 Language Technology We will explore the relationship between language and technology from the invention of writing systems to current natural language and speech technologies. Topics include script decipherment, machine translation, automatic speech recognition and generation, dialog systems, computational natural language understanding and inference, as well as language technologies that support users with language disabilities. We will also trace how science and technology are shaping language, discuss relevant artificial intelligence concepts, and examine the ethical implications of advances in language processing by computers. Students will have the opportunity to experience text analysis with relevant tools. This is an interdisciplinary course and technical background is not required. CLA-ENGL-481 Introduction to Natural Language Processing This course provides theoretical foundation as well as hands-on (lab-style) practice in computational approaches for processing natural language text. The course will have relevance to various disciplines in the humanities, sciences, computational, and technical fields. We will discuss problems that involve different components of the language system (such as meaning in context and linguistic structures). Students will additionally collaborate in teams on modeling and implementing natural language processing and digital text solutions. We will program in Python and use the Natural Language Toolkit and related tools (such as Weka). Required previous coursework: Language Technology or a programming class (or a similar course with instructor s consent). CLA-ENGL-582 Advanced Topics in Computational Processing Study of a focus topic of increased complexity in computational linguistics. The focus topic varies each semester. Students will develop skills in computational linguistics analysis in a laboratory setting, according to professional standards. A research project plays a central role in the course. Students will engage with relevant research literature, research design and methodology, project development, and reporting in various formats. Prerequisite: Introduction to Natural Language Processing or instructor s consent. f) For all new courses, provide course outlines in the major using RIT s New or Revised Course Outline Form (Form is available in Appendix A of proposed guidelines and also on Academic Affairs Website). Course outlines should include a course description, course credit, objectives, topics, student outcomes, texts/resources and basis for determining grades. 14

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing Please see appendix A for the complete course outlines of the following courses. Core: NMDE-111 New Media Design Digital Survey I This project-based course is an investigation of the computer as an illustrative, imaging, and graphical generation tool. It develops foundational design skills in raster and vector image creation, editing, compositing, layout and visual design for online production. Emphasis will be on the application of visual design organization methods and principles for electronic media. Students will create and edit images, graphics, layouts and typography to form effective design solutions for online delivery. NMDE-112 New Media Design Digital Survey II Through formal studies and perceptual understanding, including aesthetics, graphic form, structure, concept development, visual organization methods and interaction principles, students will design graphical solutions to communication problems for static and interactive projects. Students will focus on creating appropriate and usable design systems through the successful application of design theory and best practices. Assignments exploring aspects of graphic imagery, typography, usability and production for multiple digital devices and formats will be included. ISTE-262 Foundations of HCC This course explores how the fields of psychology, digital design, and computing converge in the design, development, and evaluation of new technologies that people find effective and enjoyable to use. Students will investigate the field of human-computer interaction (HCI), with a focus on how users' various sensory, motor, and cognitive abilities are essential to their successful use of technology. Students will be exposed to modern research methods and paradigms in field of human-computer interaction, including predictive modeling, heuristic evaluation, interpretive methods, and experimental user testing. Students will learn key design principles and guidelines and apply them to analyze existing designs and conduct a design process that is centered on human users of technology. ISTE-264 Prototyping & Usability Testing This course will explore how modern human centered computing design and evaluation methodologies can be effectively used to create high-quality and usable technologies for a variety of users. Students will learn how an initial design can be evaluated and improved through the use of prototyping and user evaluations. Students will investigate a variety of high- and low-fidelity prototyping techniques, plan an iterative design process for an application, conduct an evaluation of a prototype, and analyze the results of user testing to drive a design process. Programming is required. ISTE-266 Designing for Accessibility This course will explore the design, evaluation, and use of computing and information technologies to benefit people with disabilities and older adults. Students will learn how to analyze the accessibility of existing software or websites, and they will learn how to design technology that can be effectively, enjoyably, and efficiently used by people with diverse sensory, motor, and cognitive abilities. Students will learn about cutting-edge ways in which science and technology has provided assistance and accessibility for people with disabilities. Students will learn how to investigate the needs of users with disabilities, design technologies according to universal design or 15

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing accessibility principles, interpret key accessibility regulations and guidelines, and include people with disabilities in the design and evaluation of new technologies. Programming is required. Concentrations: ISTE-362 Access & Assistive Technology Students will gain hands-on experience and knowledge about a wide variety of accessibility and assistive technology available for people with disabilities. Students will understand the design principles underlying this technology and how the features and capabilities of assistive technology can be tailored to a particular individual s needs and capabilities. Students will learn about how new technologies and research in accessibility can be made available for users, and they will learn how to design websites and software that work effectively with a user s own technology. Specific technologies discussed in the course may include, e.g.: alternative input devices, communication devices, and screen readers and magnifiers for people with visual impairments. Programming is required. ISTE-462 Research in Accessibility Students will dive into cutting edge research in the field of computer accessibility and assistive technology; they will read, present, and discuss research literature from major conferences and journals in the field. Students will learn about recent developments and ongoing research efforts in accessibility, and they will learn how to synthesize the results from research publications. Students will learn how to identify high quality research and how to critique this work to identify areas for improvement or future research directions. Students will learn the elements of a high-quality research publication, and they will explore and gain expertise in a particular topic in the field of accessibility in depth. ISTE-464 Accessibility Through The Lifespan Students will explore how accessibility and assistive technologies intersect with aging throughout the lifespan, with a particular focus on the early and later stages of human development, including: educational contexts (for children or young adults) and effective design strategies for promoting accessibility for older adults with diverse capabilities. Students will learn key legal regulations that govern special education and accessibility in educational contexts, including the provision of assistive technologies and the accessibility of instructional technologies. Students will also explore typical changes in ability and impairments that relate to the human aging process, and they will investigate how to design usable and engaging technology for the growing population of older adults. Students will come to understand the concepts and needs of younger and older users firsthand through, e.g., guest speakers or personal interactions. 16

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing 3. Faculty a) Provide information on Full-time faculty, Part-time faculty and Faculty to be hired in the Program using Tables 2, 3, and 4. Note: Full faculty Curricula Vitae must be included in Appendix F. Table 2: Current Faculty, Full-Time Provide information on faculty members who are full-time at the institution and who will be teaching each course in the major field or graduate program. *Include and identify the Program Director. Faculty Member Name and Title/Rank at Institution (include and identify Program Director) Expected Program Course Assignments Percent of Teaching Time to Program Highest and Other Applicable Earned Degrees and Disciplines (include College/University) Additional Qualifications: list related certifications/ licenses; professional experience in field, scholarly contributions, other academic affiliations. 17

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing Ashbrook, Dan - Assistant Professor Beaton, Cathy -Associate Professor ISTE-264 Prototyping & Usability Testing ISTE-266 Designing for Accessibility ISTE-110 Ethics in Computing (First Year Writing Intensive) 20% PhD Computer Science, Georgia Institute of Technology 10% MS Information Technology Education, Dalhousie University Senior Researcher, Samsung Labs. Senior Researcher II, Nokia Research Center. Multiple publications in accessibility, primarily in Deaf/Hard of Hearing. Bogaard, Dan -Associate Professor -Program Director French, Bryan -Lecturer ISTE-340 Client Programming 10% MS Information Technology, RIT ISTE-454 Mobile Application Development I ISTE-456 Mobile Application Development II ISTE-452 Foundations of Mobile Eisenhart Award for Outstanding Teaching 2011. Multiple publications in accessibility & web security. 20% MS Computer Science, RIT 15+ years of industry experience developing web and mobile applications. Gears, Deb -Associate Professor ISTE-262 Foundations of HCC ISTE-362 Access & Assistive Technology 20% PhD Information Systems, Nova Southeastern University Multiple publications on behaviors exhibited in Wikis. Hanson, Vicki -Professor ISTE-464 Accessibility through the Lifespan 10% PhD Cognitive Psychology, University of Oregon Vice President of ACM, 2014. Royal Society of Edinburgh, Fellow, FRSE, 2013. ACM SIGCHI Social Impact Award, 2008. ACM Fellow, FACM, 2004 Multitude of publications in HCI/Accessibility. Multiple invitations for Keynote speaking. 18

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing Huenerfauth, Matt -Associate Professor Kang, Jai -Associate Professor ISTE-462 Research in Accessibility ISTE-120 Comp Prob Solving Info Domain I ISTE-121 Comp Prob Solving Info Domain II 10% PhD Computer and Information Science, University of Pennsylvania 20% PhD Operations Research, SUNY Buffalo ACM Senior Member. (2014). Faculty Early Career Development (CAREER) Award. (2008). Multitude of publications in HCI/Accessibility. Multiple scholarly works in Database, the Cloud and Data Warehousing. LaBelle, Deb -Lecturer ISTE-454 Mobile Application Development I ISTE-456 Mobile Application Development II ISTE-252 Foundations of Mobile 10% PhD Information Science and Technology, Drexel University Multiple scholarly works in pedagogy and including females into technological degrees. Lasky, Jeffrey -Professor Vullo, Ron -Associate Professor ISTE-500 Senior Development Project I ISTE-501 Senior Development Project II ISTE-140 Web I ISTE-240 Web II 10% MS Information Systems, University of Minnesota 20% PhD Science Education, SUNY Buffalo Multiple scholarly works in technology & healthcare as well as software quality measurements & methodologies. Multiple scholarly works in simplifying web applications. Yacci, Michael -Professor Zilora, Steve -Associate Professor ISTE-392 Fund Instruct Tech ISTE-394 Interactive Courseware ISTE-500 Senior Development Project I ISTE-501 Senior Development Project II 20% PhD Instructional Design, Development, and Evaluation, Syracuse University 10% M.S. Computer Science, New Jersey Institute of Technology Eisenhart Award for Outstanding Teaching 1999 Multiple scholarly works in Active Learning & Knowledge Management. Multiple scholarly works in pedagogy. 25+ years of industrial experience developing applications. 19

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing Caroline DeLong - Associate Professor PSYC-223 Cognitive Psychology PSYC 331 Language & Thought 10% PhD Psychology, Specialization: Human and Animal Cognition, University of Hawaii Comparative Cognition, Auditory Perception. Esa Rantanen - Associate Professor PSYC-223 Cognitive Psychology PSYC 332 Decision Making, Judgment, & Problem Solving 10% PhD Engineering Psychology, The Pennsylvania State University HFES accredited. Human Factors expert, Air traffic control and health systems user error research. Tina Sutton -Assistant Professor PSYC-223 Cognitive Psychology PSYC 331 Language & Thought 10% PhD Cognitive Psychology, University at Albany, State University of New York 2nd language learning and mastery, emotion perception in hearing and the deaf. Andrew Herbert -Professor PSYC 330 Memory & Attention 10% PhD Psychology, University of Western Ontario PostDoctoral fellow in Optometry and Vision Science, Publishing on attention, eyetracking and perceptual aging. Adam Smith -Associate Professor NMDE-111 New Media Digital Design Survey I NMDE-112 New Media Digital Design Survey II 10% MFA Computer Graphics Design, RIT More than 12 years of Professional work experience as an interaction designer and developer. Specialization in UI & UX design research, teaching and curriculum development - 10 years. Member of the Adobe Academic Leaders Program 2009-Present. 2013 Presenter UDCA Design Education Conference 3D Enhanced Visual Design for Designers. 2011 Presenter Adobe Max Building Workspaces of the Future Today. 20

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing Table 3: Current Faculty, Part-Time Provide information on faculty members who are part-time at the institution and who will be teaching each course in the major field or graduate program. There are no current, part-time faculty. Table 4: Faculty to be Hired - If faculty must be hired in the proposed program, specify the title/rank of each new position, the number of new positions, full-time or part-time status, a listing of the expected course assignments for each position, and the expected hiring date. - Position descriptions and/or announcements may also be submitted. - Prior to offering the assigned courses, the Department must be notified that a faculty meeting the requirements has been hired. - These proposed faculty should be reflected in Task 5, Table 5, New Resources Full-time Faculty Title/Rank of Position # of New Positions Minimum Qualifications (including degree and Discipline area) Lecturer 1 MS in a computing-related field with significant work in web and mobile computing Assistant Professor 1 PhD in a computing- or design-related field with significant work in accessibility and user interaction Expected course Assignments ISTE-454 Mobile Application Development I ISTE-456 Mobile Application Development II ISTE-252 Foundations of Mobile ISTE-240 Web & Mobile II ISTE-340 Client Programming ISTE-262 Foundations of HCC ISTE-362 Access & Assistive Technology ISTE-464 Accessibility through the Lifespan Fall 2017 Fall 2016 Expected Hiring Date (mm/dd/yy) Lecturer 1 BFA in an interactive or graphic designrelated field with significant work in web and mobile user experience and NMDE-111 New Media Design Digital Survey I NMDE-112 New Media Design.05 FTE for FY15-16 & FTE FY16-17, 1.0 FTE for FY17-18 21

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing interface design. Digital Survey II NMDE-201 NMD Elements II NMDE-203 NMD Interactive III NMDE-302 NMD GUI Assistant Professor 1 PhD in the Psychology Field. PSYC-250 Research Methods I PSYC-251 Research Methods II PSYC-330 Memory & Attention Fall 2016 Part-time Faculty Title/Rank of Position # of New Positions Minimum Qualifications (including degree and Discipline area) Expected course Assignments Expected Hiring Date (mm/dd/yy) There is no need for part-time faculty. 22

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing 4. Financial Resources and Instructional Facilities a) Summarize the instructional facilities and equipment needed to ensure the success of the program including: 1. Space Summarize space needs and incremental costs. Please review Division of Academic Affairs Policy and Procedures for Allocation and Utilization of Space (available on Academic Affairs Website) and complete Allocation for Space Request Form found in Appendix E. All space needs are fulfilled with existing facilities within the Department of Information Sciences and Technologies. 2. If this program will share lab or studio space/equipment with other programs, please note that here and provide documentation of agreement in Appendix C. Not Applicable. 3. Equipment (renewal / replacement costs and schedule) Within the program financial projections, $53,000 for computer equipment is required in the first year and another $100,000 in the third year. 4. Computer facilities All Computer Facility needs are fulfilled within the Department of Information Sciences and Technologies. 5. Other space and equipment Not Applicable. b) Complete Table 5 after consultation with RIT Finance and Administration and the preparation by them of the new program financial projections (see Appendix G). These projections include incremental resources needed including personnel (faculty and support personnel [administrative, secretarial, technical, teaching/research assistants]), General Education sections needed, library, equipment, laboratories, supplies and expenses; capital expenditures. 23

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing Table 5: New Resources List the costs of the new resources that will be engaged specifically as a result of the new program (e.g., a new faculty position or additional library resources). New resources for a given year should be carried over to the following year(s), with adjustments for inflation, if they represent a continuing cost. 24

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing 5. Library Resources a) Summarize the analysis of library resources for this program by the collection librarian and program faculty. Include an assessment of existing library resources and their accessibility to students. The library reviewed the proposal and determined that the proposed B.S. in Human-Centered Computing program with have a minimal impact on the library s services and collections. The new program is making no requests for new books, new journal titles, or new database subscriptions. The RIT Libraries current interdisciplinary collection of journals, books, and databases already supports the M.S. program in Human Computer Interaction, as well as programs in New Media Design and Psychology. b) Describe the institution s response to identified needs and its plan for library development. There are no additional needs for library development. Note: Include a supporting letter from appropriate RIT librarian in Appendix C that addresses 5a; and 5b) above and includes a summary of present holdings and a list of required new acquisitions with cost estimate. 25

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing 6. Admissions and Enrollment a) List all program admissions requirements for the proposed program Undergraduate programs: SAT, ACT, high school GPA, transfer GPA, TOEFL score for international students, special requirements (e.g., portfolio). Admission for high school graduates will be consistent with the policies and practices of Undergraduate Admissions within the Division of Enrollment Management. o The projections are based upon an assessment of the College Board s Student Search Service data using the following parameters to determine the level of interest in the student market: Combined PSAT scores at 110 or higher, high school grades of B+ or higher, and high school class rank in the top quartile of the graduating class. Entering transfer students would generally present a GPA of 3.0 or higher for admission. Borderline transfer student applications can be reviewed by the Program Coordinator. A minimum of a 3.0 GPA is desired in pertinent coursework. International students: As per RIT policy D2, The U.S. Government expects international students to prove competency in the English language prior to their acceptance to an American college or university. In keeping with this expectation, students whose native language is not English and who s secondary or higher education was completed in a non-native English speaking country must take a test of English language proficiency. Students must achieve the following minimum scores prior to consideration for admission: 550 paper-based or 79 internet-based on the Test of English as a Foreign Language (TOEFL), or 6.5 on the International English Language Testing System (IELTS) or 58 on the Pearson Test of English- Academic. b) Describe the process for evaluating exceptions to admission requirements Admission to this BS program will be consistent with the policies and practices of Undergraduate admissions within the Division of Enrollment Management. c) How will institution encourage enrollment by persons from groups historically described as underrepresented in the discipline or occupation? Within the Information Sciences & Technologies Department, the HCI MS degree has shown enrollment of 44% women. This number is far above the recruitment numbers of women in computing throughout GCCIS. The interdisciplinary foundation of this degree, drawing from Design and Psychology, both of which attract significant numbers of female undergraduates, will serve to ensure diversity of enrollment in terms of gender. 26

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing 7. Academic Support Services Summarize the academic support services available to help students succeed in program. Please include a summary of the advising system to be used in this program, including a list of professional staff advisors and faculty and the anticipated ratio of advisors to students. Included in the support staff within the department is ¼ of a full time academic advisor. This advisor is available to meet with students in person, by telephone, email or through other types of communication such as Skype for the purpose of advising. An advising plan will be developed for each accepted student reflecting the timeline to graduation the student believes is realistic for them to pursue. This plan will be updated periodically to reflect the students current circumstances. Faculty are available online and in person for career counseling as requested by students. The HCC program will adhere to the GCCIS Student Success model regarding advising, retention, and support. 27

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing 8. External Review of Graduate Programs If the proposal is a graduate degree program below the doctoral level, submit a copy of an evaluation of the program by a recognized expert in the field who has been approved in advance by the State Education Department. In addition, submit the institution s response to the evaluation and highlight how the proposal was modified in response to the reviewer s comments. (Confer with Senior Associate Provost about choosing external reviewer and gaining NYSED approval). Not Applicable 9. Credit for Experience If this program will grant substantial credit for learning derived from experience, describe the methods of evaluating the learning and the maximum number of credits allowed. Not Applicable 28

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing 10. Program Assessment and Improvement Summarize the plan for program level outcomes assessment including how data from assessment will inform program improvement. See Academic Program Assessment/Program Level Outcomes Assessment plan. 1. Program Level Outcomes Assessment: Provide the program s outcomes assessment plan, displaying: a. Program Objectives b. Anticipated program outcomes c. For each program level outcome include: assessment method/measure to be used criteria achievement level benchmark assessment schedule data collection plan for reviewing, disseminating and acting upon results to inform, program improvement 2. Indicate on Program Level Assessment Plan how program outcomes map to RIT s Academic Profile Essential Learning Outcomes https://www.rit.edu/academicaffairs/academicprogrammgmnt/sites/rit.edu.academicaffairs.academicprogrammgmnt/files//images/rit_acade mic_program_profile_05-20-2010.pdf 3. Accreditation and Program Review a. List any external organizations (excepting NYSED and Middle States) that will evaluate/accredit the program (e.g., accrediting agency, professional society). b. How frequently will the accreditation evaluation occur? c. Indicate how the program has been designed to meet the criteria of that accrediting agency by providing a comparison of the requirements of the accrediting agency with those of the program. d. Indicate plan for ongoing & formal periodic academic program review 29

Program Level Outcomes Assessment Plan Program Name/College: Human-Centered Computing_GCCIS/COLA/CIAS College Contact for Program Assessment: Michael Yacci Program Goals Please List program-level goals Student Learning Outcomes Students will be able to: (task, capability, knowledge, skills, and dispositions) Use measurable verbs. Academic Program Profile Alignment to the five RIT essential outcomes - check all that apply Data Source/Measure Curriculum Mapping Assessment opportunity (course/experience) method/measures, assignment/ rubric) Benchmark Timeline Data Analysis Key Findings Standard, target, or achievement level (usually a %) Statement of student Success Identify when and how data are collected, aggregated, and analyzed Identify who is responsible and list key findings Use of Results Action Items and Dissemination Identify how results are used and shared. List any recommendations or action items Gather user, client, and system needs/data and translate into technical and aesthetic specifications and requirements. Work with clients through face-toface or mediated communication channels to determine client needs Critical Thinking Ethical Reasoning Integrative Literacies Global Interconnectedness Creative/Innovative Thinking ISTE-500 Senior Project Needs assessment and Design Document 80% of students will create requirements document that conforms to professional standards for documentation and project planning Requirements document is scored using rubric. Year 1 of 2- year assessment cycle. Course is sampled once during cycle. Program Coordinator HCC Faculty meeting. Results posted on TaskStream Design interfaces and interactions Based on research, aesthetic, and accessibility design principles Develop and assess prototypes that meet the aesthetic and Use current computer-based tools to design interactions and program webbased interfaces Given a set of functional and aesthetic requirements for Critical Thinking Ethical Reasoning Integrative Literacies Global Interconnectedness Creative/Innovative Thinking Critical Thinking Ethical Reasoning Integrative Literacies Global Interconnectedness NMDE-111 New Media Digital Design Design Project I ISTE-264 Prototyping & Usability Testing Project Develop Prototypes. 80% of students will achieve competency on project that is functional, follows interface design principles and meets aesthetic requirements 80% of students will achieve an average of 80% competency Project is scored using rubric addressing aesthetic standards, functionality. Year 2 of 2-year assessment cycle. Course is sampled once during cycle. Project is scored using rubric addressing aesthetic Program Coordinator Program Coordinator HCC Faculty meeting. Results posted on Taskstream. Results to be shared with Digital Design instructors HCC Faculty meeting. Results posted on Taskstream 30

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing functional requirements of a client. a computer-based project, the student can develop a series of prototypes that successively approximate the final project as described in the requirements Creative/Innovative Thinking across several prototype techniques standards, functionality, and comparison of prototyped solution to system specifications. Year 1 of 2-year assessment cycle. Course is sampled once during cycle. Evaluate user interfaces and user experiences, through a variety of techniques and methodologies. Design experiments to determine the effect of interface design variables within computing systems. Students can use qualitative and survey techniques to investigate a given interface issue Critical Thinking Ethical Reasoning Integrative Literacies Global Interconnectedness Creative/Innovative Thinking PSYC-251 Research Methods II Project ISTE-262 Foundations of HCC Written project 80% of students will achieve competency on research project that includes experimental design, construct validity, data collection, and data analysis. Qualitative project will include data collection questionnaire development. Project is scored using a rubric. Measurement may alternate between qualitative and quantitative project based on course scheduling and availability. Year 2 of 2-year assessment cycle. Course is sampled once during cycle. Program Coordinator HCC Faculty meeting. Results posted on TaskStream Utilize effective written, visual, and oral professional communication skills Write professional project reports that conform to common business standards of clarity, conciseness, and vocabulary. Critical Thinking Ethical Reasoning Integrative Literacies Global Interconnectedness Creative/Innovative Thinking ISTE-501 Senior Development Project Final project report and in-class progress report presentations. 80% of students will achieve 80% competency on written report Final project is scored using a rubric. Progress reports are judged as acceptable or unacceptable through a combination of Program Coordinator HCC Faculty meeting. Results posted on Taskstream 31

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing Describe emerging technologies and explore possibilities for usage Use visualization techniques and presentation design techniques in the design and delivery of project progress reports Describe current computing technologies and trends, and create scenarios for their use Critical Thinking Ethical Reasoning Integrative Literacies Global Interconnectedness Creative/Innovative Thinking ISTE-266 Design for Accessibility Class project describes scenarios for potential computing systems and potential users. Student will achieve 80% acceptable ratings on oral progress reports. 80% of students will achieve competency on scenario project instructor assessment via rubric and student (peer) evaluation. Year 1 of 2-year assessment cycle. Course is sampled once during cycle. Project is scored using a rubric. Year 2 of 2-year assessment cycle. Course is sampled once during cycle. Program Coordinator HCC Faculty meeting. Results posted on Taskstream 32

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing 11. New/Emerging Field and Allied Health Areas (Undergraduate Degree Programs) If the proposal for an undergraduate degree falls into any of the following categories, submit a copy of an evaluation* of the program by a recognized expert in the field who has been approved in advance by the State Education Department. Not applicable 12. Transfer to Baccalaureate Programs If the program will be promoted as preparing students for transfer to a baccalaureate program, provide a copy of an articulation agreement with at least one institution. Not applicable 13. Application for Distance Education If 50% or more of the program will be offered in distance education format, you must complete the Application for Distance Education Not applicable 33

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing Appendices A-J on succeeding pages: Appendix A New or Revised Course Outline Form Appendix B Enrollment and Market Analysis Appendix C Internal Letters of Support Appendix D Program Need and marketability: Evidence and Letters of Support Appendix E Space Allocation/Renovation Request Appendix F Full Faculty CV s Appendix G Cost Model: Revenue / Cost Projections / Expenses 34

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing APPENDIX A New or Revised Course Outline Form(s) You will find the COF s for the listed courses below included in subsequent pages. Core: NMDE-111 New Media Design Digital Survey I NMDE-112 New Media Design Digital Survey II ISTE-262 Foundations of HCC ISTE-264 Prototyping & Usability Testing ISTE-266 Designing for Accessibility Concentrations: ISTE-362 Access & Assistive Technology ISTE-462 Research in Accessibility ISTE-464 Accessibility Through The Lifespan 35

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing R O C H E S T E R I N S T I T U T E O F T E C H N O L O G Y C O U R S E O U T L I N E F O R M C O L LE G E O F IM AGI N G A R T S A ND S CI E N CE S School of Design-New Media Design Dept. NEW COURSE: CIAS-NMDE-111-NewMediaDesignDigitalSurveyI 1.0 Course Designations and Approvals September, 2014 Required course approvals: Approval request date: Approval granted date: Academic Unit Curriculum Committee September 10, 2014 September 10, 2014 College Curriculum Committee September 24, 2014 September 24, 2014 Optional designations: General Education: Writing Intensive: Honors Is designation desired? No X No X No X *Approval request date: **Approval granted date: 2.0 Course information: Course title: New Media Design Digital Survey I Credit hours: 3 Prerequisite(s): none Co-requisite(s): none Course proposed by: Adam Smith Effective date: Fall 2015 Contact hours Maximum students/section Classroom 2 20 Lab 3 20 Studio Other (specify) 2.a Course Conversion Designation*** (Please check which applies to this course). *For more information on Course Conversion Designations please see page four. Semester Equivalent (SE) Please indicate which quarter course it is equivalent to: Semester Replacement (SR) Please indicate the quarter course(s) this course is replacing: X New 36

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing 2.b Semester(s) offered (check X ) Fall X Spring X Summer Other All courses must be offered at least once every 2 years. If course will be offered on a biannual basis, please indicate here: 2.c Student Requirements Students required to take this course: (by program and year, as appropriate) GCCIS-Human Centered Design BS Year 1, LAS-Digital Humanities BS Year 2 Students who might elect to take the course: GCCIS-Mobile&App, Development BS (TBD), GCCIS-IGME-NMID-BS In the sections that follow, please use sub-numbering as appropriate (eg. 3.1, 3.2, etc.) 3.0 Goals of the course (including rationale for the course, when appropriate): 3.1 Introduce the fundamental creative principles for generating digital content and designs that communicates concise and impactful visual messages. 3.2 Understand the technical principles and tools of digital graphics. 3.3 Introduce principles and methods of visual organization, design and graphic analysis. 3.4 Develop skills that allow the student to decide the best options to generate and output content for digitally based imagery and design. 3.5 Develop visual solutions using observational drawing, sketching, image manipulation as well as photographic techniques and imagination. 3.6 Develop solutions that reflect semiotic concerns of effective communication including aesthetic considerations, appropriate concept development and pragmatic concerns. 3.7 Understand the ethics and copyright issues of digital graphics. 4.0 Course description Course Number: NMDE-111 Name of Course - Long Title: New Media Design Digital Survey I Name of Course - Short Title: NMD Digital Survey I Pre-requisites: None Class 2, Lab 3, Credit 3 (F, S) This project-based course is an investigation of the computer as an illustrative, imaging, and graphical generation tool. It develops foundational design skills in raster and vector image creation, editing, compositing, layout and visual design for online production. Emphasis will be on the application of visual design organization methods and principles for electronic media. Students will create and edit images, graphics, layouts and typography to form effective design solutions for online delivery. 5.0 Possible resources (texts, references, computer packages, etc.) 5.1 Online educational resources (i.e. Lynda.com, Cineversity.com, psdtuts.com) 5.2 Instructor Handouts and Video Tutorials 5.3 Computer with appropriate software and Internet access 5.4 Applicable textbooks (Beyond Photoshop, The Illustrator Wow, Teaching Design)

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing 6.0 Topics (outline): (General questions about the use of capital letters) 6.1 Fundamentals of images 6.1.1 Vector vs. Raster 6.1.2 Resolution and size 6.1.3 Color space and bit-depth (RGB) 6.1.4 Introduction to raster software work area 6.1.5 Sketching, drawing and the relation to commercial media 6.1.6 Bezier Curves, Paths and Anchor Points 6.1.7 Working with objects and art boards 6.1.8 Color space and bit-depth (RGB vs. CMYK) 6.1.9 Introduction to Illustrator work area 6.2 Image capture and saving 6.2.1 Fundamentals of photography (lighting, depth, color, subject, perspective, time) 6.2.2 Introduction to camera controls (f-stop, shutter, megapixels) 6.2.3 How to take photographs (image capture assignment) 6.2.4 Correcting and enhancing digital photographs (RAW and PS tools) 6.2.5 Image compressions and file formats for online and storage 6.2.6 Working with advanced image correcting and enhancing tools 6.3 Image creation and manipulation 6.3.1 Advanced imaging styles 6.3.2 Using layers to enhance and combine images 6.3.3 Advanced imaging styles 6.3.4 Templates, drawing and tracing 6.3.5 Brushes and symbols 6.3.6 Blends, Gradients and Meshes 6.3.7 Transparencies 6.3.8 Process for image creation 6.4 Creating graphic elements 6.4.1 Elements and principles of Graphic Design 6.4.2 Introduction to layout and grids 6.4.3 Introduction to Typography 6.4.4 Introduction to design for interaction 6.4.5 Online graphics and patterns 6.4.6 Digital output best practices 6.5 Design and imaging principles 6.5.1 Selecting, purchasing and using copyright free images for design 6.5.2 Learning from other artists and designers vs. appropriation 6.5.3 Ethics, copyright and user responsibilities and liabilities 6.5.4 Conceptualizing image-based design solutions 6.5.5 Sketching, drawing and the relation to commercial media 6.5.6 Use of type in relation to image 6.5.7 New Media and advertising 6.5.8 UI and app icons

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing 7.0 Intended course learning outcomes and associated assessment methods of those outcomes (please include as many Course Learning Outcomes as appropriate, one outcome and assessment method per row). Course Learning Outcome Assessment Method 7.1 Demonstrate content creation methods using image and graphical manipulation. 7.2 Demonstrate effective design solutions using complex imagery, layout and typographical elements. 7.3 Evaluate the use and effectiveness of imaging, visual design solutions and aesthetic qualities. 7.4 Understand and display creative and conceptualization skills through research and documentation. 7.5 Demonstrate visual solutions and content creation for editorial design problems. 7.6 Apply visual design elements, principles, imagery and layouts to interactive creative problems. 7.7 Generate effective visual graphics for user interface elements and icons. Project Project Critique Presentation Project Project Project 8.0 Program outcomes and/or goals supported by this course 8.1 Develop skills and an understanding of processes to solve communication problems through the generation digital imagery and design. 8.2 Apply formal design theory, methodology and practice through the examination of contemporary and historical design. 8.3 Understand the research and interaction design principles needed to organize and display information and multimedia content. 9.0 NA General Education Learning Outcome Supported by the Course, if appropriate Assessment Method 10.0 Other relevant information (such as special classroom, studio, or lab needs, special scheduling, media requirements, etc.) 10.1 Smart classroom for lecture, projector system, Computer Lab with appropriate software and Internet access; supported by GGCIS.

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing R O C H E S T E R I N S T I T U T E O F T E C H N O L O G Y C O U R S E O U T L I N E F O R M C OLL E GE O F IM A GI N G A R TS A ND S CI E NC ES School of Design-New Media Design Dept. NEW COURSE: CIAS-NMDE-112-NewMediaDesignDigitalSurveyII 1.0 Course Designations and Approvals Required course approvals: Approval request date: Academic Unit Curriculum Committee September 24, 2014 College Curriculum Committee Approval granted date: Optional designations: General Education: Writing Intensive: Honors Is designation desired? No X No X No X *Approval request date: **Approval granted date: 2.0 Course information: Course title: New Media Design Digital Survey II Credit hours: 3 Prerequisite(s): NMDE-111-New Media Design Digital Survey I Co-requisite(s): none Course proposed by: Adam Smith Effective date: Fall 2015 Contact hours Maximum students/section Classroom 2 20 Lab 3 20 Studio Other (specify) 2.a Course Conversion Designation*** (Please check which applies to this course). *For more information on Course Conversion Designations please see page four. Semester Equivalent (SE) Please indicate which quarter course it is equivalent to: Semester Replacement (SR) Please indicate the quarter course(s) this course is replacing: X New

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing 2.b Semester(s) offered (check X ) Fall X Spring X Summer Other All courses must be offered at least once every 2 years. If course will be offered on a biannual basis, please indicate here: 2.c Student Requirements Students required to take this course GCCIS-Human Centered Design BS Year 2, LAS-Digital Humanities BS Year 2 Students who might elect to take the course: GCCIS-Mobile&App, Development BS (TBD), GCCIS-IGME-NMID-BS In the sections that follow, please use sub-numbering as appropriate (eg. 3.1, 3.2, etc.) 3.0 Goals of the course (including rationale for the course, when appropriate): 3.1 Develop a stronger understanding of the principles and methods of visual organization, design and graphic analysis. 3.2 Illustrate effective processes of the creative workflow as well as appropriate levels of design focused craftsmanship, literacy and technology. 3.3 Learn how to identify and translate data into static and interactive visual display systems across multiple outputs. 4.0 Course description Course Number: NMDE-112 Name of Course - Long Title: New Media Design Digital Survey II Name of Course - Short Title: NMD Digital Survey II Pre-requisites: NMDE-111-New Media Design Digital Survey I Class 2, Lab 3, Credit 3 (F,S) Through formal studies and perceptual understanding, including aesthetics, graphic form, structure, concept development, visual organization methods and interaction principles, students will design graphical solutions to communication problems for static and interactive projects. Students will focus on creating appropriate and usable design systems through the successful application of design theory and best practices. Assignments exploring aspects of graphic imagery, typography, usability and production for multiple digital devices and formats will be included. 5.0 Possible resources (texts, references, computer packages, etc.) 5.1 Typography Design: Form and Communication, and online resources 5.2 Cary Library Fieldtrip and Guest Lecture 5.3 Instructor Handouts 5.4 Adobe Illustrator, Photoshop, InDesign, Internet access 5.5 Digital Resources and Tutorials (Lynda.com) 5.6 Books (Graphic Design Education)

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing 6.0 Topics (outline): 6.1 Design, defined 6.2 Design Elements and Principles 6.2.1 Gestalt principles 6.2.2 Unity, conflict, dominance, pattern, attention, harmony, balance, gradation 6.2.3 Line, form, value, color, texture, shape, size, direction 6.2.4 Alignment, hierarchy, proximity, contrast, repetition 6.2.5 Color theory 6.3 Creative process 6.3.1 Problem identification 6.3.2 Design research 6.3.3 Inspiration/mood boards 6.3.4 Creative thinking exercises 6.4 Graphic translation 6.4.1 Simplification of form 6.4.2 Graphic marks 6.4.2 Form vs Function 6.4.3 Technical and pragmatic consideration 6.4.4 Visual problem solving methods 6.4.5 Effective communication 6.5 Elements of typography 6.5.1 Classification of typefaces 6.5.2 Legibility (type and image) 6.5.3 Typeface selection 6.5.4 Color considerations 6.5.5 Visual hierarchy 6.6 Factors in the choice of a typeface 6.6.1 Legibility factors 6.6.2 Nature of the work 6.6.3 Type and color characteristics 6.6.4 Reproduction process involved 6.7 Grid systems 6.7.1 Typographic grid 6.7.2 Modular grid 6.7.3 Hierarchical grid 6.8 Design for interaction 6.8.1 Screen formats and outputs 6.8.2 User identification and requirement guides 6.8.3 Sketching interfaces and wireframes 6.8.4 Introduction to user testing 6.8.5 Creating style guides (grid, typography, color, graphical styles) 6.8.6 Preparing assets and output

New Academic Program Proposal for a Bachelor of Science Degree Program in Human-Centered Computing 7.0 Intended course learning outcomes and associated assessment methods of those outcomes (please include as many Course Learning Outcomes as appropriate, one outcome and assessment method per row). Course Learning Outcome Assessment Method 7.1 Demonstrate the simplification, reduction and communication of a complex form into a symbolic interpretation using gestalt and graphic translation principles 7.2 Identify the anatomy and effectiveness of specific typographic solutions 7.3 Develop effective communication solutions through proper selection and use of typography and graphical forms. 7.4 Evaluate visual design and information solutions through the application of color, shape, line, form, texture, type and layout. 7.5 Identify proper information structures, graphical styles and typographical solutions across multiple device outputs 7.6 Demonstrate an effective use of a grid system within a page layout consisting of typography, graphical forms and interactive assets. 7.7 Understand the creative design process through problem identification, research, planning, user testing and final design application. Project Critique Project Critique Project Written Project 8.0 Program outcomes and/or goals supported by this course 8.1 Develop skills and an understanding of processes to solve communication problems through the creation of digital imagery and design. 8.2 Understand the research and interaction design principles needed to organize and display information and multimedia content. 8.3 Apply formal design theory, methodology and practice through the examination of contemporary and historical design. 9.0 NA 8.4 Provide experiential opportunities for innovative multi-disciplinary team-based collaboration. General Education Learning Outcome Supported by the Course, if appropriate Assessment Method

10.0 Other relevant information (such as special classroom, studio, or lab needs, special scheduling, media requirements, etc.) 10.1 Smart classroom for lecture, projector system, Computer Lab with appropriate software and Internet access; supported by GGCIS.

ROCHESTER INSTITUTE OF TECHNOLOGY COURSE PROPOSAL FORM GOLISANO COLLEGE OF COMPUTING AND INFORMATION SCIENCES Information Sciences and Technologies NEW COURSE GCCIS-ISTE-262-FoundationsOfHCC TOPIC or SEMINAR title (if applicable): 1.0 Course Designations and Approvals Required course approvals: Name/Chair: Approval date: Academic Unit Curriculum Committee Brian Tomaszewski 9/23/14 Department Chair/Director Approval Steve Zilora 9/23/14 College Curriculum Committee Optional designations: General Education Writing Intensive Honors Approval date from appropriate committee: 2.0 Course information: Course title: Foundations of Human Centered Computing Short title: ** FoundationsOfHCC Credit hours: 3 Prerequisite(s): *** ISTE-120, NMDE-111, ISTE-140 Co-requisite(s): None Course proposed by: Dan Ashbrook, Deb Gears, Vicki Hanson, Matt Huenerfauth Effective date: Fall Semester, 2015 Contact hours Maximum students/section Classroom 3 30 Lab Studio Other (specify)

2.a Course Information (check one) X New Course New Seminar Title Change to an Existing Course (please briefly explain the changes): 2.b Term(s) offered (check) X_ Fall _X Spring Summer Other All courses must be offered at least once every 2 years. If course will be offered on a bi-annual basis, please indicate here: 2.c Student Requirements Students required to take this course: (by program and year, as appropriate) Students in the BS in HCC, typically during their third semester of study. Students who might elect to take the course: Computing students wishing to learn about designing for accessibility who have met the prerequisites 3.0 Goals of the course (including rationale for the course, when appropriate): The goal of this course is to serve as the formal introduction for students to the field of human centered computing. Drawing upon programming and design skills developed in prerequisite courses, the goal of this course is to allow students to see how the field of human computer interaction unites the fields of psychology, design, and computing. Students will be able to explain the key issues and trends in the field of human computer interaction, and describe principles of user-interface and digital interaction design, as they apply elements of cognitive psychology to digital design. Students will be able to identify the usability problems in an existing website, software, or device, and they will be able to evaluate them based on key principles and guidelines of human computer interaction. Students will become familiar with several methodologies and paradigms for designing and evaluating technology, and they will learn to select appropriate methods for particular design problems. This course provides a necessary foundation for students to learn about prototyping techniques, accessibility, or other human-centered computing topics in subsequent courses in the curriculum. 4.0 Course description (as it will appear in the RIT Catalog do not include enforceable prerequisites, credit hours, or terms offered.) ISTE-262 Foundations of Human-Centered Computing This course explores how the fields of psychology, digital design, and computing

converge in the design, development, and evaluation of new technologies that people find effective and enjoyable to use. Students will investigate the field of humancomputer interaction (HCI), with a focus on how users' various sensory, motor, and cognitive abilities are essential to their successful use of technology. Students will be exposed to modern research methods and paradigms in field of human-computer interaction, including predictive modeling, heuristic evaluation, interpretive methods, and experimental user testing. Students will learn key design principles and guidelines and apply them to analyze existing designs and conduct a design process that is centered on human users of technology. In the sections that follow, please use sub-numbering as appropriate (eg. 5.1, 5.2, etc.) 5.0 Possible resources (texts, references, computer packages, etc.) Texts Alan Dix, Janet E. Finlay, Gregory Abowd, Russell Beale. 2003. Human- Computer Interaction, 3 rd edition. Prentice Hall. ISBN: 978-0130461094. Software Ben Schneiderman, Catherine Plaisant, Maxine Cohen, Steven Jacobs. 2009. Designing the User Interface: Strategies for Effective Human-Computer Interaction (5 th edition). Prentice Hall. ISBN: 978-0321537355. Yvonne Rogers, Helen Sharp, Jenny Preece. 2011. Interaction Design: Beyond Human-Computer Interaction. Wiley. ISBN: 978-0470665763. Prototyping and Wireframing Tools (e.g., InVision) Multiple Web Browsers Programmer s Text Editor (eg: BBEdit) Web Development Environment (eg: Adobe Suite) Visual Programming Environment (eg: Microsoft Visual Studio) SFTP SSH Server Facilities Hosting for Information Services to be consumed by student projects 6.0 Topics (outline): 6.1. Human Capabilities 6.2. Computer Input and Output Modalities 6.3. Interaction Styles and Paradigms

6.4. Interaction Design Basics 6.5. HCI in the Software Development Process 6.6. Design Rules: Guidelines, Standards 6.7. Predictive/Heuristic Evaluation 6.8. Cognitive Models 6.9. Interpretive Evaluation Techniques 6.10. Experimental Evaluation Techniques 6.11. Emerging Interaction Techniques and Technologies 7.0 Intended course learning outcomes and associated assessment methods of those outcomes (please include as many Course Learning Outcomes as appropriate, one outcome and assessment method per row). Course Learning Outcome After completing this course, students will be able to: 7.1 Identify the major issues in the field of human computer interaction. 7.2 Describe key principles of user-interface and interaction design. 7.3 Identify the major usability challenges of an existing piece of computer software or other form of interaction. 7.4 Apply cognitive psychology to the design and evaluation of technology. 7.5 Evaluate existing software applications for their strengths and their weaknesses according to HCI principles and guidelines. 7.6 Identify current trends in the field of human computer interaction. 7.7 Select appropriate methodology and paradigms for approaching design problems. Assessment Method In-class exercises, exams, and projects. In-class exercises, exams, and projects. In-class exercises, exams, and projects. In-class exercises, exams, and projects. In-class exercises, exams, and projects. In-class exercises, exams, and projects. In-class exercises, exams, and projects. 8.0 Program outcomes and/or goals supported by this course (if appropriate) 8.1 Gather user, client, and system needs/data and translate into technical and aesthetic specifications and requirements. 8.2 Design interfaces and interactions based on research principles and aesthetic practice, design principles, or accessibility. 8.3 Evaluate user interfaces and user experiences, through a variety of techniques and methodologies. 8.4 Communicate via written reports, visualizations, and presentations. 9.0 This section may be deleted unless the course is being considered as General Education course.

General Education Learning Outcome Supported by the Course (if appropriate) Communication Express themselves effectively in common college-level written forms using standard American English Revise and improve written and visual content Express themselves effectively in presentations, either in spoken standard American English or sign language (American Sign Language or English-based Signing) Comprehend information accessed through reading and discussion Intellectual Inquiry Review, assess, and draw conclusions about hypotheses and theories Analyze arguments, in relation to their premises, assumptions, contexts, and conclusions Construct logical and reasonable arguments that include anticipation of counterarguments Use relevant evidence gathered through accepted scholarly methods and properly acknowledge sources of information Ethical, Social and Global Awareness Analyze similarities and differences in human experiences and consequent perspectives Examine connections among the world s populations Identify contemporary ethical questions and relevant stakeholder positions Scientific, Mathematical and Technological Literacy Explain basic principles and concepts of one of the natural sciences Apply methods of scientific inquiry and problem solving to contemporary issues Comprehend and evaluate mathematical and statistical information Perform college-level mathematical operations on quantitative data Describe the potential and the limitations of technology Use appropriate technology to achieve desired outcomes Creativity, Innovation and Artistic Literacy Demonstrate creative/innovative approaches to course-based assignments or projects Interpret and evaluate artistic expression considering the cultural context in which it was created Assessment Method 10.0 Other relevant information (such as special classroom, studio, or lab needs, special scheduling, media requirements, etc.)

ROCHESTER INSTITUTE OF TECHNOLOGY COURSE PROPOSAL FORM GOLISANO COLLEGE OF COMPUTING AND INFORMATION SCIENCES Information Sciences and Technologies NEW COURSE: GCCIS-ISTE-264-PrototypingAndUsabilityTesting TOPIC or SEMINAR title (if applicable): 1.0 Course Designations and Approvals Required course approvals: Name/Chair: Approval date: Academic Unit Curriculum Committee Brian Tomaszewski 9/23/14 Department Chair/Director Approval Steve Zilora 9/23/14 College Curriculum Committee Optional designations: General Education Writing Intensive Honors Approval date from appropriate committee: 2.0 Course information: Course title: Prototyping and Usability Testing Short title: ** Prototyping&UsabilityTesting Credit hours: 3 Prerequisite(s): *** ISTE-262 Co-requisite(s): None Course proposed by: Dan Ashbrook, Deb Gears, Vicki Hanson, Matt Huenerfauth Effective date: Fall Semester, 2015 Contact hours Maximum students/section Classroom Lab Studio Active Learning 3 30

2.a Course Information (check one) X New Course New Seminar Title Change to an Existing Course (please briefly explain the changes): 2.b Term(s) offered (check) X_ Fall X_ Spring Summer Other All courses must be offered at least once every 2 years. If course will be offered on a bi-annual basis, please indicate here: 2.c Student Requirements Students required to take this course: (by program and year, as appropriate) Students in the BS in HCC, typically during their fourth semester of study. Students who might elect to take the course: Computing students wishing to learn about designing for accessibility who have met the prerequisites. 3.0 Goals of the course (including rationale for the course, when appropriate): The goal of this course is for students to become familiar with the tools, methodologies, and best practices for the use of prototyping and user evaluation in the design process. This course is meant to be an in-depth follow-up of issues that were introduced in the prerequisite foundations course. At the end of this course, students will be able to select the most appropriate fidelity of prototype, depth of prototype, and prototype creation tool based on the design problem. In addition, students will be able to plan a design process involving prototyping and user testing, including: creating a testing plan, selecting appropriate research methods, identifying goals for evaluation, and identifying users. Students will also gain hands-on experience in conducting a user evaluation with their prototype, analyzing the results, and communicating these results. Finally, students will learn how the results of prototyping and user evaluation can lead to design changes and subsequent rounds of prototype and evaluation. 4.0 Course description (as it will appear in the RIT Catalog do not include enforceable prerequisites, credit hours, or terms offered.) ISTE-264 Prototyping and Usability Testing This course will explore how modern human centered computing design and evaluation methodologies can be effectively used to create high-quality and usable technologies for a variety of users. Students will learn how an initial design can be evaluated and improved through the use of prototyping and user evaluations. Students will investigate

a variety of high- and low-fidelity prototyping techniques, plan an iterative design process for an application, conduct an evaluation of a prototype, and analyze the results of user testing to drive a design process. Programming is required. In the sections that follow, please use sub-numbering as appropriate (eg. 5.1, 5.2, etc.) 5.0 Possible resources (texts, references, computer packages, etc.) Texts Jeffrey Rubin, Dana Chisnell. 2008. Handbook of Usability Testing: How to Plan Design, and Conduct Effective Tests. Wiley. ISBN: 978-0470185483. Software Elizabeth Goodman, Mike Kuniavsky, Andrea Moed. 2012. Observing the User Experience, Second Edition: A Practitioner's Guide to User Research. Morgan Kaufmann. ISBN: 978-0123848697. Jonathan Lazar, Jinjuan Heidi Feng, Harry Hochheiser. 2010. Research Methods in Human-Computer Interaction. Wiley. ISBN: 978-0470723371. Bill Buxton. 2007. Sketching User Experiences: Getting the Design Right and the Right Design (Interactive Technologies). Morgan Kaufmann. ISBN: 000-0123740371. Prototyping and Wireframing Tools (e.g., InVision) Multiple Web Browsers Programmer s Text Editor (eg: BBEdit) Web Development Environment (eg: Adobe Suite) Visual Programming Environment (eg: Microsoft Visual Studio) SFTP SSH Server Facilities Hosting for Information Services to be consumed by student projects 6.0 Topics (outline): 6.12. Prototyping in the Design Cycle 6.13. User Participation and Evaluation in the Design Cycle 6.14. Defining Goals for User Evaluation 6.15. Identifying Users for Evaluation 6.16. Scenarios and Storyboarding Techniques

6.17. Interactive Prototyping Methods and Tools 6.18. Low Fidelity Prototyping 6.19. User Evaluations with Low Fidelity Prototypes 6.20. High Fidelity Prototyping 6.21. User Evaluations with High Fidelity Prototypes 6.22. Analyzing and Communicating the Results from User Evaluation 6.23. Planning Subsequent Designs and Evaluations Based on Results 7.0 Intended course learning outcomes and associated assessment methods of those outcomes (please include as many Course Learning Outcomes as appropriate, one outcome and assessment method per row). Course Learning Outcome At the end of this course, students will be able to: 7.1 Select the most appropriate fidelity and type of prototype, based on the design problem. 7.2 Select the most appropriate tools to construct a prototype to evaluate a design. 7.3 Plan a design process involving prototyping and user testing. 7.4 Design a usability testing plan utilizing appropriate research methods and techniques. 7.5 Organize and run a user test that makes use of a prototype they have built. 7.6 Analyze the results of usability testing and incorporate them into a report. 7.7 Identify how the results of usability testing inform the redesign process. Assessment Method In-class exercises, exams, and projects. In-class exercises, exams, and projects. In-class exercises, exams, and projects.. In-class exercises, exams, and projects.. In-class exercises, exams, and projects. In-class exercises, exams, and projects. In-class exercises, exams, and projects. 8.0 Program outcomes and/or goals supported by this course (if appropriate) 8.1 Design interfaces and interactions based on research principles and aesthetic practice, design principles, or accessibility. 8.2 Develop and assess prototypes that meet the aesthetic and functional requirements of a client. 8.3 Evaluate user interfaces and user experiences, through a variety of techniques and methodologies. 8.4 Communicate via written reports, visualizations, and presentations. 9.0 This section may be deleted unless the course is being considered as General Education course. General Education Learning Outcome Supported by the Course Assessment (if appropriate) Method

Communication Express themselves effectively in common college-level written forms using standard American English Revise and improve written and visual content Express themselves effectively in presentations, either in spoken standard American English or sign language (American Sign Language or English-based Signing) Comprehend information accessed through reading and discussion Intellectual Inquiry Review, assess, and draw conclusions about hypotheses and theories Analyze arguments, in relation to their premises, assumptions, contexts, and conclusions Construct logical and reasonable arguments that include anticipation of counterarguments Use relevant evidence gathered through accepted scholarly methods and properly acknowledge sources of information Ethical, Social and Global Awareness Analyze similarities and differences in human experiences and consequent perspectives Examine connections among the world s populations Identify contemporary ethical questions and relevant stakeholder positions Scientific, Mathematical and Technological Literacy Explain basic principles and concepts of one of the natural sciences Apply methods of scientific inquiry and problem solving to contemporary issues Comprehend and evaluate mathematical and statistical information Perform college-level mathematical operations on quantitative data Describe the potential and the limitations of technology Use appropriate technology to achieve desired outcomes Creativity, Innovation and Artistic Literacy Demonstrate creative/innovative approaches to course-based assignments or projects Interpret and evaluate artistic expression considering the cultural context in which it was created 10.0 Other relevant information (such as special classroom, studio, or lab needs, special scheduling, media requirements, etc.) This course requires an Active Learning classroom, equipped with computers.

ROCHESTER INSTITUTE OF TECHNOLOGY COURSE PROPOSAL FORM GOLISANO COLLEGE OF COMPUTING AND INFORMATION SCIENCES Information Sciences and Technologies NEW COURSE: GCCIS-ISTE-266-DesignForAccessibility TOPIC or SEMINAR title (if applicable): 1.0 Course Designations and Approvals Required course approvals: Name/Chair: Approval date: Academic Unit Curriculum Committee Brian Tomaszewski 9/23/14 Department Chair/Director Approval Steve Zilora 9/23/14 College Curriculum Committee Optional designations: General Education Writing Intensive Honors Approval date from appropriate committee: 2.0 Course information: Course title: Design for Accessibility Short title: ** DesignForAccessibility Credit hours: 3 Prerequisite(s): *** ISTE-264 Co-requisite(s): None Course proposed by: Matt Huenerfauth and Vicki Hanson Effective date: Fall Semester, 2015 Contact hours Maximum students/section Classroom 3 30 Lab Studio Other (specify)

2.a Course Information (check one) X New Course New Seminar Title Change to an Existing Course (please briefly explain the changes): 2.b Term(s) offered (check) X_ Fall Spring Summer Other All courses must be offered at least once every 2 years. If course will be offered on a bi-annual basis, please indicate here: 2.c Student Requirements Students required to take this course: (by program and year, as appropriate) Students in the BS in HCC, typically during their fifth semester of study. Students who might elect to take the course: Computing students wishing to learn about designing for accessibility who meet the prerequisites. 3.0 Goals of the course (including rationale for the course, when appropriate): The goal of this course is to give students perspective on the diversity of abilities that exist in the population of their users and for the students to be able to anticipate where accessibility problems may occur when users interact with technology. Following the human centered computing foundations and projects in the prerequisite course, which focused on users with typical abilities, this course will prepare students to design and evaluate technologies for users with disabilities or older adults. Students will learn to analyze an existing website, software, or device to identify where accessibility problems are likely to occur. Students will also gain a solid foundation in key principles of accessible design or universal design for people with disabilities and older adults. Students will also become familiar with the types of accessibility devices and assistive technology that may be employed by their users, and they will understand key trends in the field of accessible computing. Fundamentally, the goal of this course is for students to be able to identify accessibility challenges and to provide solutions for these users. 4.0 Course description (as it will appear in the RIT Catalog do not include enforceable prerequisites, credit hours, or terms offered.) ISTE-266 Design for Accessibility This course will explore the design, evaluation, and use of computing and information technologies to benefit people with disabilities and older adults. Students will learn how

to analyze the accessibility of existing software or websites, and they will learn how to design technology that can be effectively, enjoyably, and efficiently used by people with diverse sensory, motor, and cognitive abilities. Students will learn about cutting-edge ways in which science and technology has provided assistance and accessibility for people with disabilities. Students will learn how to investigate the needs of users with disabilities, design technologies according to universal design or accessibility principles, interpret key accessibility regulations and guidelines, and include people with disabilities in the design and evaluation of new technologies. Programming is required. In the sections that follow, please use sub-numbering as appropriate (eg. 5.1, 5.2, etc.) 5.0 Possible resources (texts, references, computer packages, etc.) Texts A.M. Cook and S.M. Hussey, Assistive Technologies: Principles and Practice, Fourth Edition, 2014. Mosby. ISBN-10: 032309631X. Software R. Rutter, P.H. Lauke, C. Wadell, J. Thatcher, S.L. Henry, B. Lawson, A. Kirkpatrick, C. Heilman, M.R. Burks, B. Regan, M. Urban. 2006. Web Accessibility: Web Standards and Regulatory Compliance. friendsofed. ISBN: 978-1590596388. William C. Mann (ed.), 2005. Smart Technology for Aging, Disability, and Independence: The State of the Science, Wiley. ISBN: 978-0-471-69694-0. C. Stephanidis (ed.), 2009. The Universal Access Handbook, CRC Press, Taylor and Francis Group. ISBN: 978-0-8058-6280-5. M.L. Hardman, C.J. Drew, M.W. Egan. 2013. Human Exceptionality: School, Community, and Family (11th Edition), ISBN: 978-1133589839. H. Lane, R. Hoffmeister, & B. Bahan, 1996, A Journey into the Deaf-World. Dawn Sign Press. ISBN: 978-0915035632. M. Scherer, 2005, Living in the State of Stuck: How Assistive Technology Impacts the Lives of People With Disabilities, Fourth edition. Brookline Books. Multiple Web Browsers Programmer s Text Editor (eg: BBEdit) Web Development Environment (eg: Adobe Suite) Visual Programming Environment (eg: Microsoft Visual Studio) SFTP

SSH Server Facilities Hosting for Information Services to be consumed by student projects 6.0 Topics (outline): 6.24. Human Capabilities and Disabilities 6.25. Regulations, Guidelines, and Standards 6.26. Principles of Universal Design 6.27. Accessibility in the Design Process 6.28. Accessibility Issues for Sensory Disabilities 6.29. Accessibility Issues for Motor Disabilities 6.30. Accessibility Issues for Cognitive Disabilities 6.31. Designing for Older Adults with Diverse Capabilities 6.32. Input and Output Technologies 6.33. Assistive Technology 6.34. Conducting an Accessibility Evaluation 6.35. Web Accessibility 6.36. Participation of People with Disabilities in the Design and Evaluation Process 7.0 Intended course learning outcomes and associated assessment methods of those outcomes (please include as many Course Learning Outcomes as appropriate, one outcome and assessment method per row). Course Learning Outcome At the end of the course, students should be able to: 7.1 Explain the major forms of typical human capabilities and the spectrum of abilities of people with disabilities. 7.2 Identify the major usability and accessibility challenges of an existing piece of computer software or other form of digital interaction. 7.3 Evaluate existing software applications for their strengths and their weaknesses according to accessibility principles or the principles of universal design. Assessment Method In-class exercises, exams, and projects. In-class exercises, exams, and projects. In-class exercises, exams, and projects. 7.4 Identify current trends in the field of accessible In-class exercises, exams, computing. and projects.. 7.5 Propose solutions for identified accessibility problems. In-class exercises, exams, and projects. 8.0 Program outcomes and/or goals supported by this course (if appropriate)

8.1 Gather user, client, and system needs/data and translate into technical and aesthetic specifications and requirements. 8.2 Design interfaces and interactions based on research principles and aesthetic practice, design principles, or accessibility. 8.3 Evaluate user interfaces and user experiences, through a variety of techniques and methodologies. 8.4 Communicate via written reports, visualizations, and presentations. 8.5 Describe emerging technologies and explore possibilities for their use. 9.0 This section may be deleted unless the course is being considered as General Education course. General Education Learning Outcome Supported by the Course Assessment (if appropriate) Method Communication Express themselves effectively in common college-level written forms using standard American English Revise and improve written and visual content Express themselves effectively in presentations, either in spoken standard American English or sign language (American Sign Language or English-based Signing) Comprehend information accessed through reading and discussion Intellectual Inquiry Review, assess, and draw conclusions about hypotheses and theories Analyze arguments, in relation to their premises, assumptions, contexts, and conclusions Construct logical and reasonable arguments that include anticipation of counterarguments Use relevant evidence gathered through accepted scholarly methods and properly acknowledge sources of information Ethical, Social and Global Awareness Analyze similarities and differences in human experiences and consequent perspectives Examine connections among the world s populations Identify contemporary ethical questions and relevant stakeholder positions Scientific, Mathematical and Technological Literacy Explain basic principles and concepts of one of the natural sciences Apply methods of scientific inquiry and problem solving to contemporary issues Comprehend and evaluate mathematical and statistical information Perform college-level mathematical operations on quantitative data Describe the potential and the limitations of technology

Use appropriate technology to achieve desired outcomes Creativity, Innovation and Artistic Literacy Demonstrate creative/innovative approaches to course-based assignments or projects Interpret and evaluate artistic expression considering the cultural context in which it was created 10.0 Other relevant information (such as special classroom, studio, or lab needs, special scheduling, media requirements, etc.)

ROCHESTER INSTITUTE OF TECHNOLOGY COURSE PROPOSAL FORM GOLISANO COLLEGE OF COMPUTING AND INFORMATION SCIENCES Information Sciences and Technologies NEW (or REVISED) COURSE: GCCIS-ISTE-362 -AccessAndAssistiveTechnology TOPIC or SEMINAR title (if applicable): 1.0 Course Designations and Approvals Required course approvals: Name/Chair: Approval date: Academic Unit Curriculum Committee Brian Tomaszewski 9/23/14 Department Chair/Director Approval Steve Zilora 9/23/14 College Curriculum Committee Optional designations: General Education Writing Intensive Honors Approval date from appropriate committee: 2.0 Course information: Course title: Access and Assistive Technology Short title: ** Access&AssistiveTechnology Credit hours: 3 Prerequisite(s): *** ISTE-266 Co-requisite(s): None Course proposed by: Matt Huenerfauth Effective date: Fall Semester, 2015 Contact hours Maximum students/section Classroom Lab Studio Active Learning 3 30

2.a Course Information (check one) X New Course New Seminar Title Change to an Existing Course (please briefly explain the changes): 2.b Term(s) offered (check) Fall _X_ Spring Summer Other All courses must be offered at least once every 2 years. If course will be offered on a bi-annual basis, please indicate here: 2.c Student Requirements Students required to take this course: (by program and year, as appropriate) Students in the BS in HCC, typically during their sixth to eighth semester of study, as part of the concentration in Accessibility. Students who might elect to take the course: Computing students wishing to learn about designing for accessibility who have met the prerequisites. 3.0 Goals of the course (including rationale for the course, when appropriate): The goal of this course is to provide students with deeper knowledge in the concentration area of accessibility, building on the foundation in the prerequisite Design for Accessibility course. This course will consist of a survey of state-of-the-art software and technology that is currently used by people with disabilities. Students will understand how to design software or websites that work well with users' own access technology. Students will be able to explain the design principles that underlie access technology. Students will be aware of the issues involved in evaluating the capabilities of a user to match them to appropriate technology, selecting access technology from an array of available choices. Specific technologies discussed in the course may include, e.g.: switch devices, alternative input devices, AAC devices, screen readers, and screen magnifiers. It is anticipated that the specific set of technologies discussed in the course will evolve over time to reflect advances in the field and the particular areas of expertise of the instructor. 4.0 Course description (as it will appear in the RIT Catalog do not include enforceable prerequisites, credit hours, or terms offered.) ISTE-362 Access and Assistive Technology Students will gain hands-on experience and knowledge about a wide variety of accessibility and assistive technology available for people with disabilities. Students will understand the design principles underlying this technology and how the features and

capabilities of assistive technology can be tailored to a particular individual s needs and capabilities. Students will learn about how new technologies and research in accessibility can be made available for users, and they will learn how to design websites and software that work effectively with a user s own technology. Specific technologies discussed in the course may include, e.g.: alternative input devices, communication devices, and screen readers and magnifiers for people with visual impairments. Programming is required. In the sections that follow, please use sub-numbering as appropriate (eg. 5.1, 5.2, etc.) 5.0 Possible resources (texts, references, computer packages, etc.) Texts Suzanne Robitaille. 2009. The Illustrated Guide to Assistive Technology & Devices. Demos Health. ISBN: 978-1932603804. Ravonne A. Green, Vera Blair. 2011. Keep It Simple: A Guide to Assistive Technologies. Libraries Unlimited. ISBN: 978-1591588665 William C. Mann (ed.), 2005. Smart Technology for Aging, Disability, and Independence: The State of the Science, Wiley. ISBN: 978-0-471-69694-0. M. Scherer, 2005, Living in the State of Stuck: How Assistive Technology Impacts the Lives of People With Disabilities, Fourth edition. Brookline Books. A.M. Cook and S.M. Hussey, Assistive Technologies: Principles and Practice, Fourth Edition, 2014. Mosby. ISBN-10: 032309631X. R. Rutter, P.H. Lauke, C. Wadell, J. Thatcher, S.L. Henry, B. Lawson, A. Kirkpatrick, C. Heilman, M.R. Burks, B. Regan, M. Urban. 2006. Web Accessibility: Web Standards and Regulatory Compliance. friendsofed. ISBN: 978-1590596388. C. Stephanidis (ed.), 2009. The Universal Access Handbook, CRC Press, Taylor and Francis Group. ISBN: 978-0-8058-6280-5. David Beukelman, Pat Mirenda, Kathryn Garrett, Janice Light. 2012. Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs, Fourth Edition. Paul H. Brookes Publishing Co. ISBN: 978-1598571967. Cathy Binger, Jennifer Kent-Walsh. 2009. What Every Speech-Language Pathologist/Audiologist Should Know about Alternative and Augmentative Communication. (Allyn & Bacon Communication Sciences and Disorders.)

Software Pearson. ISBN: 978-0137068814. Marcia Scherer. 2011. Assistive Technologies and Other Supports for People With Brain Impairment. Springer Publishing Company. ISBN: 978-0826106452. Screen Magnification Software (e.g., ZoomText) Screen Reader Software (e.g., JAWS, MacOS VoiceOver) Alternative and Augmentative Communication Software (e.g., The Grid 2) Multiple Web Browsers Programmer s Text Editor (eg: BBEdit) Web Development Environment (eg: Adobe Suite) Visual Programming Environment (eg: Microsoft Visual Studio) SFTP SSH Server Facilities Hosting for Information Services to be consumed by student projects 6.0 Topics (outline): 6.37. Technology Transfer and Commercialization of Access Technologies 6.38. Funding Mechanisms to Support Acquisition of Access Technologies 6.39. Understanding the Needs and Capabilities of Users of Access Technologies 6.40. Finding Information about Access Technologies and Comparing Features 6.41. Uptake and Abandonment of Access Technologies 6.42. Web and Software Design Compatible with Screen Magnification 6.43. Web and Software Design Compatible with Screen Readers 6.44. Web and Software Design Compatible with Switch Devices and AAC 6.45. Web and Software Design Compatible with other emerging technologies 6.46. Evaluating Website and Software Compatibility with Access Technologies 7.0 Intended course learning outcomes and associated assessment methods of those outcomes (please include as many Course Learning Outcomes as appropriate, one outcome and assessment method per row). Course Learning Outcome Assessment Method At the end of the course, students should be able to: 7.1 Describe the variety of state-of-the-art software and In-class exercises, exams, and projects.

technology that is current available for use by people with disabilities, which may include, e.g., switch devices, alternative input devices, AAC devices, screen readers, and screen magnifiers. 7.2 Gather information about commercially available access technologies and compare the technical features and usability of alternative technologies. 7.3 Identify the factors that must be considered when matching a particular individual's needs and capabilities to a piece of access technology. 7.4 Design websites or software that are compatible with popular access technologies, e.g., screen readers or alternative input technologies. 7.5 Evaluate the overall accessibility of websites or software in the context of specific access technologies. In-class exercises, exams, and projects. In-class exercises, exams, and projects. In-class exercises, exams, and projects.. In-class exercises, exams, and projects. 8.0 Program outcomes and/or goals supported by this course (if appropriate) 8.1 Gather user, client, and system needs/data and translate into technical and aesthetic specifications and requirements. 8.2 Design interfaces and interactions based on research principles and aesthetic practice, design principles, or accessibility. 8.3 Develop and assess prototypes that meet the aesthetic and functional requirements of a client. 8.4 Evaluate user interfaces and user experiences, through a variety of techniques and methodologies. 8.5 Communicate via written reports, visualizations, and presentations. 9.0 This section may be deleted unless the course is being considered as General Education course. General Education Learning Outcome Supported by the Course Assessment (if appropriate) Method Communication Express themselves effectively in common college-level written forms using standard American English Revise and improve written and visual content Express themselves effectively in presentations, either in spoken standard American English or sign language (American Sign Language or English-based Signing) Comprehend information accessed through reading and discussion Intellectual Inquiry Review, assess, and draw conclusions about hypotheses and theories Analyze arguments, in relation to their premises, assumptions, contexts, and conclusions Construct logical and reasonable arguments that include

anticipation of counterarguments Use relevant evidence gathered through accepted scholarly methods and properly acknowledge sources of information Ethical, Social and Global Awareness Analyze similarities and differences in human experiences and consequent perspectives Examine connections among the world s populations Identify contemporary ethical questions and relevant stakeholder positions Scientific, Mathematical and Technological Literacy Explain basic principles and concepts of one of the natural sciences Apply methods of scientific inquiry and problem solving to contemporary issues Comprehend and evaluate mathematical and statistical information Perform college-level mathematical operations on quantitative data Describe the potential and the limitations of technology Use appropriate technology to achieve desired outcomes Creativity, Innovation and Artistic Literacy Demonstrate creative/innovative approaches to course-based assignments or projects Interpret and evaluate artistic expression considering the cultural context in which it was created 10.0 Other relevant information (such as special classroom, studio, or lab needs, special scheduling, media requirements, etc.) This course requires an Active Learning classroom, equipped with computers.

ROCHESTER INSTITUTE OF TECHNOLOGY COURSE PROPOSAL FORM GOLISANO COLLEGE OF COMPUTING AND INFORMATION SCIENCES Information Sciences and Technologies NEW COURSE : GCCIS-ISTE-462-ResearchInAccessibility TOPIC or SEMINAR title (if applicable): 1.0 Course Designations and Approvals Required course approvals: Name/Chair: Approval date: Academic Unit Curriculum Committee Brian Tomaszewski 9/23/14 Department Chair/Director Approval Steve Zilora 9/23/14 College Curriculum Committee Optional designations: General Education Writing Intensive Honors Approval date from appropriate committee: 2.0 Course information: Course title: Research in Accessibility Short title: ** ResearchInAccessibility Credit hours: 3 Prerequisite(s): *** ISTE-266, PSYC-251 Co-requisite(s): None Course proposed by: Matt Huenerfauth Effective date: Fall Semester, 2015 Contact hours Maximum students/section Classroom 3 30 Lab Studio Other (specify)

2.a Course Information (check one) X New Course New Seminar Title Change to an Existing Course (please briefly explain the changes): 2.b Term(s) offered (check) X_ Fall Spring Summer Other All courses must be offered at least once every 2 years. If course will be offered on a bi-annual basis, please indicate here: 2.c Student Requirements Students required to take this course: (by program and year, as appropriate) Students in the BS in HCC, typically during their sixth to eighth semester of study, as part of the concentration in Accessibility. Students who might elect to take the course: Computing students wishing to learn about designing for accessibility who have met the prerequisites 3.0 Goals of the course (including rationale for the course, when appropriate): The goal of this course is to provide students with deeper knowledge in the concentration area of accessibility, building on the foundation in the prerequisite Design for Accessibility course. In this course, students will focus on next generation accessibility and assistive technology that is currently the focus of research. Students will learn to search and access the primary research literature in the field of computer accessibility and assistive technology for specific topics of interest. Students will learn to summarize, discuss, present, and critique current research papers that describe recent research advances. Students will learn how to structure a scientific paper in the field of accessibility, and they will conduct a literature survey to synthesize some research in a particular domain. The literature research skills provided by this course are intended to support those students who continue to do a senior project or capstone. The specific selection of papers will likely change each year to reflect advances in the field and the particular domain expertise of the instructor. 4.0 Course description (as it will appear in the RIT Catalog do not include enforceable prerequisites, credit hours, or terms offered.) ISTE-462 Research in Accessibility Students will dive into cutting edge research in the field of computer accessibility and

assistive technology; they will read, present, and discuss research literature from major conferences and journals in the field. Students will learn about recent developments and ongoing research efforts in accessibility, and they will learn how to synthesize the results from research publications. Students will learn how to identify high quality research and how to critique this work to identify areas for improvement or future research directions. Students will learn the elements of a high-quality research publication, and they will explore and gain expertise in a particular topic in the field of accessibility in depth. In the sections that follow, please use sub-numbering as appropriate (eg. 5.1, 5.2, etc.) 5.0 Possible resources (texts, references, computer packages, etc.) Texts Martha Davis, Kaaron Joann Davis, Marion Dunagan. 2012. Scientific Papers and Presentations. Academic Press. ISBN: 978-0-12-384727-0. Proceedings of the International ACM SIGACCESS Conference on Computers and Accessibility ( ASSETS ). New York: ACM Press. Proceedings of the ACM SIGCHI Conference on Human Factors in Computing Systems ( CHI ). New York: ACM Press. The ACM Transactions on Accessible Computing (TACCESS) Journal. New York: ACM Press. The ACM Transactions on Computer-Human Interaction (TOCHI) Journal. New York: ACM Press. Proceedings of the Universal Access in Human-Computer Interaction conference. Proceedings of the Web for All (W4A) Conference. Universal Access in the Information Society (UAIS) journal. Berlin: Springer. C. Stephanidis (ed.), 2009. The Universal Access Handbook, CRC Press, Taylor and Francis Group. ISBN: 978-0-8058-6280-5. 6.0 Topics (outline): 6.47. Introduction to Major Conferences and Journals in Accessibility 6.48. The Scholarly Publication and Peer-Review Process 6.49. Funding and Operation of Research Labs on Accessibility

6.50. The Structure of a Research Paper or Article 6.51. Presenting and Summarizing Research Articles 6.52. Formulating a Critique of a Research Article on Accessibility 6.53. Discussion of Current Research in the Field of Accessibility (multiple topics) 6.54. Organizing and Conducting a Literature Survey 6.55. Guidelines for Writing about Accessibility and People with Disabilities 6.56. Presentation and Discussion of Literature Surveys on Accessibility 7.0 Intended course learning outcomes and associated assessment methods of those outcomes (please include as many Course Learning Outcomes as appropriate, one outcome and assessment method per row). Course Learning Outcome At the end of the course, students should be able to: 7.1 Search and access the primary research literature in the field of computer accessibility and assistive technology for specific topics of interest. 7.2 Discuss and critique research papers in the field of accessibility. Assessment Method In-class exercises and assignments. In-class discussion and written work. 7.3 Summarize and present the content of research papers in the field of accessibility. 7.4 Conduct and write a literature survey to synthesize research papers on some topic. 7.5 Write a research survey paper in the format of a scientific conference or journal in the field of accessibility. In-class presentations and discussion. Written literature survey. Written work. 8.0 Program outcomes and/or goals supported by this course (if appropriate) 8.1 Design interfaces and interactions based on research principles and aesthetic practice, design principles, or accessibility. 8.2 Evaluate user interfaces and user experiences, through a variety of techniques and methodologies. 8.3 Communicate via written reports, visualizations, and presentations. 8.4 Describe emerging technologies and explore possibilities for their use. 9.0 This section may be deleted unless the course is being considered as General Education course.

General Education Learning Outcome Supported by the Course (if appropriate) Communication Express themselves effectively in common college-level written forms using standard American English Revise and improve written and visual content Express themselves effectively in presentations, either in spoken standard American English or sign language (American Sign Language or English-based Signing) Comprehend information accessed through reading and discussion Intellectual Inquiry Review, assess, and draw conclusions about hypotheses and theories Analyze arguments, in relation to their premises, assumptions, contexts, and conclusions Construct logical and reasonable arguments that include anticipation of counterarguments Use relevant evidence gathered through accepted scholarly methods and properly acknowledge sources of information Ethical, Social and Global Awareness Analyze similarities and differences in human experiences and consequent perspectives Examine connections among the world s populations Identify contemporary ethical questions and relevant stakeholder positions Scientific, Mathematical and Technological Literacy Explain basic principles and concepts of one of the natural sciences Apply methods of scientific inquiry and problem solving to contemporary issues Comprehend and evaluate mathematical and statistical information Perform college-level mathematical operations on quantitative data Describe the potential and the limitations of technology Use appropriate technology to achieve desired outcomes Creativity, Innovation and Artistic Literacy Demonstrate creative/innovative approaches to course-based assignments or projects Interpret and evaluate artistic expression considering the cultural context in which it was created Assessment Method 10.0 Other relevant information (such as special classroom, studio, or lab needs, special scheduling, media requirements, etc.)

ROCHESTER INSTITUTE OF TECHNOLOGY COURSE PROPOSAL FORM GOLISANO COLLEGE OF COMPUTING AND INFORMATION SCIENCES Information Sciences and Technologies NEW COURSE: GCCIS-ISTE-464-AccessibilityThroughTheLifespan TOPIC or SEMINAR title (if applicable): 1.0 Course Designations and Approvals Required course approvals: Name/Chair: Approval date: Academic Unit Curriculum Committee Brian Tomaszewski 9/23/14 Department Chair/Director Approval Steve Zilora 9/23/14 College Curriculum Committee Optional designations: General Education Writing Intensive Honors Approval date from appropriate committee: 2.0 Course information: Course title: Accessibility Through the Lifespan Short title: ** AccessibilityThroughLifespan Credit hours: 3 Prerequisite(s): *** ISTE-266 Co-requisite(s): None Course proposed by: Matt Huenerfauth Effective date: Fall Semester, 2015 Contact hours Maximum students/section Classroom 3 30 Lab Studio

Other (specify) 2.a Course Information (check one) X New Course New Seminar Title Change to an Existing Course (please briefly explain the changes): 2.b Term(s) offered (check) Fall X_ Spring Summer Other All courses must be offered at least once every 2 years. If course will be offered on a bi-annual basis, please indicate here: 2.c Student Requirements Students required to take this course: (by program and year, as appropriate) Students in the BS in HCC, typically during their sixth to eighth semester of study, as part of the concentration in Accessibility. Students who might elect to take the course: Computing students wishing to learn about designing for accessibility who meet the prerequisites. 3.0 Goals of the course (including rationale for the course, when appropriate): The goal of this course is to provide students with deeper knowledge in the concentration area of accessibility, building on the foundation in the prerequisite Design for Accessibility course. In this course, students will explore how accessibility and assistive technologies intersect with human development and aging; this course focuses especially on access technology in education contexts (for children and young adults) and designing accessibility for older adults with diverse capabilities. Another goal for this course is to give students an opportunity to understand or interact with potential users of access technology in education or aging contexts, through guest speakers or class visits. As such, the course benefits from the presence of many deaf and hard-of-hearing students at RIT. The specific disabilities discussed may include, e.g.: learning disabilities, cognitive disabilities (including dementia and stroke-related impairments), hearing loss, reduced vision, and reduced motor coordination. The specific technologies discussed during the course will likely change over time to reflect advances in the field and the particular expertise of the instructor. 4.0 Course description (as it will appear in the RIT Catalog do not include enforceable prerequisites, credit hours, or terms offered.) ISTE-464 Accessibility Through the Lifespan

Students will explore how accessibility and assistive technologies intersect with aging throughout the lifespan, with a particular focus on the early and later stages of human development, including: educational contexts (for children or young adults) and effective design strategies for promoting accessibility for older adults with diverse capabilities. Students will learn key legal regulations that govern special education and accessibility in educational contexts, including the provision of assistive technologies and the accessibility of instructional technologies. Students will also explore typical changes in ability and impairments that relate to the human aging process, and they will investigate how to design usable and engaging technology for the growing population of older adults. Students will come to understand the concepts and needs of younger and older users firsthand through, e.g., guest speakers or personal interactions. In the sections that follow, please use sub-numbering as appropriate (eg. 5.1, 5.2, etc.) 5.0 Possible resources (texts, references, computer packages, etc.) Texts Amy G Dell, Deborah Newton, Jerry G Petroff. 2011. Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities (2nd Edition). Pearson. ISBN: 978-0131390409. Richard W. Pew, Susan B. Van Hemel. 2004. Technology for Adaptive Aging. National Academies Press. ISBN: 9780309091169. Lawrence A. Beard, Laura A. Bowden Carpenter, Linda B. Johnston. 2010. Assistive Technology: Access for All Students (2nd Edition). Pearson. ISBN: 978-0137056415. Andrew Sixsmith, Gloria Gutman. 2013. Technologies for Active Aging (International Perspectives on Aging). Berlin: Springer. ISBN: 978-1441983473. M.L. Hardman, C.J. Drew, M.W. Egan. 2013. Human Exceptionality: School, Community, and Family (11th Edition), ISBN: 978-1133589839. Joan Green. 2011. The Ultimate Guide to Assistive Technology in Special Education. Prufrock Press. ISBN: 978-1593637194. Pew Research Center. April 2014. Older Adults and Technology Use. Available at: http://www.pewinternet.org/2014/04/03/older-adults-and-technology-use/ Christopher R. Bugaj, Sally Norton-Darr. 2010. The Practical (and Fun) Guide to Assistive Technology in Public Schools: Building or Improving Your District's AT Team. International Society for Technology in Education. ISBN: 978-1564842633.

Software William C. Mann (ed.), 2005. Smart Technology for Aging, Disability, and Independence: The State of the Science, Wiley. ISBN: 978-0-471-69694-0. Bette R. Bonder, Vanina Dal Bello-Haas. 2008. Functional Performance in Older Adults. F.A. Davis Company. ISBN: 978-0803616882. P. Rodis, A. Garrod, M.L. Boscardin. 2000. Learning Disabilities and Life Stories. Allyn & Bacon. Chapter 8: Educational Placement and the Deaf Child, Lane, Hoffmeister, & Bahan, 1996, Journey into the Deaf World. Pages 228-265. Multiple Web Browsers Programmer s Text Editor (eg: BBEdit) Web Development Environment (eg: Adobe Suite) Visual Programming Environment (eg: Microsoft Visual Studio) SFTP SSH Server Facilities Hosting for Information Services to be consumed by student projects 6.0 Topics (outline): 6.57. Overview of Human Development 6.58. Population Demographics of Aging and Development 6.59. Special Education and Accessibility 6.60. Laws and Regulations for Education Accessibility 6.61. Technologies in the Classroom 6.62. Assistive Technologies Beyond the Classroom 6.63. Accessibility of Instructional Technology 6.64. Accessibility Technology in Higher Education 6.65. Design and Evaluation of Technologies in Education 6.66. Accessibility in Employment and Adult Life 6.67. Aging, Impairment, and Disability 6.68. Design for Older Users 6.69. Access Technologies for Older Adults 6.70. Design and Evaluation of Technologies for Older Adults

7.0 Intended course learning outcomes and associated assessment methods of those outcomes (please include as many Course Learning Outcomes as appropriate, one outcome and assessment method per row). Course Learning Outcome At the end of the course, students should be able to: 7.1 Describe the major stages of human lifespan development and population trends in aging. 7.2 Explain the historical and legal underpinnings of education accessibility and assistive technology. 7.3 Identify and compare educational access technologies for use inside and outside of classroom settings. 7.4 Identify typical changes in functional abilities in older adults. 7.5 Characterize common trends in the adoption and use of technology by older adults. 7.6 Design websites and software that are accessible and engaging for older adults. 7.7 Explain key factors in designing and conducting evaluations of technology with children or older adults. Assessment Method In-class exercises, exams, and projects. In-class exercises, exams, and projects. In-class exercises, exams, and projects. In-class exercises, exams, and projects. In-class exercises, exams, and projects. In-class exercises, exams, and projects. In-class exercises, exams, and projects. 8.0 Program outcomes and/or goals supported by this course (if appropriate) 8.1 Gather user, client, and system needs/data and translate into technical and aesthetic specifications and requirements. 8.2 Design interfaces and interactions based on research principles and aesthetic practice, design principles, or accessibility. 8.3 Develop and assess prototypes that meet the aesthetic and functional requirements of a client. 8.4 Communicate via written reports, visualizations, and presentations. 8.5 Describe emerging technologies and explore possibilities for their use. 9.0 This section may be deleted unless the course is being considered as General Education course. General Education Learning Outcome Supported by the Course Assessment (if appropriate) Method Communication Express themselves effectively in common college-level written forms using standard American English Revise and improve written and visual content Express themselves effectively in presentations, either in spoken standard American English or sign language (American Sign Language or English-based Signing) Comprehend information accessed through reading and

discussion Intellectual Inquiry Review, assess, and draw conclusions about hypotheses and theories Analyze arguments, in relation to their premises, assumptions, contexts, and conclusions Construct logical and reasonable arguments that include anticipation of counterarguments Use relevant evidence gathered through accepted scholarly methods and properly acknowledge sources of information Ethical, Social and Global Awareness Analyze similarities and differences in human experiences and consequent perspectives Examine connections among the world s populations Identify contemporary ethical questions and relevant stakeholder positions Scientific, Mathematical and Technological Literacy Explain basic principles and concepts of one of the natural sciences Apply methods of scientific inquiry and problem solving to contemporary issues Comprehend and evaluate mathematical and statistical information Perform college-level mathematical operations on quantitative data Describe the potential and the limitations of technology Use appropriate technology to achieve desired outcomes Creativity, Innovation and Artistic Literacy Demonstrate creative/innovative approaches to course-based assignments or projects Interpret and evaluate artistic expression considering the cultural context in which it was created 10.0 Other relevant information (such as special classroom, studio, or lab needs, special scheduling, media requirements, etc.)

APPENDIX B Enrollment and Market Analysis Describe and elaborate in Appendix B on the following information: Detailed enrollment projections for the next five years, including as applicable, new students, transfer students, internal transfer students. These projections are to be proposed by EMCS with an explanation of methodology used Anticipated graduation rate (based upon college target and similar RIT programs) Competing programs (regional and national) Anticipated geographic draw (regional, national and international) Program delivery format (full-time, part-time, on-site, off-site, distance learning, weekend learning) An undergraduate degree in HCC would be a unique offering among US universities. HCC courses often are offered as a concentration within an undergraduate Computer Science degree, but are not complete degrees and typically lack the interdisciplinary that the RIT degree would offer. Thus, this B. S. degree at RIT will serve to fill a void in undergraduate training of professionals with interdisciplinary HCC expertise. From RIT Enrollment Services [Edward A. Lincoln, Assistant to the Senior Vice President, Enrollment Management & Career Services, in an email dated Feb 7, 2014], the following projections were obtained: 1. Based on our initial discussion with Dr. Vicki Hanson and Dr. Andrew Sears, we encourage the program s developers to consider changing the title of the program to Human-centered Computing. Given the specific nature of the field, we believe that this title will be more understandable to a prospective student market, and will be more engaging to women, thereby supporting RIT s goal of enrolling more women, especially in STEM disciplines. 2. The program will attract new students from both freshman and transfer markets with the majority of new students entering in the fall. In addition, given RIT s recent conversion to a semester calendar, spring semester is an even more opportune time for new students to enroll, especially transfer students. 3. Most of the students will come from the Middle Atlantic States and New England. However, given the relatively small number of undergraduate degree programs in Human-Centered Computing, the program has the potential to draw students beyond those regions as well as internationally. 4. The Office of Undergraduate Admissions will work with the college to determine appropriate academic profile parameters for entering students with final authority for admission decisions resting in the Office of Undergraduate Admissions. 5. The Golisano College of Computing and Information Sciences will work with the Office of Undergraduate Admissions to maintain and enhance RIT s relationships with two-year schools to promote the new program and develop articulation agreements to facilitate the recruitment and enrollment of transfer students into the program. Flexibility in the application of transfer credits will be critical to enrolling those students.

6. The interdisciplinary nature of the program is a strength, however, it has the potential to draw some enrolling students away from some of the current programs in Golisano, Liberal Arts and CIAS. This should not be construed as a limitation of the proposal, but requires a conservative projection of the number of new enrolling students. 7. The program will attract internal transfers from other RIT colleges, the University Studies program, as well as other programs in the Golisano College. For purposes of these projections, however, only students who are new to RIT are included in the projections. 8. The projections are based upon an assessment of the College Board s Student Search Service data using the following parameters to determine the level of interest in the student market: Combined PSAT scores at 110 or higher, high school grades of B+ or higher, and high school class rank in the top quartile of the graduating class. Entering transfer students would generally present a GPA of 3.0 or higher for admission. 9. As the program proposal is furthered developed, we recommend that there be close alignment between the first year of the program and the college s Computing Exploration program. Given the specific focus of the program, we believe that entering freshmen may need time to understand the nature and focus of the program and how it aligns with their strengths and interests. Once the program has been approved and incorporated into a full marketing cycle, we project that 10 new freshmen and 8 new transfer students would enroll each September. Inputting those projection numbers along with the average (most recent four years) six-year graduation rate for Golisano College into the enrollment/cost model provided by Finance and Administration projects that accumulated headcount enrollment in the proposed program would be between 60 and 65 after four years. Please note, however, that the model, as it is currently configured, only provides input for freshmen and does not account for new external transfer students.

APPENDIX C Internal Letters of Support Include the following internal agreements and support documentation in Appendix C: Impact statements and letters of support that identify the impact that new program will have on existing academic programs as well as projected needs for additional course sections from other academic units; academic accommodations; and other shared resources required from the following units: Appropriate RIT Librarian provides letter addressing sections 5a. and b of proposal College of Liberal Arts College of Science Other departments (other than program s home department) including cost estimate for offering new courses or additional sections of current courses Student Affairs (addressing any services likely to be affected by addition of this program) NTID Support Services, including Access Services (Interpreting Services and C-Print). ETC/On-line Learning If program will share lab or studio space/equipment with other programs, provide documentation of this agreement Other internal letters, as deemed appropriate by proposer

Appropriate RIT Librarian letter addressing sections 5a and b of proposal: September 4, 2014 From: Roman Koshykar, M.S. Computing and Information Sciences Librarian The Wallace Center Rochester Institute of Technology To: Daniel Bogaard, M.S. Associate Professor and Undergraduate Program Coordinator of Information Sciences and Technology Golisano College of Computing and Information Sciences Rochester Institute of Technology Adam Smith, M.F.A. Associate Professor and Program Chair of New Media Design College of Imaging Arts and Sciences Rochester Institute of Technology Andrew Herbert, Ph.D. Professor and Department Chair of Psychology College of Liberal Arts Rochester Institute of Technology The following outlines the potential impact on the library of RIT s Golisano College of Computing and Information Sciences (GCCIS) proposed B.S. in Human Centered Computing program. After reviewing the concept paper, I have determined that the proposed B.S. in Human Centered Computing program with have a minimal impact on the library s services and collections. The new program is making no requests for new books, new journal titles, or new database subscriptions. The RIT Libraries current interdisciplinary collection of journals, books, and databases already supports the M.S. program in Human Computer Interaction, as well as programs in New Media Design and Psychology. Our library currently subscribes to a standard core collection of computing and information sciences related databases, books and journals produced by professional associations and publishers. Our subscriptions also cover the disciplines of design and psychology. Available databases include: ACM Digital Library, IEEE Xplore, SpringerLink, Elsevier Science Direct, Sage Journals Online, PsycInfo, PsycArticles, ProQuest Psychology Journals, Academic Search Elite, Emerald Fulltext Management Journals, Art Full Text, and Web of Science. Our library also subscribes to a number of e-book packages through Ebrary, EBSCOHost e-books, EBL, Books24x7, SpringerLink, Morgan and Claypool Synthesis Digital Library of Engineering and Computer Science, and others. We also provide on-demand access to certain new e-books

through a Patron Driven Access (PDA) system whereby e-book records are loaded into the catalog for patrons to discover. These PDA e-books are purchased only when patrons select and open them. Periodical articles, papers from conference proceedings, books, and other information items not owned by The RIT Libraries can usually be obtained on a timely basis through Information Delivery Services (IDS), our interlibrary loan request system, or Connect NY. Connect NY is a unified catalog of 18 (at the time of writing) participating academic libraries in New York State and the collections of the Center for Research Libraries. Authorized users affiliated with participating libraries can borrow print books in a timely manner from other Connect NY libraries if the books are not owned by their home library or if their library's copy is already checked-out. Additionally, The RIT Libraries is a member of the Rochester Regional Library Council (RRLC), which provides RIT students and faculty book-borrowing privileges at other Monroe County libraries, including many of the area s academic libraries, through free RRLC Library access cards. Recommendation The current library resources can support this program. Sincerely, Roman Koshykar, M.L.S. Computing and Information Sciences Librarian

COLA Letter of Support:

COS Letter of Support: R I T R o c h e s t e r I n s t i t u t e o f T e c h n o l o g y College of Science Office of the Dean 84 Lomb Memorial Drive Rochester, New York 14623-5603 (585)-475-2483 Fax: (585)-475-2398 October 10, 2014 Dr. Andrew Sears Rochester Institute of Technology 20 Lomb Memorial Drive Rochester, NY 14623 Dear Dean Sears: On behalf of the College of Science, I am pleased to offer this letter of support for the proposed B.S. degree in Human Centered Computing that GCCIS is proposing together with CIAS and COLA. Our college is supporting this proposal with the understanding that any incremental resources associated with the science and math general education requirements of the degree will be allocated to the operating budget of the College of Science. Please let me know if you have any questions. Sincerely, Sophia Maggelakis, Ph.D. Dean and Professor College of Science

CIAS Letter of Support: R I T Technology Rochester Institute of Coll ege of I magi ng Arts & Sciences Offi ce of the Dea n 55 Lomb Memoria l D rive Rochester, l\ly 14623-5603 Tel : 585-475-2733 Fax: 585-475-5055 h ttp:// www.ri t.ed u /cias Octo ber 1 7, 2014 Dr. A nd rew Sea rs R oc hester I nstitu te of Technology I Lom b Mem ori a l Dri ve R ochester NY 1 4623 Dear Dean Sea rs: On beha l f of th e College of Im aging A rts and Sc ien ces, I am pl eased to offe r t his l etter of support for t h e proposed B.S. degree i n H u m an Centered Com puti ng ( I-I CC). Thi s proposal represents a signi ficant opport uni ty to bring toget her d i sci pl ines i n com puting w ith disci pl i nes i n ou r co llege to create a new, in te rd isciplinary degree at RTT t hat I bel ieve w ill be qui te attracti ve to new students. As you k now, l have been a su pporte r of our coll a borati ve e fforts to i n tegrate h u m an centered comp uting w i th d isci p l ines i n m y college, and I l ook forward to ex pand in g t hese efforts thro ugh the I-ICC degree as desc ribed in t he proposa l. In part ic ul a r, I am excited to k now t hat ma ny of ou r depart men ts (pa rticu l arly our Sch ool of Des i gn ) w ill have a n i mporta nt part to pl ay in cu rri c ul a r development and overs i gh t. l am a lso aware of reso urce issues and am su pport i ve of the budget model as refl ected in t he proposal. We s u pport t he progra m a nd w i II need ass i stan ce wi th facul ty and lab resou rces. Once again, l am pl eased to express m y support for t his degree. Pl ease l et me know if y ou have any q uest ions.

School of Design Letter of Support: October 28, 2014 Professor Daniel Bogaard Rochester Institute of Technology 1 Lomb Memorial Drive Rochester NY 14623 Dear Professor Bogaard, I write in support of the proposed B.S. degree in Human Centered Computing (HCC). Given the proposal s integrated curriculum, which brings design, computing, and the social sciences into a coherent program for students, we in the School of Design in CIAS feel confident that we can be partners in this degree. To that end, you and I discussed a number of courses from Design that HCC students would benefit from in their curriculum. These include New Media Design Digital Survey I and II, as well as some upper divisions options such as NMDE-201, 203 and 302. We support the program and will need assistance with faculty and lab resources. We fully support the proposal, and look forward to working with you in implementing it. Sincerely, Peter Byrne Professor, Administrative Chair, School of Design College of Imaging Arts and Sciences Rochester Institute of Technology (585) 475-6107 pjbfaa@rit.edu

Student Affairs Letter of Support: R I T Rochester Institute of Technology Student Affairs 44 Lomb Memorial Drive Rochester, NY 14623-5604 585-475-2265 Fax 585-475-7065 September 29, 2014 RE: Letter of Support, Bachelor of Science.degree program in Human Centered Computing Dear Evaluation Committee: The Division of Student Affairs supports the creation of a new Bachelor of Science degree program in Human Centered Computing. Students in this program will be welcomed to utilize many programs and services offered within Student Affairs, including Academic Support programs, RIT Leadership Institute, and Counseling Center, which are open to all students. We do not see any significant impact on our programs and services and welcome the opportunity to support new students in this exciting major. If you have questions, please contact me. Sincerely,!lDr. Heath Boice-Pardee Associate Vice President for Student Affairs and Community Development Cc: Dr. Sandra Johnson Dan Bogaard

NTID Letter of Support: Mr. Daniel Bogaard Rochester Institute of Technology Dear Dan: Thank you for asking about our support for a new Human Centered Computing program. The proposed Bachelor of Science Degree Program in Human Centered Computing will provide opportunities for deaf and hard-of-hearing students supported by NTID while adding modestly to the demands on access services. As drafted, in addition to core preparatory course work shared by students from a wide array of programs, many of the courses will be shared with students in existing Psychology and Design programs. The new courses being added to fill Human Centered Computing BS requirements will likely require additional access service resources. Synergy among the Psychology, Design and computing shared courses makes the proposal s added demands on access service resources relatively efficient compared to an entirely new program. We certainly support increased opportunities for deaf students to undertake studies in new areas, especially when the curriculum design does not place extraordinary additional demands on Access Services. As RIT has expanded its offerings, we have seen deaf students move into new areas of study and careers not easily entered by them previously. While in the past this has created challenges in meeting additional demands for access services, it is a problem that fulfills the founders' dreams for NTID. The Human Centered Computing degree proposal's manageable requirements for additional resources drawn from Access Services are a reasonable impact to open these valuable opportunities for students. We are pleased to support the proposal and wish you well in establishing the new degree program. Sincerely, Rico Peterson -- Rico Peterson, Ph.D. Assistant Dean and Director of Access Services Carey Hall, 14-1566 Rochester Institute of Technology 97 Lomb Memorial Drive Rochester, New York 14623-5603 585 475 2958 585 475 7190 fax rxpnss@rit.edu

ETC/On-line Learning Letter of Support: Hi Dan, having reviewed your proposal I quickly came to the conclusion that it warrants support from our office. We recently conducted a demand assessment for the wider HCI domain and found this to be in a high growth area. Whilst I support the undergraduate proposal you ve submitted, I would also encourage the department to consider offering a set of graduate level online offerings. Please let me know how we can assist in this regard. Assuming approval from the requisite governance bodies I would also encourage your team to think about partnering with Teaching and Learning Services who can assist you in the development process of your undergraduate curriculum offerings. From pedagogical design through to highlighting in-class best practice, we are here to help you develop an exceptional student learning experience, With best wishes, Neil Neil Hair, Ph.D, Interim Executive Director Innovative Learning Institute Rochester Institute of Technology 31 Lomb Memorial Drive, WAL 05-A660 Rochester, NY 14623 p. 585-475-6322 f. 585-475-6292 e. neil@rit.edu w. rit.edu/ili www.neilhair.com facebook, twitter, Skype, Linkedin: neilhair Follow the ILI on facebook & twitter CONFIDENTIALITY NOTE: The information transmitted, including attachments, is intended only for the person(s) or entity to which it is addressed and may contain confidential and/or privileged material. Any review, retransmission, dissemination or other use of, or taking of any action in reliance upon this information by persons or entities other than the intended recipient is prohibited. If you received this in error, please contact the sender and destroy any copies of this information.

Dept of English Letter of Support (for sections of the 3 concentration level courses): 10/7/14 Dear Professor Herbert, I am writing in support of the inclusion of our courses for the Natural Language Processing Concentration in the Human Centered Computing B.Sc. ENGL 351 Language Technology ENGL 481 Introduction to Natural Language Processing ENGL 582 Advanced Topics in Computational Linguistics These courses will be offered by the department every year, and therefore will be offered with sufficient frequency to allow students to select the course to complete the concentration within the same time frame allowed for the completion of the baccalaureate degree. Sincerely, Lisa M. Hermsen, Associate Professor Chair, Department of English Rochester Institute of Technology Rochester, NY 14623

Letter of support from CIAS Curriculum Committee: R. I. T Robin Cass Associate Dean for Undergraduate Studies College of Imaging Arts and Sciences Professor, Glass Program Rochester Institute of Technology 73 Lomb Memorial Drive Rochester, NY 14623 November 3, 2014 rd Re: New degree in BS in Human-Centered Computing (HCC) Members of the Institute Curriculum Committee, The Undergraduate Curriculum Committee of the College of Imaging Arts & Sciences has reviewed and approved all of the CIAS courses involved in the new BS degree in Human- Centered Computing. The committee also reviewed the entire degree proposal, and found no apparent problems in the content or structure of the curriculum. The committee would be happy to provide additional information if needed. Best, Robin Cass Chair, CIAS Undergraduate Curriculum Committee Associate Dean of Undergraduate Studies, CIAS

Letter of support from GCCIS Curriculum Committee: R I T Rochester Institute of Technology Office of the Dean B. Thomas Golisano College of Computing and Information Sciences November 3, 2014 Dr. Dawn Hollenbeck, Chair, Inter-College Curriculum Committee This memo is to inform you that both the proposal for a BS in Human Centered Computing and the related new courses offered by the Information Sciences and Technologies Department were reviewed and approved by the GCCIS Curriculum Committee on October 2, 2014. The required confirming recommendation from all GCCIS faculty has provided approximately 90% support for the program. Thus, this recommendation from the dean to ICC conforms to RIT s new policy. There have been no significant concerns and there has been overwhelming support for this new cross-college program. Sincerely, Michael Yacci, PhD Chair, GCCIS Curriculum Committee Professor and Associate Dean for Academic Affairs Golisano College of Computing and Information Sciences Rochester Institute of Technology

Letter of support from COLA Curriculum Committee: R I T ----- -- Roch ester I nst it u te of Tech n olo_gy_ College of Liberal A rts Public Policy Department 92 Lomb Memorial Drive Rochester, NY 14623-5604 585-475-5291 FAX: 585-475-2510 h tt p :/ / w w w. rit.ed u /-p pol icv November 10, 2014 Dear Daniel, This letter is to inform you that on October 28, 2014 the College of Liberal Arts Curriculum Committee has voted unanimously in support of the Proposal for the Human Centered Computing B.S. Program. We believe that the Institute should support this program as it will fulfill a student need as well as providing an excellent opportunity for fostering connections across the v arious colleges. Our recommendation was presented to the entire faculty of the College of Liberal Arts on November 6, 2014. At that meeting, the entire College of Liberal Arts voted unanimously to support this degree. If need anything else, please contact me. Sincerely, Franz Foltz Chair COLA Curriculum Committee

APPENDIX D Program Need and Marketability: External letters of Support Provide documentation from potential feeder schools, employers and directors of advanced educational programs in Appendix D to demonstrate the need and marketability of this program. Include analysis from RIT's office of Cooperative Education and Career Services that addresses the opportunity for CO-OP placement, permanent job placement and graduate school admission. Indicate the basis upon which individuals were selected to prepare external letters of support. Important qualifications include academic background, subject matter expertise, relevant hiring responsibility, involvement in acceptance of students to advanced programs, etc. As appropriate, letters of support should be solicited from: o Graduate schools o Industrial advisors o Employers o Governmental agency representatives o Consultants o Professional organizations or agencies o Feeder schools Letters must respond to questions such as the following: o Would a graduate of this curriculum be employable by your organization or others similar to yours? o What is your prediction of the job market for a graduate from this curriculum 5 years from now? 10 years from now? o What possibilities are available for a graduate from this program to advance in this area or occupation? o Would a graduate from this curriculum be expected to receive an advanced degree after employment? o Are there opportunities for graduates from this program to enter an advanced degree licensing program? Are there limitations? GPA desired? Number of openings? Number of applicants versus number of accepts? o Should any portion of the (new, revised, consolidated) curriculum be modified? If so, what and why?

Analysis from RIT s Office of Cooperative and Career Services: Dan: I¹m pleased to provide the required analysis in support of the Human Centered Computing (HCC) Bachelor degree program proposal. While there is no specific U.S. Department of Labor data set for this particular field, I have reviewed our current employer partners as well as other hiring entities that we may target as partners in light of the students and graduates to be developed in this program. I have determined that there is both a need and the appropriate employment market for these students. I see opportunities, for example, at both the co-op and graduating student level for user experience researchers, designers, developers, and engineers as well as any number of appropriate general computing skills employment categories for which students and graduates of the HCC program would be eligible. I am pleased to note further that I see particularly strong options for graduates of this program interested in the consulting field. I have come to a similar conclusion relative to graduate school attendance. I am confident that graduates of the HCC program will be excellent candidates for admission to any number of appropriate graduate degree programs. I would only caution that the tentative initial scheduling of the required two co-op experiences during the summer only will provide challenges for the students in this program. Summer only co-op programs do not distinguish RIT students from students at other universities. This restrictive scheduling will force RIT students to compete with literally every other student and every other university for co-op opportunities during most highly competitive coop/internship employment period. While we all appreciate the challenges in students completing co-op assignments during the traditional academic year I would be remiss if I did not point out my concerns regarding their opportunities within the tentative schedule identified. Should the program proposal be accepted, my office will assign a Career Services Coordinator to the HCC program to support the career related needs of students, graduates and alumni of the program. Please let me know if you have any questions or desire any additional information. Bet regards, Manny Manny Contomanolis, PhD Senior Associate Vice President and Director RIT Office of Career Services and Cooperative Education Bausch & Lomb Center Rochester, NY 14623-5603 585 475-5464 www.rit.edu/co-op/careers www.linkedin.com/mannycontomanolis/

External Letters of Support: Human-Computer Interaction Institute School of Computer Science Carnegie Mellon University 5000 Forbes Avenue Pittsburgh, Pennsylvania 15213-3890 Anind Dey Charles M. Geschke Director Human-Computer Interaction Institute Associate Professor 412.877.7232 anind@cs.cmu.edu September 8, 2014 To Whom It May Concern: I am writing a letter of support for the proposed undergraduate degree program in Human-Centred Computing. I am the Director (i.e., department head) for the Human-Computer Interaction (HCI) Institute, one of seven departments in the School of Computer Science at Carnegie Mellon University. My department has an undergraduate dual major, an undergraduate minor, a Masters degree program in HCI, a Masters degree program in educational technology and learning sciences, and a PhD program in HCI. The department was established in 1993, has a faculty headcount of 25 and is at the leading edge of research and education in human-computer interaction. It is with this background and knowledge about HCI (or HCC) education that I provide my very strong support for this program. I have been asked in particular to address the following questions: Would a graduate of this curriculum be employable by your organization or others similar to yours? o While this question does not apply to educational institutions such as mine, we would certainly consider graduates of this program for our Masters and PhD programs, and for research internships with our faculty. What is your prediction of the job market for a graduate from this curriculum 5 years from now? 10 years from now? o The current job market is extremely strong for graduates of our own similar BHCI program. I would expect the same to be true for graduates of this program. With an ever increasing focus on user experience to differentiate consumer products, as opposed to traditional hardware-focused specifications, the prognosis for students who have a background in understanding user needs, and designing, implementing and evaluating systems that address those user needs, is very, very good. As there are few programs specializing in this area, particularly at the undergraduate level, I would expect that the job market for graduates of the program to be strong for many years to come. What possibilities are available for a graduate from this program to advance in this area or occupation? o As stated above, graduates of the program would be sought after candidates for advanced degrees in human-computer interaction. In addition, graduates would be sought after by the large IT companies like Google, Facebook, Microsoft, Yahoo, etc., but also by smaller firms looking to hire people with experience in designing and implementing for human-centred systems. Would a graduate from this curriculum be expected to receive an advanced degree after employment? o Based on our own experience with students from our BHCI program, an advanced degree is certainly not a necessary condition for employment.

Are there opportunities for graduates from this program to enter an advanced degree licensing program? Are there limitations? GPA desired? Number of openings? Number of applicants versus number of accepts? o As stated above, there would be opportunities to enter advanced degree programs. We and a number of other institutions offer advanced degrees in HCI or HCC. I cannot speak for the other programs, but our programs our quite competitive. There s not a required GPA, but a required portfolio and letters of recommendation speaking to the creativity of the candidates and the aptitude for advanced education in HCI, for our Masters program. Our MHCI program admits 60-65 students every year and has more than twice as many students apply. Our PhD program admits students who have already shown an aptitude for advanced research in HCI, and admits about 6-8% of the applicants each year. Should any portion of the curriculum be modified? If so, what and why? o The curriculum, in general, looked fine. As one slight modification, I would suggest that the focus on design in the early years be shifted to be less about the tools and more about the techniques and methods that designers use. It is hard to understand what is covered in a course from only its name, but the courses New Media Digital Design sound more like they are about teaching how to use specific tools to accomplish design tasks, rather than learning fundamental techniques. In general, I offer my strong support for this addition to your curriculum. The more institutions that offer such programs, the better off we are. Please do not hesitate to contact me should you have any additional questions. Sincerely, Anind K. Dey Associate Professor & Charles M. Geschke Director Human-Computer Interaction Institute Carnegie Mellon University

Department of Computer Science t 303 349 2867 Clayton Lewis, Professor f 303 492 2844 430 UCB clayton.lewis@colorado.edu Boulder, Colorado 80309-0430 www.cs.colorado.edu/~clayton Daniel Bogaard Associate Professor Undergraduate Program Coordinator Information Sciences and Technologies Department Golisano College of Computing and Information Sciences Rochester Institute of Technology September 17, 2014 Review of HCC Proposal Dear Prof. Bogaard: Thank you for the opportunity to comment on your proposed HCC curriculum. Here are my responses to the questions you posed: Would a graduate of this curriculum be employable by your organization or others similar to yours? Graduates of this program could be employed in various capacities at my university. For example, we are currently undertaking a major accessibility upgrade of our many Web sites, and students from the Accessibility track of this program would be well qualified for that work. What is your prediction of the job market for a graduate from this curriculum 5 years from now? 10 years from now? Broad trends suggest continued growth in opportunities over the long term, subject of course to the overall state of the economy. The major discernible developments, including sensor system, personal health applications, Big Data, all have significant HCC components. What possibilities are available for a graduate from this program to advance in this area or occupation? In computing careers, long-term career advancement generally lies in leadership, with a basis in sound technical training. Graduates of this program can expect to participate in that advancement. Would a graduate from this curriculum be expected to receive an advanced degree after employment? This could go either way. In today's very strong job market, opportunities are available for bachelor's degree holders, but (in some cases) a master's degree can add value.

Are there opportunities for graduates from this program to enter an advanced degree licensing program? Are there limitations? GPA desired? Number of openings? Number of applicants versus number of accepts? We do not have licensing programs, so if I understand the question correctly, I can't comment. If the question is intended to be "advance degree OR licensing program", graduates could be admitted to our computer science advance degree program provided they chose a sufficient number of more technical courses in planning their undergraduate work, and had a strong (>3.5) GPA. Should any portion of the curriculum be modified? If so, what and why? I'm impressed by the design, which appears to do an excellent job of creating a number of coherent curricular paths by drawing on a wide range of existing courses. The coop aspect is also a strength. I d suggest that care is needed to ensure that the computing courses include enough actual programming. This can appropriately be Web oriented, but graduates whose skills are limited strictly to design and evaluation, without implementation skills, may find their opportunities limited. Sincerely, Clayton Lewis Professor Fellow, Institute of Cognitive Science University of Colorado President s Teaching Scholar

NOKIA September 9, 2014 Dear Dan: Thank you for the opportunity to respond to the proposed new degree. Below are my thoughts on the program. NOKIA 200 s Mathilda Ave. Sunnyvale, CA 94086 A graduate from this program would be employable by my organization and others in the tech industry. From my personal experience, that graduate would work in roles such as UX Researchers, UX Prototypers, UX Designers, Interaction Designers, and Research Engineers. The market needs for such expertise is very high at the moment, especially for those who can perform multiple skills described in the program goals: analyze needs, design interfaces and interactions, develop prototypes, and evaluate user interfaces and user experiences. Those with advanced degrees such as a Master's degree will, of course, be more desirable. However, a Master's degree is not always required. Additionally, entirely different groups, namely researchoriented groups, will seek out those with PhDs in this area. My expectation is that demand for these skills will increase in five years and will continue to do so in 10 years, especially as companies expand their services and reach into the Web and the mobile space (smartphones and tablets). As far as opportunities after graduating with a Bachelor's degree from this program, graduates can easily continue their education through Master's and PhD programs in departments such as Computer Science, Information Science, Sociology, or Human Computer Interaction. If graduates choose the industry route, they would start as individual contributors, then advance through roles of greater responsibilities (as any graduate with a Bachelor's degree would). Here are some changes to the program you might want to consider. 1) Additions to the concentrations already listed might include: a. Prototyping

i. ly through low fidelity and high fidelity means. L e a r n i n g t o c r e a t e n e w u s e r e x p e r i e n c e s q u i c k

NOKIA NOKIA ZOO 5 Mathilda Ave. Sunnyvale, CA 94086 ii. Learning to create new user experiences quickly on multiple platforms (from web, to mobile, to physical computing) b. UX Research i. Running studies to understand users, to collect requirements, to enhance existing systems. ii. iii. Running usability studies. Working with engineering team to design new products and systems. 2) ISTE 120 and ISTE 140 seem like they might be programming courses. If so, the introduction to programming course could be done on smartphones right away. I have seen other schools teach introduction to programing via smartphones to great success. And although the Web is an important part of the computing experience, it is not the only part. Teaching only the Web could be a disservice to the students. Millions of users use smartphone and tablet (ios and Android) platforms. Finally, computing is moving beyond smartphone and tablets- thus an introduction to physical computing would fit well into this program. L a s t l y Davi.... Nguyen Principal Researcher tnokia h e r e section C, there are three goals and they are labeled: Goal 1, Goal 2, and Goal 5. i s a t y p o i n

LLC EVALUATION OF HUMAN CENTERED COMPUTING RIT BACHELOR OF SCIENCE DEGREE PROGRAM When I first received the request for review, I thought What a great idea to have such a program. After reading the proposal, I am convinced my initial impression is valid. I have answered 5 of the 6 prescribed questions and hope my perspectives are informative. DESIGNING USEFUL PRODUCTS For SUPERIOR USER 38 Montpelier Circle Rochester, NY 14618 Ph: 585-442-0499 scaplan@usabilityassociates.com www.usabilityassociates.com 1. Would a graduate of this curriculum be employable by your organization or others similar to yours? The interdisciplinary courses, the projects, and the coops add up to a program that will result in graduates who will appeal to many different types of organizations. To my knowledge, it is a quite unique undergraduate course and is strengthened by the two coops. 2. What is your prediction of the job market for a graduate from this curriculum 5 years from now? 10 years from now? Various names including user experience designers and interaction designer are used for jobs that would be open to graduates with HCC skills. Based on posted job openings, the current demand is very high. I see this continuing for 5 and even 10 years with the later years requiring new HCC skills as the technology advances. 3. What possibilities are available for a graduate from this program to advance in this area or occupation? This question ties into the previous one. Because of high demand, HCC graduates who keep up with new technology and design methods should encounter opportunities to work their way up on either the technical job ladder or the administrative one in a particular organization. Also, since HCC skills readily transfer across industries, advancement should be feasible by changing companies. 4. Would a graduate from this curriculum be expected to receive an advanced degree after employment? Employers will expect people to continually acquire new knowledge of principles and methods. In some employment environments this can be done on the job while in others new skills can be more quickly and easily obtained by going back to school. For some students, the latter may be only be feasible to do while they continue their job so eventually the graduate HCI program may need to be restructured to accommodate working people.

5. Are there opportunities for graduates from this program to enter an advanced degree licensing program? Are there limitations? GPA desired? Number of openings? Number of applicants versus number of accepts? Due to unfamiliarity with advanced degree licensing programs, I am not qualified to answer this question. 6. Should any portion of the curriculum be modified? If so, what and why? This program has been very well thought out and should produce successful students. There are a few additional elements not evident to me in the program that should be incorporated to help better position students for their jobs. To better prepare them for their first coop, students should be given an understanding of entire product development processes, including agile, and the types of people they will collaborate with as an HCC designer. If not already embedded in the psychology courses, students should be exposed to methods for both collecting and processing qualitative data. Collecting includes observation methods, interviewing, surveying, and using subjective scales. Processing includes methods for making sense of verbal and written comments. In my Human Factors career, applications of qualitative analysis have far exceeded instances of quantitative analysis. One of the concentration tracks that should be available is HCC for embedded software. This is important for increasing job demand in medical and some industrial domains where software is used to drive devices and equipment. The interdisciplinary nature of the program is its major asset and is, inherently, a challenge for student advisement. The proposal could be strengthened by addressing how students will be advised. For instance, it may be helpful for a student to have one advisor for the foundational first two years and another during the second two years while engaged in his/her concentration track. I appreciate the opportunity to comment on this proposal and would be happy to support an HCC program when it is in place. I believe the program could attract more students to RIT and be a reliable feeder into the Master s HCI program. The number of students from these two programs combined with students from related disciplines in Psychology, Design, New Media, and Industrial Engineering could comprise a critical mass for enabling a viable student chapter of the Human Factors and Ergonomics Society (HFES). Sincerely, Stanley Caplan, CHFP President, Usability Associates September 14, 2014

September 17, 2014 To the Program Reviewers: I am happy to write in support of and provide comments regarding the proposal for an undergraduate program in Human Centered Computing at the Rochester Institute of Technology. As background, I am an Associate Professor of Computer Science & Engineering at the University of Washington. Human-Computer Interaction at the University of Washington, as organized around our DUB initiative, is one of the world s top communities for HCI research and education. I completed my PhD in the HCI Institute at Carnegie Mellon, another top community. I lead many of our undergraduate and graduate HCI education efforts within UW CSE. I am also a founding member of the executive committee for MHCI+D, our new interdepartmental Master of Human Computer Interaction + Design. I have been asked to comment on five specific questions: Would a graduate of this curriculum be employable by your organization or others similar to yours? Yes. As a university, we primarily hire recent undergraduates by admitting them into our doctoral programs and employing them as research assistants. Our programs are extremely competitive with very limited capacity, but I can imagine star graduates of this program being admitted and hired in HCI-related departments at the University of Washington (e.g., Compute Science & Engineering, Human Centered Design & Engineering, The Information School). The proposed program is designed around the knowledge and skills we seek in our admits. What is your prediction of the job market for a graduate from this curriculum 5 years from now? 10 years from now? Like the rest of the field of computing, the area of Human Centered Computing is growing and expected to continue growing. In fact, most of the projected growth in science, technology, engineering, and mathematics (STEM)-related jobs is actually in computing. There is a high value in having a diversity of programs that address this need. At the University of Washington, we have found that our programs in Computer Science & Engineering, Human Centered Design & Engineering, and Informatics are all complementary and highly in demand. What possibilities are available for a graduate from this program to advance in this area or occupation? There are a number of advanced degree programs that graduates from this program could be accepted to, both at the Master s and Doctorate levels. There are also ample opportunities for immediate employment doing user research, product management, design or fieldwork at major technology firms, medium-sized companies, and creating or joining startups. Would a graduate from this curriculum be expected to receive an advanced degree after employment? No. There are advanced degrees in this area, but the basic skillset is appropriate for many opportunities. James Fogarty, Associate Professor Paul G. Allen Center for Computer Science & Engineering Box 352350 Seattle WA 98195-2350 Tel 206.685.8081 Fax 206.543.2969 http://homes.cs.washington.edu/~jfogarty/ jfogarty@cs.washington.edu

Should any portion of the curriculum be modified? If so, what and why? The curriculum appears to heavily favor quantitative methods, with an emphasis on experimental methods and statistical analyses. This is important, but more qualitative methods are equally important. Methods like contextual inquiry support getting the right design as a complement to getting the design right in more experimental approaches to the later stages of design. In addition, some students might want opportunities to develop backend skills (e.g., databases, cloud infrastructure). These additional skills would be most valuable to students who go on to operate as generalists (e.g., in startups, in consulting, other small team contexts that are not resourced for specialists and therefore require generalists). Human Centered Computing is an important and growing area of computing. Please accept my support of this new program, and please contact me if I can provide any context or clarification for my comments. Sincerely, James Fogarty Associate Professor Computer Science & Engineering University of Washington

Hi Dan, Please accept my apologies for sending this a day late. Please see my feedback below. Thanks! Teresa On Fri, Sep 12, 2014 at 11:59 PM, Dan Bogaard <Dan.Bogaard@rit.edu> wrote: Teresa - Thank you so much for taking the time to review our new degree. All of us here are very excited about the possibilities it presents. We are under somewhat of a tight deadline, so I would ask you to review the 7 pages attached (overview of degree along with a curricular layout), and respond to me with your thoughts by Monday, September 22nd. It would be best if you emailed me a memo (on your university or company letterhead) that addressed the following questions as appropriate: o Would a graduate of this curriculum be employable by your organization or others similar to yours? Absolutely. User Experience professionals have a mixed background, but HCI programs seem to be the standard program of choice for students interested in the space. o What is your prediction of the job market for a graduate from this curriculum 5 years from now? 10 years from now? I only see this field growing over time. More and more focus is being put on the user experience - the entire user experience. o What possibilities are available for a graduate from this program to advance in this area or occupation? Graduates from the HCC program can expect to work in the user experience field as an interaction designer, visual designer, user researcher, or information designer o Would a graduate from this curriculum be expected to receive an advanced degree after employment? To my knowledge, this is the first undergraduate degree in the HCI field. Usually professionals in this field do seek a graduatelevel degree. o Are there opportunities for graduates from this program to enter an advanced degree licensing program? Are there limitations? GPA desired? Number of openings? Number of applicants versus number of accepts? N/A o Should any portion of the curriculum be modified? If so, what and why? The program looks great. My only suggestion is to add a class (or add to material) about ideation methods for early on in the design process. (Universal Methods of Design should be a core program book, for instance) Thank you again for taking this on, it is a huge help. If there is any further information that you need or anything that we can do for you in the future, please feel free to ask. Dan Daniel Bogaard Associate Professor Undergraduate Program Coordinator Information Sciences and Technologies Department Golisano College of Computing and Information Sciences

Rochester Institute of Technology Dan.Bogaard@rit.edu Phone: (585)475-5231 Office: Building 70-2111 http://people.rit.edu/dsbics CONFIDENTIALITY NOTE: The information transmitted, including attachments, is intended only for the person(s) or entity to which it is addressed and may contain confidential and/or privileged material. Any review, retransmission, dissemination or other use of, or taking of any action in reliance upon this information by persons or entities other than the intended recipient is prohibited. If you received this in error, please contact the sender and destroy any copies of this information. -- Teresa M.R. Washburn Senior Manager, User Experience & Technical Communication Welch Allyn 315-685-4238 (office) 315-427-5011 (mobile)

APPENDIX E Space Allocation/Renovation Request The implementation of this degree will require no new lab or classroom space. Space Allocation/Renovation Request Form

APPENDIX F Full Faculty CV s Include a CV for each faculty member who will teach in the program and who is listed on Table 2 and 3 in the proposal as Appendix F.

Daniel Ashbrook CURRICULUM VITAE dan@danielashbrook.com Research Interests http://danielashbrook.com My research focuses on building and studying new devices and techniques to improve interactions between humans and their personal mobile devices. The goal of my work is to allow people to be less focused on their technology and more engaged with the world, while still reaping the creativity and productivity benefits of their devices. Education 2009 Ph.D. Computer Science Georgia Institute of Technology, Atlanta, GA 2005 M.S. Computer Science Georgia Institute of Technology, Atlanta, GA 2001 B.S. Computer Science Georgia Institute of Technology, Atlanta, GA Employment 2013 Present Senior Researcher Samsung Research America UX Innovations Lab, Mobile UX Lab San Jose, CA 2009 2013 Senior Researcher II, New Mobile Forms and Experiences Nokia Research Center; CTO Advanced Engineering Santa Monica, CA; Sunnyvale, CA 2009 Research Scientist II Georgia Tech Research Institute Atlanta, GA 2002 2009 Graduate Research Assistant Georgia Institute of Technology Atlanta, GA 2006 2007 Expert Patent Consultant Devonwood Logistics Atlanta, GA 2004 Summer Intern University for Medical Information Technology (UMIT) Innsbruck, Tyrol, Austria 2003 Summer Intern Advanced Telecommunication Research Institute International (ATR) Keihanna Science City, Kyoto, Japan

2002 2003 Computer Science Engineer Rehabilitation Research & Development Center, Department of Veterans Affairs Atlanta, GA 2002 Exchange Graduate Research Assistant Swiss Federal Institute of Technology (ETHZ) Zürich, Switzerland 2000 2002 Director of Production, Atlanta Charmed Technology, Inc. Atlanta, GA 1999 2001 Undergraduate Research Assistant Georgia Institute of Technology Atlanta, GA 1997 2000 Co-Op Quality Assurance Engineer Xcellenet, Inc. Atlanta, GA Research and Creative Scholarship Thesis T1. Title: Enabling Mobile Microinteractions. Completed: May 2010. Advisor: Dr. Thad Starner. University: Georgia Institute of Technology. Conference Presentations (h-index: 12; i-10 index: 13) Note: conference publications appear above journal publications, reflecting the higher selectivity and prominence of conference publication in computer science. See, for example, the Computing Research Association s memo on Evaluating Computer Scientists and Engineers For Promotion and Tenure. h-index and i-10 index are as calculated by Google Scholar. C20. Kent Lyons, David Nguyen, Shigeyuki Seko, Sean White, Daniel Ashbrook, Halley Profita. BitWear: A Platform for Small, Connected, Interactive Devices. In Adjunct Proceedings of the ACM symposium on User Interface Software and Technology (UIST), St. Andrews, UK, 2013, 2 pages (poster). C19. Kent Lyons, David Nguyen, Daniel Ashbrook, and Sean White. Facet: a Multi-Segment Wrist-Worn System. In Proceedings of the ACM symposium on User Interface Software and Technology (UIST), Pittsburgh, PA, 2012, 7 pages. (22% acceptance rate.)

C18. Ryan McGee, Daniel Ashbrook, and Sean White. SenSynth: a Mobile Application for Dynamic Sensor to Sound Mapping. In Proceedings of the International Conference on New Interfaces for Musical Expression (NIME), Ann Arbor, MI, 2012, 4 pages. (Short paper with poster presentation; 50% acceptance rate). C17. Felix Xiaozhu Lin, Daniel Ashbrook, and Sean White. RhythmLink: Securely Pairing I/O-Constrained Devices by Tapping. In Proceedings of the ACM symposium on User Interface Software and Technology (UIST), Santa Barbara, CA, 2011, 9 pages. (26% acceptance rate.) C16. Daniel Kohlsdorf, Thad Starner, and Daniel Ashbrook. MAGIC 2.0: A web tool for false positive prediction and prevention for gesture recognition systems. In Proceedings of IEEE Conference on Automatic Face & Gesture Recognition (FG2011), Santa Barbara, CA 2011, 6 pages. C15. Daniel Ashbrook, Patrick Baudisch, and Sean White. Nenya: Subtle and Eyes-Free Mobile Input with a Magnetically-Tracked Finger Ring. In Proceedings of SIGCHI conference on Human Factors in Computing Systems (CHI), Vancouver, BC, Canada, 2011, 4 pages. (26% acceptance rate.) C14. Daniel Ashbrook and Thad Starner. MAGIC: A Motion Gesture Design Tool. In Proceedings of SIGCHI conference on Human Factors in Computing Systems (CHI), Atlanta, GA, 2010, 10 pages. (22% acceptance rate.) C13. Daniel Ashbrook, Kent Lyons, and Thad Starner. An investigation into round touchscreen wristwatch interaction. In Proceedings of the ACM International Conference on Human-Computer Interaction with Mobile Devices and Services (MobileHCI), Amsterdam, The Netherlands, 2008, pp. 311 314. (35% acceptance rate.) C12. Daniel Ashbrook, James Clawson, Kent Lyons, Nirmal Patel, and Thad Starner. Quickdraw: The impact of mobility and on-body placement on device access time. In Proceedings of SIGCHI conference on Human Factors in Computing Systems (CHI), Florence, Italy, 2008, pp. 219 222. (30% acceptance rate.) C11. Kihwan Kim, Jay Summet, Thad Starner, Daniel Ashbrook, Mrunal Kapade and Irfan Essa. Localization and 3D Reconstruction of Urban Scenes Using GPS. In Proceedings of IEEE Symposium on Wearable Computers (ISWC) 2008, 8 pages. C10. David Minnen, Tracy Westeyn, Peter Presti, Daniel Ashbrook, and Thad Starner. Recognizing soldier activities in the field. In Proceedings of International IEEE Workshop on Wearable and Implantable Body Sensor Networks (BSN), Aachen, Germany, March 2007, 10 pages. C9. Daniel Ashbrook, Tracy Westeyn, and Thad Starner. Dancing in the streets: Smart phones and gaming. In Proceedings of Workshop on Ubiquitous Entertainment and Games at Seventh International Conference on Ubiquitous Computing (Ubicomp), Tokyo, Japan, 2005, 2-page abstract.

C8. Thad Starner and Daniel Ashbrook. Augmenting a ph medical study with wearable video for treatment of GERD. In Proceedings of the IEEE International Symposium on Wearable Computers (ISWC), Arlington, VA, 2004. (2-page poster paper; 29% overall acceptance rate.) C7. Daniel Ashbrook and Thad Starner. Location modeling: From raw data to user models. In Proceedings of Workshop on Forecasting Presence and Availability at SIGCHI conference on Human Factors in Computing Systems (CHI), Vienna, Austria, 2004, 3 pages. C6. Kent Lyons, Christopher Skeels, Thad Starner, Cornelis M. Snoeck, Benjamin Wong, and Daniel Ashbrook. Augmenting conversations using dual-purpose speech. In Proceedings of the ACM symposium on User interface software and technology (UIST), Santa Fe, NM, 2004, pp. 237 246. (20% acceptance rate.) C5. Daniel Ashbrook and Thad Starner. Learning significant locations and predicting user movement with GPS. In Proceedings of the IEEE International Symposium on Wearable Computers (ISWC), Seattle, WA, 2002, pp. 101 108. (19% acceptance rate.) C4. Daniel Ashbrook and Thad Starner. Enabling ad-hoc collaboration through schedule learning and prediction. In Proceedings of Workshop on Mobile Ad-Hoc Collaboration at SIGCHI conference on Human Factors in Computing Systems (CHI), Minneapolis, MN, USA, April 2002, 4 pages. C3. Daniel Ashbrook, Jake Auxier, Maribeth Gandy, and Thad Starner. Experiments in interaction between wearable and environmental infrastructure using the gesture pendant. In Proceedings of HCII Workshop on Wearable Computers, New Orleans, LA, 2001, 5 pages. (extended abstract reviewed) C2. Thad Starner, Jake Auxier, Daniel Ashbrook, and Maribeth Gandy. The Gesture Pendant: A self-illuminating, wearable, infrared computer vision system for home automation control and medical monitoring. In Proceedings of the IEEE International Symposium on Wearable Computers (ISWC), Atlanta, GA, 2000, pp. 87 94. (32% acceptance rate) C1. Daniel Ashbrook. Context sensing with the Twiddler keyboard. In Proceedings of the IEEE International Symposium on Wearable Computers (ISWC), San Francisco, CA, 1999, pp. 197 198. Conference Tutorials and Workshops W5. Daniel Ashbrook, Moe Tanabian. Building Wearables: What I Wish I Knew Before I Started. At Android Developer Conference, San Franscico, CA, 2013. W4. Lone Koefoed Hansen, Julie Rico, Guilio Jacucci, Stephen Brewster and Daniel Ashbrook. Workshop on Performative Interaction in Public Space. At SIGCHI conference on Human Factors in Computing Systems (CHI), Vancouver, BC, Canada, 2011.

W3. Daniel Ashbrook and Kent Lyons. Workshop on Ensembles of On-Body Devices. At 12th International Conference on Human-Computer Interaction with Mobile Devices and Services (MobileHCI), Lisbon, Portugal, 2010. W2. Daniel Ashbrook and Tracy Westeyn. Tutorial on on-body sensing. At IEEE International Symposium on Wearable Computers (ISWC), Montreaux, Switzerland, 2006. W1. Daniel Ashbrook and Tracy Westeyn. Workshop on on-body sensing. At IEEE International Symposium on Wearable Computers (ISWC), Osaka, Japan, 2005. Other Publications Published Journal Papers (refereed) J1. Daniel Ashbrook and Thad Starner. Using GPS to learn significant locations and predict movement across multiple users. Personal and Ubiquitous Computing, 7(5):275 286, October 2003. Published Books & Parts of Books (refereed) B1. Daniel Ashbrook, Kent Lyons, James Clawson and Thad Starner. Methods of evaluation for Wearable Computers. Smart Clothing: Technology and Applications. Gilsoo Cho, editor. CRC Press, 2009. Technical Reports (not submitted elsewhere) TR1. Other Kristin Vadas, Kent Lyons, Daniel Ashbrook, Ji Soo Yi, Thad Starner, and Julie Jacko. Reading on the Go: An Evaluation of Three Mobile Display Technologies. GIT-GVU-06-09, GVU Center, College of Computing, Georgia Institute of Technology, 2006. Invited Keynote and Lecture Addresses K10. Almost as Good as Being T/Here. Keynote speaker at Argonne National Laboratory s Institute for Computing in Science (ICiS) Summer Workshop on Pervasive and Physical Computing in Science, Park City, UT, July 2011. K9. Situational Impairments and Mobile Microinteractions. Invited speaker at Intel Labs Seattle, Seattle, WA, December 2009. K8. Situational Impairments and Mobile Microinteractions. Invited speaker at Microsoft Research, Redmond, WA, December 2009. K7. The Future of Mobile Input. Invited speaker at US Poultry & Egg Association annual Information Technology Conference, Myrtle Beach, SC, July 2008. K6. Wearables, HCI and Mobile Phones. Invited speaker at Silicon Valley Homebrew Mobile Club (SVHMPC) monthly meeting, Menlo Park, CA, May 2007.

K5. Mobile Wireless Devices: Trends and Possibilities. Invited speaker at Rehabilitation Engineering and Assistive Technology Society of North America (RESNA) workshop on Using Mobile Wireless Technology in Rehabilitation and Community Re-Integration, Atlanta, GA, June 2006. K4. Contextual Computing Group Research Overview. Invited speaker at Yahoo, Incorporated, Sunnyvale, CA, June 2006. K3. Contextual Computing Group Research Overview. Invited speaker at Bosch Research and Technology Center, San Jose, CA, June 2006. K2. Contextual Computing Group Research Overview. Invited speaker at Toyota InfoTechnology Center, San Jose, CA, June 2006. K1. Contextual Computing Group Research Overview. Invited speaker at Ricoh Innovations, Menlo Park, CA, June 2006. Patents and Patent Applications PAT10 26. PAT8 9. PAT7. PAT6. PAT5. PAT4. PAT2,3. PAT1. 18 other patent applications filed with USPTO during 2010 2013 with Nokia, and pending publication. Multi-segment wearable accessory. Kent Lyons, David H. Nguyen, Daniel Ashbrook. Applications US 2013/0271389, US 2013/0271390. Methods, apparatuses, and computer program products for adjusting touchscreen sensitivity. Daniel Ashbrook. Application US 2013/0106710. Method and apparatus for accessing an electronic resource based upon a hand-drawn indicator. Daniel Ashbrook. Application US 2013/0044954. Method and apparatus for providing a no-tap zone for touch screen displays. Daniel Ashbrook. Application US 2013/0044061. Methods and apparatuses for determining strength of a rhythm-based password. Daniel Ashbrook, Felix Xiaozhu Lin, Sean White. Application US 2012/0272288. Apparatus and Method for User Input. Daniel Ashbrook, Aaron Toney, and Sean White. Filed September 23, 2010. Applications US 2012/0075196, US 2012/0075173. Magnetic mount eyeglasses display system. Thad Starner and Daniel Ashbrook. Awarded May 23, 2006 (US 7048370). Published Papers (non-refereed) P2. Mark T. Smith, Daniel Ashbrook. ISWC 2012 Best Papers. Personal and Ubiquitous Computing, February 2013. P1. Daniel Ashbrook, Kent Lyons, and James Clawson. Capturing experiences anytime, anywhere. IEEE Pervasive Computing, 5(2):8 11, 2006. Technical Reports (not submitted elsewhere) TR1. Kristin Vadas, Kent Lyons, Daniel Ashbrook, Ji Soo Yi, Thad Starner, and Julie Jacko. Reading on the go: An evaluation of three mobile display technologies. Graphics Visualization and Usability Center Tech Report 06-09, 2006.

Videos and Demonstrations V3. Helene Brashear, Valerie Henderson, Daniel Ashbrook, Tracy Westeyn and Thad Starner. Telesign: Mobile Sign Language Recognition. CNN Headline News live demo, Atlanta, GA. V2. Daniel Ashbrook, Erica Young, Jake Auxier, Maribeth Gandy and Thad Starner. The Aware Home: Gesture Pendant. ACM 01 Exposition, San Jose, CA, 2001. Estimated 100,000 visitors. V1. Daniel Ashbrook, Erica Young, Jake Auxier, Maribeth Gandy and Thad Starner. Gesture Pendant. Invited exhibition, Chicago Museum of Applied Art, Chicago, IL, 2001. Selected Popular Press P8. Yup, Nokia's designing a watch too. In Engadget, October 17, 2013. P7. Control your phone with a magnetic ring. In New Scientist One Per Cent blog, April 11, 2011 and Gizmodo, April 13, 2011. P6. Catherine Fox. Tech grad looks to merge wristwatch, computer. In Atlanta Journal-Constitution, May 18, 2008. P5. Eric Smalley. Conversations control computers. In Technology Research News, January 12, 2005. P4. Georgia Tech tests aware home. On 11 Alive News with Donna Lowry, April 25, 2006. P3. Help for independent living. On NBC Today Show with Katie Couric, March 19, 2002. P2. Enveloped in technology. On ABC World News Tonight with Peter Jennings, March 11, 2001. P1. Gadgets of the future disappear into your life. On Good Morning America with Michael Guillen, May 11, 2000. Research Honors 2005 2009 Georgia Tech Presidential Fellow. Provided additional funding for graduate expenses. 2003 SAIC Best Student Paper award for Learning Significant Locations and Predicting User Movement with GPS. 2003 Ford Motor Company Research Laboratory s Best Design Solution for schedule learning and prediction. 2000 Second place judges choice award in annual Undergraduate Research competition for Gesture Pendant. 2000 Second place peoples choice award in annual Undergraduate Research competition for Gesture Pendant.

Service Memberships and Activities in Professional Societies Institute of Electrical and Electronics Engineers (IEEE) Computer Society. Association for Computing Machinery (ACM). Charter member of Georgia Tech chapter of Upsilon Pi Epsilon, an international honor society for the Computing and Information disciplines. Editorial Board Memberships 2007 2012 Associate Editor for Hindawi Advances in Human-Computer Interaction (AHCI). Conference Chairing & Organization Activities 2012 present Steering Committee, International Symposium on Wearable Computers (ISWC). 2015 Co-Chair of Panels, Seventeenth International Conference on Human- Computer Interaction with Mobile Devices and Services (MobileHCI). 2013 Co-Chair of Program Committee, Fifteenth International Conference on Human-Computer Interaction with Mobile Devices and Services (MobileHCI). 2012 Co-Chair of Proceedings, Twenty-fifth ACM Symposium on User Interface Software and Technology (UIST). 2012 Co-Chair of Workshops, Fourteenth International Conference on Human- Computer Interaction with Mobile Devices and Services (MobileHCI). 2012 Co-Chair of Program Committee, Sixteenth IEEE International Symposium on Wearable Computers (ISWC). 2011 Videos Chair, Fifteenth IEEE International Symposium on Wearable Computers (ISWC). 2004 7 Chair of Publicity for IEEE International Symposium on Wearable Computers (ISWC). Conference Committee Activities 2014 Program Committee, Fifteenth ACM International Conference on Human- Computer Interaction with Mobile Devices and Services (MobileHCI). 2013 Program Committee (Systems/Technologies subcommittee), CHI 2014. 2013 Program Committee, 12th International Conference on Mobile and Ubiquitous Multimedia (MUM). 2012 Program Committee, Fourteenth ACM International Conference on Human- Computer Interaction with Mobile Devices and Services (MobileHCI). 2011 Supplemental Program Committee Member, Ninth International Conference on Pervasive Computing. 2011 Senior Program Committee, Thirteenth ACM International Conference on Human-Computer Interaction with Mobile Devices and Services (MobileHCI).

2011 Program Committee, Fifteenth IEEE International Symposium on Wearable Computers (ISWC). 2010 Program Committee, Twelfth International Conference on Multimodal Interfaces and Seventh Workshop on Machine Learning for Multimodal Interaction (ICMI-MLMI). 2010 Program Committee, Twelfth ACM International Conference on Human- Computer Interaction with Mobile Devices and Services (MobileHCI). 2009 Program Committee, Eleventh ACM International Conference on Human- Computer Interaction with Mobile Devices and Services (MobileHCI). Non-Committee Volunteer Positions 2012 Guest editor, Journal of Personal and Ubiquitous Computing. ISWC 2013 Best Papers. 2012 Panel member, Doctoral Consortium, 16th Annual IEEE Symposium on Wearable Computers (ISWC). 2011 Judge, Student Design Competition, 29th Annual ACM Conference on Human Factors in Computing Systems (CHI). 2010 National Science Foundation grant funding panel review member. Conference & Journal Review Activities 2013 UIST, UbiComp, ISWC, IEEE Conference on Mobile Computing, Applications and Services (MobiCASE), ACM Transactions on Interactive Intelligent Systems (TOIS). 2012 ACM International Journal of Human-Computer Studies (IJHCS), International Symposium on Mixed and Augmented Reality (ISMAR), Nordic Conference on Human-Computer Interaction (NordiCHI), UIST, ISWC, MobileHCI, UbiComp, CHI. 2011 IEEE Computer magazine, International Conference on Intelligent User Interfaces (IUI), CHI, UIST, MobileHCI, ISWC. 2010 CHI, IEEE Transactions on Pattern Analysis and Machine Intelligence (TPAMI), ACM Conference on Computer Supported Cooperative Work (CSCW), International Conference on Multimodal Interfaces and the Workshop on Machine Learning for Multimodal Interaction (ICMI-MLMI), ISWC, UbiComp, IEEE Pervasive Computing, MobileHCI. 2009 CHI, UIST, MobileHCI, ISWC. 2008 CHI, Conference on Human-Computer Interaction with Mobile Devices and Services (MobileHCI), ACM Conference on Ubiquitous Computing (UbiComp), ISWC. 2007 ACM Conference on Human Factors in Computing Systems (CHI), ISWC. 2006 ISWC, ACM Transactions on Information Systems (TOIS). 2005 ISWC, ACM Conference on User Interface Software and Technology (UIST), IEEE Computer Graphics and Applications (CG&A), International Forum on Applied Wearable Computing (IFAWC). 2004 ISWC.

2003 ISWC. 2002 IEEE International Symposium on Wearable Computers (ISWC). Student Volunteer Activities 2005 Student volunteer for 24th Annual ACM Conference on Human Factors in Computing Systems (CHI). 2004 Student volunteer for Eighth IEEE International Symposiums on Wearable Computers (ISWC). 2003 Student volunteer for Seventh IEEE International Symposiums on Wearable Computers (ISWC).

Catherine Beaton 105 Merriman St, Apt 7 Rochester NY 14607 USA Cell: (585) 281-6162 Email: Catherine.beaton@rit.edu Objective My focus is in access to education and accessibility for disadvantaged populations, with a Human Computer Interaction approach. A theme touching on all above areas is an examination of the ethical implications of computing. In the past I was a team member on the development of an interface supporting deaf and hard of hearing students in academic environments. I am currently examining mobile technology usage, safety and security, in relation to ethical foundations and moral decision-making with related consequences. Experience Associate Professor, Rochester Institute of Technology Rochester NY USA 2001-present Research in the field of computing related to ethics, accessibility and Human Computer Interactions (HCI.) Generation of educational materials and innovative teaching styles to support the challenges of teaching soft content of computing. Oracle Programmer/Developer, Seneca Foods Rochester NY USA 2000-2001 Generation of interface between users and Oracle database, focusing on Human Computer Interaction. Responsible for educating current employees on Oracle concepts. Instructor, Information Technology Institute Halifax, Nova Scotia, Canada 1999-2000 Role included delivery of educational materials in both formal lecture and informal team environments on a variety of subjects including but not limited to Java programming, Web development, Networking concepts and professional development. Education Masters, Information Technology Education, Dalhousie University 2000 Bachelors degree in Education, Dalhousie University 1993 Bachelors degree in Arts, Advanced Major, Dalhousie University 1992 Skills Microsoft Certification, Networking Essentials TC-5, Teaching certificate Certificates, Conflict Resolution and Mediation Certificate, Community Development Certificate, Adult Education Certificate, Teaching English as a Second Language

Publications Beaton, Catherine Do We Owe Them: The Impact of e-learning on Disadvantaged Communities University of Groningen, Groningen, NL (October 2013) Book version ISBN: 978-1-908272-73-7 Vullo, Ronald P. Ph.D., Catherine I. (Irving) Beaton, M.I.T.E. A "Techy" Minor in Web Design and Development for Non-Technical Students. Paper presented at the International Conference on Frontiers in Education: Computer Science and Computer Engineering, Las Vegas, NV (July 16-19, 2013). Bogaard, Daniel, Beaton, Catherine, Walsh, Shawn, Macleod, Janet, West, Leanne, Adler, Ethan, Lalley, Peter, "Enhancement of Educational Access through Emerging Technologies: Real Time Text Generation and Unified Information Display Methods", PacRim Conference on Disabilities, Honolulu, HI (April 2011) Bogaard, Daniel, Beaton, Catherine, Walsh, Shawn, Macleod, Janet, West, Leanne, Adler, Ethan, Lalley, Peter, "Enhancement of Educational Access through Emerging Technologies: Real Time Text Generation and Unified Information Display Methods", Faculty Institute on Teaching and Learning, Rochester Institute of Technology, May 2010 Lalley, Peter, Bogaard, Daniel, Beaton, Catherine, MacLeod, Janet, West, Leanne, Walsh, Shawn, ³Comparative Analysis of Real Time Text Generation and Information Display Methods: Adaption of Emerging Technologies for Enhancement of Educational Access², International Conference on Education, Research and Innovation, Madrid, Spain. (Nov 16-19, 2009). Lalley, Peter, Bogaard, Daniel S., Beaton, Catherine, MacLeod, Janet, West, Leanne, Walsh, Shawn, "Speech to Text Systems, Comparative Analysis of Text Generation and Display Methods", 2009 Joint Annual Meeting, Division of Human Resource Development, National Science Foundation. Washington, DC.(June 8-10, 2009). Lalley, Peter, Bogaard, Daniel, Beaton, Catherine, MacLeod, Janet, West, Leanne, Walsh, Shawn, Muench, Christopher, Anderson, Allison, ³Comparative Analysis of Real Time Text Generation and Information Display Methods², Annual Meeting of the American College Educators Deaf and Hard of Hearing, New Orleans. (March 4-6, 2009). Lalley, Peter, Beaton, Catherine, Bogaard, Daniel S., MacLeod, Janet, Anderson, Allison, Muench, Christopher, "Speech to Text Systems, Comparative Analysis of Text Generation and Display Methods", 2008 Joint Annual Meeting, Division of Human Resource Development, National Science Foundation. Washington, DC. (June 16-19, 2008). Lalley, P., Beaton, C., Bogaard, D., Symposium: International Technology and Education of the Deaf: National Technical Institute for the Deaf, Rochester, NY. (June 23-24th 2008). Workshop: Emerging Technologies and Assistive Communication Lalley, Peter, Beaton, Catherine, Bogaard, Daniel S., MacLeod, Janet, Schull, Jon, Anderson, Allison, Brannin, Edward, Speech to Text Systems, Comparative Analysis of Text Generation And Display Methods, 2007 Joint Annual Meeting, Division of Human Resource Development, National Science Foundation. Washington, DC. (August 13-15, 2007). Beaton, Catherine, Timeliness, Technology,Terminology and Tact: Challenging Dynamics in Information Technology Environments a chapter in Deaf Professionals and Interpreters Working Together, edited by Peter C. Hauser, Karen l. Finch and Angela B. Hauser ISBN 13: 978-1-56368-368-8 (2008)

Beaton, Catherine, Work in Progress: Tablet PC s as a Leveling Device for People with Disabilities! 36 th ASEE/IEEE Frontiers in Education Conference, San Diego, CA, October 28-31, 2006) Zilora, Stephen J., Beaton, Catherine Work in Progress: Course, Interrupted! 36 th ASEE/IEEE Frontiers in Education Conference, San Diego, CA, October 28-31, 2006 Beaton, Catherine, Bogaard, Daniel S., Sonstein, Jeffrey "Evolution of IMA as a Tool for Accommodated Learning," 12th International Conference on Distributed Multimedia Systems, DMS 2006, Grand Canyon, Arizona, (August 31, 2006) Bogaard, Daniel S., Beaton, Catherine I., IMA as a Tool for Accommodated Learning, Second IASTED International Conference on Education and Technology, Calgary, Alberta,July 17-19 th, 2006 Beaton, Catherine., Evolution of Ethics using Blended Learning ITHET Conference, Santo Domingo, D.R. IEEE Catalog Number: 05EX1075, ISBN 0-7803-9141-1 (July, 2005) Beaton, Catherine., Muller-Hansen, N, SHHH International Convention, Washington D.C. Workshop:., Reconnect, Don t Disconnect! Overcoming Social Barriers through Information Technology (July,2005) Beaton, Catherine. and Lalley, P.A., C-print: A Speech to Text System for Use in the Classroom. Listen, Journal of the Canadian Hard of Hearing Association. April, 2005 Beaton,Catherine., Stanislow, J., Cognitive Connections with the Real World for Learning, Cal-Ed /CAID( March, 2005) Vullo, Ronald P., Catherine I. (Irving) Beaton, Michael W. Axelrod, Daniel S. Bogaard, Sean Boyle Perceptions and Reality: How Students Hear the Web, Pacific Rim Conference on Disabilities, Honolulu, HI, March 29-30, 2004. Sullivan, M.J.L., Irving (Beaton) C., Jamieson, P. MacDonald, C., Boutilier, S., Involving Consumers with Disabilities in Nova Scotia Reformed Health System: Challenges and Concerns, Canadian Journal of Rehabilitation, Vol. 10 No. 4, 1997 Irving (Beaton), Catherine, Problem Gambling and the Deaf Consumer, Department of Community Services, 1996 Irving (Beaton) Catherine., Needs Assessment on Health Care Services for Deaf, Deafened and Hard of Hearing Nova Scotians, Department of Health, 1993 Presentations Oral Final Exams: Discovering this Untapped Assessment Tool, FITL, RIT May 30 th 2012 Invited Judge, Internet Safety, Allendale Columbia School, Jan. 9 th, 2012 Lalley, Peter, Bogaard, Dan, Beaton, Catherine http://www.ist.rit.edu/~546/fitl/poster2010.pdf Beaton, Catherine, Judge, Best of the Web, Rochester Business Journal, January 15 th, 2008 Lalley, Peter, Beaton, Catherine, Bogaard, Daniel S., MacLeod, Janet, Anderson, Allison, Meunch, Chris, "Speech to Text Systems, Comparative Analysis of Text Generation and Display Methods", 2007 Joint Annual Meeting, Division of Human Resource Development, National Science Foundation. Washington, DC. Oct 22 nd -25 th, 2008 Beaton, Catherine, Judge, Richard Tapia Celebration of Diversity in Computing Conference, Orlando Florida, October 14 th -17 th, 2007 Beaton, Catherine, Invited Speaker, Richard Tapia Celebration of Diversity in Computing Conference, Orlando Florida, October 14 th -17 th, 2007

Beaton, Catherine Ethics in Information Technology, Networking Freshman Class, October 19 th, 2007 Lalley, Peter, Beaton, Catherine, Bogaard, Daniel S., MacLeod, Janet, Anderson, Allison, Muench, Chris, "Speech to Text Systems, Comparative Analysis of Text Generation and Display Methods", 2008 Joint Annual Meeting, Division of Human Resource Development, National Science Foundation. Washington, DC. (June 16-19, 2008) Lalley, P., Beaton, Catherine., Bogaard, D., Symposium: International Technology and Education of the Deaf: National Technical Institute for the Deaf, Rochester, NY, June 23 June 24, 2007. Workshop: Emerging Technologies and Assistive Communication Beaton, Catherine, Judge, Best of the Web, Rochester Business Journal, January 15 th, 2007 Beaton, Catherine, Invited Speaker, Generational Divide, National Academic Advising Association, Rochester NY (June 9, 2006) Beaton, Catherine, Bogaard, Daniel S., Presentation, IMA as a Tool for Accommodated Learning, Atlantic Centre for Students with Disabilities, St. Mary s University, Halifax, Canada. (May 25 th, 2006) Beaton, Catherine. Invited Speaker on Accessibility, Microsoft Social Computing Symposium, Seattle Washington (May 8 th,2006) Beaton, Catherine, Doolittle, R., Lundgren, C, Lilly Conference, Oxford Ohio Workshop: Give it up! Relinquishing Control in the Classroom (Nov. 2005) Lalley, P., Beaton, Catherine., Schull, J., Symposium: International Technology and Education of the Deaf: National Technical Institute for the Deaf, Rochester, NY, June 27 June 29, 2005. Workshop: Emerging Technologies and Assistive Communication Beaton, Catherine, Doolittle, R., Lundgren, C., Give it Up! FITL, Rochester NY (May 2005) Beaton, Catherine., 21 st Annual PacRim Conference, Honolulu, HI Poster: The Healing Power of IT (Feb. 2005) Beaton, Catherine. Lalley, P. PacRim conference, Honolulu, HI, Poster: CHOICES: Emerging Technologies for Deaf and Hard of Hearing People (Feb 2005) Beaton, Catherine, Albertini, John, Foster, Sue, Brown Bag Lunch Series, Technology and Deafness, NTID, Rochester NY, Feb 9, 2005 Beaton, Catherine., FITL, Rochester, NY Workshop: True Confessions of a Control Freak (May, 2004) Beaton, Catherine., Lalley, P., Schull, J. FITL, Rochester NY Workshop: Deafness and Emerging Technologies: A Focal Point for Our Deaf/Hard of Hearing Community (May 2004) Beaton, Catherine., Workshop: Perceptions of Blended Learning; Pacific Rim Conference on Disabilities, Honolulu, HI, March 29-30, 2004. Beaton, Catherine, Invited Panelist, International Deaf Academics and Researchers Conference, Washington, DC, August, 2003 Funded Projects PI, Fead grant, Ethics and Accessibility in Computing, 2013-2014 Co-Pi, Funded Grant: Speech to Text Systems: Comparative Analysis of Text Generation and Display Methods, Research in Disabilities Education, National Science Foundation, funded 09/01/06 (ongoing work)

PI, Dodge grant, studying attention in the classroom, 2006-2007 (Completed project) Co-PI, Using a Tablet PC and C-Print to Support Deaf and Hard of Hearing Students, a US Department of Education SteppingStones of Technology Innovations for Students with Disabilities Grant (2005-2007) PI, FEAD grant, Access and Accessibility, 2006-2006 (completed project) PI, Hewlett Packard Grant, Technology for Teaching Grant (2005-2006 completed project) Co-PI, Disabled Person s Commission, Nova Scotia, Canada, Problem Gambling in the Deaf Community (1996) Co-PI, Disabled Person s Commission, Nova Scotia Health Care Reform: a Two Tier System ((1995) Co-PI, Department of Health, Nova Scotia, Canada, Health Care Access for Deaf, deafened and Hard of Hearing Nova Scotians (1993) PI, Department of Communities, Culture and Heritage, Bridging the Gap (1993) Synergistic Activities NSF Panelist Reviewer, Baltimore, August 2/3, 2010 Technical Committee and the Education Committee for IFHOH, the International Federation of Hard of Hearing (2005-2007) Establishment of Interpreting Services and Computerized Notetaking in Newfoundland and Labrador: Co-Primary Investigator of project, supervisor solely responsible for budget and project management. (1998) Problem Gambling in Deaf community: Project examining gambling addiction within Deaf community. Primary Investigator and researcher. Resulted in national publication. (1996) Disabled Persons Commission research: Joint project with Disabled Persons Commission investigating reforms in N.S. heath care resulting in Tier system. Board member, and co-author of resultant paper. Supervised two researchers. (1995) Needs Assessment Project examining Health Care access for Deaf, deaf and HOH Nova Scotians. Co-Primary Investigator and supervisor of four researchers. (1993) Bridging the Gap: Project assessing needs of culturally Deaf in Nova Scotia. Supervised three researchers. (1993) Co-Director of the initiative Emerging Technologies and Assistive Communications from 2004 2005. This initiative gave rise to the Center on Access Technology in Deaf Education at NTID/RIT.

Daniel Bogaard 7 Broken Hill Rd. Pittsford, New York 14534 (716) 729-8713 Dan.Bogaard@rit.edu Professional Experience Undergraduate Program Coordinator Rochester Institute of Technology, Rochester, New York Winter 2012 Present Currently (Feb 2012-present) serving as the Undergraduate Program Coordinator for the Information Sciences & Technologies Department. This position covers the curricular responsibilities of the three undergraduate degrees within the department (Information Technology, Networking & Systems Administration, and Medical Informatics). Responsible for the curricular conversion from the previous quarter based terms to semesters (starting fall 2013) and creation of a new Human-Centered Computing degree. Associate Professor Rochester Institute of Technology, Rochester, New York Fall 2002 Present Develop curriculum, minors (VWDC), degrees. Teach graduate and undergraduate courses involving programming, imaging, mixed media, sound, animation, production, design and security. Primary responsibility is in the Web environment specifically building secure web applications. Emphasize user-centered design with an awareness of human factors and methods for assessment. Was primary in course development of Web Client-Side Programming, Web Client-Server Programming, and Web Framework Programming courses. Courses: GCCIS- 102, 230, 320, 330, 409, 495, 536, 539, 546, 590, 599, 737, 739, 741, 751, 899. Committees: IST Undergraduate Program Coordinator (2012-Present), IST Curriculum Committee Non-Voting Member (part of UG Coordinator duties 2013-Present), IT Undergraduate Curricular Semester Conversion Coordinator (2012-Present), Eisenhart Award for Outstanding Teaching Committee (Group Chair 2012-Present), IST Web Group (Chair 2009-2012), GCCIS Mid-Tenure (Chair 2010-present), IT Undergraduate Curriculum, IT Online Presence (Chair 2003-2004), GCCIS Student Scholars, GCCIS Technical Resource Group, Institute Web Advisory Committee, Institute Academic Support, Institute Web Security Standard Core Team, Computer Mediated Experience Group Visiting Professor Rochester Institute of Technology, Rochester, New York Fall 2001 2002s Develop curriculum.

Teach graduate and undergraduate courses involving programming, imaging, mixed media, sound, animation, production and design. Discuss qualitative and technical considerations in digital and analog media. Emphasize user-centered design with an awareness of human factors and methods for assessment. Courses: GCCIS-320, 330, 409, 737, 741 Committees: Multimedia Interest Group Instructor, Interactive Digital Media Rochester Institute of Technology, Rochester, New York Spring 2001 Developed curriculum. Taught an undergraduate course involving imaging, mixed media, sound, animation, production and design. Discussed qualitative and technical considerations in digital and analog media. Emphasized user centered design with an awareness of human factors and methods for assessment. Graduate Teaching Assistant Rochester Institute of Technology, Rochester, New York Fall 2000 to Spring 2001 Taught undergraduate lab sections in Interactive Digital Media and Introduction to Multimedia. Tutored in Multimedia Laboratory for all facets of media types. General Consulting 1997 present Produce multimedia, computer hardware and software system support, digital imaging support, and web development. RIT Advance NSF Study Responsible for creation of their web application, project ongoing. http://nsfadvance.rit.edu/ 2012-present RIT Information Sciences & Technologies Department Responsible for creation (and student supervision) of the departmental web presence, project ongoing. http://www.ist.rit.edu/ 2011-present Rochester General Hospital AOM Study Responsible for creation of the messaging layer and front-end code of a web application. http://ist.rit.edu/~aom/ 2010-present Emergency Service Directory Responsible for creation of the messaging layer and front-end code of a web application. http://emergencyservicesdirectory.org/ 2009-2011 Website, website design, website programming, browser expert

Interviewed by the Rochester Democrat & Chronicle on Responsive Web Design. Louise Carter, Diana. Local Companies turning to responsive Design. May 3, 2013 (Accessed May 5, 2013). Rochester Democrat and Chronicle online, http://www.democratandchronicle.com/article/20130503/business/305030030 Interviewed by National Public Radio on the release of Google s Chrome browser. Brockman, Joshua. Google s Shiny New Web Browser. September 2, 2008 (Accessed September 5, 2008). National Public Radio Online, http://www.npr.org/templates/story/story.php?storyid=94211079 Asked to serve as an expert in a civil lawsuit. 2007-2009 Packaging Science Department, RIT - Created a new CMS based web presence departmental website. http://it.rit.edu/~pacsci/local/index.maml. 2007 IT Department, RIT - Updated and re-wrote the SD&M website. http://it.rit.edu/sdmms.php. 2005 CorrectDeck Created an online deck/color choosing system in Flash: http://www.correctdeck.com/. 2005 IT Department, RIT - Created the new IT Orientation website for incoming freshman. http://it.rit.edu/~itorientation/ 2005 Surreal Dimensions Online Real-Estate web commerce. Responsible for client side implementations, digital image and QTVR work. 2003-2005 Turn Tennis & Swim Club Created a web presence. 2003-2004 Fusion Productions General Consulting Primarily teaching their staff Flash & ActionScript. 2003 Thomas R. Paddock Oriental Rug Exchange Company interested in cataloging entire inventory of oriental rugs (~5000). Responsible for choosing and implementing a digital imaging system along with streamlining production within PhotoShop. 2000-2002 NeoSci Multimedia development for an interactive chemistry CD-ROM, 2001 Don Cochran Photography Update and renovate web presence. 2000 Instructor, Web Animations, Kids on Campus Program Rochester Institute of Technology Summer 2002

Taught children age s 9-15 to create vector animation, multimedia, interactive web page creation and internet use. Software used: Flash, Netscape, Internet Explorer, and Director. Instructor, Web Masters, Kids on Campus Program Rochester Institute of Technology Summer 2000, 2001 Taught children age s 9-15 digital image making, multimedia, web page creation and internet use. Software used: Netscape, Internet Explorer, Dreamweaver, Flash, PhotoShop, and Director. PC System Administrator, Digital Imaging School of Photographic Arts and Sciences Rochester Institute of Technology, Rochester, New York 6/97 8/00 Responsible for six computer labs, all of which were set up primarily for digital imaging. Responsibilities included keeping abreast of current trends in technology (hardware and software), student and faculty instruction, and daily maintenance of the labs. Labs were populated with over 100 Apple Macintosh computers, 10 PC Clones (some as workstations and one as a Raster Image Processor), 5 Digital Studios, an assortment of digital output devices, and variety of digital scanners (from 35mm to a drum scanner). Digital Equipment Coordinator Eastman Kodak Company, Kodak Professional Division, Rochester, New York 9/96 6/97 Responsible for a pool of Kodak s Professional Digital Imaging equipment. I provided equipment, instruction, and support with prospective clients for trial periods while they considered purchases. Also responsible for supplying and attending trade shows and preventative maintenance. Equipment under my care included: Kodak DCS 410, 420, 460, & 465, Kodak Digital Color Wheel, Kodak EOS 1, 3, & 5, and the Kodak DCS 8650 Thermal Dye-Sub Printer. Facilities Manager School of Photographic Arts and Sciences Rochester Institute of Technology, Rochester, New York 6/94-9/96 Responsibilities included care and maintenance of analog and digital photographic equipment. Entirely responsible for daily operation of student equipment checkout facility. Assistant, Photographic Services The International Museum of Photography and Film at George Eastman House, Rochester, New York 6/93-6/94 Responsibilities included studio photography, darkroom work, copy-work, densitometry, and on-site imaging. Instructor, Platinum / Palladium Workshop Certificate Program

The International Museum of Photography and Film at George Eastman House, Rochester, New York Summer 1994 Developed curriculum. Taught how to make photographic prints with this antiquated printing process. Topics included historical aspects, the chemistry of this process and specifically of this catalyst, densitometry, coating the sub-straight, and exposure control. Instructor, Large Format Photography The Community Darkroom, Rochester, New York Fall 1993, & Summer 1994 Developed curriculum. Subjects covered included use of a large format camera, exposure and density control and measurement, and The Zone System. Assistant Associate Photography Instructor Large Format Photography Indiana University, Bloomington, Indiana Spring 1992 Responsibilities included curriculum development and preparation of lecture material in conjunction with lead instructor. Educational Background Master of Science Degree, Information Technology Department of Information Technology Rochester Institute of Technology, Rochester, New York, August 2001 Advanced Graduate Certificate in Interactive Multimedia Development Department of Information Technology Rochester Institute of Technology, Rochester, New York, May 2001 Bachelor of Fine Arts in Photography (with Honors) Minor in Art History Minor in Mathematics School of Fine Arts Indiana University, Bloomington, Indiana, May 1992 Purdue University School of Engineering West Lafayette, Indiana, 1987-1988 Completed 32 credit hours

Grants Speech to Text Systems: Comparative Analysis of Text Generation and Display Methods, NSF Award Number 0622854, Co-PI (Peter Lalley PI, Catherine Beaton Co-PI). A three-year $269,542 award from the National Science Foundation, 2006-2009. The Emergency Services Directory of STEP, NYS Department of Health, Personnel (Jeffrey Lasky PI). A one year award of $127,500, Jan 2009-July 2010. NTHi Immunity in Young Children, Rochester General Health System, Consultant (Steve Zilora PI). A one year award of $16,059, Jan 2010-Dec 2010 Acute Otitis Media Database Project, Rochester General Hospital, Co-PI (Steve Zilora PI). A one year award of $18,000, June 2011-June 2012. RIT FEAD Grant, Web Application Penetration Tester Course, Co-PI (Daryl Johnson & Bill Stackpole Co-PI s). A one year award to complete a SANS course in Web Pen Testing, $16,884, Dec 2011-Feb 2012. Publications & Presentations Zilora, Stephen J., Bogaard, Daniel S., Leone, Jim, Changing Face of Information Technology, SIGITE/RIIT 2013. Orlando, FL. October, 2013. Bogaard, Daniel, Johnson, Daryl, Parody, Robert, Browser Web Storage Vulnerability Investigation, HTML5 localstorage Object, 2012 International Conference on Security and Management, Las Vegas, NV. July, 2012. Bogaard, Daniel, Beaton, Catherine, Walsh, Shawn, Macleod, Janet, West, Leanne, Adler, Ethan, Lalley, Peter, "Enhancement of Educational Access through Emerging Technologies: Real Time Text Generation and Unified Information Display Methods", Faculty Institute on Teaching and Learning, Rochester Institute of Technology, May 2010 Lalley, Peter, Bogaard, Daniel, Beaton, Catherine, MacLeod, Janet, West, Leanne, Walsh, Shawn, Comparative Analysis of Real Time Text Generation and Information Display Methods: Adaption of Emerging Technologies for Enhancement of Educational Access, International Conference on Education, Research and Innovation, Madrid, Spain. (Nov 16-19, 2009). In press. Lalley, Peter, Bogaard, Daniel S., Beaton, Catherine, MacLeod, Janet, West, Leanne, Walsh, Shawn, "Speech to Text Systems, Comparative Analysis of Text Generation and Display Methods", 2009 Joint Annual Meeting, Division of Human Resource Development, National Science Foundation. Washington, DC. (June 8-10, 2009). Lalley, Peter, Bogaard, Daniel, Beaton, Catherine, MacLeod, Janet, West, Leanne, Walsh, Shawn, Muench, Christopher, Anderson, Allison, Comparative Analysis of Real Time Text Generation and Information Display Methods, Annual Meeting of the American College Educators Deaf and Hard of Hearing, New Orleans. (March 4-6, 2009). Zilora S. and Bogaard, D. Bringing Sanity to the Course Assignment Process, ASEE/IEEE Frontiers in Education Conference 2008, Saratoga Springs, NY. (October 22-25, 2008).

Lalley, Peter, Beaton, Catherine, Bogaard, Daniel S., MacLeod, Janet, Anderson, Allison, Muench, Christopher, "Speech to Text Systems, Comparative Analysis of Text Generation and Display Methods", 2008 Joint Annual Meeting, Division of Human Resource Development, National Science Foundation. Washington, DC. (June 16-19, 2008). Lalley, P., Beaton, C., Bogaard, D., Symposium: International Technology and Education of the Deaf: National Technical Institute for the Deaf, Rochester, NY. (June 23-24 th 2008). Workshop: Emerging Technologies and Assistive Communication Lalley, Peter, Beaton, Catherine, Bogaard, Daniel S., MacLeod, Janet, Schull, Jon, Anderson, Allison, Brannin, Edward, Speech to Text Systems, Comparative Analysis of Text Generation and Display Methods, 2007 Joint Annual Meeting, Division of Human Resource Development, National Science Foundation. Washington, DC. (August 13-15, 2007). Beaton, Catherine, Bogaard, Daniel S., Evolution of IMA as a Tool for Accommodated Learning, 12th International Conference on Distributed Multimedia Systems, DMS 2006, Grand Canyon, Arizona, (August 31, 2006). Bogaard, Daniel S. IMA tool and general Web 2.0 technologies. BarCamp Conference, Rochester, NY, (July 14th, 2006). Bogaard, Daniel S., Beaton, Catherine I. IMA as a Tool for Accommodated Learning, IASTED International Conference on Education and Technology, ICET 2006, Calgary, Canada, (July 18th, 2006). Bogaard, Daniel S., Beaton, Catherine I. Invited Presentation, IMA as a Tool for Accommodated Learning, Atlantic Centre for Students with Disabilities, St. Mary s University, Halifax, Canada, (May 25th, 2006). Zilora, Steve, Bogaard, Daniel S. Dynamic-Vector Collaborative Learning Tool, E-Learn 2005 Conference, Vancouver, BC Canada, (October 24-28, 2005). Vullo, Ronald P., Ph.D., Bogaard, Daniel S., Hartpence, Bruce H. Visualization Tool Development for Research, Learning, and Implementation, Upstate NY IEEE Workshop on Communications and Networking, Rochester, NY, (November 12, 2004). Bogaard, Daniel S., Vullo, Ronald P., Ph.D., Cascioli, Christopher D. SVG for Educational Simulations, SIGITE Conference, Salt Lake City, Utah, (October 28-30, 2004). Vullo, Ronald P., Ph.D., Bogaard, Daniel S. Visualization with Dynamically Generated SVG, SIGITE Conference, Salt Lake City, Utah, (October 28-30, 2004). Bogaard, Daniel S., Vullo, Ronald P., Ph.D., Christopher D. Cascioli Better than HTML Web: Dynamically Generated SVG Web sites, WWW@10 Conference, Rose-Hulman Institute of Technology, Terre Haute, Indiana, (October 2, 2004). Vullo, Ronald P., Ph.D., Bogaard, Daniel S. Better than HTML Web: XML for Programming-Free Dynamically Generated Web sites, WWW@10 Conference, Rose-Hulman Institute of Technology, Terre Haute, Indiana, (October 2, 2004). Vullo, Ronald P. Ph.D., Beaton, Catherine I., M.I.T.E., Axelrod, Michael W., M.F.A., Bogaard, Daniel S., M.S.I.T., Boyle, Sean, M.S.I.T. Perceptions and Reality: How Students Hear the Web. Pacific Rim Conference on Disabilities, Honolulu, HI, (March 29-30, 2004). Bogaard, Daniel S., Add Dynamism to your Graphics with SVG, Inside Illustrator, 8:2, 2004.

Selected Honors and Awards Awarded Eisenhart Outstanding Teaching Award, Rochester Institute of Technology, 2011-2012 Nominated for Eisenhart Outstanding Teaching Award, Rochester Institute of Technology, 2002, 2003, 2005, 2006, 2007, 2008, 2009, 2010, 2011, 2012, 2013 Multimedia Graduate Assistant Full Scholarship, Rochester Institute of Technology, Rochester, New York, 2000 Teaching Internship Grant, Indiana University, Bloomington, Indiana, 1992 First Place, The National Society of Arts and Letters Regional Art Exhibit, Fine Arts Gallery, Indiana University, Bloomington, Indiana, 1992 Sixth Place, The National Society of Arts and Letters National Photographic Juried Competition, Virginia Museum of Fine Art, Richmond Virginia, 1991 Non-Teaching Internship Grant, Indiana University, Bloomington, Indiana, 1991 First Place, The National Society of Arts and Letters Regional Art Exhibit, Fine Arts Gallery, Indiana University, Bloomington, Indiana, 1991

CAROLINE M. DELONG Department of Psychology, College of Liberal Arts, Rochester Institute of Technology 18 Lomb Memorial Drive, Rochester, NY 14623 phone: 585-475-4191 email: cmdgsh@rit.edu web: http://people.rit.edu/cmdgsh RECENT POSITIONS Associate Professor, Rochester Institute of Technology Department of Psychology, College of Liberal Arts 7/13 present Assistant Professor, Rochester Institute of Technology 9/08 6/13 Department of Psychology, College of Liberal Arts EDUCATION University of Hawaii, Honolulu, HI Ph.D., Psychology, Specialization: Human and Animal Cognition 2003 M.A., Psychology, Specialization: Human and Animal Cognition 2000 New College of Florida, Sarasota, FL 1997 B.A., Psychology / Biology TEACHING EXPERIENCE Associate Professor of Psychology, Rochester Institute of Technology 7/13 present Courses Taught: Perception, Cognitive Psychology, Research Methods III, Senior Seminar: Comparative Cognition, Graduate Cognition Assistant Professor of Psychology, Rochester Institute of Technology 9/08 6/13 Courses Taught: Introduction to Psychology, Scientific Writing, Cognitive Psychology, Psychology of Perception, Learning and Memory, Language and Problem Solving, Senior Project I and II, Independent Study, Advanced Cognition (graduate course) Instructor, SPARK Summer Science Program, Brown University 7/05, 7/06, 7/07 Taught Echolocation in Dolphins and Bats course for 7 th & 8 th grade students Instructor, Dept. of Neuroscience, Brown University 9/04 12/06 Taught The Biology of Bats and Dolphins in collaboration with James Simmons Visiting Assistant Professor of Psychology, New College of Florida 8/03 5/04 Courses Taught: Cognitive Psychology, Developmental Psychology, Introduction to Psychology, Dolphin Sensory Perception and Cognition, Animal Language Research, Senior Research Seminar Instructor, Dept. of Psychology, University of Hawaii 9/02 12/02 Course Taught: Cognitive Psychology Teaching Assistant, Dept. of Psychology, University of Hawaii 9/97 5/99 Courses: Cognitive Psychology, Methodological Foundations of Psychology Teaching Assistant, Psychology Program, New College of Florida 8/96 12/96 Course: Introduction to Psychology

Visiting Researcher Seneca Park Zoo, Rochester, NY RESEARCH EXPERIENCE 6/10 present Visiting Researcher 1/06 8/09 Mystic Aquarium and Institute for Exploration, Mystic, CT Postdoctoral Research Associate, Dept. of Neuroscience, Brown University 8/04 3/08 Research advisor: James Simmons Research Assistant, Hawaii Institute of Marine Biology 6/98 7/03 Research advisors: Whitlow Au, Herbert Roitblat, Paul Nachtigall Research Assistant, Békésy Laboratory of Neurobiology, University of Hawaii 3/03 6/03 Research advisors: Patricia Couvillon & M.E. Bitterman Research Assistant, Dept. of Psychology, University of Hawaii 4/99 6/01, 1/02 5/02 Research advisor: Catherine Sophian Research Assistant, New College of Florida & Epcot s Living Seas 2/96 5/97 Research advisor: Heidi Harley GRANTS AND AWARDS External Grants PI on grant submitted to NSF BCS: Perception, Action and Cognition Program 2/14 Audiovisual Object Recognition ($246,396; proposal declined) PI on grant submitted to River Otter Alliance Foundation 10/12 Visual Object Recognition in North American River Otters ($200 awarded) PI on grant submitted to American Association of Zoo Keepers, Milwaukee 7/12 Visual Object Recognition in North American River Otters ($500 awarded) PI on grant submitted to NSF BCS: Perception, Action and Cognition Program 8/10 Auditory Recognition of Spatial Structure ($147,121; proposal declined) Internal Grants (Rochester Institute of Technology) Center for Imaging Science Research MicroGrant ($5,700) 6/14 Visual Perception in Goldfish NSF ADVANCE Connect @RIT Grant proposal team ($12,000) 2/14 Application of the Appreciative Inquiry Process in the College of Liberal Arts Provost s Faculty Mentoring Grant ($1,653.53) 1/14 Psychology Women s Mentoring Group Student Affairs Division Interactive Learning Support Grant ($132) 9/13 Seneca Park Zoo Field Trip for Seminar in Psychology College of Liberal Arts Faculty Development Grant ($4,482) 3/13 Discrimination of Echoes from Aspect-Dependent Objects by a Bottlenose Dolphin College of Liberal Arts SRSP Proposal Development Grant ($4,000) 2/13 Auditory Object Recognition

College of Liberal Arts Faculty Research Award ($1,500) 11/12 Recognizing Objects from Multiple Orientations Using Dolphin Echoes College of Liberal Arts Faculty Research Award ($1,500) 11/12 Ongoing Study of Numerosity Discrimination in Goldfish College of Liberal Arts Faculty Research Award ($1,000) 5/12 Visual Object Recognition in North American River Otters College of Liberal Arts Faculty Research Award ($1,000) 5/12 Numerosity Discrimination in Goldfish (Carassius auratus) College of Liberal Arts Faculty Development Grant ($2,978) 3/12 Neural Network Modeling of Auditory Object Recognition College of Liberal Arts Faculty Research Award ($1,000) 11/11 Object Recognition in Goldfish (Carassius auratus) Student Affairs Division Interactive Learning Support Grant ($100) 10/11 Seneca Park Zoo Presentation on Animal Sensory Systems College of Liberal Arts Faculty Development Grant ($3,000) 3/11 Auditory Recognition of Spatial Structure Office of the Vice President for Research Seed Funding Grant ($5,000) 12/09 A Comparative Study of Object Constancy in Dolphins and Humans College of Liberal Arts International Travel Grant ($750) 10/09 College of Liberal Arts Faculty Research Award ($750) 10/09 Auditory Features Used by Human Listeners to Discriminate Fish Prey College of Liberal Arts Faculty Research Award ($750) 5/09 Discrimination of Fish Prey by Human Listeners Using Dolphin & Porpoise Signals Student Affairs Division Interactive Learning Support Grant ($175) 5/09 Sensory Perception in Birds: Presentation by Wild Wings Student Affairs Division Interactive Learning Support Grant ($225) 5/09 Field Test of Object Recognition Apparatus at Mystic Aquarium Student and Postdoctoral Grants and Awards NASA Rhode Island Space Grant Biosonar Research Grant (two awards) 2007 Brown University Brain Sciences Program Pilot Research Grant 2005 American Psychological Association Dissertation Research Award 2003 American Association For University Women Pacific Dissertation Fellowship 2002 Soroptimist International Founder Region Dissertation Fellowship 2002 SEASPACE Scholarship Awards for Research on Dolphin Echolocation 1999, 2001, 2002 University of Hawaii Graduate Student Organization Travel Grant 2001 Society for Marine Mammalogy Student Travel Grant 2001 University of Hawaii Travel Grant for Professional Development 2001 Acoustical Society of America Student Travel Grant 2000 New College of Florida Foundation Research Grant 1997 New College of Florida Alumni Association Research and Travel Grant 1997

PUBLICATIONS PEER-REVIEWED * indicates student co-author Hochberg, L.*, Alm, C.O., Rantanen, E.M., Yu, Q., DeLong, C.M., & Haake, A. (2014). Towards automatic annotation of clinical decision-making Style. In Proceedings of the 8th Linguistic Annotation Workshop at the 25th International Conference on Computational Linguistics (pp. 129-138). Dublin, Ireland: International Committee on Computational Linguistics. Hochberg, L.*, Alm, C.O., Rantanen, E.M., DeLong, C. M., & Haake, A. (2014). Decision style in a clinical reasoning corpus. In Proceedings of the BioNLP Workshop (pp. 83-87). Baltimore, MD: Association for Computational Linguistics. DeLong, C.M., Heberle, A.L.*, Wisniewski, M.G.*, & Mercado, E., III. (2014). The ability to recognize objects from dolphin echoes generalizes across multiple orientations in humans and neural networks. Animal Cognition, 17(3), 543-557. doi: 10.1007/s10071-013-0685-0 DeLong, C.M., Heberle, A.L.*, Mata, K.*, Harley, H.E., & Au, W.W.L. (2013). Recognizing objects from multiple orientations using dolphin echoes. Proceedings of Meetings on Acoustics, 19 (010034), 1-9. doi: 10.1121/1.4799409 Wisniewski, M.G.*, Mercado, E., III, DeLong, C.M., & Heberle, A.L.*, (2013). Exploring the capacity of neural networks to recognize objects from dolphin echoes across multiple orientations. Proceedings of Meetings on Acoustics, 19 (010035), 1-9. doi: 10.1121/1.4799305 Heberle, A.L.*, & DeLong, C.M. (2012). Auditory change detection with common and uncommon sounds. Proceedings of Meetings on Acoustics, 18 (025004), 1-9. doi: 10.1121/1.4773554 Kannyo, I.* & DeLong, C.M. (2012). The effect of musical training on auditory perception. Proceedings of Meetings on Acoustics, 14 (025002), 1-10. doi: 10.1121/1.4733850 Mercado, E., III. & DeLong, C.M. (2010). Dolphin cognition: Representations and processes in perception and memory. International Journal of Comparative Psychology, 23, 344-378. Ibsen, S.D.*, Au, W.W.L., Nachtigall, P.E., DeLong, C.M., & Breese, M. (2010). Changes in consistency patterns of click frequency content over time of an echolocating Atlantic bottlenose dolphin. Journal of the Acoustical Society of America, 127(6), 3821-3829. Petrites, A.E.*, Eng, O.E.*, Mowlds, D.S.*, Simmons, J.A., & DeLong, C.M. (2009). Interpulse interval modulation by echolocating big brown bats (Eptesicus fuscus) in different densities of obstacle clutter. Journal of Comparative Physiology A: Neuroethology, Sensory, Neural, and Behavioral Physiology, 195(6), 603-617.

Stamper, S.A.*, Simmons, J.A., DeLong, C.M., & Bragg, R.* (2008). Detection of targets colocalized in clutter by echolocating big brown bats. Journal of the Acoustical Society of America, 124(1), 667-673. DeLong, C.M., Bragg, R.*, & Simmons, J.A. (2008). Evidence for spatial representation of object shape by echolocating bats (Eptesicus fuscus). Journal of the Acoustical Society of America, 123(6), 4582-4598. Harley, H.E., & DeLong, C.M. (2008). Echoic object recognition by the bottlenose dolphin. Comparative Cognition & Behavior Reviews, 3, 46-65. Ibsen, S.D. *, Au, W.W.L., Nachtigall, P.E., DeLong, C.M., & Breese, M. (2007). Changes in signal parameters over time for an echolocating Atlantic bottlenose dolphin performing the same target discrimination task. Journal of the Acoustical Society of America, 122(4), 2446-2450. DeLong, C.M., Au, W.W.L, & Stamper, S.A.* (2007). Echo features used by human listeners to discriminate among objects that vary in material or structure: Implications for echolocating dolphins. Journal of the Acoustical Society of America, 121(1), 605-617. DeLong, C.M., Au, W.W.L., Harley, H.E., Roitblat, H.L., & Pytka, L.* (2007). Human listeners provide insights into echo features used by dolphins to discriminate among objects. Journal of Comparative Psychology, 121(3), 306-319. DeLong, C.M., Au, W.W.L., Lemonds, D.W., Harley, H.E., & Roitblat, H.L. (2006). Acoustic features of objects matched by an echolocating bottlenose dolphin. Journal of the Acoustical Society of America, 119(3), 1867-1879. Mercado, E., III, & DeLong, C.M. (2001). Experiments are the key to understanding socially acquired knowledge in cetaceans. Behavioral and Brain Sciences, 24, 345. Aubauer, R., Au, W.W.L., Nachtigall, P.E., Pawloski, D.A., & DeLong, C.M. (2000). Classification of electronically generated phantom targets by an Atlantic bottlenose dolphin (Tursiops truncatus). Journal of the Acoustical Society of America, 107(5), 2750-2754. PUBLICATIONS IN PREPARATION DeLong, C.M., Kannyo, I.*, Benoit-Bird, K. J., & Au, W.W.L. (2014). Discrimination of fish prey by human listeners using dolphin and porpoise echolocation signals. Manuscript in preparation. DeLong, C.M., Heberle, A.L.*, Harley, H.E., & Au, W.W.L. (2014). Object features impact generalization to novel aspect angles by human listeners using dolphin echoes. Manuscript in preparation. Branstetter, B., DeLong, C.M., Black, A., Bakhtiari, K. & Dziedzic, B.* (2014). Discrimination of simulated dolphin whistles by dolphins and human listeners. Manuscript in preparation.

Harley, H.E., Odell, K., Putman, E, & DeLong, C.M. (2014). Rhythm discrimination in the bottlenose dolphin (Tursiops truncatus): Implications for cognitive continuity in language and music processing. Manuscript in preparation. DeLong, C.M. & Dziedzic, B.* (2014). Discrimination of fish prey at different aspect angles by human listeners using dolphin echoes. Manuscript in preparation. OTHER PUBLICATIONS DeLong, C.M. (2003). Object-centered representation in echolocating dolphins: Evidence from acoustic analyses of objects and a human listening study (Unpublished doctoral dissertation). University of Hawaii, Honolulu, HI. DeLong, C.M. (2000). The effect of spatial configuration on young children s understanding of numerical ratios (Unpublished master s thesis). University of Hawaii, Honolulu, HI. DeLong, C.M. (1997). Acoustic rhythm discrimination in the bottlenose dolphin (Unpublished undergraduate honors thesis). New College of Florida, Sarasota, FL. PRESENTATIONS INVITED PEER-REVIEWED CONFERENCE PRESENTATIONS * indicates student co-author DeLong, C.M., Heberle, A.L.*, Mata, K.*, Harley, H.E., & Au, W.W.L. (2013, June). Recognizing objects from multiple orientations using dolphin echoes. Paper presented at the 21 st International Congress on Acoustics and the 165 th Meeting of the Acoustical Society of America, Montreal, Quebec, Canada. Wisniewski, M.G.*, Mercado, E., III, DeLong, C.M., & Heberle, A.L.*, (2013, June). Exploring the capacity of neural networks to recognize objects from dolphin echoes across multiple orientations. Paper presented at the 21 st International Congress on Acoustics and the 165 th Meeting of the Acoustical Society of America, Montreal, Quebec, Canada. DeLong, C.M. (2009, September). Object recognition in dolphins and bats. Paper presented at the Fifth Animal Sonar Symposium, Kyoto, Japan. Au, W.W.L. & DeLong, C.M. (2008, June). Insights into dolphin sonar target discrimination capabilities with human listening experiments. Paper presented at the 155 th Meeting of the Acoustical Society of America, Paris, France. DeLong, C.M., Bragg, R.*, & Simmons, J.A. (2006, June). Perception of object features by echolocating big brown bats (Eptesicus fuscus). Paper presented at the 151 st Meeting of the Acoustical Society of America, Providence, RI. DeLong, C.M., Bragg, R.*, & Simmons, J.A. (2005, October). Object representation in echolocating bats (Eptesicus fuscus): Recognition of targets from different orientations. Paper presented at the 150 th Meeting of the Acoustical Society of America, Minneapolis, MN.

INVITED SEMINARS * indicates student co-author Keller, A.M.* & DeLong, C.M. (2013, November). A comparison of problem solving and tool use in orangutans (Pongo pygmaeus pygmaeus), raccoons (Procyon lotor), and children (Homo sapiens). Paper presented at the Seneca Park Zoo, Rochester, NY. Wilcox, K.T.*, Wright, C., & DeLong, C.M. (2012, October). Training North American river otters (Lontra canadensis) to discriminate among objects. Poster presented at the Seneca Park Zoo, Rochester, NY. Keenan, S.A.*, & DeLong, C.M. (2011, February). Gestural communication of captive orangutans (Pongo pygmaeus). Paper presented at the Seneca Park Zoo, Rochester, NY. DeLong, C.M. (2010, September). Object recognition in dolphins and bats. Paper presented at the Seneca Park Zoo, Rochester, NY. DeLong, C.M. (2008, April). Research on cetacean sensory systems: Introduction to Dolphins and Whales 3D. K-12 Teacher Preview, IMAX Theatre, Providence, RI. Simmons, J.A. & DeLong, C.M. (2007, March). Target imagery and display in biosonar. Paper presented at the Acoustic Networks and Concepts Workshop, Winfrith, United Kingdom. DeLong, C.M. & Simmons, J.A. (2005, December). Identifying biosonar computations for object representation in echolocating bats. Paper presented at the Woods Hole Oceanographic Institution, Woods Hole, MA. DeLong, C.M. (2005, September). Object representation in echolocating bottlenose dolphins and beluga whales. Paper presented at the Mystic Aquarium and Institute for Exploration, Mystic, CT. INVITED COLLOQUIA Rochester Institute of Technology, Rochester, NY Feb, 2010; Apr, 2012; Feb, 2014 New College of Florida, Sarasota, FL March, 2009 Western Illinois University, Moline, IL March, 2008 Rochester Institute of Technology, Rochester, NY February, 2008 St. Bonaventure University, St. Bonaventure, NY February, 2008 California Polytechnic State University, San Luis Obispo, CA January, 2008 Butler University, Indianapolis, IN December, 2007 California State University East Bay, Hayward, CA January, 2007 Vassar College, Poughkeepsie, NY December, 2002

PEER-REVIEWED CONFERENCE PRESENTATIONS * indicates student co-author Hochberg, L.*, Alm, C.O., Rantanen, E.M., Yu, Q., DeLong, C.M., & Haake, A. (2014, July). Towards automatic annotation of clinical decision-making Style. Paper presented at the 8th Linguistic Annotation Workshop at the 25th International Conference on Computational Linguistics, Dublin, Ireland. Hochberg, L.*, Alm, C.O., Rantanen, E.M., DeLong, C.M., & Haake, A. (2014, June). Decision Style in a Clinical Reasoning Corpus. Paper presented at the BioNLP Workshop at the 52nd Annual Meeting of the Assocation for Computational Linguistics, Baltimore, Maryland. Wilcox, K.T.*, & DeLong, C.M. (2014, May). Mindfulness meditation and relaxation differentially improve mindfulness and affect, not emotional memory. Poster presented at the 26 th American Psychological Society Convention, San Francisco, CA. Keller, A.M.* & DeLong, C.M. (2014, March). Numerical discrimination in goldfish (Carassius auratus). Poster presented at the 21th Annual International Conference on Comparative Cognition, Melbourne, FL. DeLong, C.M., Heberle, A.L.*, Mata, K.*, Dziedzic, B.*, & Au, W.W.L (2013, November). Discrimination of fish prey at different aspect angles by human listeners using dolphin echoes. Paper presented at the Fall Meeting of the Comparative Cognition Society, Toronto, Ontario, Canada. DeLong, C.M., Keller, A.M.*, Keenan, S.A.*, & Heberle, A.L.* (2013, March). Visual features used by goldfish (Carassius auratus) on a 2D object discrimination task. Poster presented at the 20th Annual International Conference on Comparative Cognition, Melbourne, FL. Keller, A.M.* & DeLong, C.M. (2013, March). A comparison of problem solving and tool use in orangutans (Pongo pygmaeus pygmaeus), raccoons (Procyon lotor), and children (Homo sapiens). Poster presented at the 20th Annual International Conference on Comparative Cognition, Melbourne, FL. Heberle, A.L.* & DeLong, C.M. (2012, October). Auditory change detection with common and uncommon sounds. Poster presented at the 164 th Meeting of the Acoustical Society of America, Kansas City, MO. DeLong, C.M., Harley, H.E., Heberle, A.L.*, & Au, W.W.L. (2012, March). Auditory object constancy: Recognition of objects from multiple orientations by human listeners using dolphin echoes. Paper presented at the 19th Annual International Conference on Comparative Cognition, Melbourne, FL. Keenan, S.A.*, Heberle, A.L.*, Keller, A.M.*, & DeLong, C.M. (2012, March). Shape discrimination in goldfish (Carassius auratus). Poster presented at the 19th Annual International Conference on Comparative Cognition, Melbourne, FL.

DeLong, C.M., Harley, H.E., Heberle, A.L*, & Au, W.W.L. (2011, November). Auditory object constancy: Recognition of objects from multiple orientations by human listeners using dolphin echoes. Paper presented at the 19 th Biennial Conference on the Biology of Marine Mammals, Tampa, FL. Kannyo, I.* & DeLong, C.M. (2011, November). The effect of musical training on auditory perception. Poster presented at the 162 nd Meeting of the Acoustical Society of America, San Diego, CA. DeLong, C.M., Kannyo, I.*, Benoit-Bird, K. J., & Au, W.W.L. (2011, March). Discrimination of fish prey by human listeners using dolphin and porpoise echolocation signals. Paper presented at the 18th Annual International Conference on Comparative Cognition, Melbourne, FL. Keenan, S.A.* & DeLong, C.M. (2011, March). Gestural communication of captive orangutans (Pongo pygmaeus). Poster presented at the 18 th Annual International Conference on Comparative Cognition, Melbourne, FL. DeLong, C.M., Benoit-Bird, K. J., Au, W.W.L., & Kannyo, I.* (2009, October). Discrimination of fish prey by human listeners using dolphin and porpoise echolocation signals. Poster presented at the 18 th Biennial Conference on the Biology of Marine Mammals, Quebec City, Canada. DeLong, C.M., & Simmons, J.A. (2007, November). Can big brown bats integrate their visual and echoic sensory systems? Poster presented at the 48 th Annual Meeting of the Psychonomic Society, Long Beach, CA. DeLong, C.M., Stamper, S.A.*, & Simmons, J.A. (2007, July). Detection of objects in clutter by echolocating big brown bats. Paper presented at the 44 th Annual Meeting of the Animal Behavior Society, Burlington, VT. DeLong, C.M., Stamper, S.A.*, & Simmons, J.A. (2007, March). Object perception in clutter by echolocating bats. Paper presented at the 14 th Annual International Conference on Comparative Cognition, Melbourne, FL. Stamper, S.A.*, Simmons, J.A., & DeLong, C.M. (2007, March). Perception of targets in scenes by echolocating bats. Paper presented at the 14 th Annual International Conference on Comparative Cognition, Melbourne, FL. DeLong, C.M., Stamper, S.A.*, & Simmons, J.A. (2006, November). Detection of objects in complex environments by echolocating big brown bats. Paper presented at the 4 th Joint Meeting of the Acoustical Society of America and the Acoustical Society of Japan, Honolulu, HI. Petrites, A.E.*, Mowlds, D.S.*, Eng, O.E.*, Simmons, J.A., & DeLong, C.M. (2006, August). Echolocation and navigation by big brown bats flying in high-clutter environments. Paper presented at the 43 rd Annual Meeting of the Animal Behavior Society, Snowbird, UT.

Buck, J.R., Simmons, J.A., & DeLong, C.M. (2006, June). Cepstral processing for bat biosonar. Paper presented at the 151 st Meeting of the Acoustical Society of America, Providence, RI. Petrites, A.E.*, Mowlds, D.S.*, Eng, O.E.*, Simmons, J.A., & DeLong, C.M. (2006, June). Echolocating big brown bats shorten interpulse intervals when flying in high-clutter environments. Paper presented at the 151 st Meeting of the Acoustical Society of America, Providence, RI. DeLong, C.M., Au, W.W.L., Roitblat, H.L., Ptyka, L.*, & Stamper, S.A.* (2005, December). Human listening studies reveal insights into echo features used by echolocating dolphins to discriminate among objects. Paper presented at the 16 th Biennial Conference on the Biology of Marine Mammals, San Diego, CA. Petrites, A.E.,* Mowlds, D.S.*, Eng, O.E.*, Simmons, J.A., & DeLong, C.M. (2005, October). Echolocation by big brown bats (Eptesicus fuscus) flying through a chain maze. Poster presented at the 35 th Annual North American Symposium on Bat Research, Sacramento, CA. DeLong, C.M., Au, W.W.L., & Stamper, S.A.* (2005, March). Echoic cues used by human listeners and an echolocating dolphin to discriminate among cylinders with different wall thicknesses. Paper presented at the 12 th Annual International Conference on Comparative Cognition, Melbourne, FL. DeLong, C.M., Au, W.W.L., & Roitblat, H.L. (2004, May). Human listening studies reveal insights into object features extracted by echolocating dolphins. Paper presented at the 147 th Meeting of the Acoustical Society of America, New York, NY. DeLong, C.M., Au, W.W.L., & Roitblat, H.L. (2004, March). Echo features used by human listeners to discriminate among objects: Insight into dolphin perception and performance. Paper presented at the 11 th Annual International Conference on Comparative Cognition, Melbourne, FL. DeLong, C.M. (2004). Object-centered representation in echolocating dolphins: Evidence from acoustic analyses of objects and a human listening study. Dissertation Abstracts International B: The Sciences and Engineering, 64 (10-B), 5245. DeLong, C.M., Au, W.W.L, Harley, H.E., Lemonds, D.W., & Roitblat, H.L. (2003, December). Object perception by echolocating dolphins: The sound of the echoes or the characteristics of the objects? Paper presented at the 15 th Biennial Conference of the Society for Marine Mammalogy, Greensboro, NC. Harley, H.E., Odell, K., Fellner, W., Putman, E., Clark, D., Goonen, C., & DeLong, C.M. (2003, December). Rhythm discrimination by the bottlenose dolphin. Paper presented at the 15 th Biennial Conference of the Society for Marine Mammalogy, Greensboro, NC. DeLong, C.M., & Sophian, C.S. (2003, April). Young children solve numerical ratio problems with an intervention based on protonumerical knowledge. Poster presented at the Society for Research in Child Development Biennial Meeting, Tampa, FL.

DeLong, C.M., Au, W.W.L., & Harley, H.E. (2002, December). Features of echoes bottlenose dolphins (Tursiops truncatus) use to perceive object properties. Paper presented at the 144 th Meeting of the Acoustical Society of America, Cancun, Mexico. Harley, H.E., Odell, K., Putman, E.A., Goonen, C., & DeLong, C.M. (2002, March). Dolphins perceive acoustic rhythms: A belated ode to Stewart Hulse. Paper presented at the 9 th International Conference on Comparative Cognition, Melbourne, FL. DeLong, C.M. (2002). Acoustic analysis of objects ensonified by a bottlenose dolphin during a cross-modal matching task. Pacific Science, 56(1), 86-87. DeLong, C.M., Harley, H.E., & Au, W.W.L. (2001, December). Echoic cues used by a bottlenose dolphin during multiple cross-modal matching tasks. Poster presented at the 14 th Biennial Conference of the Society for Marine Mammalogy, Vancouver, Canada. Harley, H.E., Putman, E.A., & DeLong, C.M. (2001, December). Object recognition in the bottlenose dolphin: How vision and echolocation interact. Paper presented at the 14 th Biennial Conference of the Society for Marine Mammalogy, Vancouver, Canada. DeLong, C.M., & Sophian, C. (2001, April). The effect of spatial configuration on young children s understanding of numerical ratios. Poster presented at the Society for Research in Child Development Biennial Meeting, Minneapolis, MN. DeLong, C.M., Harley, H.E., & Au, W.W.L. (2000). Acoustic analysis of objects ensonified by a bottlenose dolphin during a cross-modal matching task. Journal of the Acoustical Society of America, 108(5), 2635. DeLong, C.M., Au, W.W.L., Nachtigall, P.E., Aubauer, R., & Roitblat, H.L. (1999, December). The quantity and distribution of echolocation clicks used by a bottlenose dolphin (Tursiops truncatus) during two discrimination tasks. Poster presented at the 13 th Biennial Conference of the Society for Marine Mammalogy, Maui, HI. DeLong, C.M. (1997, April). Acoustic rhythm discrimination in the bottlenose dolphin (Tursiops truncatus). Paper presented at the National Conference on Undergraduate Research, Austin, TX. STUDENT SYMPOSIUM PRESENTATIONS * indicates student author Barbato, S.* & DeLong, C.M. (2014, August). Training goldfish to discriminate between numerosities. Poster presented at the RIT Undergraduate Research Symposium, Rochester, NY. Dziedzic, B.* & DeLong, C.M. (2014, August). Discrimination of simulated dolphin whistles by human listeners. Poster presented at the RIT Undergraduate Research Symposium, Rochester, NY.

Keller, A.M.* & DeLong, C.M. (2012, August). Training goldfish (Carassius auratus) to discriminate among different numerosities. Poster presented at the RIT Undergraduate Research Symposium, Rochester, NY. Heberle, A.L.*, Mata, K.*, & DeLong, C.M. (2012, August). View-dependent auditory object recognition by humans listening to dolphin echoes. Poster presented at the RIT Undergraduate Research Symposium, Rochester, NY. Wilcox, K.T.*, Wright, C., & DeLong, C.M. (2012, August). Training North American river otters (Lontra canadensis) to discriminate among objects. Poster presented at the RIT Undergraduate Research Symposium, Rochester, NY. Kraemer, K.* & DeLong, C.M. (2012, August). The effect of color on olfactory perception. Poster presented at the RIT Undergraduate Research Symposium, Rochester, NY. Heberle, A.L.* & DeLong, C.M. (2011, August). Human listeners can recognize objects from multiple orientations using dolphin echoes. Poster presented at the RIT Undergraduate Research and Innovation Symposium, Rochester, NY. Keenan, S.A.*, Heberle, A.L.*, & DeLong, C.M. (2011, August). Training goldfish (Carassius auratus) to discriminate between objects. Poster presented at the RIT Undergraduate Research and Innovation Symposium, Rochester, NY. Kannyo, I.* & DeLong, C.M. (2010, August). Do echolocating dolphins and porpoises use different auditory information to identify fish prey? A human listening study. Paper presented at the RIT Undergraduate Research and Innovation Symposium, Rochester, NY. Keenan, S.A.* & DeLong, C.M. (2010, August). Gestural communication of orangutans (Pongo pygmaeus). Paper presented at the RIT Undergraduate Research and Innovation Symposium, Rochester, NY. Kannyo, I.* & DeLong, C.M. (2010, July). What type of auditory information is necessary for marine mammals to identify fish prey? A human listening study. Paper presented at the 16 th Annual University at Buffalo McNair Research Conference, Buffalo, NY. MENTORING Undergraduate Psychology Senior Project Students (B.Sc.), RIT *indicates student has received College of Liberal Arts Student Research Award Stephanie Barbato Do fish subitize? Numerical discrimination in goldfish 2/14 12/14 Katie Fraser Equestrian positioning and equine movement 2/14 12/14 Brandon Dziedzic* Semantic congruity effect and auditory cues 1/14 12/14 Taylor O Leary* Observational learning of tool use in orangutans 9/13 5/14 and children Crystal Rightmyer The effect of color on emotion 11/12 5/13 Kayla Mata K. Tyler Wilcox* Video games, gender and short-term memory Meditation and emotional memory 11/12 5/13 9/12 2/13

Ashlynn Keller* A comparison of problem solving and tool use 3/12 2/13 abilities in children, raccoons, and orangutans B. Caley Fain The effects of music on memory 3/12 11/12 Kristin Kraemer* Brittany Priddy* The effect of color on olfactory perception Analyzing study methods from a levels 11/11 5/12 11/11 5/12 Amanda Heberle* of processing perspective Auditory change detection with common 3/11 11/11 Carmen Fernandes* and uncommon sounds The effect of social reward on creativity 12/10 5/11 Irene Kannyo* The effect of musical training on auditory perception 8/10 5/11 Susan Keenan* Gestural communication in orangutans 3/10 11/10 Patricia McHugh* A comparison of the olfactory illusion effect 12/09 5/10 in hearing vs. deaf students M.Sc. in Applied Experimental and Engineering Psychology Students, RIT Committee Member for Limor Hochberg 8/13 9/14 Committee Chair for Juliana Lehr 12/10 7/11 Committee Member for Melody Buchanan 9/09 12/10 McNair Scholars Program Students, RIT Irene Kannyo 6/10 8/10 Summer Undergraduate Research Fellowship Students, RIT Ashlynn Keller 6/12 8/12 Co-op and Independent Study Students, RIT Brandon Dziedzic (co-op) 6/14 8/14 Stephanie Barbato (co-op) 6/14 8/14 Brandon Dziedzic (co-op) 6/13 8/13 Ashlynn Keller (co-op) 3/13 5/13 Kayla Mata (co-op) 6/12 8/12 Kenneth Tyler Wilcox (co-op) 6/12 8/12 Ashlynn Keller (co-op) 6/12 8/12 Ashlynn Keller (independent study) 11/11 2/12 Kelsea Ennis (independent study) 11/11 2/12 Amanda Heberle (co-op) 6/11 8/11 Susan Keenan (independent study) 3/11 5/11 Irene Kannyo (co-op) 6/10 8/10 Susan Keenan (co-op) 6/10 8/10 Ph.D. in Psychology, University at Buffalo, State University of New York Outside Reader for Patchouly Banks 08/09 present Multidisciplinary Senior Design Students (Undergraduate Engineers), RIT 12/08 5/09 Faculty Consultant/Co-advisor for Timothy Bukowski, Andrew Chorney, Michael Goldberg, Jason Hess, Mahmudul Khan, Martin Martinez

Undergraduate Psychology Honors Thesis Students, New College of Florida 8/03 5/04 Committee Chair for Noah Sulman and Erin Zellars Committee Member for Sandra Bohn, Kate Chapman, Jonathan Fowler, John Lewis Research Assistants Chevelle Sleaford (2014), Stephanie Barbato (2014), Taylor O Leary (2014-2015), Mary Bienfeld (2013-2014), Bonnie Dillon (2013-2014), Brandon Dziedzic (2013-2014), Nick Phelan (2013-2014), Amy Lonczak (2012-2013), Kayla Mata (2012-2013), Tyler Wilcox (2012-2013), Ashlynn Keller (2011-2013), Brigid Colgan (2011-2013), Brittany Priddy (2011-2012), Amanda Heberle (2010-2012), Irene Kannyo (2009-2011), Susan Keenan (2010-2011), Ellen Schott (2009), Lauren Zatorski (2007-2008), Emma Welch (2007), Tess Oram (2006-2007), Sarah Stamper (2005), Lisa Pytka (2004), Sandra Fan (2002-2003) INSTITUTE SERVICE Psychology Department, Rochester Institute of Technology Chair, Student Success Committee 9/13 present Member, Student Success Committee 11/12 8/13 Member, Scholarship Committee 3/09 11/12 Chair, Library Committee 9/08 8/12 Member, Subcommittee on Tenure Policies 9/09 11/09 Member, Search Committee (3 years) 9/10 5/13 Organizer, Senior Capstone Project Poster Session 3/10 present Department of Psychology Poster Session 5/10, 11/10, 11/11, 11/12, 2/13 Joint Poster Session with Department of Communication 2/11, 2/12, 5/12, 12/13 Joint Poster Session with Department of Communication 5/11, 5/13, 5/14 and Museum Studies Program College of Liberal Arts, Rochester Institute of Technology Planning Team Member, ADVANCE Connect COLA Project 1/14 present Think Tank Member, Sponsored Research Support Program Committee 1/14 present Associate Reviewer, Sponsored Research Support Program Committee 3/13 12/13 Member, College Assessment Committee 5/12 5/14 Chair, Faculty Development Committee 10/12 present Co-Chair, Faculty Development Committee 10/11 9/12 Member, Faculty Development Committee 9/10 9/11 Member, Alumni & Friends Scholarship Committee 5/09 5/10 Rochester Institute of Technology Institute Committees Member, Undergraduate Research Symposium Program Committee 5/13 present

RIT CONTINUING PROFESSIONAL DEVELOPMENT Strategies for Professional Advancement (NSF ADVANCE Connectivity Series) 5/14 Career Navigation for Academic Women (NSF ADVANCE Connectivity Series) 1/14 NSF Day at the RIT Inn and Conference Center 11/13 CLA Sponsored Research Support Program Grant Writing Workshop 9/13 CLA Sponsored Research Support Program Writing Successful Grants Seminar 3/13 Faculty Institute on Teaching and Learning 5/09, 5/10, 5/11, 5/12, 5/13 Educational Futures: A Faculty Showcase 3/12 Managing Cultural and Gender Differences in the Assessment and Selection Process 9/10 Principal Investigator Workshop: NSF Overview 6/10 Office of the Vice President of Research Grant Writer s Bootcamp 11/09 PROFESSIONAL ASSOCIATIONS Acoustical Society of America American Psychological Association Animal Behavior Society Association for Psychological Science Comparative Cognition Society Psychonomic Society Society for Marine Mammalogy PROFESSIONAL ACTIVITIES Psychology Women s Mentoring Group, RIT 10/13 present I am co-leader of this mentoring group that includes both pretenure and tenured female faculty. We have a book club and a research/writing club and we are supported by the Wallace Center. K-12 Science Education Presentations, Rochester NY 6/14 present I gave presentations on my animal research for children in Monroe County Schools. I presented for 3-6 th graders at Science Fun Day at Quest Elementary School. I presented for 2 nd graders at Council Rock School. Acoustical Society of America 165 th Meeting and 21 st International Congress on Acoustics (Quebec, Canada) 6/13 I was Co-Chair for a special session titled Auditory Object Perception. I invited speakers, organized the program, and introduced the speakers at the event. 150 th Meeting (Minneapolis, MN) 10/05 I was the Chair for full day symposium titled Cognition in the Acoustic Behavior of Animals with the same Chair responsibilities listed above. 148 th Meeting (San Diego, CA) 11/04 I was a judge for best student paper award in Animal Bioacoustics.

Undergraduate Research Symposium, RIT 8/13- present I served on the organizing committee as a representative of the College of Liberal Arts, as well as a session moderator for the Social Sciences and Humanities oral presentations. Psychology Department Poster Workshop, RIT 2/12, 5/12, 11/12, 2/13, 5/13 I ran a workshop on developing a poster for presentation at the College of Liberal Arts Senior Project Poster Session for undergraduate students. Frontiers of Science Instructor, RIT 1/12 I taught this interdisciplinary science class for one week on the topic of animal perception. I gave two lectures and led a discussion class. I also assisted students in developing their endof-quarter class presentations. Psychology Student Society Curriculum Vitae Workshop, RIT 12/11 I ran an evening workshop on developing a curriculum vitae for undergraduate and graduate students in the College of Liberal Arts. Seneca Park Zoo & RIT Consortium Committee 2/11 present Working with the administration at the Seneca Park Zoo and other faculty at RIT, I am initiating a research partnership that will benefit students by developing new opportunities for collaborations between our two institutions. Seneca Park Zoo Internship Class at RIT 10/09, 10/11, 10/12 I gave guest lectures in this class on performing research in zoos and aquariums. Psychology Explorer Lecture Series at RIT (Outreach Program) I gave lectures on Careers and Research in Comparative Cognition for 11/08, 11/09 high school students in the Rochester area. Imagine RIT Innovation and Creativity Festival My Senior Design students (B.Sc., Engineering) presented Apparatus for Visual 5/09 and Auditory Object Recognition. Brown University Postdoctoral Association Executive Committee 10/04-5/06 Society for Marine Mammalogy Hawaii Student Chapter Organizer 4/00-7/03 Mentor for Undergraduates at the 14 th Biennial Conference 11/01 Hawaii State Science and Engineering Fair, Judge, Division of Social Sciences 4/02, 4/03 Scientific Content Editor (Field Expert) 7/99-9/99 Moore, E. (2000). The Wild Whale Watch. New York: Scholastic Books. Associate Publisher Adaptive Behavior (quarterly academic journal) 8/98-9/99

Oceanwide Science Institute Charter Member & Executive Secretary 99-7/03 Director of Education Program 98-3/01 7/ 4/ Ad-hoc Reviewer: Journal of the Acoustical Society of America, Psychological Science, International Journal of Comparative Psychology, Perception MEDIA & WEBSITE COVERAGE RIT University News Newsmakers mention on my special session on Perceiving Objects Using Acoustics at the International Congress on Acoustics in Montreal, Quebec, Canada (July, 2013) RIT University News Campus Spotlight on my Seneca Park Zoo river otter research with undergraduate Tyler Wilcox (August, 2012) RIT University News Campus Spotlight on my Seneca Park Zoo river otter research with zookeeper Catina Wright (July, 2012) Research at RIT article Undergraduate research is a team sport (Fall/Winter, 2012) Rochester Institute of Technology Athenaeum article Go fish! Training goldfish for object perception research (October/November, 2011) Practical Fishkeeping article Professor trains goldfish to recognize objects (October, 2011) Physorg.com article Go fish! Scientist trains goldfish to recognize objects (October, 2011) digg.com features Go fish! Scientist trains goldfish to recognize objects (October, 2011) RIT Sponsored Research Services Annual Report to the Institute article on Grant Writers Boot Camp Seed Funding Awards (2010)

Bryan D. French Lecturer, Department of Information Sciences andtechnology B. Thomas Golisano College of Computing and Information Sciences Rochester Institute of Technology Rochester, NY, 14623-5608, USA bdfvks@rit.edu Educational Background Degree Field Institution Date Master of Science Information Rochester Institute of 5/03 Technology Technology Bachelor of Arts, Graduated Summa Cum Laude with departmental honors Computer Science SUNY Potsdam 5/85 Prior Experience Rochester Institute of Technology, Lecturer (2013-present) Instructed all levels of students in Website Design and Implementation, Server-Side Programming, Client-Side Programming, Native Mobile Application Development and Application Development Practices. Served as lead instructor for Mobile Development and Server Programming courses. Nominated for Eisenhart Excellence in Teaching award. Rochester Institute of Technology, Adjunct Faculty Member (2004-2013) Instructed all levels of students in Java Programming, Database Development, Website Design and Implementation, Server-Side Programming, Component Development, Needs Assessment, Native Mobile Application Development. Nominated for Eisenhart Excellence in Teaching award. Genesee Community College, Adjunct Faculty Member (2004-2006) Instructed first year students in Visual Basic and Microsoft Office applications. Independent Consultant (1999-present) Installation, design, development and implementation of a Succession Planning System using Lotus Notes, Java and Lotuscript. Design, implementation and updating of various websites and E-commerce systems using XHML, CSS, Javascript, PHP and MySQL.

Designed, developed and deployed an application for running an adventure travel business to run on the Internet and integrate fully with their website using XHML, CSS, Javascript, PHP and MySQL. Developed native mobile applications for ios and Android. MIS Director, CIO,COO/Owner, Hatch-Leonard/Markin-Shaw, Inc. (1987-1999) Involved in management and overall operations of multiple locations and a staff of over 100. Responsible for purchasing and implementing information systems and networking services and equipment. Involved in the design of systems and business process re-engineering to make more effective use of new and existing technology. Sold commercial insurance to a wide variety of businesses. Some experience with VPNs, Citrix/Terminal Server, Novell and other LAN/WAN technologies. Experience with PICK operating system and Relational Database Queries. Achieved CPCU designation. Applications Programmer/ACCENT Training Program, Travelers Insurance Company (1985-1987) Developed and maintained applications in COBOL and CICS. Developed and implemented a Bank by Phone System Developed and implemented a Credit Reviewing System for an Automated Underwriting System using Artificial Intelligence concepts. Some C programming. Guide, Pack, Paddle, Ski Corp (1981-present) Led hiking, cross country skiing, sea kayaking, canoeing, white water canoeing/kayaking trips in the U.S, Canada, Mexico and Europe. Involved in setting up the trips as well as running them. Responsible for instruction, safety and overall enjoyment of the clients. Clients range in age from 5 to 80 years old. Led team building exercises for groups such as corporations, first year medical students and troubled teens. Assistant Coach Women s Tennis, SUNY Geneseo (2006-2011) Helped coach the team to 2 straight SUNYAC Championship Titles and NCAA tournament births and 3 runner-up finishes. Varsity Tennis Coach, Avon Central School, 200-2004 Coached the co-ed tennis team in a boys league. Increased the number of students participating on the team each year. Increased the number of games and sets won each year. This was difficult as there was no JV or Modified program for player development and I had a new team every two years comprised of mostly players who had never played competitive tennis.

Girls Soccer Coach, Avon Central School, Varsity: 2003-2004, Modified: 2002 Took over team under a difficult situation and increased the number of players on the team. Improved the morale of the players and parents. Qualified for sectional tournament both varsity years. Academic Coursework Rochester Institute of Technology Courses in E-commerce, Object Oriented Programming, Database Design, Website Design, Computer Networking, JAVA, JavaScript, PHP, HTML, PERL, MySQL, JSPs and basic UNIX. SUNY Potsdam Courses in PL/I, Pascal, COBOL, LISP, Artificial Intelligence, Database Management, Systems Programming and Computer Networking Curriculum Development Course Revisions (help to re-write course or added substantial lecture material): 4002-217 Introduction to Programming I (Java) 4002-218 Introduction to Programming II (Java) 4002-360 Introduction to Database and Data Modeling 4002-409 Website Design and Implementation 4002-539 Server-Side Programming 4002-542/890 Native Mobile Application Development course re-write. Contributed to development of new curriculum for conversion to semesters in Client-Side and Web II courses. Created semester versions of Server Programming, Application Development Practices and Mobile App Development courses. Service to the Department of Information Sciences and Technology Served on many MS Capstone Committees of which the majority were as chairperson. Helped many undergraduate and graduate students meet their academic needs by doing Independent Study with them. Served on the Facilities committee and Instructional Technology Investigation Focus Group.

Service to the Community Cubmaster, Pack 4072 Geneseo, NY Coach for Odyssey of the Mind team Past member of Rochester Rotary Club Past member of Corporate Board at Hillside Children s center. Past member of Otetiana Council s Exploring Board. Past member of Board of Directors Independent Insurance Agents of Monroe County. Past member of multiple insurance company Agents Advisory Councils.

Curriculum Vitae Deborah A. Gears, PhD (formerly Coleman) dgcics@rit.edu 585-475-5348 EDUCATION 2011 Ph.D., Information Systems, Graduate School of Information Science, Nova Southeastern University, Ft. Lauderdale, Florida, USA Dissertation - Wiki Behavior in the workplace: Emotional aspects of content development, Advisor: Dr. Steven Zink 1997 MS, Software Development & Management, Rochester Institute of Technology, Rochester, NY, USA 1994 BS, Computer Science, Empire State College, Rochester, NY, USA 1983 AAS, Computer Systems, Rochester Institute of Technology, Rochester, NY, USA Academic Employment EMPLOYMENT Sep 2001 Present Associate Professor Rochester Institute of Technology, Golisano College of Computing and Information Sciences, Department of Information Sciences and Technologies Sep 2000-May 2001 Adjunct Professor Rochester Institute of Technology, Golisano College of Computing and Information Sciences, Department of Information Technology Non-Academic Employment Feb 2000 Aug 2001 Senior Data Architect Xerox Corporation Rochester, NY Aug 1998 Feb 2000 Software Applications Manager Unity Health System, ACM Medical Laboratories Rochester, NY

Jul 1995 Jul 1998 Data and Process Analyst Paychex, Incorporated Rochester, NY Oct.1986 Jun.1995 Assistant Director Information Services, Manager Software Development Hillside Children s Center Rochester, NY Sep.1975 Dec.1985 Computer Programmer, Solid State Devices Eastman Kodak Company Rochester, NY Instructor TEACHING PhD-level Courses 810 Research Methods Master-level Courses 726 Research Methods 735 Collaboration, Technology, and the Human Experience 745 Foundations of HCI 765 User-Centered Design 821 Data Architecture and Management 820 Economics of Software Development 752 Themes in Software Development and Management 725 Component Development 724 Performance Support Systems 720 Data Object Development 710 Object Technologies Bachelor-level Courses 430 Information Requirements Modeling 461 Fundamentals of Data Modeling 217 Java Programming 201 Freshman Seminar MS Capstones/Theses Advisor 2012. Karam, J. Project: Community knowledge sharing wiki for higher education information technology professionals, RIT, co-chair with James Leone. 2012. Leiten, R. Thesis: Requirement technique selection methodology: Choosing the proper activities to produce quality software requirements, RIT.

2012. Nayak, S. Project: Inventory management application for small retail store in India, RIT. 2009. Augustine, B. Project: Return on experience: A guide to qualitatively measuring enterprise wikis, RIT. 2008. Falbo, N. Thesis: English language and 3 rd generation programming language pedagogical practice analysis, RIT. 2008. Aksoy-Moore, Project: D. Spring and Enterprise Java Beans 3.0 Integration, RIT. 2004. Murray, W. Project & Thesis: Object-relational mapping algorithms and patterns, RIT. 2004. Kemp, D. Thesis: Knowledge management in a research and development environment: The integration of company culture and technology, RIT. 2004. Shah, K. Project: Movie maniac, RIT. 2003. Mehta, S. Project: Job search website, RIT, co-chair with Timothy Wells. 2003. MacLennan, K. Project: Integrated quotations, RIT. 2003. Abdul-Rassoul, K. Thesis: Integration project management process, RIT. 2003. Hsieh, T. Project: Online software for apartment rental system, RIT. 2002. Tian, L. Project: Contract information repository, RIT, co-chair with Edward Holden. 2002. Perry, A. Project: Introduction to electronic commerce: A web-based training course, RIT, co-chair with Timothy Wells. 2002. Chen, L. Project: Online surveying system, RIT. Committee Member 2013 Williams, Rob. Identifying Triggers that Affect Student Climate at RIT. 2013 Yudichak, Michael: Applying Rapid contextual Design to Improve an Existing Software Project. 2010. Yates, L. Project: A Life Cycle Model Selection Tool for Meeting Project Commitments, RIT. 2008. Nguyen, J. Project: Refactoring of legacy ASP application through converting, refactoring and optimizing, RIT. 2006. Khera, N. Project: Project scheduling tool (PST), RIT. 2005. Malhotra, N. Project: An integrated six-sigma and CMMI framework for software process improvement, RIT. 2004. Saeger, S. Project: Rationale for user-riented design technique selection, RIT.

2004. Strup, A. Use of system dynamics and easel for simulation of the software development process, RIT. 2003. Chen, Z. Project: Web and database integration in a city school district s management information system, RIT. 2003. Lim, J. Thesis: The impact of information technology on mass customization: An evolving trend for companies that want to be successful in the e-business arena, RIT. 2003. Clark, S. Project: Engineering and business information system for product planning, RIT. Academic Rewards and Recognition 2012 Outstanding Educator Nominee, GCCIS, Information Sciences and Technologies 2001, 2005, 2007, 2008, 2009, 2010 Eisenhart Outstanding Teacher Award Nominee 2008 Innovation and Teaching and Learning in Online Education Award Runner-up 2005, 2007, 2008, 2009 Exemplary Teaching in Distance Learning Award Nominee 2004 Data Management Association International Academic Award Nominee 2003 Exemplary Teaching Award in Distance Learning Recipient Publications - Peer Reviewed SCHOLARSHIP Gears, D., & Lorek, C. (2013). Context Matters: A grounded theory analysis of wiki engagement. International Conference on Multimedia and Human Computer Interaction (MHCI 13) conference proceedings. Gears, D., & Braun, K. (2013). Gamification in Business: Designing motivating solutions to problem situations. CHI 2013 Extended Abstracts, Gamification Workshop. Retrieved August 10, 2013 from http://gamificationresearch.org/chi2013/papers/. Gears, D. A. (2012) Corporate wiki conduct: A study of organizational influences, emotion, and motivation. North American Business Press, Journal of Leadership, Accountability and Ethics, 9(3), 75-85. Gears, D. A. (2012, March). Corporate wikis underground: An investigation of motivation and collaborative engagement. Academic and Business Research Institute, Journal of Management and Marketing Research, Vol. 9, 14-33. Gears, D. A. (2011). Wiki behavior in the workplace: Emotional aspects of

content development. Dissertation published in ProQuest/UMI Dissertations. Coleman, D. G. (2011). Corporate Wikis: A study of emotion, motivation, and participation behavior. Proceedings of the Hawaii International Conference on Business, 113-121. Coleman, D. G. (2009). Wiki Behavior in the Workplace: Emotional Aspects of Content Development. IADIS International Conference WWW/Internet 2009, Doctoral Consortium, Vol 2, 457-462. Coleman, D. & Lorek, C. (2009). Anatomy of Total Wiki Participation. Proceedings of the New Learning Technologies 2009 SALT Conference. Di az-herrera, J. L., Ardis, M., Coleman, D., & Makabenta-Ikeda, M. (2007, December). Bridging the University/Industry Gap. Presented at the APSEC Workshop on Software Engineering Education in Nagoya, Japan by Maria Makabenta-Ikeda. Coleman, D., & Lorek, C. (2006, October) Social computing and User Literacy Demographics: Predictors for Enterprise Architecture Planning. Proceedings of the IADIS International Conference WWW/Internet 2006, Vol. 2, 18-23. Coleman, D. (2005, May) Dimensions of Interactive Software Requirements: Synergistic Opportunity. Proceedings of the IEEE SoutheastCon 2005, 397-405. Coleman, D., & Zilora, S. (2003, October) Dynamic Enterprises Demand Advanced Curriculum in Software Development and Management. ACM Proceedings of the 4th annual conference on information technology curriculum, 23-27. Coleman, D., & Joy, D. (2002, October) Software Development Management: Abilities, Expertise, and Styles. Society for Information Technology Education, Proceedings of the 2002 Conference for Information Technology. Publications Partially Peer Reviewed Gears, D. A., Lorek, C., & Kennedy, D. (2012). Conversations with a Data Modeler. IRM UK, Data Management & Information Quality Conference, Data Warehouse and Business Intelligence, Europe 2012, Conference Proceedings. Coleman, D., Lorek, C., & Murray, W. (2005, May) Patterns and Practice: Data, Object, and Interface Design. DAMA International Symposium, Wilshire Meta-Data Conference 2005 Presentations. Coleman, D. (2008). Enterprise Data Governance in the Lab. DAMA, Upstate NY

Chapter, May 15, 2008, Rochester, NY. Creative Works - Peer Reviewed Gears, D.A. (June, 2012). Railway to Prosocial Crowdsourcing. TEDx FlourCity, Rochester, NY. Presentation followed a rigorous process of proposal and selection, committee interviews, committee recommendations, content development, performance preparation, and rehearsals. Presentation available at http://www.youtube.com/watch?v=mhq0egov7ni. Presentations Gears, D. A., Lorek, C., & Kennedy, D. (2012). Conversations with a Data Modeler. IRM UK, Data Management & Information Quality Conference, Data Warehouse and Business Intelligence, Europe 2012. Gears, D.A. (February, 2012). Conversations with a Data Modeler: A Production. Presented to Data Management Association, Upstate NY Chapter, along with RIT students and faculty. Gears, D. A. (November, 2011). Wiki behavior in the workplace: Emotional aspects of content development. Presented to Data Management Association, Upstate NY Chapter. Gears, D. A. (September 2011). Corporate wikis underground: An investigation of emotion, motivation, and participation behavior. Presented to the Xerox Innovation Group, Webster, NY. Coleman, D. G. (May, 2011). Corporate Wikis: A study of emotion, motivation, and participation behavior. Proceedings of the Hawaii International Conference on Business, Honolulu, Hawaii, 113-121. Coleman, D. (May, 2009). Wiki Behavior in the Workplace: Emotional Aspects of Content Development. IADIS International Conference WWW/Internet 2009, Vol 2, 457-462. Rome, Italy, November 19, 2009. Coleman, D., & Lorek, C. (2009). Anatomy of wiki participation. Proceedings of the New Learning Technologies 2009 Conference. Orlando, Florida, February 19, 2009. Coleman, D. (2008). Enterprise Data Governance in the Lab. DAMA, Upstate NY Chapter, May 15, 2008, Rochester, NY. Coleman, D. (2008). Enterprise Data Governance in the Lab. The DAMA International Symposium & Wilshire Meta-Data Conference, San Diego, CA, March 19, 2008.

Coleman, D., & Lorek, C. (2006, October) Presenters: Social Computing and User Literacy Demographics: Predictors for Enterprise Architecture Planning. International Association for the Development of an Information Society, WWW/Internet Conference, Murcia, Spain. Coleman, D. (2006, May). Presenter: Using Online Tools to Facilitate Team Projects (Track 1) (Track 2 by Professor Tom Reichelmyer, Track 3 by Professor Mike Lutz), Faculty Institute on Teaching and Learning (FITL), Rochester Institute of Technology, Rochester, NY. Coleman, D., Lorek, C., & Murray, W. (2005, May) Patterns and Practice: Data, Object, and Interface Design. DAMA International Symposium, Wilshire Meta-Data Conference 2005, Orlando, FL. Coleman, D., & Murray, W. (2005, April) Presenters: Patterns and Practice: Data, Object, and Interface Design, Data Management Association (DAMA), Upstate New York Chapter, Spring meeting. Coleman, D. (2005, April) Presenter: Dimensions of Interactive Software Requirements: Synergistic Opportunity. SoutheastCon05 Conference, Ft. Lauderdale, Florida. Coleman, D. (2004, March) Presenter: Academe Meets Practice in Data Education, Data Management Association (DAMA), Upstate New York Chapter, Rochester, NY. Coleman, D. (2003, October) Presenter: Dynamic Enterprises Demand Advanced Curricula in Software Development & Management. CITC4 Conference, Lafayette, Indiana. Coleman, D. (2002, October) Presenter: Software Development Management: Abilities, Expertise, and Styles. CITC3 Conference, Rochester, New York. Coleman, D. (1994 & 1995) Presenter: Re-Engineering Information Systems: A Multi-Disciplinary Approach, Deborah Coleman, Clinical Technologies Conference, Cambridge, MA. Coleman, D. (1995) Presenter: Re-Engineering Computer Information Systems, Deborah Coleman, Institute on Mental Health Management Systems, Poughkeepsie, NY. Sponsored Research 2013-2-14 Seed Funds, RIT Sponsored Research Grant, Role-Motivation- Interaction Framework for Collaborative Research. 2011-2012 Principle Investigator, Xerox Corporation, Xerox Innovation Group, Webster, NY: Playful Productivity, Gift Grant, with Dr. Elizabeth Lawley.

2008-2012 Principle Investigator, RIT Sponsored Research, in conjunction with U.S. Department of Labor Grant: Wegmans Corporation: Software Development Program for Developers and Managers, Rochester, NY, with Professor Daniel Kennedy 2004 FEAD Grant Recipient, RIT Industry Collaboration 2010-2011 Xerox Corporation, Rochester, NY. Software development consultant, data architect: Executive Talent Management System 2007-2008 Retrotech, Incorporated, Rochester, NY: Consultant, Systems analyst 2002-2003 Xerox Corporation, Rochester, NY: Consultant, Enterprise architecture analyst Rochester Institute of Technology SERVICE 2013 IST Curriculum Committee 2013 MHCI Session Chair, Toronto, Canada 2012 RIT Graduate Research & Creativity Symposium, Session Chair 2012, summer MS HCI Ad hoc Futuring Committee 2012 GCCIS Panel: Tenure mentoring 2011-12 Global Leadership Mentor, RIT 2011,2012 Lab for Social Computing Committee Member 2011-12 3 rd Year Tenure Review Committee 2010-12 Women in Computing Steering Committee 2009, 2010 GCCIC Tenure Committee 2009 GCCIS Academic Program Success Committee, Chair: Wiley McKinzie 2007, 2008, 2009 Information Technology Assessment Committee 2006 Hosted higher education marketing with Professors Dianne Bills and Jeffrey Lasky promoting RIT Masters Degrees in Software Development & Management, and Learning and Knowledge Management. International Data Management Association Conference (DAMAI), Denver, Colorado. 2005, 2006, 2007 Institute Graduate Council 2005, 2006, 2007 GCCIS College Curriculum Committee 2004 Panelist: Issues in IT, Association of Women in Computing (AWC), at Rochester Institute of Technology. 2005 Acting Director, Laboratory for Social Computing 2004 RIT Contributor: Global Outreach Education Whitepaper, Wiley McKenzie 2004, 2005 Selection Committee for Exemplary Teaching in Distance Learning Chair 2003, 2004, 2005 IT Governance Committee 2003, 2004 IT Graduate Curriculum Committee

2004 GCCIS & IT Women in Computing Committee & Sub-Committee: Explorer s program 2004 RIT Biomedical Computing Program, Medical Informatics Advisory Board member Chair 2003 IT Graduate Futuring Committee 2003 IT Department Organization Sub-Committee 2002-2010 IT SD&M, Programming, Database, Knowledge Management specialty groups 2003 Author with Elissa Weeden, Nomination composition for Woman in Computing Award: Recipient, Eydie Lawson, IT Dept Chair Professional Service 2013 Sponsor ACM SIGCHI Student Chapter 2012, 2013 Reviewer, SIGCHI CSCW Conference Long Papers 2003 Text chapter reviewer, Prentice Hall, Java How to Program, 4th and 5th edition 1998 2004 Vice President Education, Data Management Association (DAMA), Upstate New York Chapter. Seminars and training PROFESSIONAL DEVELOPMENT Attended numerous academic and professional lectures, regional, national and international conferences, RIT Grant Writers Bootcamp, Global Leadership Mentor Training, Gamification Summit, Golisano Dean Lecture Series, Upstate Data Management Association Speaker Series, Interactive Digital Media, Web Foundations (RIT), Leadership Excellence and Practice Program (Xerox, Inc.), Enterprise Architecture Development (Steven Spewak), Business Process Analysis (Brian Dickinson), Computer Systems Design (Brian Dickinson), Bachman Analyst (Bachman), Bachman Terrain (Bachman), Improving Project Management Skills (American Management Association), Joint Application Design for Information Systems (Ed Brochu, Bachman), Total Quality Management (Hillside Childrens Center), Peer Reviews (Xerox), Requisite-Pro Requirements Management (Xerox), Oracle 7 application development suite of tools (Oracle), Information Quality Improvement (Larry English), Zachman Framework and Enterprise Architecture (John Zachman), Essential Data Modeling (Alec Sharp), Common Model and Data Warehousing (Michael Brackett), Use cases: Creating a software engineering culture: Karl Wiegers,, XML and Corporate Portals (Peter Aiken), Information Engineering (Clive Finklestein), Enterprise Modeling for CIM Systems Architect: An OO approach (Delvin Grant), Enterprise-wide Data Warehouse Development (Allan Kolber), Software Tools Macromedia Flash, Photoshop, Data modeling tools: Bachman, Cayenne, ERwin, Visible Analyst, EasyCase; Object modeling tools: Visual Paradigm, Rational Rose, TogetherSoft Control Center; Database: dbase III & IV, Access, Oracle, Informix, MySQL, Programming languages: Several 3GL and 4GL programming languages and environments; Several operating systems including: Mac OS, XP, Windows, DOS, UNIX,

OS400; Microsoft Office Automation, Microsoft Project; Miscellaneous software: frontend database reporting tools, web development tools, html and text editors.

Professor Vicki L. Hanson Contact information Information Sciences and Technologies Golisano College of Computing and Information Sciences Rochester Institute of Technology Rochester, NY 14623 USA vlh@acm.org http://staff.computing.dundee.ac.uk/vlh/ +1.585.475-5384 Research Interests Professional experience Human-computer interaction; accessibility; aging; applications designed to address needs of diverse populations, with emphasis on language, cognition, and healthcare Rochester Institute of Technology (RIT), New York, 2013 Distinguished Professor, B. Thomas Golisano College of Computing and Information Sciences (GCCIS) Extended Faculty, Ph.D. Program, GCCIS University of Dundee, Dundee, Scotland, 2009 Professor, School of Computing; Chair of Inclusive Technologies IBM Thomas J. Watson Research Center, Yorktown Heights, New York Research Staff Member Emerita, 2009 Manager, Accessibility Research Group, 2000 2008 Manager, K-12 Collaborative Learning Group, 1995 2000 Research Staff Member, 1986 2008 Haskins Laboratories, New Haven, Connecticut Research Associate, 1980 1986 The Salk Institute for Biological Studies, La Jolla, California, Laboratory for Language and Cognitive Studies Postdoctoral Fellow, 1978 1980 Awards and honors ACM Vice-President, 2014 2016 ACM SIGACCESS Award for Outstanding Contributions to Computing and Accessibility, 2014 Royal Society of Edinburgh, Fellow, FRSE, 2013 Anita Borg Institute, Woman of Vision Award for Social Impact, 2013 Speaker, ACM Distinguished Speaker series, 2013-2016 Royal Society, Wolfson Research Merit Award, 2009 IBM Corporate Award, 2009. For pioneering technology and

innovation supporting IBM's contributions to accessibility UK Computing Research Committee (UKCRC), 2009 Fellow, British Computer Society (FBCS CITP), 2008 ACM SIGCHI Social Impact Award, 2008. Leverhulme Visiting Professorship, 2007 2008, University of Dundee ACM Fellow, FACM, 2004. For contributions to computing technologies for people with disabilities Arts and Sciences Alumni Fellows Award, 1995. Profiles in Achievement. University of Oregon Boettcher Foundation Scholarship, Colorado, 1970 1974

Other noteworthy recognition Senior Professional Society Positions ACM Executive Committee and ACM Council, 2010 2016 ACM Fellows Committee, 2014-2016 ACM Secretary Treasurer (elected), 2012 2014 Chair, ACM SGB (SIG Governing Board) (elected), 2010 2012 ACM-W Europe Executive Committee, 2012 2015 Royal Society of Edinburgh, Fellows Committee (Informatics, Mathematics and Statistics), 2013 2015 ACM SGB Executive Committee, elected 2005 2007; reelected 2007 2009, 2009 2010, 2010 2014 Chair, Executive Committee, ACM SIGACCESS, elected 2004 2006; re-elected 2006 2009; Past Chair, Executive Committee, 2009 2015 Vice-Chair, ACM SIGCAPH, 2001 2004, elected Other Recognition Invited seminar, Dagstuhl International Conference and Research Center for Computer Science, 2014 Named One of the 25 Most Powerful Women Engineers in Tech, 2013, Business Insider Recognition for Application Development Lighthouse International s Corporate Visionary Award, 2008, accessibilityworks (internationally deployed Web adaptation framework) Goodwill Partner of Year, 2006, Web Adaptation Technology da Vinci Research Award, 2004, Web Adaptation Technology New Freedom Foundation Best New Ability Research Award, 2004, Web Adaptation Technology National Business and Disabilities Council Product of the Year, 2002/2003, Web Adaptation Technology National Merit Winner, Johns Hopkins National Search for Computing to Assist Persons with Disabilities, 1992, HandsOn (English/ASL bilingual education platform) IBM Outstanding Technical Achievement Awards Research Division, for Contributions to Web Accessibility, 2003 Internet Division, for NetVista, 1996 Research Division, for K12.Net, 1995 IBM Research Division Accomplishments Contributions to Web Accessibility, 2003 NBOSS Online Scoring System for the National Board of Professional Teaching Standards, 2000 IBM Research Division Awards Next Generation Web External Honors, 2005

Expo2000 (Team Award), 2000 National Board Online Scoring System, 1999 Authentic Assessment Tool, 1996 Child's Reader with Speech Recognition, 1993 IBM Development Deliverers Award K-12 Education Division, for SchoolVista Authentic Assessment Tool, 1996 Education Ph.D. Cognitive Psychology, 1978, University of Oregon. Thesis title: Common coding of visual and auditory words M.A. Cognitive Psychology, 1976, University of Oregon. Thesis title: Within category discriminations in speech perception B.A., Psychology and Speech Pathology and Audiology, 1974, University of Colorado Jacob van Ek Award for Academic Excellence, University of Colorado, 1974 Phi Beta Kappa, 1974 Presidential Scholarship, University of Colorado, Boulder, 1970 Editorial positions Founder and Co-Editor-in-Chief, ACM Transactions on Accessible Computing 2006 2009; re-appointed 2009 2013; Editorial Board, 2013 -- Editorial Board, Universal Access in the Information Society, 2007 Associate Editor, ACM Transactions on the Web, 2005 2014 Editorial Board, International Journal of Human-Computer Interaction, 2005 2011 Editorial Board, American Annals of the Deaf, 1993 1994 Editorial Board, Reading Research Quarterly, 1987 1991 Guest editor: ACM Transactions on Computer-Human Interaction Special Issue on Web Accessibility, 2007 Cognitive Limitations and IT: A Special Issue of Universal Access in the Information Society, (UAIS), Vol. 5, No. 4. (April) 2007 IBM Systems Journal Special Issue on Accessibility, 2005 Universal Access and Inclusion in Design: A Special Issue of

Universal Access in the Information Society, 2002 Various journal reviews, such as ACM Transactions on Computer- Human Interaction, Computer Speech and Language, International Journal of Human-Computer Studies Funded Grants PI: RCUK BESiDE The Built Environment for Social Inclusion in the Digital Economy. RCUK EP/K037293/1, 10/13 10/16, 1,648,488 [partnership with Newcastle University; 1,301,189 to the University of Dundee] University of Dundee Lead: User Experience and Accessibility Research Partnership BBC, University of Dundee, Newcastle University, UCL, Swansea University, University of Nottingham, and Bath University. Start July, 2013. PI: Partnership Resource: BESiDE. RCUK EP/G066019/1, 10/12 09/14. 148,854. PI: Telling Tales of Engagement Impact Award The Portrait System for Care Staff of People with Dementia. RCUK EP/K001272/1 06/12 06/14. 10,000 PI: Google Research Award Identifying and presenting trust-related features in health-directed search results for older users. 03/12 02/13. $60,982 Sponsor, Scottish Informatics Computer Science Alliance Distinguished Visiting Professor Richard Schulz, 2012. 1,300. 03/12. Co-PI (with Dr Irene Malcolm, School of Education, Social work and Community Education, University of Dundee): Scottish Universities Insight Institute New directions for work in digital Scotland. 12/11 11/12. 20,000 Co-Investigator, University of Dundee Lead RCUK Hub: Inclusion in the Digital Economy. 10/09 09/ 14. University of Newcastle (P. Watson, PI) and University of Dundee. RCUK EP/G066019/1 12,632,447 [ 1,584,290 Dundee]. Awardee, Royal Society, Wolfson Merit Award, WM080040, 2009 2013 Inclusion of Disabled and Older People in the Digital Economy PI: Partnership Resource: Cognitive Modelling. 07/10 12/11. RCUK EP/G066019/1 103,000 SUS-IT: Sustaining IT use by older people to promote autonomy and independence. 01/09 03/12. Loughborough University.

EPSRC/ESRC New Dynamics of Ageing 1,106,342 [ 164,928 Dundee; assumed the role of Dundee Lead and CoI following the retirement of the original Dundee lead]. Sponsor, Distinguished Visiting Professor Sara Czaja, SICSA, 2009. 2,000. 03/10. Co-Investigator Adaptive Technologies for Enhancing the Accessibility of Digital TV. 07/09 06/10. EPSRC and BBC, 21,263 PI, Design in the Digital World Network. EPSRC EP/H006664/1 106,194. 6 April 2009 5 October 2012. Co-Investigator, An Organic Approach to Virtual Participatory Design (SEEDS). 04/09 03/11. EPSRC EP/H006834/1 365,055 Co-Investigator, Requirements Gathering for an Inclusive Digital Economy. 04/08 10/08. EPSRC EP/F066848/1 61,815 Co-Investigator, An Inclusive Digital Economy Supporting Older and Disabled People 04/08 06/09 EPSRC EP/G002118/1 210,713 IBM Open Collaborative Research (IBM Lead), 07/07 06/09. Project partners: School of Computing, University of Dundee (Prof Peter Gregor), $150,000 University of Miami Miller School of Medicine (Dr. Sara Czaja), $150,000 PI, NSF Universal Usability Doctoral Research Consortium. 11/03 10/04. $20,617 PI, NIH Acquisition of Literacy by Deaf Children and Adults." 2/82 8/89. $314,524 (original grant plus one renewal) PI, NIE grant Reading and Writing Processes in Deaf Adults. 9/80 8/81. $15,000 PI, NIH Post-doctoral Fellowship Language Processing in the Deaf. 9/78 8/80. $18,000 Membership in Professional Societies Fellow, ACM ACM SIGCHI, member ACM SIGACCESS, member Fellow, Royal Society of Edinburgh

Fellow, British Computer Society Senior Member, IEEE Computer Society Peer review panels RCUK Digital Economy Research Hubs, Directors Board, 2009 2014 UK EPSRC Peer Review College, 2003 2005, 2006 2009, 2010 WWTF, Vienna Research Groups for Young Investigators, 2011 UK EPSRC Review Panels: Platform grants, July, 2009; Fellowship awards Dec, 2009 National Science Foundation Review Panels, 2002, 2003, 2005, 2007; Site Visit Teams 2007, 2008 Israel Science Foundation, 2007 UK Economic and Social Research Council (ESRC), 2006 Invited participant, National Science Foundation (NSF) Human- Centered Computing (HCC) Workshop, 9/06 Invited participant, Panel on Cognitive Disabilities, Interagency Committee on Disabilities Research (ICDR), Subcommittee on Technology (IST), 2006 National Science Foundation programs in Information and Intelligent Systems, Committee of Visitors, 06/03 National Institutes of Health Review Panels Deafness and other Communication Disorders Study Section Sensory Disorders and Language (7/00) Developmental Disabilities, Communication and Science Education Panels (7/02, 3/03, 7/03, 11/03, 3/04, 7/04, 11/04, 11/05, 3/06, 6/06) Invited participant, National Institute on Deafness and Other Communication Disorders (NIH) Working Group on Research and Training: Perspectives of the Deaf Community, September 1990 Consultant, NIH grant, Acquisition of Literacy by Deaf Children and Adults. Haskins Laboratories, 1988 1991 Consultant, NIH grant, Psycholinguistic and Biological Mechanisms in Dyslexia. Yale University Medical School. 1987 1992

Scientific and Advisory boards and panels Scientific Advisory Board, Center on Research and Education for Aging and Technology Enhancement (CREATE), University of Miami, 2012 present Advisory Board, The Universal Access Handbook. C. Stephanidis (Ed), Erlbaum Advisory Panel, Handbook of Human-Computer Interaction (2 nd Edition). A. Sears and J. Jacko (Eds). Erlbaum Advisory Panel, CAST (Center for Applied Special Technology), 2005 2008 Project lead, Hearing Team, IBM People with Disabilities Leaders in Innovation Technology Needs Leaders, Cognitive Team, IBM People with Disabilities Leaders in Innovation Advisory Board, University of Washington, AccessAlliance. Advisory Council, University of Colorado at Denver and Health Science Center, RERC for the Advancement of Cognitive Technologies Advisory Board, Georgia Institute of Technology, RERC on Workplace Accommodations Advisory Panel, Department of Education Grant, 1991 1994. Task force member. Title: Adapted Interactive Media (AIM). The Caption Center, WGBH Public Broadcasting Television, Boston. Conference organizing and Program Committees Conference organizing Organizing committee: ACM ECRC 2017 (European Computing Research Congress) Treasurer / Registration: ACM-W Europe womencourage 2014 Chair, ACM European Computing Research Congress workshop, Towards an inclusive Europe: Reflections on the digital agenda for eaccessibility, May 2013 Panel organizer and moderator, UK Computing Research Committee Panel on Getting the Healthcare we Deserve (March, 2012, IET, London) Conference Chair, RCUK Digital Engagement 2011 Co-Chair, NSF Workshop on Accessible Electronic Health Records, 2010 Chair, ACM ASSETS Steering Committee, 2005 2009

Conference Chair, ACM CUU 2003 Conference Chair, ACM ASSETS 2002 Treasurer / Registration: ACM ASSETS 2000; Audio /visual chair: ACM OOPSLA'92 Treasurer: ACM OOPSLA'93, '94, '95, '99, '05 Program Committee Chairing Papers Chair, ACM WomENcourage 2015 Papers and Notes Subcommittee Chair (Special Applications), ACM CHI 14 conference Papers and Notes Subcommittee Chair (Usability, Accessibility, and User Experience), ACM CHI 13 conference Program Committee Chair, ACM ASSETS 2010 Programme Committee Co-Chair, RCUK Digital Futures 2010 Papers and Notes Associate Chair, ACM CHI 09 Deputy Chair, WWW 2008 Program Committee Co-Chair, ACM Hypertext 2007 Associate Chair Program Committee, CUU 2000 Program Committees (selected) ACM ASSETS 04, 05, 06, 07, 08, 09, 11, 12 (Associate Chair), 13, 14 womencourage 14 ACM CHI 03 (Tutorials), CHI 12 (Associate Chair) ACM Mobile HCI 12 ACM Eye Tracking Research and Applications (ETRA 10, ETRA 12) British (BCS) HCI 11, 12, 13 International Conference on Computers Help People (ICCHP) 10, 12, 14 CWUAAT 10, 12 HCI International 09, 11, 14 Human Computer-Interaction Theme W4A 05, 06, 07, 08, 09, 10, 13, 14 WWW 07 Accessible Design in the Digital World 05 Other ACM Service and Recognition ACM Awards Committee (Fellows Committee, 2014 present) ACM-W Awards Committee Co-Chair, 2013 2015 ACM SGB Task Force on Full Inclusion, 2013 Adjunct Chair for Assistive Technology, ACM SIGCHI, 2001 2003 ACM Service Awards, 1995, 2002, 2003 ACM Task Force on Human Subjects Ethics in Research, 2012 ACM Student Research Competition, Grand Finals Judge, 2008-2013

ACM SIGCHI Social Impact Award Committee, 2011, 2012, 2013, 2014 Chair, ACM Task Force on SIG membership, 2009-2010 ACM Awards Committee, Outstanding Contribution to ACM subcommittee, 2006 2010; Chair 2009 Community outreach Mentor, Rochester Bridges to the Doctorate, a mentoring network to encourage deaf students to pursue PhD in the behavioral and health sciences. Member, Senior Women in Computing, mentoring activity, Scotland, 2013 - Empowering older people to discover digital technologies, Panel, Dundee Science Fair, November, 2011 Design in the Digital World dissemination evening, January 28, 2010 Helping older people to stay at home using familiar technology A joint workshop organized by NHS Tayside and the University of Dundee, May, 2009 (EPASS accredited event) Untangling the Web: Making computers more accessible to older adults, Café Science Series, University of Dundee, November, 2009 Patents US7093029: Method and system for providing accessibility to electronic mail, 2006 US7062547: Method and system for providing a central repository for client-specific accessibility, 2006 US7010581: Method and system for providing browser functions on a web page for client-specific accessibility, 2006 US6970918: System and method for transcoding support of Web content over secure connections, 2005 US6961759: Method and system for remotely managing persistent state data, 2005 US6944665: Business method for delivering accessibility using a distributed environment, 2005 US6880014: Method and system of use of transcode directives for distributed control of transcoding servers, 2005

US6373505: Space-conserving interface control for presenting and manipulating multidimensional state, 2002 Keynotes and invited conference presentations Hanson, V. L. 2014. ACM SIGACCESS Outstanding Contributions to Computing and Accessibility Award, Invited Talk. To appear in Proceedings of the ASSETS 14 Conference (Rochester, NY, October 20 22, 2014). Hanson, V. L. 2012. Keynote: Addressing Digital Inclusion. RNIB Technology for Life: Tools for inclusion (September, 2012). Glasgow, Scotland. Hanson, V. L. 2011. Scottish Informatics and Computer Science Alliance (SICSA) workshop on Technology for Health and Wellbeing (October, 2011) Keynote Inclusive Design of Healthcare Technologies Glasgow, Scotland. Hanson, V.L. 2011. KT-Equal (February, 2011) Keynote Digital Technologies for Social Inclusion Bath, England. Hanson, V. L. 2008. ACM SIGCHI Social Impact Award, Invited Talk The once and future state of accessible interfaces. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (Florence Italy, April 5 10, 2008). CHI '08. ACM, New York, NY. Hanson, V. L. 2007. Keynote Inclusive thinking in computer science education. In Proceedings of the 12th Annual SIGCSE Conference on innovation and Technology in Computer Science Education (Dundee, Scotland, June 25 27, 2007). ITiCSE '07. ACM, New York, NY, 3 3. Hanson, V. L. 2007. Panel Combining Academic Research with Commercial Marketing Tools: Needs and Opportunities. Rehabilitation Engineering Research Center for Advancing Cognitive Disabilities (RERC-ACT): State of the Science Conference. Westminster, CO, October 2007. Hanson, V. L. 2006. Panel Understanding the Market for Technology for Improving Cognitive Function: Industry Research and Technology Transfer Needs. Meeting of the Interagency Committee on Disability Research (ICDR) Interagency Subcommittee on Technology (IST). Published in Disability and Rehabilitation, Volume 28, Issue 24 December 2006, Pp. 1567 1571. Technology for improving cognitive function. A workshop sponsored by the U.S. Interagency Committee on Disability Research (ICDR): Reports from working groups.

Hanson, V. L. 2005. Models for Commercial Impact in Cognitive Assistive Technology. Pioneering Cognitive Technologies: 5th Annual Coleman Institute Conference on Cognitive Disability and Technology. Boulder, CO, October 2005. Hanson, V. L. 2005. Keynote Designing for individual diversity. (August 23-25, 2005). Accessible Design in the Digital World. University of Dundee. Dundee, Scotland. Hanson, V. L. 2004. Keynote The user experience: designs and adaptations. In Proceedings of the 2004 international Cross-Disciplinary Workshop on Web Accessibility (W4A) (New York City, New York). W4A '04, vol. 63. ACM, New York, NY, Pp. 1 11. Hanson, V. L. 2002. Keynote Signing computers. (August 6-9, 2002). CVHI II: Conference and Workshop on Assistive Technologies for Vision and Hearing Impairment, Granada, Spain. Hanson, V. L. 1998. Panel Women in Technology: Preparing for the Future. Women and Technology in the Next Millennium. White Plains, NY. October 1998. Hanson, V. L. 1994. Point and click your way into Cyberspace. New York State Association for Computers and Technologies in Education, Uniondale, NY. Nov 1994. Hanson, V. L. 1989. Keynote Literacy defined. The Gallaudet National Literacy Conference, Washington, D.C. Hanson, V. L. 1985. Linguistic determinants of reading success for deaf students. Seminar on Hearing and Learning, Department of Surgery, The Albany Medical College, Albany, New York. November 1985. Hanson, V. L. 1983. Keynote Symposium Linguistic sensitivity and spelling. New York Branch of the Orton Society, New York City. March, 1983. Publications: Papers in peerreviewed journals and conference proceedings Medellin, A. R., Reed. C., and Hanson, V. 2014, in press. Recommendations to support interaction with broadcast debates: A study on older adults interaction with the Moral Maze. In Journal of Artificial Intelligence and Society. Dee, M., and Hanson, V. L. 2014, in press. A large user pool for accessibility research with representative users. In Proceedings of the 16th International ACM SIGACCESSS Conference on Computers and Accessibility Rochester, NY, USA, 2014). ASSETS'14. ACM, New York,

NY. McIntyre, L., and Hanson, V. L. 2014, in press. Buildings and users with visual impairment: Uncovering factors for accessibility using BITKit. In Proceedings of the 16th International ACM SIGACCESSS Conference on Computers and Accessibility (Rochester, NY, USA, 2014). ASSETS'14. ACM, New York, NY. Montague, K. and Hanson, V. L. 2014, in press. Motor-impaired touchscreen interactions in the wild. In Proceedings of the 16th International ACM SIGACCESSS Conference on Computers and Accessibility (Rochester, NY, USA, 2014). ASSETS'14. ACM, New York, NY. Crabb, M. and Hanson, V. L. 2014, in press. Age, technology usage, and cognitive characteristics in relation to perceived disorientation and reported website ease of use. In Proceedings of the 16th International ACM SIGACCESSS Conference on Computers and Accessibility (Rochester, NY, USA, 2014). ASSETS'14. ACM, New York, NY. Medellin, A. R., Reed. C., and Hanson, V. 2014, in press. Spoken interaction with broadcast debates. In Proceedings of the International Conference on Computational Models of Argument (COMMA '14). Nicolau, H., Montague, K., Guerreiro, T., Guerreiro, J., and Hanson, V. L. 2014. B#: Chord-based Correction for Multitouch Braille Input. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI '14). ACM, New York, NY, USA, 1705-1708. Best Paper Award Norval, C., Arnott, J., and Hanson, V. L. 2014. What s on your mind? Investigating recommendations for inclusive social networking and older adults. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI '14). ACM, New York, NY, USA, 3923-3932. Webster, G., and Hanson, V. L. 2014. Technology for supporting care staff in residential homes. ACM Transactions on Accessible Computing, 5(3), Article 8, (January 2014), 23 pages. Hanson, V. L., and Richards, J. T. 2013. Progress on website accessibility? ACM Transactions on the Web, Vol. 7, No 1, Article 2, (March 2013), 30 pages. Heron, M., Hanson, V. L., and Ricketts, I. 2013. The ACCESS Framework: A technical framework for adaptive accessibility support. In Proceedings of the 5th ACM SIGCHI symposium on Engineering interactive computing systems (EICS '13). ACM, New York, NY, USA, 33-42. Gibson, L. and Hanson, V. L. 2013. Digital motherhood : How does technology support new mothers? In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI '13). ACM,

New York, NY, USA, 313-322. Heron, M., Hanson, V. L., and Ricketts, I. 2013. Open Source accessibility Advantages and limitations. Journal of Interaction Science 2013, 1:2 Heron, M., Hanson, V. L., and Ricketts, I. 2013. Accessibility Support with the ACCESS Framework. International Journal of Human Computer Interaction, 29(11), 702-716. Richards, J. T., Montague, K., and Hanson, V. L. 2012. Web accessibility as a side effect. In Proceedings of the 14th International ACM SIGACCESSS Conference on Computers and Accessibility (Boulder, Colorado, USA, 2012). ASSETS'12. ACM, New York, NY. Pp. 79 86. Montague, K., Hanson, V. L., and Cobley, A. 2012. Designing for individuals: Usable touch-screen interaction through Shared User Models. In Proceedings of the 14th International ACM SIGACCESSS Conference on Computers and Accessibility (Boulder, Colorado, USA, 2012). ASSETS'12. ACM, New York, NY. Pp. 151 158. Trinh, H., Waller, A., Vertanen, K., Kristensson, P. O., and Hanson, V. L. 2012. iscan: A Phoneme-based predictive communication aid for nonspeaking individuals. In Proceedings of the 14th International ACM SIGACCESSS Conference on Computers and Accessibility (Boulder, Colorado, USA, 2012). ASSETS'12. ACM, New York, NY. Pp. 57 64. [Received ACM SIGACCESS Best Student Paper Award]. Trewin, S., Richards, J. T., Hanson, V. L., John, B. E., Swart, C., and Thomas, J. C., 2012. Understanding the role of age and fluid intelligence in information search. In Proceedings of the 14th International ACM SIGACCESSS Conference on Computers and Accessibility (Boulder, Colorado, USA, 2012). ASSETS'12. ACM, New York, NY. Pp. 119 126. Wolters, M. K., Hanson, V. L., and Moore, J, D. 2011. Leveraging large data sets for requirements analysis. Proceedings of the Thirteenth International ACM SIGACCESS Conference on Computers and Accessibility (Dundee, Scotland, October 24 26, 2011). ASSETS '11. ACM, New York, NY, USA. Pp. 67 74. Webster, G., Fels, D. I., Gowans, G. and Hanson, V. L. 2011. Portraits of Individuals with dementia: Views of Care Managers. Proceedings of HCI 2011 (Newcastle, July 4 8, 2011), British Computer Society, Pp. 331 340. Montague, K., Hanson, V.L., and Cobley, A. 2011. Adaptive Interfaces: A little learning is a dangerous thing. HCI International (Orlando, FL, USA, July 9-14, 2011). In C. Stephanidis (Ed.): Universal Access in

HCI, Part I, HCII 2011, LNCS 6765, Springer-Verlag Berlin Heidelberg. Pp. 391 399. Valentine, E., Bobrowicz, A., Coleman, G., Gibson, L, Hanson, V. L., Kundu, S., McKay, A., and Holt, R. 2011. Narrating past to present: Conveying the needs and values of older people to young digital technology designers. HCI International (Orlando, FL, USA, July 9-14, 2011). In C. Stephanidis (Ed.): Universal Access in HCI, Part I, HCII 2011, LNCS 6765, Springer-Verlag Berlin Heidelberg. Pp. 243 249. Hanson, V. L. 2011. Social inclusion through digital engagement. HCI International (Orlando, FL, USA, July 9-14, 2011). In C. Stephanidis (Ed.): Universal Access in HCI, Part I, HCII 2011, LNCS 6765, Springer-Verlag Berlin Heidelberg. Pp. 473 477. Sears, A., and Hanson, V. L. 2011. Representing users in accessibility research. In Proceedings of the 2011 annual conference on Human factors in computing systems (CHI '11). ACM, New York, NY, USA, Pp. 2235 2238. Reprinted in ACM Transactions on Accessible Computing, Vol. 4, No. 2, Article 6, March 2012. Hanson, V. L. 2011. Technology skill and age: What will be the same 20 years from now? Universal Access in the Information Society, 10(4), 443-452. Hanson, V. L. 2010. Influencing Technology Adoption by Older Adults. Interacting with Computers, 11, Pp. 502 509. Kundu, S. McKay, A., Holt, R., Valentine, E., Bobrowicz, V., Coleman, G., Gibson, L., and Hanson, V. 2011. Towards an organic participatory approach to design for digital inclusion. International Conference on Research into Design (ICoRD 11). Bangalore, India, January 10 12, 2011. Coleman, G. W., Gibson, L., Hanson, V. L., Bobrowicz, A., and McKay, A. 2010. Engaging the disengaged: How do we design technology for digitally excluded older adults? In Proceedings of the 8th ACM Conference on Designing interactive Systems (Arhus, Denmark, August 16-20, 2010). DIS '10. ACM, New York, NY, Pp. 175 178. Waller, A., Hanson, V. L., and Sloan, D. 2009. Including accessibility within and beyond undergraduate computing courses. In Proceedings of the Eleventh International ACM SIGACCESS Conference on Computers and Accessibility (Pittsburgh, Pennsylvania, USA, October 25 28, 2009). ASSETS '09. ACM, New York, NY, Pp. 155 162. Vizer, L. M., and Hanson, V. L. 2009. Generations in the workplace: An exploratory study with administrative assistants. In C. Stephanidis (Ed.), Universal Access in HCI, Part III, HCII 2009, Lecture Notes in

Computer Science 5616, Springer: Heidelberg. Pp. 441 450. ISBN 978-3-642-02712-3 Hanson, V. L. 2009. Cognition, age, and Web browsing. In C. Stephanidis (Ed.), Universal Access in HCI, Part III, HCII 2009, Lecture Notes in Computer Science, 5614, Springer: Heidelberg. Pp 245 250. ISBN 978-3-642-02706-2 Trewin, S., Laff, M., Hanson, V., and Cavender, A. 2009. Exploring Visual and Motor Accessibility in Navigating a Virtual World. ACM Transactions on Accessible Computing, 2, 2 (Jun. 2009), Pp. 1 35. Hanson, V. L. 2009. Age and web access: the next generation. In Proceedings of the 2009 international Cross-Disciplinary Conference on Web Accessibility (W4A) (Madrid, Spain, April 20-21, 2009). W4A '09. ACM, New York, NY, Pp. 7 15. Trewin, S., Hanson, V. L., Laff, M. R., and Cavender, A. 2008. PowerUp: An accessible virtual world. In Proceedings of the 10th international ACM SIGACCESS Conference on Computers and Accessibility (Halifax, Nova Scotia, Canada, October 13-15, 2008). Assets '08. ACM, New York, NY, Pp. 177 184. Hanson, V. L., Richards, J. T., and Lee, C. C. 2007. Web access for older adults: Voice Browsing? Universal Access in Human Computer Interaction. Coping with Diversity, 4th International Conference on Universal Access in Human-Computer Interaction: Part I (Lecture Notes in Computer Science). Springer. Pp. 904 913. Richards, J. T, Hanson, V. L., Brezin, J., Swart, C., Crayne, S., and Laff, M., 2007. accessibilityworks: Enhancing Web Accessibility in Firefox. Proceedings of HCI International - Universal Access in HCI. Beijing, China. July 22 27, 2007. Springer. Proceedings Volume 7, LNCS_4556, ISBN: 978-3-540-73282- 2) Pp. 133 142. Keates, S., Adams, R., Bodine, C., Czaja, S., Gordon, W., Gregor, P., Hacker, E., Hanson, V., Kemp, J., Laff, M., Lewis, C., Pieper, M., Richards, J., Rose, D., Savidis, A., Schultz, G., Snayd, P., Trewin, S., and Varker, P. 2007. Cognitive and learning difficulties and how they affect access to IT systems. Universal Access for the Information Society, 5, 4 (Mar. 2007), Pp. 329 339. Hanson, V. L., Snow-Weaver, A., and Trewin, S. 2006. Software personalization to meet the needs of older adults. Gerontechnology, 5 (3), Pp. 160 169. Hanson, V. L., Brezin, J., Crayne, S., Keates, S., Kjeldsen, R., Richards, J. T., Swart, C., and Trewin, S. 2005. Improving Web accessibility

through an enhanced open-source browser. IBM Systems Journal, 44 (3), Pp. 573 588. Hanson, V. L. and Crayne, S. 2005. Personalization of Web browsing: Adaptations to meet the needs of older adults. Universal Access in the Information Society, 4 (1), Pp. 46 58. Hanson, V. L. 2005. Adapting Web pages for older adults. Proceedings of HCI International. Volume 8 - Universal Access in HCI: Exploring New Dimensions of Diversity. Las Vegas, NV. July 22 27, 2005. Mira Digital Publishing. Huber, W. B., Hanson, V. L., Cha, S-H., and Tappert, C. C. 2005. Common chatroom abbreviations speed pen computing. Proceedings of HCI International. Volume 4 - Theories Models and Processes in HCI. Las Vegas, NV. July 22 27, 2005. Mira Digital Publishing. Hanson, V. L. and Richards, J. T. 2005. Achieving a usable World Wide Web. Behaviour and Information Technology, 24, 3, Pp. 231 246. Hanson, V. L. and Richards, J. T. 2004. A web accessibility service: Update and findings. In Proceedings of the 6th international ACM SIGACCESS Conference on Computers and Accessibility (Atlanta, GA, USA, October 18 20, 2004). Assets '04. ACM, New York, NY, Pp. 169 176. Hanson, V. L. 2004. Taking control of web browsing. New Review of Hypermedia Multimedia 10, 2 (Dec. 2004), Pp. 127 140. Richards, J. T. and Hanson, V. L. 2004. Web accessibility: A broader view. In Proceedings of the 13th international Conference on World Wide Web (New York, NY, USA, May 17-20, 2004). WWW '04. ACM, New York, NY, Pp. 72 79. Hanson, V. L. 2003. A sign language interface for Web-based bilingual/bicultural education of deaf children. In C. Stephanidis (Ed), Universal Access in HCI (Vol 4): Inclusive Design in the Information Society, Erlbaum, Mahwah, NJ. Pp. 211 215. Hanson, V. L. 2003. Facing the future: Including elderly users when considering universal access. In C. Stephanidis (Ed), Universal Access in HCI (Vol 4): Inclusive Design in the Information Society, Erlbaum, Mahwah, NJ. Pp. 394 398. Richards, J. T., Hanson, V. L., and Trewin, S. 2003. Adapting the Web for Older Users. In C. Stephanidis (Ed), Universal Access in HCI (Vol 4): Inclusive Design in the Information Society, Erlbaum, Mahwah, NJ. Pp. 892 896.

Lee, A. and Hanson, V. 2003. Enhancing web accessibility. In Proceedings of the Eleventh ACM international Conference on Multimedia (Berkeley, CA, USA, November 02-08, 2003). MULTIMEDIA '03. ACM, New York, NY, Pp. 456 457. Fairweather, P. G., Richards, J. T, and Hanson, V. L. 2002. Distributed accessibility control points to help deliver a directly accessible Web. Universal Access in the Information Society, 2(1), Pp. 70 75. Fairweather, P. G., Hanson, V. L., Detweiler, S. R., and Schwerdtfeger, R. S. 2002. From assistive technology to a web accessibility service. In Proceedings of the Fifth international ACM Conference on Assistive Technologies (Edinburgh, Scotland, July 08-10, 2002). Assets '02. ACM, New York, NY, 4-8. Hanson, V. L. 2001. Web access for elderly citizens. In Proceedings of the 2001 EC/NSF workshop on universal accessibility of ubiquitous computing: Providing for the elderly (Alcácer do Sal, Portugal, May 22 25, 2001). WUAUC'01. ACM, New York, NY, Pp. 14 18. Hanson, V. L., Fairweather, P. G., Arditi, A., Brown, F., Crayne, S., Detweiler, S., Richards, J. T, Schwerdtfeger, R., Tibbitts, B., and Trewin, S. 2001. Making the web accessible to seniors. Proceedings of the International Conference on Aging. Toronto, Canada: ICTA. Pp. 54 59. Hanson, V. L., Richards, J. T., Fairweather, P., Brown, F., Crayne, S., Detweiler, S., Schwerdtfeger, R., and Tibbitts, B. 2001. Web accessibility for seniors. In C. Stephanidis (Ed), Universal Access in HCI (Vol. 3): Towards an Information Society for All. Mahwah, NJ: Erlbaum. Pp. 663 666. Kellogg, W. A., Richards, J. T., Swart, C., Malkin, P., Laff, M., Hanson, V. L., and Hailpern, B. 1998. NetVista: Growing an Internet solution for schools. IBM Systems Journal, 37 (1), Pp. 19 41. Hanson, V. L., and Padden, C. 1994. The use of interactive videodisc technology for bilingual instruction in American Sign Language and English. In C. Erting (Ed.), Readings in the Language, Culture, History, and Arts of Deaf People: Selected Papers from the Deaf Way Conference. Washington, DC: Gallaudet University Press. Hanson, V. L. 1993. Productive use of derivational morphology by deaf college students. Bulletin of the Psychonomic Society, 31, Pp. 63 65. Hanson, V. L., and Padden, C. 1992. HandsOn: A multi-media program for bilingual instruction of deaf children. IEEE Computer Society: Proceedings of the Johns Hopkins National Search for Computing

Applications to Assist Persons with Disabilities, Pp. 5 6. Lillo-Martin, D., Hanson, V. L., and Smith, S. 1992. Deaf readers' comprehension of relative clause structures. Applied Psycholinguistics, 13, Pp. 13 30. Hanson, V. L., Goodell, E., and Perfetti, C. 1991. Tongue-twister effects in the silent reading of hearing and deaf college students. Journal of Memory and Language, 30, Pp. 319 330. Hanson, V. L., and Feldman, L. 1991. What makes signs related? Sign Language Studies, 70, Pp. 35 46. Hanson, V. L. 1990. Recall of order information by deaf signers: Phonetic coding in temporal order recall. Memory and Cognition, 18, Pp. 604 610. Hanson, V. L., and Lichtenstein, E. 1990. Short-term memory coding by deaf signers: The primary language coding hypothesis reconsidered. Cognitive Psychology, 22, Pp. 211 224. Hanson, V. L., and Padden, C. 1990. The use of interactive video for bilingual ASL/English instruction of deaf children. American Annals of the Deaf, 134, Pp. 209 213. Hanson, V. L., and Feldman, L. 1989. Language specificity in lexical organization: Evidence from deaf signers' lexical organization of ASL and English. Memory and Cognition, 17, Pp. 292 301. Hanson, V. L., and McGarr, N. 1989. Rhyme generation by deaf adults. Journal of Speech and Hearing Research, 32, Pp. 2 11. Hanson, V. L., and Fowler, C. 1987. Phonological coding in word reading: Evidence from hearing and deaf readers. Memory and Cognition, 15, Pp. 199 207. Hanson, V. L. 1986. Access to spoken language and the acquisition of orthographic structure: Evidence from deaf readers. Quarterly Journal of Experimental Psychology, 38A, Pp. 193 212. Hanson, V. L. and Wilkenfeld, D. 1985. Morphophonology and lexical organization in deaf readers. Language and Speech, 28, 269 280. Richards, J. T. and Hanson, V. L. 1985. Visual and production similarity of the handshapes of the American manual alphabet. Perception and Psychophysics, 38, Pp. 311 319. Krakow, R., and Hanson, V. L. 1985. Deaf signers and serial recall in the visual modality: Memory for signs, fingerspelling, and print.

Memory and Cognition, 13, Pp. 265 272. Hanson, V. L., Liberman, I., and Shankweiler, D. 1984. Linguistic coding by deaf children in relation to beginning reading success. Journal of Experimental Child Psychology, 37, Pp. 378 393. Hanson, V. L., Shankweiler, D., and Fischer, F. W. 1983. Determinants of spelling ability in deaf and hearing adults: Access to linguistic structure. Cognition, 14 (3), Pp. 323 344. Hanson, V. L. 1982. Short-term recall by deaf signers of American Sign Language: Implications for order recall. Journal of Experimental Psychology: Learning, Memory, and Cognition, 8(6), Pp. 572 583. Hanson, V. L. 1982. When a word is not the sum of its letters: Fingerspelling and spelling. In F. Caccamise, M. Garretson, and U. Bellugi (Eds.), Teaching American Sign Language as a second/foreign language. Silver Spring, Md.: National Association of the Deaf. Pp. 176 185. Hanson, V. L. and Bellugi, U. 1982. On the role of sign order and morphological structure in memory for American Sign Language sentences. Journal of Verbal Learning and Verbal Behavior, 21, Pp. 621 633. Hanson, V. L. 1982. Use of orthographic structure by deaf adults: Recognition of fingerspelled words. Applied Psycholinguistics, 3, Pp. 343 356. Hanson, V. L. 1981. Processing of visual and auditory words: Evidence for common coding. Memory and Cognition, 9, Pp. 93 100. Hanson, V. L. 1980. Implications of research on sign languages for theories of reading. In B. Frǿkjær-Jensen (Ed.), The sciences of deaf signing, Copenhagen, Denmark: Audiologopedic Research Group. Hanson, V. L. 1977. Within category discriminations in speech perception. Perception and Psychophysics, 21, Pp. 432 430. Olson, R. and Hanson, V. L. 1977. Interference effects in tone memory. Memory and Cognition, 5, Pp. 32 40. Levin, J., Bourne, L., Yarousch, R., Ghatala, E., DeRose, T., and Hanson, V. L. 1976. Picture-word differences and conceptual frequency judgments. Memory and Cognition, 4, Pp. 162 166. Chapters in edited books Hanson, V.L. 2012. Inclusive technologies. Leadership in Science and Technology: A Reference Handbook. W. Bainbridge (Ed.), Thousand

Oaks, CA: Sage. Pp. 231 239. Newell, A. F., Carmichael, A., Gregor, P., Alm, N., Waller, A., Hanson, V. L., Pullin, G., and Hoey, J. 2012. Information technology for communication and cognitive support. Human-Computer Interaction Handbook (3rd Edition). Julie A. Jacko (Ed). Mahwah, NJ: Erlbaum. Pp. 863 892. Hanson, V.L. 2012. Computing technologies for deaf and hard of hearing users. Human-Computer Interaction Handbook (3rd Edition). Julie A. Jacko (Ed). Mahwah, NJ: Erlbaum. Pp. 933 944. [Reprinted from Human-Computer Interaction Handbook: Fundamentals, Evolving Technologies and Emerging Applications (2 nd Edition, 2007). Andrew Sears and Julie A. Jacko (Eds). Mahwah, NJ: Erlbaum. Pp. 885 893] Hanson, V. L. and Lesser, E. 2009. Implications of an aging workforce: An industry perspective. In Aging and work: Issues and implications in a changing landscape, S. Czaja and J. Sharit (Eds). The Johns Hopkins University Press: Baltimore. Pp. 90 104. Huenerfauth, M. and Hanson, V. L. 2009. Sign language in the interface: Access for deaf signers. The Universal Access Handbook. C. Stephanidis (Ed). Boca Raton, FL: CRC Press. Pp. 38-1 38-18. Hanson, V. L. 2009. Computing technologies for deaf and hard of hearing users. Human-Computer Interaction: Designing for Diverse Users and Domains. Andrew Sears and Julie A. Jacko (Eds). Boca Raton, FL: CRC Press. Pp. 125 134. [Reprinted from Human- Computer Interaction Handbook: Fundamentals, Evolving Technologies and Emerging Applications (2 nd Edition, 2007). Andrew Sears and Julie A. Jacko (Eds). Mahwah, NJ: Erlbaum. Pp. 885 893] Hanson, V. L., Richards, J. T., Harper, S., and Trewin, S. 2009. Web accessibility. The Universal Access Handbook. C. Stephanidis (Ed). Boca Raton, FL: CRC Press. Pp. 10-1 10-15. Hanson, V. L., Richards, J. T., and Swart, C. 2008. Browser Augmentation. In Web Accessibility: A Foundation for Research, Human Computer Interaction Series. S. Harper and Y. Yesilada (Eds). Springer. Pp. 215 230. Hanson, V. L. 2007. Computing Technologies for Deaf and Hard of Hearing Users. Human-Computer Interaction Handbook: Fundamentals, Evolving Technologies and Emerging Applications (2 nd Edition). Andrew Sears and Julie A. Jacko (Eds). Mahwah, NJ: Erlbaum. Pp. 885 893. Padden, C. and Hanson, V. L. 2000. Search for the Missing Link: The Development of Skilled Reading in Deaf Children. In K. Emmorey and

H. Lane (Eds). The signs of language revisited: An anthology to honor Ursula Bellugi and Edward Klima. Mahwah, NJ: Erlbaum. Pp. 435 447. Hanson, V. L. 1995. Linguistic influences on the spelling of ASL/English bilinguals. In L. B. Feldman (Ed.), Morphological aspects of language processing. Hillsdale, NJ: Erlbaum. Pp. 211 224. Hanson, V. L. 1991. Phonological processing without sound. In S. Brady and D. Shankweiler (Eds.), Phonological processes in literacy: A Tribute to Isabelle Y. Liberman. Hillsdale, NJ: Erlbaum. Pp. 153 161. Lillo-Martin, D., Hanson, V. L., and Smith, S. S. 1991. Deaf readers' comprehension of complex syntactic structure. D. Martin (Ed.), Advances in Cognition, Education and Deafness. Vol. 2. Pp. 146 151. Hanson, V. L., and Padden, C. 1990. Bilingual ASL/English instruction of deaf children. In D. Nix and R. Spiro (Eds.), Cognition, education, and multimedia: Exploring ideas in high technology. Hillsdale, NJ: Erlbaum. Pp. 49 63. Hanson, V. L. 1989. Phonology and reading: Evidence from profoundly deaf readers. In D. Shankweiler and I. Y. Liberman (Eds.), Phonology and reading disability: Solving the reading puzzle. Ann Arbor: University of Michigan Press. Pp. 69 89. Hanson, V. L. 1985. Cognitive processes in reading: Where deaf readers succeed and where they have difficulty. In D. S. Martin (Ed.), Cognition, education, and deafness: Trends in research and instruction. Washington, D.C.: Gallaudet College Press. Posner, M. I., and Hanson, V. L. 1980. Analyzing spoken and written language. In R. A. Cole (Ed.), Perception and production of fluent speech. Hillsdale, N.J.: Erlbaum. Peer-reviewed conference extended abstracts, posters, panels, and workshops Medellin, A. R., Reed. C., and Hanson, V. 2014, in press. Older adults interaction with broadcast debates. In Proceedings of the 16th International ACM SIGACCESSS Conference on Computers and Accessibility Rochester, NY, USA, 2014). ASSETS'14. ACM, New York, NY. Stewart, C. D., Hanson, V. L., and Nind, T. J. 2014. Assisting older adults in assessing the reliability of health-related websites, CHI '14 Extended Abstracts: ACM SIGCHI Conference on Human Factors in Computing Systems Proceedings, 2611-2616.

Stewart, C. D., Traitor, P., and Hanson, V. L. 2014. I'd tap that! Providing real-time feedback on Roller Derby skills, CHI '14 Extended Abstracts: ACM SIGCHI Conference on Human Factors in Computing Systems Proceedings, 2221-2226. Dee, M., and Hanson, V. 2013. A welcome visitor: Visitors views of care homes. 2013 Lifelong Health and Wellbeing Showcase, London, Nov 6 8, 2013. Medellin-Gasque, R., Reed, C., and Hanson, V. 2013. A protocol for software-supported interaction with broadcast debates. Open Digital, Fourth Annual Digital Economy All Hands Conference, Salford, UK, November 4 6, 2013. Norval, C., Arnott, J. L., and Hanson, V. L. 2013. Older Adults and Social Networking Sites: Developing Recommendations for Inclusive Design. Open Digital, Fourth Annual Digital Economy All Hands Conference, Salford, UK, November 4 6, 2013. Nicolau, H., Montague, K., Guerreiro, J., Marques, D., Guerreiro, T., Stewart, C., and Hanson, V. 2013. Augmenting Braille input through multi-touch feedback. In Proceedings of the adjunct publication of the 26th annual ACM symposium on User interface software and technology (UIST '13 Adjunct). ACM, New York, NY, USA, 81-82. Stewart, C., Traitor, P., and Hanson, V. L. 2013. Wheels in Motion: Inertia sensing in Roller Derby. In Proceedings of the adjunct publication of the 26th annual ACM symposium on User interface software and technology (UIST '13 Adjunct). ACM, New York, NY, USA, 101-102. McIntyre, L. and Hanson, V. L. 2013. BESiDE The Built Environment for Social Inclusion in the Digital Economy. In CHI '13 Extended Abstracts on Human Factors in Computing Systems (CHI EA '13). ACM, New York, NY, USA, 289-294. Vargheese, J., Sripada, S., Mastoff, J., Oren, N., Schofield, P. and Hanson, V. L. 2013. Persuasive dialogue in telecare: Promoting and encouraging social interaction for older adults. In CHI '13 Extended Abstracts on Human Factors in Computing Systems (CHI EA '13). ACM, New York, NY, USA, 877 882. Nind, T., Hanson, V. L., and McKenna, S. 2012. Health Website Quality: Towards Automated Analysis. Digital Futures 2012, Third Annual Digital Economy All Hands Conference, Aberdeen, UK, October 23 25, 2012. Crabb, M, Hanson, V. L., and Cobley, A. 2012. Cognitive Usability:

Using Human Factors to Influence Future Online Usability Requirements. Digital Futures 2012, Third Annual Digital Economy All Hands Conference, Aberdeen University, October 23-25, 2012. Crabb, M, Hanson, V.L., and Cobley, A. 2012. Aiding Data Gathering in Web Usability Studies Digital Futures 2012, Third Annual Digital Economy All Hands Conference, Aberdeen University, October 23-25, 2012. Dee, M., and Hanson, V.L. 2012. Tales of Technology. Digital Futures 2012, Third Annual Digital Economy All Hands Conference, Aberdeen University, October 23-25, 2012. Trinh, H., Waller, A., and Hanson, V. L. 2012. Applying prediction techniques to phoneme-based AAC Systems. 3 rd workshop on Speech and Language Processing for Assistive Technology, SLPAT 2012. (Montreal, Quebec, Canada, June 7 8, 2012). Trinh, H., Waller, A., and Hanson, V. L. 2012. Developing a phonemebased communication system for nonspeaking individuals. ISAAC 2013, 15th Biennial Conference of the International Society for Augmentative and Alternative Communication. (Pittsburgh, PA, USA, July 28 August 4, 2012). Montague, K., Hanson, V. L., and Cobley, A. 2012. Designing for individuals. Using the SUM Framework. In Designing Interactive Systems '12 (Newcastle, UK, June 11 15, 2012). DIS '12. Trewin, S., John, B.E., Richards, J. T., Hanson. V. L., Sloan, D., Bellamy, R. K. E., Thomas, J. C. and Swart, C. 2012. Age-specific predictive models of human performance. In Proceedings of the 2012 ACM annual conference extended abstracts on Human Factors in Computing Systems Extended Abstracts (CHI EA '12). ACM, New York, NY, USA, 2267-2272. Montague, K., Hanson, V. L., and Cobley, A. 2011. Evaluation of adaptive interaction with mobile touch-screen devices. Digital Engagement 2011, Newcastle, UK, November 15 17, 2011. Webster, G., and Hanson, V. L. 2011. The Portrait system for care staff of people with dementia. Digital Engagement 2011, Newcastle, UK, November 15 17, 2011. Heron, M., Hanson, V.L., and Ricketts, I. 2011. Accessibility support with the ACCESS Framework. Digital Engagement 2011, Newcastle, UK, November 15 17, 2011. Mort, A., McNamee, P., Philip, L., Schofield, P., Hanson, V., and Rodger, G. 2011. TOPS designing digital tools for personal and social

interaction. Digital Engagement 2011, Newcastle, UK, November 15 17, 2011. Bhachu, A. S. and Hanson, V. L. 2011. Older adults and Digital Interactive Television: Use of a Wii controller. EuroITV 2011, Lisbon, Portugal, June 29 July 1, 2011. Norval, C., Arnott, J.A., Hine, N.A., and Hanson, V.L. 2011. Purposeful social media as a support platform: Communication frameworks for older adults requiring care. ATTACH 2011 Workshop: Advances in Techniques and Technologies Assisting Care at Home, Dublin, Ireland, June 2011. Gibson, L., Forbes, P., and Hanson, V.L. 2010. What can the Ash Cloud tell us about older adults technology adoption? In Proceedings of the 12th international ACM SIGACCESS conference on Computers and accessibility (ASSETS '10). ACM, New York, NY, USA, 301-302. Watson, P., Hanson, V. L., and Olivier, P. 2010. Social inclusion through the digital economy. Digital Futures 2010, Nottingham, UK, October 11 13, 2010. Gibson, L. and Hanson, V. L. 2010. Facilitating Appropriate Consumer Access to Health Information. Digital Futures 2010, Nottingham, UK, October 11 13, 2010. Gibson, L., Coleman, G., Hanson. V. L., Valentine, E., Bobrowicz, A., Kundu, S., McKay, A., and Holt, R. 2010. Seeds - Designing for (and with) the digitally disengaged. Digital Futures 2010, Nottingham, UK, October 11 13, 2010. Montague, K., Hanson, V. L., and Cobley, A. 2010. Adaptive design. Digital Futures 2010, Nottingham, UK, October 11 13, 2010. Hanson, V. L., Gibson, L., Mankoff, J., Keisler, S., and Richards, J. 2010. Grassroots distributed healthcare. ACM BCS Visions of Computer Science 2010, Grand Challenges in Computing Research. April 13 16, 2010, Edinburgh, Scotland. Hanson, V. L., Gibson, L., Coleman, G., Bobrowicz, A., and McKay, A. 2010. Engaging those who are disinterested: Access for digitally excluded older adults. CHI '10 Workshop Presentation, Atlanta, Georgia, USA, April 10 16, 2010. CHI '10. ACM, New York, NY. Czaja, S. J., Lee, C. C., Hanson, V. L., Newell, A. F., Richards, J. T., and Gibson, L. 2009. Older workers and communication technology: Implications for training and employment. Gerontological Society of America, November 18 22, 2009, Atlanta, GA.

Forbes, P., Gibson, L., Hanson, V. L., Gregor, P., and Newell, A. F. 2009. Dundee User Centre: A space where older people and technology meet. In Proceedings of the Eleventh international ACM SIGACCESS Conference on Computers and Accessibility (Pittsburgh, Pennsylvania, USA, October 25 28, 2009). ASSETS '09. ACM, New York, NY, Pp. 231 232. Hanson, V. L. 2009. New Perspectives on Older Adults Interacting with Computers. Workshop New Sociotechnical insights in interaction design 2009: Bridging social requirements and design. INTERACT 09, Uppsala, Sweden, August, 2009. Trewin, S. M., Laff, M. R., Cavender, A., and Hanson, V. L. 2008. Accessibility in virtual worlds. In CHI '08 Extended Abstracts on Human Factors in Computing Systems (Florence, Italy, April 05-10, 2008). CHI '08. ACM, New York, NY, Pp. 2727 2732. Morgan, M., Hanson, V., Martin, C., Hughes, J., and Newell, A. 2008. Accessibility Challenge - a Game Show Investigating the Accessibility of Computer Systems for Disabled People. In CHI '08 Extended Abstracts on Human Factors in Computing Systems (Florence, Italy, April 05-10, 2008). CHI '08. ACM, New York, NY, Pp. 2609 2610. Hanson, V. L. 2006. Information access for diverse user populations. October 5 7, 2006. ACM Grace Hopper Conference for Women in Computing, San Diego, CA. Hanson, V. L. 2005. A broader view of Web accessibility. World Usability Day. Accessibility webcast. November 2005. Huber, W. B., Cha, S., Tappert, C. C., and Hanson, V. L. 2004. Use of chatroom abbreviations and shorthand symbols in pen computing. In Proceedings of the Ninth international Workshop on Frontiers in Handwriting Recognition (October 26 29, 2004). IEEE Computer Society, Washington, DC, Pp. 575 579. Martinez, S., Hanson, V. L., and Crayne, S. 2003. Web-based bilingual instruction for deaf children. Instructional Technology and Education of the Deaf. Rochester, NY. June, 2003. Hanson, V. L. and Richards, J. T. 2002. Making the Web accessible by seniors. Proceedings of the 16 th British HCI Conference. London, UK. September, 2002. Tibbitts, B., Crayne, S., Hanson, V., Brezin, J., Swart, C., and Richards J. 2002. HTML parsing in Java for accessibility transformation. In Proceedings of XML 2002 XML Conference and Exposition 2002, Baltimore, MD, December 2002.

Hanson, V. L., Fairweather, P. G., Arditi, A., Brown, F., Crayne, S., Detweiler, S., Richards, J. T., Schwerdtfeger, R., Tibbitts, B., and Trewin, S. 2001. Transcoding Web Pages for Users with Vision Disabilities. CVHI I: Conference and Workshop on Assistive Technologies for Vision and Hearing Impairment: Support Technologies for Independent Living and Work. Castelvecchio Pascoli, Italy. August, 2001. Hanson, V. L., Tibbitts, B., Fairweather, P. G., Brown, F., Crayne, S., Detweiler, S., Maeda, J., and Schwerdtfeger, R. 2001. Low vision web accessibility. RESNA 2001 Annual Conference, Reno, Nevada. June, 2001. Hanson, V. L. 2001. Web accessibility for older adults. State of the Science Exchange on Modality-Independent Interaction, ACM CHI 2001, Seattle, WA. April 2001. Hanson, V. L., Newman, D., and Songer, N. 1994. Internetworking for K-12 education. Panel presented at Ed-Media'94, Vancouver, BC, June 1994. Proceedings of ED-MEDIA 94 World Conference on Educational Multimedia and Hypermedia, p. 608. Vancouver, BC, June 25 30, 1994. Hanson, V. L. 1988. Symposium, Phonological processes in literacy: Is there a unitary phonological deficit? Orton Dyslexia Society, Tampa, FL. November 1988. Hanson, V. L. 1987. Linguistic sensitivity in deaf readers. International Reading Association, Anaheim, California. May 1987. Hanson, V. L. 1986. Symposium, Language and reading. International Academy of Research on Learning Disabilities, Chicago, IL. October 1986. Hanson, V. L. 1986. Use of phonological information by deaf readers. Conference on Language and Adult Literacy: Linking Theory and Practice, Linguistic Society of America Summer Institute, New York City. July 1986. Hanson, V. L. 1985. Phonetic recoding by deaf readers. Meeting of the Psychonomic Society, Boston, Massachusetts. November, 1985. Hanson, V. L., Shankweiler, D., and Liberman, I. 1982. Speech and manual encoding in relation to beginning reading success. Seventh Annual Boston University Conference on Language Development. Boston, MA, October 1982. Hanson, V. L. 1982. Linguistic ability and spelling skill in deaf adults. Academy of Aphasia, New Paltz, New York. October 1982.

Hanson, V. L. 1981. Reading fingerspelled words. American Psychological Association. Los Angeles, California. August 1981. Editorials, newsletter articles, and other outputs Hanson, V. L. Disability and Aging. Talk presented at the Computing Community Consortium and NIH meeting, September 2014. Hanson, V. L. Care home residents. Talk presented at the Leibniz Center for Informatics seminar on Augmenting Human Memory, Dagstuhl, Germany, September 2104. Hanson, V. L., Ayfer, Reyyan, and Bachmayer, B. (2014). European women in computing. Communications of ACM, 57, 7 (July 2014), 5-5. Sears, A. and Hanson, V. L. 2013. Editorial. ACM Transactions on Accessible Computing. 5, 2, Article 3 (October 2013), 1 pages. DOI=10.1145/2522990.2522991 http://doi.acm.org/10.1145/2522990.2522991 Hanson, V. L. 2012. ACM Special Interest Groups (SIGs). Chinese Computing Federation Communications (available only in Chinese). Hanson, V. L. and Sears, A. 2011. Introduction to Assets 10 Special Issue. ACM Transactions on Accessible Computing, 4, 1. Trewin, S., Hanson, V, Mankoff, J. and Fitzpatrick. D. 2011. Planning an accessible conference. ACM SIGACCESS Accessibility and Computing, 100 (June, 2011), 14-18. Sears, A. and Hanson, V. L. 2011. Accessible electronic health records: Developing a research agenda. ACM Accessibility and Computing Newsletter, Issue 99, January 2011. Barreto, A. and Hanson, V. L. 2010. ASSETS 2010 Chairs Welcome. Proceedings of the 12th international ACM SIGACCESS conference on Computers and accessibility (ASSETS '10). ACM, New York, NY, USA. Cavender, A., Trewin, S., and Hanson, V. 2008. General writing guidelines for technology and people with disabilities. ACM Accessibility and Computing Newsletter, Issue 92. Czaja, S., Gregor, P., and Hanson, V. 2009. Introduction to the Special Issue on Aging and Information Technology. ACM Transactions on Accessible Computing, 2, 1 (May. 2009), Pp. 1 4. Noll, A. J., and Hanson, V. L. 2007. IBM Handbook: Communicating with deaf and hard of hearing co-workers.

Basson, S., Fairweather, P. G., and Hanson, V. L. 2007. Speech recognition and alternative interfaces for older users. ACM SIGCHI interactions 14, 4 (Jul. 2007), Pp. 26 29. Sears, A., Hanson, V. L., and Myers, B. 2007. Introduction to special issue on computers and accessibility. ACM Transactions on Computer- Human Interaction, 14, 3 (Sep. 2007), 11. Basson, S., Hanson, V., Strack, M., Ritsko, J. J., Seidman, D, I. 2005. Preface. IBM Systems Journal (44)3, pp.443-444. Hanson, V. L. 2003. The user experience: Designs and adaptations. ACM SIGCAPH Computers and the Physically Handicapped, 76 (Jun. 2003), Pp. 4 5. Jacko, J. A. and Hanson, V. L. 2002. Editorial: Universal access and inclusion in design. Universal Access in the Information Society, 2(1), Pp. 1 2. Hanson, V. L., and Padden, C. 1989. The use of interactive videodisc technology for instruction in American Sign Language and written English. GOLEM Newsletter of Technology and Education, 1(12), Pp. 5 6. Hanson, V. L., and Padden, C. 1988. The use of videodisc interactive technology for bilingual instruction in American Sign Language and English. Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 10, Pp. 92 95. University Seminars (since 2008) RIT, GCCIS PhD Symposium (September, 2014) The Human Side of Computing University of Dundee, UX Partnership with BBC Symposium (June, 2014) Accessibility and Access Services for a New Broadcasting System University of Rochester, Computer Studies (April, 2014) Accessibility University of Loughborough, HCI Guru Lecture Series (October, 2013) Accessibility University of Lisbon (February, 2013) Re-Thinking Web Accessibility Scottish Universities Insight Institute (May, 2012) Addressing Digital Inclusion Lancaster University (April, 2012) Social Inclusion in the Digital Economy

University of Queensland, Australia (April, 2012) Social Inclusion in the Digital Economy University of Edinburgh (May, 2010) Inclusion in the Digital Economy EPSRC BT Tower (Sept, 2009) Digital Future: Exploring how digital technologies will transform the way we live and work. Panel. University of Aberdeen (May, 2009) Ageing and technology: The next generation Middlesex University (July, 2008) The age wave Cambridge University (July, 2008) The age wave Oxford Brookes University (July, 2008) The age wave University of Manchester (April, 2008) The age wave University of York (March, 2008) The age wave Teaching Courses taught at RIT: Advanced Topics in HCI (MSc) 2014 One of the Top 50 Heavy Hitters in Spring 2014 for interactive courses (top 1.3% of all courses in the academic term) Research Methods (MSc) 2013, 2014 Courses taught at the University of Dundee Ph.D. Student Adviser, School of Computing (2010-2013) Research Frontiers (also module coordinator); Human-Centred Computing (2012-2013), Accessibility and Computing (2008 2010) A 4 th year Honours seminar-style exploration of research topics and methods in HCI, with an emphasis on disability perspectives. Argumentation and Computing (2009 2012) A 1 st year course in computing open to majors and non-majors, this is a lecture style team-taught course in which I teach the problem solving aspects. Work Placement (2010 2012) -- A 4 th year Honours course in which students gain experience in an industrial, commercial or research organization using computers. Research Methods (2012 2013) An MSc level course

focusing on research and statistical methods on computing research. The course is team taught, giving students not only the basics of statistics, but also methodological perspectives from both HCI and Computer Vision. Honours and MSc project supervision (2009-2012) Project advisor. External Examiner Faculty promotion cases [confidential] in the US, Canada, and Europe PhD Committee, Department of Media & Communication, Oslo (Nov 2014) PhD Committee, CUNY (October 2013) PhD Committee, IST / Technical University of Lisbon (February 2013) PhD Committee, University of York (December 2012) Accessibility, MIT CSAIL (December, 2011) PhD Committee, Middlesex University (September, 2011) PhD Committee, University of British Columbia (June, 2011) PhD Committee, University of Ulster (June, 2011) PhD Committee, Georgia Tech (June, 2010) Newcastle University, Professorial appointment (March, 2010) Middlesex University, MSc Programme in Inclusive Design (May, 2009) PhD Committee, University of Dundee (June 2005) MSc Committee, Pace University (April, 2005) PhD students supervised Paula Garcia, RIT, started Fall 2014 Noella Kolash, RIT, started Fall 2014 Craig Stewart (expected 2015) 1 st supervisor Chris Norval (2014) 2 nd supervisor Michael Crabb, 2014. An Exploration into the use of Cognitive Characteristics when Designing for Older Adults [1 st supervisor] Kyle Montague, 2014. SUM: An exploration of shared user models and interface adaptations to improve accessibility of mobile touchscreen interactions [1 st supervisor] Ha Trinh, 2013. Towards a phoneme-based predictive communication aid for nonspeaking individuals [2 nd supervisor]

Michael Heron, 2011. The ACCESS Framework: Reinforcement Learning for Accessibility and Cognitive Support for Older Adults [2 nd supervisor] Gemma Webster, 2011. Multimedia Profiles as External Personalities to Support People with Dementia and their Carers [1 st supervisor] Lorna Gibson, 2010. Understanding the User Experience of ehealth and the Implications of Social Computing [2 nd Supervisor] University Service RIT Development of Undergraduate program in Human-Centered Computing, 2014 Strategic Planning Committee; co-chair, Research and Graduate Education, 2014 IST, Strategic Planning Committee, Building a Scholarly Research Portfolio, 2013 2014 IST HCI Faculty Search Committee, 2013 2015 RIT PhD Adjunct Faculty, 2013 RIT HCI Group, 2013 University of Dundee School of Computing Research Committee, 2009 School of Computing REF UoA Committee 2013 University of Dundee International Development, Americas Group, 2011 School of Computing Ethics Committee, 2010 2013 Liaison between School of Computing and NCR Corporation, 2010 2012 University Research Committee, 2009 2012 School of Computing Planning Committee, 2009 2013 University outside College representation College of Arts and Social Sciences Professor Appointment College of Arts and Social Sciences (March, 2012) Lecturer Appointment Grad Sc. of Nat Resources Law, Policy and Management (August, 2011) REF review Accounting and Finance (August, 2010) REF review Graduate School of Natural Resources Law, Policy and Management (April, 2010)

L i a i Curriculum Vitae Andrew M. Herbert, Ph.D. Professor & Chair Department of Psychology, College of Liberal Arts, Rochester Institute of Technology, 18 Lomb Memorial Dr. Rochester, NY 14623-5604 TEL: 585-475-4554 FAX: 585-475-7120 e-mail: amhgss@rit.edu Degrees 1989-1994 University of Western Ontario - Ph.D., Psychology Dr. G. K. Humphrey, Advisor. Thesis title: Studies of the visual detection of bilateral symmetry. 1987-1989 University of Western Ontario -M.A., Psychology Dr. G. K. Humphrey, Advisor Thesis Title: Effects of visible reference frames on bilateral symmetry detection 1981-1985 McGill University - B.Sc., Biology Dr. R. M. Robertson, Advisor, Independent study: Control of locust oviposition digging. Awards 2011 - Changing Hearts and Minds Award, RIT. 2009 - Eisenhart Award for Outstanding Teaching, RIT. Research and Teaching Experience July 2012 Department of Psychology, RIT. Professor December 2008 Chair, Department of Psychology July 2007 to June 2012 Department of Psychology, RIT. Associate Professor July 2006 to Dec 2008 Undergraduate Coordinator - Department of Psychology July 2002 to June 2007 Department of Psychology, RIT. Assistant Professor Aug 1999 - July 2002 PsychologyDepartment, University of North Texas. Assistant Professor Aug 1996 - Aug 1999 School of Optometry, University of Montréal. Research Fellow July 1994 - Aug 1996 Vision Sciences & Psychology, Glasgow Caledonian University, Scotland, U.K. Post-Doctoral Research Fellow

Sept 1992 - July 1994 Psychology, University of Western Ontario, London, Canada. Part-time research assistant for Dr. G. K. Humphrey Sept 1993 - May 1994 Kings College (U.W.O.) Lecturer in Psychology. Taught second year research methods course Sept 1992 - May 1993 University of Western Ontario, Lecturer in Psychology. Taught honours thesis course Sept 1991 - May 1992 University of Western Ontario, Teaching Assistant (Psychology) Sept 1990- May 1991 Group leader for honours thesis course, including undergraduate thesis supervision & evaluation Sept 1989 - May 1990 University of Western Ontario, Teaching Assistant (Psychology) Sept 1987 - May 1989 Laboratory demonstrator and marker for second year courses in Animal Learning, Perception, and Statistics Summer 1985, 1986 Department of Toxicology, Health Protection Branch, Health Canada. Psychophysical testing & animal care; non-human primate research facility Other Teaching Experience 1987 Graduate Studies 500 course - Theory and Practice of University Teaching, Dr. H. Murray, Instructor, University of Western Ontario. Service to the Institute 2008-present Chair - Department of Psychology 2011-2013 Member - Eisenhart Nomination Committee 2010-present Chair's Representative - CLA Agenda Committee 2010-2011 Member - Graduate Dean Search Committee 2010-2011 Member - Eisenhart Awards Committee 2010-2011 Chair - Search Committee, Department of Psychology 2007-2011 Member - Resource Allocation and Budget Committee 2007-2009 Chair - Search Committee, Department of Psychology 2007-2008 Member - Student Affairs Committee 2007-2008 Member - CLA Liaison Committee (pre-dean search) 2006-2008 Undergraduate Coordinator, Department of Psychology 2005-2008 Member - M.Sc. Admissions Committee, Department of Psychology 2004-2007 Member - Search Committee, Department of Psychology 2003-2007 Member - Academic Support Committee 2003-2005 Member - Dean's Communication and Writing Committee

Publications ( Student coauthors in italics) Refereed Publications Bona, S., Herbert, A., Toneatto, C., Silvanto, J., & Cattaneo, Z. (2014). The causal role of the lateral occipital complex in visual mirror symmetry detection and grouping: an fmriguided TMS study. Cortex, 51, 46-55. Bohannon, L. S., Herbert, A. M., Pelz, J. B. & Rantanen, E. M. (2013). Eye contact and videomediated communication: A review. Displays, 34, 177-185. DOI http://dx.doi.org/10.1016/ j.displa.2012.10.009 Cattaneo, Z., Vecchi, T., Fantino, M., Herbert, A. M., & Merabet, L. B. (2013). The effect of vertical and horizontal symmetry on memory for tactile patterns in late blind individuals. Attention, Perception & Psychophysics, 75, 375-382. DOI 10.3758/s13414-012-0393-x Cattaneo, Z., Mattavelli, G., Papagno, C., Herbert, A. M., & Silvanto, J. (2011). The role of the human extrastriate visual cortex in mirror symmetry discrimination: A TMS-adaptation study. Brain and Cognition, 77, 120-177. doi:10.1016/j.bandc.2011.04.007 Beall, P. M. & Herbert, A. M. (2008). The face wins: Stronger automatic processing of affect in facial expressions than words in a modified Stroop task. Cognition & Emotion, 22, 1613-1642. McCulloch, D. L., Bradnam, M. S., Day, R. E., Dutton, A. M., Herbert, A. M., Mackie, R. T., McDaid, G. J., Napier, A., Phillips, S., Saunders, K. J., & Shepherd, A. J. (2007). A visual skills inventory for children with neurological impairments. Developmental Medicine and Child Neurology, 49, 757-763. Herbert, A. M., Beall, P. M., & Faubert, J. (2005). Ambiguous depth planes: Perceiving depth from motion. Perception, 34, 757-759. Henderson, R. M., McCulloch, D. L., & Herbert, A. M. (2003). Event-related potentials (ERPs) to schematic faces in adults and children. International Journal of Psychophysiology, 51, 59-67. Herbert, A. M., Overbury, O., Singh, J. & Faubert, J. (2002). Aging and bilateral symmetry detection. Journal of Gerontology: Psychological Sciences, 57B, P241-P245. Henderson, R. M., McCulloch, D. L., Herbert, A. M., Robinson, P. H., & Taylor, M. J. (2000). Visual event-related potentials in children with phenylketonuria. Acta Paediatrica, 89, 52-57. Herbert, A. M., Brodie, E. E., & Faichney, A. (1999). Assessment of cognitive changes following coronary artery bypass surgery. Coronary Health Care, 3, 145-152.

Barrett, B. T., Whitaker, D., McGraw, P. V., & Herbert, A. M. (1999). Discriminating mirror symmetry in foveal and extra-foveal vision. Vision Research, 39, 3737-3744. Faubert, J., & Herbert, A. M. (1999). The peripheral drift illusion: A motion illusion in the visual periphery. Perception, 28, 617-622. Herbert, A. M., Gordon, G. E., & McCulloch, D. L. (1998). A passive event-related potential? International Journal of Psychophysiology, 28, 11-21. Dakin, S. C. & Herbert, A. M. (1998). The spatial region of integration for visual symmetry detection. Proceedings of the Royal Society of London (Series B), 265, 659-664. Gurnsey, R, Herbert, A. M., & Kenemy, J. (1998). Bilateral symmetry embedded in noise is detected accurately only at fixation. Vision Research, 38, 3795-3803. Humphrey, G. K., Herbert, A. M., Hazlewood, S., & Stewart, J. A. D. (1998). The indirect McCollough effect: An examination of an associative account. Perception & Psychophysics, 60, 1188-1196. Ridder, W. H. III, McCulloch, D., & Herbert, A. M. (1998). Stimulus duration, neural adaptation, and sweep visual evoked potential acuity estimates. Investigative Ophthalmology & Visual Science, 39, 2759-2768. Herbert, A. M., & Humphrey, G. K. (1996). Bilateral symmetry detection: Examining a callosal hypothesis. Perception, 25, 463-480. Humphrey, G. K., Symons, L. A., Herbert, A. M., & Goodale, M. A. (1996). A neurological dissociation between shape from shading and shape from edges. Behavioural Brain Research, 76, 117-125. Herbert, A. M., Humphrey, G. K., & Jolicoeur, P. (1994). The detection of bilateral symmetry: Effects of surrounding frames. Canadian Journal of Experimental Psychology, 48, 140-148. Humphrey, G. K., Herbert, A. M., Symons, L. A., & Kara, S. (1994). McCollough Effect to form: A local phenomenon. Journal of Experimental Psychology: General, 123, 86-90. Humphrey, G. K., Skowbo, D., Symons, L. A., Herbert, A. M., & Grant, C. (1994). Textcontingent color-aftereffects: A re-examination. Perception and Psychophysics, 56, 405-413. Herbert, A. M. (1993). Cochlear implants: What they are, how they work, and what they tell us. Western Journal of Graduate Research, 4, 66-78.

Other Publications & Presentations Purvis, K. B., Parris, S. R., Razuri, E. B., Cross, D. R., Herbert, A. M., Reed, K. L., & Terry, T. (2011). Adopted Children's Emotion Recognition Abilities, to appear in Adoption Factbook V, National Council for Adoption., pp. 485-489. Herbert, A. M. (2007). How I Teach Experimental Psychology. In Karukstis, K. K. & Elgren, T. E. (eds) Developing & Sustaining a Research-Supportive Curriculum: A Compendium of Successful Practices, Washington, DC: Council on Undergraduate Research. Herbert, A. M. (1992). What's up in symmetry detection? Oral presentation at Research Forum, March, 1992, University of Western Ontario. Herbert, A. M., Humphrey, G. K., & Jolicoeur, P. (1990). Effects of frames on bilateral symmetry detection. Centre for Cognitive Science, UWO, COGMEM #51. Conference Presentations Wang, Y., Geigel, J., & Herbert, A. (2013). Reading Personality: Avatar vs. human faces. Submitted to SIGGRAPH 2013, July, Anaheim, CA. Bona, S., Herbert, A., Toneatto, C., Silvanto, J., Cattaneo, Z. (2013). The right (but not the left) lateral occipital complex is causally implicated in visual mirror symmetry detection: An fmri-guided TMS study. Poster presented at the 5th International Conference on Non- Invasive Brain Stimulation, 19-21 March, 2013, Leipzig, Germany. Bona, S., Herbert, A., Toneatto, C., Silvanto, J., Cattaneo, Z. (2013). The right (but not the left) lateral occipital complex is causally implicated in visual mirror symmetry detection: an fmri-guided TMS study. Talk at the 31st European Workshop on Cognitive Neuropsychology, 20-25 January, Bressanone, Italy. Fantino, M., Herbert, A., Cattaneo, Z., Vecchit, T. (2012) Detection of vertical mirror symmetry in acquired blindness. Poster presented at the 13th European Workshop on Imagery and Cognition, June 20-22, Bochum, Germany. Baschnagel, J.S. & Herbert, A.M. (2011). Designing a paradigm for the analysis of consumer experience using mobile eye-tracking and psychophysiology. Presented at the CEIS Unversity Technology Showcase, April 6, 2011, Rochester, NY. Schenkel, L. S., Lajudice, C., Towne, T., Walders, K., Bigelow, J., Burnash, D., Herbert, A. M. & Pelz, J. (2010). Atypical Visual Scanning for Emotional Faces and Social-Cognitive Impairments in Pediatric Bipolar Disorder. Presented at the Annual Meeting of the American Academy of Child and Adolescent Psychiatry (AACAP) in New York, NY, Oct. 26-31 2010.

Wagner, S. M., Schenkel, L.S., Burton, M. M., Towne, T. L., Herbert, A. M., & Pelz, J. B. (2009). Analysis of visual scanning using eye tracking during facial emotion recognition tasks in adults with manic and depressive symptoms. Presented at the 18th Annual Undergraduate Research Symposium, August, 2009, RIT, Rochester, NY. Pelz, J. B., Purington, J., Herbert, A. M. (2009). Travel gaze? Re-examining gaze behavior during locomotion. Presented at the 9th Annual Meeting of the Vision Sciences Society, May, 2009, Naples, FL. Stefano, L. & Herbert, A. M. (2008). Screen versus hard-copy: Reading faster from and LCD Monitor than paper. Presented at the annual Object Perception, Attention and Memory Symposium at The Psychonomic Society Meeting, November, 2008, Chicago, IL. Herbert, A. M., Stefano, L., Conley, T. L. & Pelz, J. B. (2008). Re-examining the preferential detection of negative stimuli: Better performance for positive faces. Presented at the Optical Society of America Fall Vision Meeting, October, 2008, Rochester, NY. Purington, J. T., Pelz, J. B., & Herbert, A. M. (2008). Re-examining gaze behavior during locomotion. Presented at the Schmitt Neuroscience Symposium: Sensory Integration in Navigation and Communication, October, 2008, Rochester, NY. Conley, T. L., Pelz, J. B., & Herbert, A. M. (2007). Change blindness and target saliency. Presented at the 16th Annual RIT Undergraduate Research Symposium, August, 2007. Herbert, A. M., Pelz, J. B., Calderwood, L., Cook, M., Curtis, M., DeAngelis, C. & Garrison, B. (2006). Searching for symmetry: Eye movements during a difficult symmetry detection task. Presented at the OSA Fall Vision Meeting, October, 2006, Rochester, NY. Louten, C. J., Pelz, J. B., Herbert, A. M., & Rosen, M. R. (2006). Eye-tracking studies in visual search and image-based cueing. Presented at International Congress of Imaging Science, Rochester, NY, May 2006. Herbert, A. M., Pelz, J. B., Cutter, A. B., Smagner, J. L., Flickner, A. E., & Louten, C. J. (2005). Eye movements during symmetry detection. Presented at the annual Object Perception, Attention and Memory Symposium at The Psychonomic Society Meeting, November 10, 2005, Toronto, ON. Herbert, A. M., Purvis, K. B., & Cross, D. R. (2004). Facial expression recognition in a sample of neglected children [Abstract]. Journal of Vision, 4(11), 55a, http://journalofvision.org/ 4/11/55/, doi:10.1167/4.11.55.

Beall, P. M. & Herbert, A. M. (2004). Central and lateral automatic processing of facial expressions examined using a modified Stroop task. Presented at the annual meeting of the International Society for Research on Emotions, June 2004, New York, NY. Herbert, A. M., & Stupak, N. J. (2003). Detecting bilateral symmetry in patterns containing blank regions or noise - further study of the region of integration. Presented at the CVS 40th Anniversary Celelbration, University of Rochester, October, 2003, Rochester, NY. Beall, P. M. & Herbert, A. M. (2003).Interhemispheric and automatic processing of facial expressions within a modified Stroop task. Presented at the annual meeting of the Cognitive Neuroscience Society, March 2003, New York, NY. Beall, P. M. & Herbert, A. M. (2002).Stroop-like interference between positive and negative facial expressions and words.presented at the annual meeting of the American Psychological Society, June, 2002, New Orleans, LA. Herbert, A. M., Nodsle, R. F., & Williford, C. S. (2002). Detecting depth rotated bilateral symmetry [Abstract]. Journal of Vision, 2(7), 47a, http://journalofvision.org/2/7/47/, doi:10.1167/2.7.47. Herbert, A. M., Beall, P. M., Terry, T. J., Purvis, K., Swan, M., & Cross, D. (2001) Recognizing Emotions: Responses of a Population of Postinstitutionalized Adopted Children. Presented at the 12th Annual meeting of the Association for Research in Memory, Attention, Decision-making, Intelligence, Language, Learning, and Organizational perception, Southern Methodist University, Dallas, TX. Herbert, A. M., Terry, T. J. & Beall, P. M. (2001). Practice effects in symmetry detection. Poster presented at the annual meeting of the Association for Research in Vision & Ophthalmology, May, 2001, Ft. Lauderdale, FL. (Published in Investigative Ophthalmology & Visual Science, 42(4), S615). Beall, P. M. & Herbert, A. M. (2001). A Stroop analogue task: Words versus facial expressions. Presented at the Vision Sciences Society Meeting, May, 2001, Sarasota, FL. Beall, P. M., Herbert, A. M., Terry, T. J., & Smith, D. B. (2001). Practice effects in symmetry detection: Learning to see asymmetry. Presented at the annual meeting of the Southwest Psychological Association, April, 2001, Houston, TX. Herbert, A. M. & Beall, P. M. (2000) Event-related potentials during bilateral symmetry detection. Poster presented at the annual meeting of the Association for Research in Vision & Ophthalmology, May, 2000, Ft. Lauderdale, FL. (Published in Investigative Ophthalmology & Visual Science, 41(4), S219)

Henderson, R. M., McCulloch, D. L., Herbert, A. M., & Taylor, M. (1999). Electrophysiological correlates of visual discrimination in children. Presented at the meeting of the Childrens Vision Research Society, June, 1999, London, UK. Herbert, A. M. & Faubert, J. (1999). Effects of age, symmetry and elongation on perceived orientation. Poster presented at the annual meeting of the Association for Research in Vision & Ophthalmology, May, 1999, Ft. Lauderdale, FL (Published in Investigative Ophthalmology & Visual Science, 40(4), S359). Overbury, O., Singh, J., Herbert, A. M., & Faubert, J. (1999). Bilateral symmetry detection and aging. Poster presented at the annual meeting of the Association for Research in Vision & Ophthalmology, May, 1999, Ft. Lauderdale, FL (Published in Investigative Ophthalmology & Visual Science, 40(4), S411). Gurnsey, R., Herbert, A. M., & Nguyen-Tri, D. (1998). Bilateral symmetry is not detected in parallel. Paper presented at the Annual Meeting of the Canadian Society for Brain, Behaviour and Cognitive Science, June, 1998, Ottawa, Ont. Herbert, A. M. & Faubert, J. (1998). Detecting bilateral symmetry in patterns containing blank regions. Poster presented at the annual meeting of the Association for Research in Vision & Ophthalmology, May, 1998, Ft. Lauderdale, FL (Published in Investigative Ophthalmology & Visual Science, 39(4), S169). Faubert, J. & Herbert, A. M. (1998). A motion illusion in the visual periphery. Poster presented at the annual meeting of the Association for Research in Vision & Ophthalmology, May, 1998, Ft. Lauderdale, FL (Published in Investigative Ophthalmology & Visual Science, 39(4), S1074). Ridder, W. H. III, McCulloch, D., & Herbert, A. (1997) Neural adaptation does not affect Sweep VEP acuity. Paper presented at the annual meeting of the American Academy of Optometry, December, 1997, San Antonio, Texas. Gurnsey, R., Poirier, F. J. A. M., Herbert, A. M., & Kenemy, J. (1997). Symmetry and cortical magnification. Poster presented at the annual meeting of the Association for Research in Vision & Ophthalmology, May, 1997, Ft. Lauderdale, FL (Published in Investigative Ophthalmology & Visual Science, 38(4), S637). Herbert, A. M., Faubert, J., & Humphrey, G. K. (1997). Bilateral symmetry detection as a function of eccentricity. Poster presented at the annual meeting of the Association for Research in Vision & Ophthalmology, May, 1997, Ft. Lauderdale, FL (Investigative Ophthalmology & Visual Science, 38(4), S638).

Henderson, R. H., McCulloch, D. L., Herbert, A. M., Robinson, P. H., & Taylor, M. J. (1997). Visual evoked potentials in children with phenylketonuria. Poster presented at the annual meeting of the Association for Research in Vision & Ophthalmology, May, 1997, Ft. Lauderdale, FL (Investigative Ophthalmology & Visual Science, 38(4), S995). Ridder, W. H. III, McCulloch, D., & Herbert, A. M. (1997). The effect of stimulus duration on sweep VEP acuity estimates. Poster presented at the annual meeting of the Association for Research in Vision & Ophthalmology, May, 1997, Ft. Lauderdale, FL (Investigative Ophthalmology & Visual Science, 38(4), S992). Barrett, B. T., & Herbert, A. M. (1996). Symmetry detection in amblyopia. Presented at BUCOVS II, Sept. 1996, Cardiff, Wales. Herbert, A. M., & McCulloch, D. L. (1996) The prediction of grating acuity using steady state and swept visual evoked potentials. Poster presented at the annual meeting of the Association for Research in Vision & Ophthalmology, April, 1996, Ft. Lauderdale, FL (Investigative Ophthalmology & Visual Science, 37(4), S1072). McCulloch, D. L., Boyd, G. J., Day, R. E., Dutton, G. N., Bradnam, M. S., Herbert, A. M., Mackie, R. T., Napier, A., Phillips, S., Saunders, K. J., & Shepherd, A. J. (1996). Assessment of a visual skills questionnaire for neurologically impaired children. Poster presented at the annual meeting of the Association for Research in Vision & Ophthalmology, April, 1996, Ft. Lauderdale, FL (Investigative Ophthalmology & Visual Science, 37(4), S704). Herbert A., Tessier S., Pettigrew L., Gordon G., Wilson E., Faichney A., & Brodie E. (1995) Effects of coronary artery bypass surgery on attention and perceptual processing. Poster presented at the European Conference on Visual Perception, August, 1995, Tü bingen, Germany (Perception, 24, S51). Herbert, A. M., Gordon, G. E., & McCulloch, D. L. (1995). Visual event-related potentials (ERPs) and attention: Comparison of Active and Passive tasks. Presented at the International Society for Clinical Electrophysiology of Vision 33rd Symposium, June, 1995, Athens, Greece. Gordon, G. E., Herbert, A. M., & McCulloch, D. L. (1995). Effect of task on the visual P300. Poster presented at the annual meeting of the Association for Research in Vision & Ophthalmology, May, 1995, Ft. Lauderdale, FL (Investigative Ophthalmology & Visual Science, 36(4), S374).

Herbert, A. M. & Humphrey, G. K. (1995). Bilateral symmetry detection: Vertical symmetry and the midline. Paper presented at the Experimental Psychology Society meeting, April, 1995, Cambridge University, UK. Herbert, A. M., Symons, L. A., Kara, S., & Humphrey, G. K. (1993). McCollough Effect to form: A local phenomenon. Conference presentation at the annual meeting of the Canadian Society for Brain, Behaviour and Cognitive Science, July, 1993, Toronto, Ontario. Symons, L. A., Humphrey, G. K., Herbert, A. M., Skowbo, D., & Grant, C. (1993). The colour aftereffect contingent on text: Adaptation to local orientation. Conference presentation at the annual meeting of the Canadian Society for Brain, Behaviour and Cognitive Science, July, 1993, Toronto, Ontario. Herbert, A. M., & Humphrey, G. K. (1993). Bilateral symmetry detection: Detectability as a function of axis orientation and eccentricity. Poster presented at the annual meeting of the Association for Research in Vision & Ophthalmology, May, 1993, Sarasota, FL. (Investigative Ophthalmology & Visual Science, 34(4), S1083). Symons, L. A., Humphrey, G. K., Herbert, A. M., & Goodale, M. A. (1993, May). Region segregation in a visual form agnosic: Shading, colour, & orientation. Poster presented at the annual ARVO meeting, Sarasota, FL. (Investigative Ophthalmology & Vis. Sci., 34(4), S1084). Herbert, A. M., Humphrey, G. K., & Gurnsey, R. (1992). Symmetry: Whats special about vertical? Poster presented at the annual meeting of the Canadian Society for Brain, Behaviour and Cognitive Science, June, 1992, Quebec City. Herbert, A. M., & Humphrey, G. K. (1989). Effects of external structure on bilateral symmetry detection. Poster presented at the ITRC Student Conference, October, 1989, U. of Waterloo. Herbert, A. M., Humphrey, G. K., & Jolicoeur, P. (1989). Effects of visual reference frames on bilateral symmetry detection. Poster presented at the Canadian Psychological Association Annual Meeting, May, 1989, Halifax. (Canadian Psychology, 30, 408). Invited Presentations, Seminars, and Workshops Given Allocating and Diverting Attention. Presentation to Eastman Kodak Research, June 30, 2009, Rochester, NY. Advertising and Attention: Eye-tracking, pictures and words. Department of Communication Colloquium Series, April 30, 2009, Rochester, NY.

Visual Perception: Bilateral Symmetry Detection and Possible Implications. Center for Imaging Science Seminar Series, March 26, 2008, Rochester, NY. Some observations on the McCollough Effect. Munsell School for Color Science, March, 2007. Topics in Perception: Recognizing emotion in faces. Continuing Education Seminar for the Denton Area Psychotherapy Association, Denton, TX, May, 2002. Bilateral Symmetry: An Old Idea, A New Model, and Some Puzzling Results. Colloquium presented to the Department of Psychology, University of Texas - Arlington, September, 2001, Arlington, TX. Classical Psychophysical Methods and Signal Detection Theory. Lecture to graduate students in Neuropsychology, October, 1997 & 1998, University of Montréal, Montréal, Québec. Bilateral symmetry: Orientation, eccentricity, and other influences on detection. Lecture presented to the Brain, Behaviour and Cognitive Science Research Group, February, 1997, Queen's University, Kingston, Ontario. Symmetry Detection. Lecture presented to the Vision Research Group, November, 1996, Concordia University, Montréal, Québec. Détection de la symétrie bilaterale: Influence du corps calleux. Lecture presented to La Groupe de Recherche en Neuropsychologie Expérimentale, November, 1996, University of Montreal, Montréal, Québec. The Detection of Bilateral Symmetry: A Callosal Hypothesis. Lecture presented to the Department of Psychology, March, 1996, University of Stirling, UK. Eccentricity, Axis Orientation, and the Detection of Bilateral Symmetry: A Callosal Hypothesis. Lecture presented to the Department of Visual Sciences, August, 1995, Institute for Ophthalmology, London, UK. Visual Evoked Potentials. Short Course for Moray House Institute of Education, Module for Teachers of the Visually Impaired, January 1995, Glasgow Caledonian University, UK. Reviewing Editorial Review Board: Brain & Cognition Ad-hoc Reviewer: Experimental Brain Research, Acta Psychologica, Cognitive Psychology, Cognitive Brain Research Neuroscience Letters, Journal of Neurotherapy, Journal of Vision, Engineering and Physical Sciences Research Council (UK)

Membership in Scholarly Organizations Member of: Experimental Psychology Society (UK); Association for Psychological Science (US). Courses Instructed Advanced Perception - Graduate course in Engineering Psychology. Examines topics in perception related to human factors, decision making, object perception and other areas. Color Perception - Undergraduate course examining current theories of color vision and color perception. Includes neurophysiological, neuropsychological and behavioral examinations of color perception. Psychological Statistics - Undergraduate statistics course. Teaching methods and application of measures such as T-tests, ANOVA, Correlation, Regression, Chi-Square and descriptive statistics. All presented within the context of research in psychology. Spatial Vision & Pattern Perception - Undergraduate course examining research and theories of human pattern perception focussing on mechanisms for detecting information at different spatial scales. Cognitive Psychology - Undergraduate course covering topics in perception, attention, memory, learning, reasoning, creativity and other aspects of cognition. Attention & Pattern Perception - Senior Undergraduate course covering the role of attention in human information processing. Covers a variety of topics, with a focus on current methods used in brain imaging and how these reveal possible loci of cognitive functions. Visual System - Undergraduate course in visual neurophysiology, anatomy, psychophysical methodology and selected topics in vision science. Brain Mapping - Graduate Psychology course introducing and discussing different topics in brain imaging. Includes discussion of EEG-derived methods, MEG, PET, fmri and how these are used to map cortical activity underlying behavior. Experimental Methods - Undergraduate course in experimental research methods. Physiological Psychology - Advanced undergraduate level course covering the structure and function of the human central nervous system in relation to behavior. This course examined material from the level of cellular function, hormones, to the role of different cortical areas in normal and abnormal behavior. Perception & Cognition - Introductory course to topics in selected areas of perception and cognition, including face recognition, object recognition and categorical concepts.

Statistics - One semester graduate level course in statistics including: Chi-square; t-test; ANOVA; correlation etc. First in the sequence of Psychology graduate statistics courses at UNT. Mathematical and methodological issues related to each statistical technique are discussed. Méthodologie et statistiques appliquées à la clinique - 1999 - Graduate course in Optometry covering the interpretation of scientific results in a clinical context. Included the use of data bases, bibliographic sources, and computer searches. Optiques Physiologiques - 1997, 1998-2nd year course in optometry covering psychophysical research methods, basic visual sensory phenomena, motion perception and colour vision. Physiological Optics - 1995, 1996-3rd Year course in Optometry covering visual perception, visual neuropsychology, psychophysics of vision, and neurophysiology of the visual system. Research Methods - 1993-1994 - 2nd Year required course in Psychology covering research design and relevant statistical methods. Thesis Course - 1992-1993 - 4th Year Honours course in Psychology covering topics related to thesis preparation. The post included evaluating research proposals, and providing feedback on student projects. Students Supervised or Co-supervised Honours Students: Supervised: (1996) David Nicol; (1999) John Parks; (2000) Chana Williford; (2001) Tiffany Terry. Co-supervised: (1995) Justine Maxwell, Helen Stinson; (1994) Harjit Gill; (1993-1994) Stephanie Hazelwood, Jeff Stewart; (1992-1993) Christine Grant, Sukayna Kara. Graduate Students: Co-supervised: (1995-1999) Ross Henderson - Visual Event-Related Potentials in Normal and Abnormal Development. PhD awarded December 1999, Glasgow Caledonian University. Supervised: (1999 to 2002) Paula Beall. Stroop Effects in Recognizing Emotional Expressions; PhD completed in May, 2002. (2000 to 2004) Michael Clark. Attention in Symmetry Detection. Robin Nodsle. Detecting Skew Symmetry. (2005-2008) Hongqin Zhang. Color in scientific visualization: Perception and image-based data display. Ph.D. awarded February 2008. (2006-2008) Derek Walvoord. Advanced correlation-based character recognition applied to the Archimedes Palimpsest. Ph.D. awarded May 2008. (2007-2009) Leanne Stefano. Visually Mediated Communication. M.Sc. awarded 2009.

(2008-2010) Mary Merlau. Perceived Duration Production as a Measure of Dual Task Attentional Resource Demand. M.Sc. awarded 2010. (2008-present) Da Deng. M.F.A. Industrial Design. (2008-2010) Karl Walli. Relating Multimodal Imagery Data in 3D - Defended Summer 2010 (2009-2013) Susan Farnand, CIS Ph.D. Developing a framework for the design of pictorial stimuli for perceptual image quality experiments. (2012-present) Yuqiong (Joan) Wang, GCCIS Ph.D., Evaluating Avatar Emotion from Facial Cues RIT Psychology Senior Projects Supervised Burke, Sean; Burt, Lisa; Casilio, Karen; Chevalier, Bryan; Cochran, Peter; Comeau, Michelle; Conley, Tristan; Craig, Gavin; Dickens, Nicole; Fernandez, Yesenia; Freel, Brittany; Garrison, Brian; Gorman, Colin; Grunhaus, Daniel; Hetro, Samantha; MacDowell, Nick; Mazza, Vanessa; ; Moffett, Heather; Oneske, Jennifer; Schulze, Bradley; Smagner, Jessica; Stefano, Leanne; Stupak, Noah; Van Scott, Summer; Winkle, Jon Research Grants External funding 2010-2013 NSF/REU. Summer Research in Imaging. co-pi ( $288,000) 2010 CEIS/NYSTAR & Procter & Gamble. Analysis of Consumer Behavior and Experiences via the Integrated Use of Mobile Eye-Tracking and Physiological Reactivity. co-pi ($62,143) 2008 CEIS/NYSTAR (CAT) & Kodak. Allocating and Diverting Attention. PI ($37,500). 2007 CEIS/NYSTAR (Bioimaging) & Positive Science, LLC. Evaluation and development of next-generation eyetracking systems. Co-PI with Jeff Pelz ($49,878). 2007 Kodak Research Grant. Literature Search Relating to the Effect of Display Mediation Upon Eye Contact, Gaze Direction and Other Nonverbal Communication Cues. Co-PI with Jeff Pelz ($13,890). 2006 BAE systems. Low-level visual information, attention and the detection of targets. Co-PI with Jeff Pelz ($25,000). 2005 Kodak/Center for Imaging Science. Pilot studies grant. Co-PI with Dr. Jeff Pelz ($4,500) 2005 BAE systems. Low-level visual information, attention and the detection of targets. Co-PI with Jeff Pelz ($25,000). Internal Funding

2010 - Research Assistance in Eye-tracking. CLA Faculty Research Fund. Granted to provide support for a student research assistant. $750 2007 - On Humans and Wildebeests: A reexamination. CLA Faculty Research Fund. Granted to provide support for a student research assistant. $700 2005 - Examining Emotional Expressions using MDS. CLA Faculty Research Fund. Granted to provide support for a student research assistant. $700 2004 - Eye movements and Symmetry detection. CLA Faculty Research Fund. Granted to provide support for a student research assistant. $700 2003 - Examining an illusion of depth from motion. CLA Faculty Research Fund. Granted to provide support for a student research assistant. $728 2001-2002 - Assessing expression recognition in a selected population of neglected children. Faculty research grant to facilitate collection of pilot data, and prepare an application for external support. $4,000 Summer 2001 - Junior Faculty Summer Research Fellowship. $5,000 Summer 2000 - Junior Faculty Summer Research Fellowship. $5,000 Summer 2000 - College of Arts and Sciences GPBy3 Grant. $7,000 2000-2001 - Event related potentials and symmetry detection Faculty research grand to fund a study including the participation of two students. $3,500 1999-2000 - Event related potentials and symmetry detection Faculty research grant to fund a study including salary for a part-time research assistant. $5,000

Matt Huenerfauth matt.huenerfauth@rit.edu Academic Position Associate Professor, Golisano College of Computing and Information Sciences, Rochester Institute of Technology. Faculty Appointments: Focus of Research: Department of Information Sciences and Technologies Computer accessibility and assistive technology for people with disabilities, natural language processing, human computer interaction, design of experimental evaluations of linguistic and assistive technology by people with disabilities, and the computational linguistics of American Sign Language. Professional History Associate Professor. Golisano College of Computing & Information Sciences, RIT. August 2014 to Present Associate Dean. DMNS, Queens College, City University of New York. June 2012 to August 2014 Associate Professor. Queens College, City University of New York. January 2012 to August 2014 Assistant to the Dean. DMNS, Queens College, City University of New York. November 2011 to June 2012 Assistant Professor (Tenured). Queens College, City University of New York. September 2011 to Dec. 2011 Assistant Professor. Queens College, City University of New York. September 2006 to August 2011 Teaching Assistant. Computer and Information Science Dept., U. Pennsylvania. Fall 2003 to Spring 2005 Program Manager Intern. Microsoft Corporation, Natural Language Group. Summer 2000, Summer 2001 Research Assistant. Computer and Information Science Department, University of Delaware. 1998 to 2001 Teaching Assistant. Computer and Information Science Department, University of Delaware. Fall 1999 Teaching Assistant. Pennsylvania Governor's School of Excellence for the Sciences. Summer 1999 Funding from University-External Sources Matt Huenerfauth, PI. September 2014 to August 2018. CHS: Medium: Collaborative Research: Immediate Feedback to Support Learning American Sign Language through Multisensory Recognition. National Science Foundation, CISE Directorate, IIS Division. Amount of funding: $537,997. Collaborative research project, linked to corresponding NSF research grants to YingLi Tian, P.I., City College, $557,918 and to Elaine Gale, P.I., Hunter College, $104,000. Overall project total: $1,199,915. Matt Huenerfauth, PI. July 2011 to June 2015. Generating Accurate Understandable Sign Language Animations Based on Analysis of Human Signing. National Science Foundation, CISE Directorate, IIS Division. Amount of funding: $338,005. Additional $21,000 of supplemental funding from NSF Research Experiences for Undergraduates program. Collaborative research project, linked to corresponding NSF research grants to Carol Neidle, P.I., Boston University, for $385,957 and to Dimitris Metaxas, P.I., Rutgers University, for $469,996. Overall project total: $1,214,958. Matt Huenerfauth, PI. April 2010 to March 2010. Doctoral Consortium for ASSETS 2010. National Science Foundation, CISE Directorate, IIS Division. Amount of funding: $27,155. Matt Huenerfauth, PI. June 2008 to May 2014. CAREER: Learning to Generate American Sign Language Animation through Motion-Capture and Participation of Native ASL Signers. National Science Foundation,

Faculty Early Career Development (CAREER) Award Program, CISE Directorate, IIS Division, HCC Cluster. Amount of funding: $581,496. Additional $37,000 of supplemental funding from NSF Research Experiences for Undergraduates program. Matt Huenerfauth, PI. June 2007 to June 2011. Generating Animations of American Sign Language. Go PLM Academic Grant Program. Siemens A&D UGS PLM Software. Amount: $633,150. Research and Teaching Awards ACM Senior Member. (2014). Association for Computing Machinery. Faculty Early Career Development (CAREER) Award. (2008). U.S. National Science Foundation. Certificate of Recognition. (2008 and 2007). CUNY Chancellor s Salute to Scholars Ceremony. Best Paper Award. (2007). The 9 th ACM SIGACCESS Conference on Computers and Accessibility. Morris & Dorothy Rubinoff Award. (2007). Innovative Dissertation in Computer Science, University of Pennsylvania. Best Paper Award. (2005). The 7 th ACM SIGACCESS Conference on Computers and Accessibility. Best Doctoral Candidate Award. (2004). ACM SIGACCESS Conference on Computers and Accessibility. Teaching Practicum Award. (2003-2004). Department of Computer and Information Science, U. Pennsylvania. Computing Research Association, Outstanding Undergraduate Research Awards, Honorable Mention. (2001). Fellowships National Science Foundation Graduate Research Fellowship. (2003-2006). Full fellowship for doctoral studies. George J. Mitchell Scholarship. (2001-2002). National fellowship for twelve U.S. students to study in Ireland. British Marshall Scholarship. (Declined to accept Mitchell Scholarship). National fellowship to study in the UK. USA Today All-USA Collegiate Academic First Team. (2001) National scholarship for twenty U.S. students. Eugene DuPont Memorial Distinguished Scholar. (1997-2001). Full scholarship to the University of Delaware. Educational History University of Pennsylvania, Department of Computer and Information Science, Philadelphia, Pennsylvania, USA. Doctor of Philosophy (Ph.D.), 2006. GPA 4.00 Master of Science in Engineering (M.S.E.), 2004. GPA 4.00 Thesis: ASL Courses: Generating American Sign Language Classifier Predicates for English-to-ASL Machine Translation. American Sign Language (Levels 1 to 5), Fingerspelling (Levels 1 & 2), Deaf Culture, Conversation & Application (Level 4), and Classifier Predicates (Levels 1 & 2). National University of Ireland, University College Dublin, Department of Computer Science, Dublin, Ireland. Master of Science (M.Sc.), 2002. Master s Thesis: Research degree: human computer interaction, user-interface design, computer accessibility for people with special user-interface needs. Designing user-interfaces for illiterate users in developing communities in India. University of Delaware, Department of Computer and Information Science, Newark, Delaware, USA. Master of Science (M.S.), 2001. GPA 4.00 Honors Bachelor of Science (H.B.S.), 2001. GPA 4.00 Minor in Cognitive Science

Master s Thesis: Building a natural language generation text-planning component to produce tutorial output for educational software for deaf children learning English writing skills. Honors: Summa Cum Laude, Top Index Graduating Student (Rank 1 of 3174). Honor Societies: Phi Kappa Phi, Upsilon Pi Epsilon (Computer Science), Golden Key, Omicron Delta Kappa, Alpha Lambda Delta, National Society of Collegiate Scholars. University-Internal Research Funding Matt Huenerfauth, PI. January 2013 to December 2013. Sign Language Eye-tracking Data Analysis and Distribution. Graduate Investment Initiative, Round 16, Queens College, The City University of New York. Amount: $20,000. Matt Huenerfauth, PI. January 2012 to December 2012. Sign Language Video Analysis for Generating Realistic ASL Animation. Graduate Investment Initiative, Round 15, Queens College, The City University of New York. Amount: $20,000. Andrew Rosenberg, PI. Matt Huenerfauth, co-pi. December 2009 to December 2010. Generating Expressive Cued Speech from Audio Speech Signals. Research Enhancement Committee, Queens College, The City University of New York. Amount: $12,800. Matt Huenerfauth, PI. December 2008 to December 2009. Text readability software for adults with intellectual disabilities. Research Enhancement Committee, Queens College, The City University of New York. Amount: $10,000. Award to Computer Science Department (participating faculty: Jinlin Chen, Matt Huenerfauth, Christopher Vickery). 2009. Eye-Tracking Analysis for User Interface Design. Graduate Investment Initiative, Round 12, Queens College, The City University of New York. Amount: $30,000. Matt Huenerfauth, PI. July 2008 to December 2009. Educational Software for Deaf Users. Professional Staff Congress - City University of New York (PSC-CUNY) Research Award Program, Regular-Cycle Round 39. Amount: $3,800. Matt Huenerfauth, PI. July 2007 to December 2008. Evaluating Parameters for American Sign Language Animations. Professional Staff Congress - City University of New York (PSC-CUNY) Research Award Program, Out-Of-Cycle Round 38. Amount: $4,095. Peer-Refereed Journal Articles [1] Pengfei Lu, Matt Huenerfauth. 2014. Collecting and Evaluating the CUNY ASL Corpus for Research on American Sign Language Animation. Computer Speech & Language. Volume 28, Issue 3, May 2014, Pages 812 831. Elsevier. doi: 10.1016/j.csl.2013.10.004 [2] Hernisa Kacorri, Pengfei Lu, Matt Huenerfauth. 2013. Effect of Displaying Human Videos During an Evaluation Study of American Sign Language Animation. ACM Transactions on Accessible Computing. Volume 5, Issue 2, Article 4 (October 2013), 31 pages. doi: 10.1145/2517038 [3] Matt Huenerfauth, Pengfei Lu. 2012. Effect of Spatial Reference and Verb Inflection on the Usability of American Sign Language Animations. Universal Access in the Information Society: Volume 11, Issue 2 (June 2012), pages 169-184. doi: 10.1007/s10209-011-0247-7. [4] Pengfei Lu, Matt Huenerfauth. 2011. Data-Driven Synthesis of Spatially Inflected Verbs for American Sign Language Animation. ACM Transactions on Accessible Computing. Volume 4, Issue 1, Article 4 (November 2011), 29 pages. doi: 10.1145/2039339.2039343 [5] Matt Huenerfauth, Pengfei Lu. 2010. Accurate and Accessible Motion-Capture Glove Calibration for Sign Language Data Collection. ACM Transactions on Accessible Computing, Volume 3, Number 1, Article 2. New York: ACM Press. 32 pages. doi: 10.1145/1838562.1838564

[6] Matt Huenerfauth. 2009. A Linguistically Motivated Model for Speed and Pausing in Animations of American Sign Language. ACM Transactions on Accessible Computing. Volume 2, Number 2, Article 9, New York: ACM Press, Pages 1-31. doi: 10.1145/1530064.1530067 [7] Matt Huenerfauth. 2008. Spatial, Temporal, and Semantic Models for American Sign Language Generation: Implications for Gesture Generation International Journal of Semantic Computing. Volume 2, Number 1, Hackensack, NJ: World Scientific Publishing, pp. 21-45. doi: 10.1142/S1793351X08000336 [8] Matt Huenerfauth, Liming Zhou, Erdan Gu and Jan Allbeck. 2008. Evaluation of American Sign Language Generation by Native ASL Signers. ACM Transactions on Accessible Computing. Volume 1, Number 1 Article 3, New York: ACM Press, pp. 1-27. doi: 10.1145/1361203.1361206 [9] Matt Huenerfauth. 2008. Generating American Sign Language animation: overcoming misconceptions and technical challenges. Universal Access in the Information Society, Volume 6, Number 4, Berlin/Heidelberg: Springer, pp. 419-434. doi: 10.1007/s10209-007-0095-7 [10] Matt Huenerfauth. 2006. Representing Coordination and Non-Coordination in an American Sign Language Animation. Behaviour and Information Technology, Volume 25, Issue 4, London, UK: Taylor & Francis, pp. 285-295. doi: 10.1080/01449290600636769 Book Chapters [11] Hernisa Kacorri, Allen Harper, Matt Huenerfauth. 2014. Measuring the Perception of Facial Expressions in American Sign Language Animations with Eye Tracking. Universal Access in Human-Computer Interaction. Lecture Notes in Computer Science, Volume 8516, pp. 549-559. Switzerland: Springer International Publishing. [peer-reviewed conference paper, published as book chapter] [12] Hernisa Kacorri, Pengfei Lu, Matt Huenerfauth. 2013. Evaluating Facial Expressions in American Sign Language Animations for Accessible Online Information. Universal Access in Human-Computer Interaction. Design Methods, Tools, and Interaction Techniques for einclusion, Lecture Notes in Computer Science Volume 8009, 2013, pp. 510-519. [peer-reviewed conference paper, published as book chapter] [13] Pengfei Lu, Matt Huenerfauth. 2011. Collecting an American Sign Language Corpus through the Participation of Native Signers. In Universal Access in Human-Computer Interaction. Applications and Services. Lecture Notes in Computer Science, Volume 6768, 2011, pp. 81-90 [peer-reviewed conference paper, published as book chapter] [14] Matt Huenerfauth. 2010. Representing American Sign Language Classifier Predicates Using Spatially Parameterized Planning Templates. In M.T. Banich and D. Caccamise (eds.), Generalization of Knowledge: Multidisciplinary Perspectives, pp. 157-174. New York: Psychology Press. [15] Matt Huenerfauth. 2009. Improving Spatial Reference in American Sign Language Animation through Data Collection from Native ASL Signers. International Conference on Universal Access in Human-Computer Interaction (UAHCI). San Diego, CA. July 2009. In C. Stephanidis (Ed.), Universal Access in HCI, Part III, HCII 2009, LNCS 5616, pp. 530 539, 2009. Berlin/Heidelberg: Springer-Verlag. [peer-reviewed conference paper, published as book chapter] [16] Matt Huenerfauth and Vicki L. Hanson. 2009. Sign Language in the Interface: Access for Deaf Signers. In C. Stephanidis (ed.), The Universal Access Handbook, pp. 619-636. Mahwah, NJ: Lawrence Erlbaum Associates. Peer-Refereed Papers, published in Conference Proceedings [17] Hernisa Kacorri, Matt Huenerfauth. 2014. Implementation and Evaluation of Animation Controls Sufficient for Conveying ASL Facial Expressions. Proceedings of the 15th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS 14), Rochester, New York, USA. [18] Matt Huenerfauth, Hernisa Kacorri. 2014. Release of Experimental Stimuli and Questions for Evaluating Facial Expressions in Animations of American Sign Language. Proceedings of the 6th Workshop on the

Representation and Processing of Sign Languages: Beyond the Manual Channel, The 9th International Conference on Language Resources and Evaluation (LREC 2014), Reykjavik, Iceland. [19] Hernisa Kacorri, Allen Harper, Matt Huenerfauth. 2013. Comparing Native Signers Perception of American Sign Language Animations and Videos via Eye Tracking. In Proceedings of the 15th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS '13). ACM, New York, NY, USA, Article 9, 8 pages. DOI=10.1145/2513383.2513441 [29% paper-acceptance rate] [20] Pengfei Lu, Matt Huenerfauth. 2012. Learning a Vector-Based Model of American Sign Language Inflecting Verbs from Motion-Capture Data. Proceedings of the Third Workshop on Speech and Language Processing for Assistive Technologies (SLPAT), The 2012 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies (NAACL-HLT 2012), Montreal, Quebec, Canada. East Stroudsburg, PA: Association for Computational Linguistics. [21] Pengfei Lu, Matt Huenerfauth. 2012. CUNY American Sign Language Motion-Capture Corpus: First Release. Proceedings of the 5th Workshop on the Representation and Processing of Sign Languages: Interactions between Corpus and Lexicon, The 8th International Conference on Language Resources and Evaluation (LREC 2012), Istanbul, Turkey. [22] Pengfei Lu, Matt Huenerfauth. 2011. Synthesizing American Sign Language Spatially Inflected Verbs from Motion-Capture Data. The Second International Workshop on Sign Language Translation and Avatar Technology (SLTAT), The 13th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS 2011), Dundee, Scotland, United Kingdom. [23] Matt Huenerfauth, Pengfei Lu and Andrew Rosenberg. 2011. Evaluating Importance of Facial Expression in American Sign Language and Pidgin Signed English Animations. The 13th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS 2011), Dundee, Scotland, United Kingdom. New York: ACM Press. [30% paper-acceptance rate] [24] Martin Jansche, Lijun Feng, Matt Huenerfauth. 2010. Reading Difficulty in Adults with Intellectual Disabilities: Analysis with a Hierarchical Latent Trait Model. The 12th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS 2010), Poster Session, Orlando, Florida, USA. New York: ACM Press, pp. 277-278. [54% paper-acceptance rate] [25] Matt Huenerfauth, Pengfei Lu. 2010. Modeling and Synthesizing Spatially Inflected Verbs for American Sign Language Animations. The 12th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS 2010), Orlando, Florida, USA. New York: ACM Press, pp. 99-106. [31% paper-acceptance rate] [26] Lijun Feng, Martin Jansche, Matt Huenerfauth, Noémie Elhadad. 2010. A Comparison of Features for Automatic Readability Assessment. In Proceedings of The 23rd International Conference on Computational Linguistics (COLING 2010), Beijing, China, Poster Volume. East Stroudsburg, PA: Association for Computational Linguistics, pp. 276-284. [42% paper-acceptance rate] [27] Pengfei Lu, Matt Huenerfauth. 2010. Collecting a Motion-Capture Corpus of American Sign Language for Data-Driven Generation Research, In Proceedings of the First Workshop on Speech and Language Processing for Assistive Technologies (SLPAT), Human Language Technologies: The 11th Annual Conference of the North American Chapter of the Association for Computational Linguistics (HLT-NAACL 2010), Los Angeles, CA, USA. East Stroudsburg, PA: Association for Computational Linguistics, pp. 89-97. [28] Matt Huenerfauth, Pengfei Lu. 2010. Eliciting Spatial Reference for a Motion-Capture Corpus of American Sign Language Discourse, In Proceedings of the Fourth Workshop on the Representation and Processing of Signed Languages: Corpora and Sign Language Technologies, The 7th International Conference on Language Resources and Evaluation (LREC 2010), Valetta, Malta. Paris: European Language Resources Association, pp. 121-124. [29] Matt Huenerfauth, Lijun Feng, Noémie Elhadad. 2009. Comparing Evaluation Techniques for Text Readability Software for Adults with Intellectual Disabilities. In Proceedings of the 11th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS 2009), Pittsburgh, Pennsylvania, USA. New York: ACM Press, pp. 3-10. [32% paper-acceptance rate]

[30] Pengfei Lu, Matt Huenerfauth. 2009. Accessible Motion-Capture Glove Calibration Protocol for Recording Sign Language Data from Deaf Subjects. In Proceedings of the 11th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS 2009), Pittsburgh, Pennsylvania, USA. New York: ACM Press, pp. 83-90. [32% paper-acceptance rate] [31] Lijun Feng, Noemie Elhadad, Matt Huenerfauth. 2009. Cognitively Motivated Features for Readability Assessment, In Proceedings of the 12th Conference of the European Chapter of the Association for Computational Linguistics (EACL 2009), Athens, Greece. East Stroudsburg, PA: Association for Computational Linguistics, pp. 229-237. [28% paper-acceptance rate] [32] Matt Huenerfauth. 2008. Evaluation of a Psycholinguistically Motivated Timing Model for Animations of American Sign Language. In Proceedings of the 10th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS 2008), Halifax, Nova Scotia, Canada. New York: ACM Press, pp. 129-136. [37% paper-acceptance rate, candidate for Best Paper Award] [33] Matt Huenerfauth, Liming Zhou, Erdan Gu and Jan Allbeck. 2007. Evaluating American Sign Language Generation Through the Participation of Native ASL Signers. In Proceedings of the 9th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS 2007), Tempe, AZ, USA. New York: ACM Press, pp. 211-218. [31% paper-acceptance rate] Conference Award: Best Paper Award, ASSETS 2007. [34] Matt Huenerfauth, Liming Zhou, Erdan Gu and Jan Allbeck. 2007. Design and Evaluation of an American Sign Language Generator. In Proceedings of the Workshop on Embodied Language Processing (EmbodiedNLP 2007), The 45th Annual Meeting of the Association for Computational Linguistics (ACL 2007), Prague, Czech Republic. East Stroudsburg, PA: Association for Computational Linguistics, pp. 51-58. [35] Matt Huenerfauth. 2005. Representing Coordination and Non-Coordination in an American Sign Language Animation. In Proceedings of the 7th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS 2005), Baltimore, MD, USA. New York: ACM Press, pp. 44-51. Conference Award: Best Paper Award, ASSETS 2005. [36] Matt Huenerfauth. 2005. American Sign Language Spatial Representations for an Accessible User-Interface. In Proceedings of the 3rd International Conference on Universal Access in Human-Computer Interaction (UAHCI 2005), Las Vegas, NV, USA. [37] Matt Huenerfauth. 2005. American Sign Language Generation: Multimodal NLG with Multiple Linguistic Channels. In Proceedings of the Student Research Workshop, Association for Computational Linguistics, 43rd Annual Meeting (ACL 2005), Ann Arbor, MI, USA. East Stroudsburg, PA: Association for Computational Linguistics. [38] Matt Huenerfauth. 2004. Spatial and Planning Models of ASL Classifier Predicates for Machine Translation. In Proceedings of the 10th International Conference on Theoretical and Methodological Issues in Machine Translation (TMI 2004), Baltimore, MD, USA. [39] Matt Huenerfauth. 2004. Spatial Representation of Classifier Predicates for Machine Translation into American Sign Language. In Proceedings of the Workshop on the Representation and Processing of Signed Languages, The 4th International Conference on Language Resources and Evaluation (LREC 2004), Lisbon, Portugal. Paris: European Language Resources Association. [40] Matt Huenerfauth. 2004. A Multi-Path Architecture for Machine Translation of English Text into American Sign Language Animation. In Proceedings of the Student Research Workshop at the Human Language Technologies conference / North American chapter of the Association for Computational Linguistics (HLT- NAACL 2004), Boston, MA, USA. East Stroudsburg, PA: Association for Computational Linguistics. [41] Matt Huenerfauth. 2002. Design Approaches for Developing User-Interfaces Accessible to Illiterate Users. In Proceedings of the Intelligent and Situation-Aware Media and Presentations Workshop, American Association of Artificial Intelligence Conference (AAAI 2002), Edmonton, Alberta, Canada.

Theses [42] Matt Huenerfauth. 2006. Generating American Sign Language Classifier Predicates for English-to-ASL Machine Translation. Doctoral Dissertation, Computer and Information Science, University of Pennsylvania. [43] Matt Huenerfauth. 2002. Developing Design Recommendations for Computer Interfaces Accessible to Illiterate Users. M.Sc. Thesis, Computer Science, National University of Ireland, University College Dublin. [44] Matt Huenerfauth. 2001. Development of PeTaLS: Personality Tagged Logical Statistical Generator. M.S. Thesis, Computer and Information Sciences, University of Delaware. Other Publications [45] Matt Huenerfauth. 2014. Learning to Generate Understandable Animations of American Sign Language. Effective Access Technologies Conference, Rochester, New York, USA. June 17-18, 2014. 6 pages. [46] Matt Huenerfauth. 2010. Participation of High School and Undergraduate Students who are Deaf in Research on American Sign Language Animation. ACM SIGACCESS Accessibility and Computing. New York: ACM Press. Issue 97 (June 2010). [47] Matt Huenerfauth. 2005. American Sign Language Natural Language Generation and Machine Translation. ACM SIGACCESS Accessibility and Computing. New York: ACM Press. Issue 81 (January 2005). [48] Matt Huenerfauth. 2004. American Sign Language Natural Language Generation and Machine Translation. Doctoral Consortium Presentation and Poster Session at the 6th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS 2004), Atlanta, GA, USA. Conference Award: Best Doctoral Candidate Award, Delivered Closing Plenary Address, ASSETS 2004. [49] Matt Huenerfauth. 2003. A Survey and Critique of American Sign Language Natural Language Generation and Machine Translation Systems. Technical Report MS-CIS-03-32, Computer and Information Science, University of Pennsylvania. Service to the Profession: Leadership Roles (2006 to present, ongoing activities listed first) Editor-in-Chief, the ACM Transactions on Accessible Computing (TACCESS) journal, Association for Computing Machinery, August 2013 to Present. Vice-President, Special Interest Group on Speech and Language Processing for Assistive Technologies (SLPAT), Association for Computational Linguistics (ACL), January 2013 to Present. General Chair, The 14th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS 2012), Boulder, Colorado, USA. (The general chair is the lead of the organizing committee of the conference.) Associate Editor, the ACM Transactions on Accessible Computing (TACCESS) journal, Association for Computing Machinery, 2011 to 2013. Editorial Board, the ACM Transactions on Accessible Computing (TACCESS) journal, Association for Computing Machinery, 2008 to Present. Associate Chair (AC), paper/notes subcommittee on Usability, Accessibility and User Experience, The 31th ACM CHI Conference on Human Factors in Computing Systems (CHI-2013), Paris, France. Organizing Committee Member, The 2nd International Workshop on Sign Language Translation and Avatar Technology (SLTAT) held at the 13th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS 2011), Dundee, Scotland, UK. Doctoral Consortium Chair, The 12th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS 2010), Orlando, Florida, USA. Student Research Competition Co-Chair, The 10th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS 2008), Halifax, Canada.

Publicity Chair, The 9th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS 2007), Tempe, AZ, USA. Co-Chair, Doctoral Student Consortium at the Human Language Technology conference - North American chapter of the Association for Computational Linguistics annual meeting (HLT-NAACL) 2006 in New York, NY, USA. Service to the Profession: Program Committees (2006 to present, ongoing activities listed first) Program Committee Member, Fifth Workshop on Speech and Language Processing for Assistive Technologies (SLPAT), Workshop of ACL 2013, June 2014, Baltimore, MD, USA. Program Committee Member, The 16th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS 2014), Rochester, NY, USA. Program Committee Member, The 11th International Web for All Conference (Web4All-W4A2014), April 2014, Seoul, Korea. Scientific Committee Member, Special Issue of the Journal of Applied Linguistics on Readability and text Simplification for Education, 2013. Program Committee Member, The 15th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS 2013), Bellevue, Washington, USA. Program Committee Member, Fourth Workshop on Speech and Language Processing for Assistive Technologies (SLPAT), Satellite Workshop of INTERSPEECH 2013, August 2013, Grenoble, France. Program Committee Member, Second Workshop on Predicting and Improving Text Readability for Target Reader Populations (PITR), held at the 51st Annual Meeting of the Association for Computational Linguistics (ACL 2013), Sofia, Bulgaria. Program Committee Member, The 10th International Cross-Disciplinary Conference on Web Accessibility (Web4All-W4A2013), May 2013, Rio de Janeiro, Brazil. Program Committee Member, The 14th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS 2012), Boulder, Colorado, USA. Program Committee Member, Third Workshop on Speech and Language Processing for Assistive Technologies (SLPAT), held at The 13th Annual Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies, 2012, Montreal, Quebec, Canada. Program Committee Member, Workshop on Predicting and Improving Text Readability, held at The 13th Annual Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies, 2012, Montreal, Quebec, Canada. Program Committee Member, Student Research Workshop and Doctoral Consortium, held at The 13th Annual Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies, 2012, Montreal, Quebec, Canada. Program Committee Member, The 9th International Cross-Disciplinary Conference on Web Accessibility (Web4All-W4A2012). Program Committee Member, The 13th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS 2011), Dundee, Scotland, UK. Program Committee Member, Second Workshop on Speech and Language Processing for Assistive Technologies (SLPAT) held at the Conference on Empirical Methods in Natural Language Processing (EMNLP-2011), Edinburgh, Scotland, UK. Program Committee Member, The 8th International Cross-Disciplinary Conference on Web Accessibility (W4A- 2011), Hyderabad, Andhra Pradesh, India. Program Committee Member, The 12th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS 2010), Orlando, Florida, USA.

Program Committee Member, First Workshop on Speech and Language Processing for Assistive Technologies (SLPAT), held at Human Language Technologies: The 11th Annual Conference of the North American Chapter of the Association for Computational Linguistics, June 2010, Los Angeles, CA, USA. Program Committee Member, The Second IASTED International Conference on Telehealth and Assistive Technology (TAT 2009), Cambridge, MA, USA. Program Committee Member, The 11th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS 2009), Pittsburgh, PA, USA. Program Committee Member, The 10th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS 2008), Halifax, Canada. Program Committee Member, The IASTED International Conference on Assistive Technologies (AT 2008), Baltimore, MD, USA. Program Committee Member, The 9th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS 2007), Tempe, AZ, USA. Program Committee Member, Student Session, INLG 2006: Meeting of the Special Interest Group in Natural Language Generation (SIGGEN), COLING/ACL 2006: International Committee on Computational Linguistics and the Association for Computational Linguistics Joint Conference, Sydney, Australia. Service to the Profession: Diversity Activities (2006 to present, ongoing activities listed first) Partner, AccessComputing, NSF-funded program based at the University of Washington to broadening participation in computing for people with disabilities, 2011 to Present. Participant, AccessComputing Leadership Institute, organized by the AccessComputing program at the University of Washington to bring together leaders and emerging leaders to share best practices and funding for broadening participation in computing for people with disabilities, Seattle, WA, November 6-7, 2008. Member of the Faculty Working Group, Summit to Create a Cyber-Community to Advance Deaf and Hard-of- Hearing Individuals in STEM (DHH Cyber-Community), NSF-funded summit lead by U. Washington and Rochester Institute of Technology with 50 invited leaders in science, technology, engineering, and mathematics (STEM) education for deaf and hard-of-hearing students, Rochester, NY, June 25-28, 2008. Service to the Profession: Reviewing (2006 to present, ongoing activities listed first) Reviewer, The 3rd International Workshop on Sign Language Translation and Avatar Technology (SLTAT), Chicago, Illinois, USA. October 18-19, 2013. Journal Reviewer, the Computer Speech and Language (CSL) journal special issue, January 2013. Ad Hoc Proposal Reviewer, U.S. National Science Foundation, Directorate for Computer & Information Science & Engineering, Intelligent and Information Systems Division, December 2012. Journal Reviewer, the Computer Speech and Language (CSL) journal special issue, March 2012. Reviewer, The 30th ACM CHI Conference on Human Factors in Computing Systems (CHI-2012), Austin, TX, USA. Journal Reviewer, the Machine Translation (MT) journal, June 2011. Reviewer, The 29th ACM CHI Conference on Human Factors in Computing Systems (CHI-2011), Vancouver, BC, Canada. Ad Hoc Proposal Reviewer, U.S. National Science Foundation, Directorate for Education and Human Resources, June 2010. Reviewer, The 23rd International Conference on Computational Linguistics (COLING 2010), Beijing, China.

Ad Hoc Proposal Reviewer, U.S. National Science Foundation, Directorate for Computer & Information Science & Engineering, Intelligent and Information Systems Division, March 2010. Review Panelist, U.S. National Science Foundation, Directorate for Computer & Information Science & Engineering, Intelligent and Information Systems Division, Spring 2009. Ad Hoc Reviewer, ACM Symposium on User Interface Software and Technology (UIST), May 2009. Journal Reviewer, Journal of Artificial Intelligence Research (JAIR), April 2009. Journal Reviewer, the Machine Translation (MT) journal, March 2009. Ad Hoc Proposal Reviewer, U.S. National Science Foundation, Directorate for Computer & Information Science & Engineering, Intelligent and Information Systems Division, February 2009. Ad Hoc Proposal Reviewer, U.S. National Science Foundation, Directorate for Computer & Information Science & Engineering, Intelligent and Information Systems Division, February 2008. Journal Reviewer, ACM Transactions on Accessible Computing, Association for Computing Machinery, 2007. Service Activities within College/University (2006 to present) Associate Dean, Division of Mathematical and Natural Sciences (DMNS), Queens College, The City University of New York, June 2012 to August 2014. Division-wide budget planning, overseeing allocation of research enhancement funding and other faculty research support funds from the dean s office, community educational and high-school outreach activities, organizing major division-wide events (e.g., Undergraduate Science Research Day conference for several hundred students), assembling divisional information for pubic relations materials (e.g., new divisional viewbook), budgeting for equipment service contracts for core research facilities, coordinating course development for new general education curriculum at CUNY, and other projects as needed. Member, Curriculum Committee, Computer Science Department, Queens College, The City University of New York, September 2009 to August 2014. Co-Organizer, CUNY-NLP Seminar Series (guest speaker series on natural language processing and computational linguistics), Graduate Center, The City University of New York, September 2009 to August 2014. Member, Advisory Committee, MARC-U*STAR Minority Access to Research Careers program, Queens College, The City University of New York, 2013 to August 2014. Computer Science Departmental Representative, Undergraduate Research Council, Division of Mathematical and Natural Sciences, Queens College, The City University of New York, March 2008 to August 2014. Member, Executive Committee, Linguistics Graduate Program, Graduate Center, The City University of New York, September 2011 to August 2013. Member, Admissions and Awards Committee, Linguistics Graduate Program, Graduate Center, The City University of New York, September 2011 to August 2012. Member, Macaulay College Council, Macaulay Honors College, The City University of New York, December 2010 to December 2012. Member, Curriculum Committee (college-wide), Macaulay Honors College, The City University of New York, December 2010 to August 2012. Acting Director, Masters Program and Doctoral Certificate Program in Computational Linguistics, Graduate Program in Linguistics, Graduate Center, The City University of New York, December 2010 to August 2012. (Course scheduling and staffing, curriculum planning, addressing student concerns and issues, updating website information, and admissions advertising campaign.) Assistant to the Dean, Division of Mathematical and Natural Sciences (DMNS), Queens College, The City University of New York, November 2011 to June 2012. Organizing calendar of divisional events, educational initiatives, institutional data reporting, coordinating creation of division brochure, and other projects.

Chair, Search Committee for Visiting Faculty Position, Department of Computer Science, Queens College, The City University of New York, December 2011 to May 2012. Chair, Academic/Internships Subcommittee, Queens College 75th Anniversary Year Celebration Planning Committee, December 2011 to May 2012. Member, Ad Hoc Committee for Studying the Pathways General Education Program, Faculty Senate, Queens College, The City University of New York, September 2011 to December 2011. Member, Research Enhancement Committee, Division of Mathematical and Natural Sciences, Queens College, The City University of New York, September 2011 to November 2011. Peer Mentoring, Reading proposals, providing feedback, and meeting individually with Computer Science faculty members across CUNY who are reapplying for NSF CAREER Awards, May 2011 to July 2011. Member, Search Committee, CUNY Cyber-Infrastructure Faculty Position, Queens College, 2009 to 2010. Member, Committee to Enhance Scholarship and External Funding, Queens College, The City University of New York, January 2009. Organizer of the Computer Science Department s website redesign/updating project, Department of Computer Science, Queens College, The City University of New York, December 2007 to February 2008. Invited Presentations and Guest Lectures (2006-Present) Learning to Generate Understandable Animations of American Sign Language. November 2014 (expected). Invited Speaker, Seminar, The Center for Language and Speech Processing at Johns Hopkins University, Baltimore, MD. Learning to Generate Understandable Animations of American Sign Language. February 2014. Invited Speaker, School of Communication and Information Sciences, Rutgers University, New Brunswick, NJ. Automatically Generating Understandable Animations of American Sign Language. May 2013. Invited Speaker, Colloquium, Graduate Program in Linguistics, The Graduate Center, City University of New York. Automatically Generating Understandable Animations of American Sign Language. March 2013. Invited Speaker, Monthly Lecture Series, International Linguistics Association, New York, NY. Automatically Generating Understandable Animations of American Sign Language. July 2012. Invited Speaker, Summer Academy Colloquium, Department of Computer Science & Engineering, University of Washington, Seattle, WA. Generating Linguistically Accurate and Understandable Sign Language Animations. January 2012. Invited Speaker, Department of Linguistics, Montclair State University, Montclair, NJ, USA. Design, Accessibility, Code: Three Perspectives on the Web. Part 2: Accessibility. December 2011. Invited Speaker, Tech Tuesday Speaker Series, Center for Teaching and Learning, Queens College, The City University of New York, New York, NY, USA. Learning to Produce Accurate and Understandable Sign Language Animations. November 2011. Invited Speaker, Columbia Linguistics Society, Columbia University, New York, NY, USA. Learning to Produce Accurate and Understandable Sign Language Animations. October 2011. Invited Speaker, School of Computing, University of Dundee, Scotland, United Kingdom. Cyclic Data-Driven Research on American Sign Language Animation. January 2011. Invited Keynote Speaker, International Workshop on Sign Language Translation and Avatar Technology (SLTAT), Federal Ministry of Labor and Social Affairs, Berlin, Germany. Linguistic and Assistive Technology for People with Disabilities. February 2011. Guest Lecture, Computer Science 87100, Research at CUNY, Ph.D. Program in Computer Science, The Graduate School and University Center, The City University of New York, New York, NY, USA.

Experimental HCI Research with People with Disabilities: Case studies from the LATLab at CUNY. November 2010. Guest Lecture, Library Sciences 754, Human Computer Interaction, Graduate School of Library and Information Sciences, Queens College, The City University of New York, NY, USA. A Motion-Capture Corpus of American Sign Language for Generation Research. December 2009. CUNY-NLP Seminar Series, NLP at CUNY: Computational Linguistic Research Community, Graduate Center, The City University of New York, New York, NY, USA. Sign Language Animation: Making Information Accessible for People who are Deaf. November 2009. Sigma Xi Scientific Research Society Faculty Research Presentation, Queens College, The City University of New York, Flushing, NY, USA. Generating Animations of American Sign Language Based on Data from Native Signers. June 2009. Invited Speaker, The Haskins Laboratories at Yale University, New Haven, CT, USA. A Linguistic Timing Model for Animations of American Sign Language. February 2009. Perceptual Science Speaker Series, Center for Cognitive Science (RuCCS) and IGERT: Interdisciplinary Training Program in Perceptual Science, Rutgers University, New Brunswick, NJ, USA. A Linguistically Motivated Model for Speed and Pausing in Animations of American Sign Language. September 2008. CUNY Psycholinguistics Supper Speaker Series, Graduate Program in Linguistics, The Graduate School and University Center, The City University of New York, New York, NY, USA. ASL Generation and Evaluation of ASL Systems. March 2008. Guest Lecture, Computer Science 84010, Computational Linguistics, Ph.D. Program in Computer Science and Graduate Program in Linguistics, The Graduate School and University Center, The City University of New York, NY, USA. Linguistic and Assistive Technology for Users with Disabilities. March 2008. Guest Lecture, Computer Science 87100, Research at CUNY, Ph.D. Program in Computer Science, The Graduate School and University Center, The City University of New York, New York, NY, USA. Assistive Technology for the Deaf: American Sign Language Machine Translation. November 2006. Guest Lecture, Computer Science 87100, Research at CUNY, Ph.D. Program in Computer Science, The Graduate School and University Center, The City University of New York, New York, NY, USA. Assistive Technology for the Deaf: American Sign Language Machine Translation. October 2006. Colloquium, Ph.D. Program in Computer Science, The Graduate School and University Center, The City University of New York, New York, NY, USA. Representing American Sign Language Classifier Predicates Using Spatially Parameterized Planning Templates. August 2006. Science of Learning Symposium on Generalization of Knowledge, The Institute of Cognitive Science, University of Colorado, Boulder, CO, USA. Assistive Technology for the Deaf: American Sign Language Machine Translation. April 2006. Seminar, Harvard-MIT Division of Health Sciences & Technology and the MIT Department of Electrical Engineering & Computer Science, Cambridge, MA, USA. Assistive Technology for the Deaf: American Sign Language Machine Translation. April 2006. Seminar, Center for Language and Speech Processing, Johns Hopkins University, Baltimore, MD, USA. Teaching Experience Foundations of Human-Computer Interaction, HCIN-610, Human Computer Interaction Program in the Information Sciences and Technologies Department, Golisano College of Computer and Information Sciences, Rochester Institute of Technology. Course taught: Fall 2014. Students are introduced to human-computer interaction design principles, key concepts in cognitive psychology, design and evaluation techniques, and accessible design for people with disabilities. Human-Computer Interaction and Accessibility, CSci-381/780, Computer Science Department, CUNY Queens College. Course created and taught: Fall 2010. Students are introduced to human-computer interaction design principles, conduct of experimental studies involving human subjects, research methods and paradigms in human-computer interaction, and accessible design for people with disabilities.

Honors Seminar: A City for Everyone: Science and Technology in NYC Benefiting People with Disabilities, CUNY Queens College / Macaulay Honors College. Course created: Fall 2007. Taught: Fall 2007, Fall 2008, Fall 2009, Fall 2010, Fall 2011, and Fall 2012. Undergraduate Honors College students learn about the life experiences of people with disabilities, current trends in assistive technology, and introductory computing concepts. Readings and in-class discussion explore the legal, medical, social, educational, cultural, and ethical issues surrounding technology and people with disabilities. Language Technology: Speech and Language Processing, cross-listed between the Graduate Program in Linguistics and the Doctoral Program in Computer Science, CUNY Graduate Center. Course materials created: Spring 2009. Course taught: Spring 2009, Spring 2010, Spring 2011, Spring 2012. PhD students in Linguistics and in Computer Science are introduced to computational linguistics concepts, speech and language processing technologies, and research areas in the field of Natural Language Processing. Methods in Computational Linguistics I, Graduate Program in Linguistics, CUNY Graduate Center. Course materials created: Fall 2011. Course taught: Fall 2011, Fall 2013. MA and PhD students in Linguistics are introduced to the Python programming language and key programming techniques used in computational linguistics research. User-Interface Design and Accessibility, CSC-87100, Computer Science Ph.D. Program, CUNY Graduate Center. Course created and taught: Fall 2007. PhD students in Computer Science are introduced to human-computer interaction and assistive technology for people with disabilities, applications of computer research to problems in accessibility, and experimental research with human subjects. Artificial Intelligence, CSci-363, CUNY Queens College. Course materials created and taught: Spring 2007. In this upper-level elective course, senior undergraduate students and masters students in computer science were exposed to foundational concepts and techniques in the field of artificial intelligence. Data Structures, CSci-313, CUNY Queens College. Course materials created: Fall 2006. Taught: Fall 2006, Spring 2007, Fall 2007, Spring 2008, Fall 2008. Undergraduate students with a major or minor in computer science take this course as part of the core curriculum; it is a prerequisite for most upper-level courses. Dissertation Research Advisement, Computer Science Ph.D. Program, CUNY Graduate Center. Advising dissertation research projects for Computer Science Ph.D. students. Spring 2008-Present. Introduction to Scientific Honors Research, Honors in the Natural and Mathematical Sciences, HMNS-102, CUNY Queens College. Directed undergraduate honors student research projects for course credit: Fall 2010. Independent Study, Computer Science Department, CUNY Queens College. Directed student research projects for course credit: Fall 2008, Spring 2010. Introduction to Artificial Intelligence, CSE-391, Department of Computer Science, University of Pennsylvania, Created and taught one-third of course lectures: Spring 2004, Spring 2005. Information Technology and Its Impact on Society, CSE-100, Department of Computer Science, University of Pennsylvania, Created and taught recitation/laboratory section of the course: Fall 2003. Non-science students learn computing and Internet technology concepts, and they explore issues in electronic privacy and security, intellectual property, societal changes relating to information technology, and other ethical issues in cyberspace. Ph.D. Student Advisees Hernisa Kacorri, Ph.D. advisor, The Graduate Center, CUNY. Proposal expected: Fall 2014. Allen Harper, Ph.D. advisor, The Graduate Center, CUNY. Proposal scheduled: August 2014. Josh Waxman, Ph.D. advisor, The Graduate Center, CUNY. Defended and graduated: June 2014. Pengfei Lu, Ph.D. advisor, The Graduate Center, CUNY. Defended and graduated: October 2013. Lijun Feng, Ph.D. advisor, The Graduate Center, CUNY. Defended and graduated: September 2010. Thesis and Exam Committees Zofia Stankiewicz, Ph.D. committee, The Graduate Center, CUNY.

Taylor Cassidy, Ph.D. thesis committee, The Graduate Center, CUNY. Defended and graduated: April 2014. Edgar Troudt, Ph.D. thesis committee, The Graduate Center, CUNY. Defended and graduated: December 2013. Rachel Adler, Ph.D. thesis committee, The Graduate Center, CUNY. Defended and graduated: January 2012. Kyle Duarte, Ph.D. thesis committee, University of South Brittany, France. Defended and graduated: June 2012. Tiziana Ligorio, Ph.D. thesis committee, The Graduate Center, CUNY. Defended and graduated: June 2011. Qi Li, qualifying exam committee, The Graduate Center, CUNY. Exam: June 2012. David Guy Brizan, qualifying exam committee, The Graduate Center, CUNY. Exam: August 2011. Sumon Azhar, Ph.D. proposal committee, The Graduate Center, CUNY. Proposal Defended: August 2009. Zheng Chen, qualifying exam committee, The Graduate Center, CUNY. Exam: February 2009. Media Outreach Featured in online article from the George Mitchell Scholarship program of the US-Ireland Alliance on July 5, 2013, in article entitled Matt Huenerfauth -- Film Animation and American Sign Language. Featured in Salute to Scholars newsletter publication from City University of New York in Spring 2012 in an article entitled Signposts that Digitally Aid the Deaf. Featured in Kids These Days radio program on KSKA on August 3, 2011, in segment entitled Assistive Technology Helping Deaf Students Succeed. Featured in the Irish Echo newspaper (national publication aimed at the Irish-American community) on February 23, 2011, as one of the Top 40 Under 40 young professionals in the United States, with an article about career in computer accessibility and higher education. Quoted on radio program on WNYC-FM on August 19, 2010, entitled Signs of Change: Video Chatting Software to Help the Hearing-Impaired. Professional Memberships Sigma Xi, The Scientific Research Society, Queens College Chapter. Association for Computing Machinery (ACM) Special Interest Groups: Accessible Computing (SIGACCESS), Computer Science Education (SIGCSE), Computers and Society (SIGCAS) Association for Computational Linguistics (ACL) Special Interest Group: Natural Language Generation (SIGGEN), Speech and Language Processing for Assistive Technologies (SLPAT).

Curriculum Vita 1. NAME: Jai W. Kang CURRENT ACADEMIC RANK: Associate Professor TENURE STATUS: Tenured 2. Degrees with fields, institutions, and dates: Degree Field Institution Ph.D. Operations Research / Industrial State University of New York Engineering at Buffalo M.S. Operations Research / Industrial Georgia Institute of Engineering Technology M.S. Information and Computer Georgia Institute of Science Technology M.A. Mathematics Kent State University B.S. Pharmacy Seoul National University, Korea 3. Conferences, workshops, and professional development programs in which you have participated to improve teaching and professional competence in IT: Coursera MOOC Courses: 1. Introduction to Data Science: Instructor: Bill Howe (University of Washington) Duration: 10 weeks Statement of Completion with Distinction: 6/29/13 2. Inter-professional Healthcare Informatics: Instructor: Karen Monsen (Univ. of Minnesota) Duration: 10 weeks Statement of Completion: 8/12/13 (No with Distinction available) 3. Model Thinking: Instructor: Scott Page (Univ. of Michigan) Duration: 10 weeks Statement of Completion with Distinction: 12/31/13 4. Machine Learning: Instructor: Andrew Ng (Stanford Univ.) Duration: 10 weeks Statement of Completion: 12/23/13 (No with Distinction available) Data Mining with Weka MOOC Course Instructor: Ian Witten (Univ. of Waikato, New Zealand) Duration: 5 weeks Statement of Complement: 10/20/13 (No with Distinction available) October 9, 2013. Webinar: Big Data Visual Analytics with MicroDtrategy and Amazon EMR. MicroStrategy

August 27, 2013. Webinar: Achieving Business Value with Big Data by Bill Inmon, CIO July 15-16, 2013. ArcGIS: Introduction to GIS: Instructor led online 16 hours training June 27, 2013. Seminar: Cracking the Code Healthcare. North Star Network, Rochester NY June 26, 2013. Webinar: Assessing Mapping Data for Sahel. WWHGD (World-Wide Human Geography Data) Working Group. June 4, 2013. Webinar: Hadoop and Enterprise Data Warehouse. Cloudera. May 29, 2013. Webinar: Big Data Webinar Series: Reporting, Visualization and Predictive from Hadoop. Pentaho May 22, 2013. Webinar: Pentaho Big Data Webinar Series: Reducing the Implementation Efforts of Hadoop, NoSQL & Analytic Databases, Pentaho. May 9, 2013. Webinar: Hadoop: Extending Your Data Warehouse, Cloudera. April 3, 2013. Webinar: Making Sense of NoSQL March 13, 2013. Webinar: Close the Data Science Gap: Discover New Value with Big Analytic Apps. On24.com February 27, 2013. Seminar: Big Data Making it Real. Digital Rochester. NY February 27, 2013. Webinar: Top Reasons to Consider Advanced Analytics for your Organization. TDWI January 17,2013. Webinar: Realize the Value of your Big Data with Graph Technology. Database Trends & Appliactions. December 12, 2012. Webinar: Big Data, Bright Future, Oracle. November 6, 2012. Webinar: Real Time Queries in Hadoop. Clodera. October 23, 2012. Webinar: Beyond Classic RDBMS: The End of the One Size Fits All Database Era. Clustrix. October 1, 2012. Webinar: Emerging Technologies 2013: The Information-Driven Future along with Emerging Technology Strategies for Big Data Analytics. TDWI. September 25, 2012. Webinar: Big Data, Analytics, and Hadoop in the Enterprise: A Practical Primer. DBTA.com and Progress Software. September 20, 2012. Webinar: Recommender Systems: The Power of Personalization. ACM Learning. September 11, 2012. Webinar: Leveraging Big Data and In-Memory Data Storage for Faster Capital Market Analysis. Information Week Financial Services. August 22, 2012. Webinar: Introduction to Columnar Databases and Infobright. August 15, 2012. Webinar: Infobright and Hadoop. ON24.com. August 13, 2012. Webinar: Agile Methods for Accelerating Value from Business Intelligence and Data Warehousing: An Inside Look at Trends and Best Practices. TDWI.

July 19, 2012. Webinar: Mobile Security Imperatives 2012: A free virtual conference presented by SearchCompliance, SearchSecurity and ISACA. June 28, 2012. Webinar: Big Data: End of the World or End of BI? ACM Learning. June 27, 2012. Webinar: Modernizing Your IT Infrastructure with Hadoop. January 26, 2012. Webinar: The Cloud in Your Hands Marriage of Cloud Computing with Smart Devices. Microsoft Research. January 5, 2012. Webinar: Best Practices with Infobright. Infobright. August 21, 2011. One-day Hands-on class: Intro to Mobile Business Intelligence (BI) Rochester, NY, MicroStrategy August 11, 2011. Webinar: Row vs. Columnar vs. NoSQL: A User's Guide by Susan Palumbo. Infobright August 7, 2011. Half-day seminar: Oracle Business Analytics Summit - Pittsford. Oracle July 22, 2011. Webinar: Scaling Your Database in the Cloud. Rightscale July 12, 2011. Webinar: Designing and Implementing Dashboards and Mashboards by Nelson Ruest, Resolutions Enterprises July 7, 2011. Webinar: Introducing Java 7 Webcast: Moving Java Forward. Oracle June 28, 2011. Webinar: Columnar DBMS: Data Does the Twist and Analytic Shout. BeyeNetwork June 23, 2011. Webinar: Hybrid Cloud Solutions. Citrix June 22, 2011. Webinar: Preventing Database Breaches: Insights from Independent Research on Database Auditing And Real-Time Protection. INXPO June 22, 2011. Webinar: The Dynamic Duo of Data Warehousing and Real-Time Streams. Information Management May 19, 2011. Webinar: Data Warehouse Packages: Quick, Mature, and Extensible. TDWI May 5, 2011. Webinar: The Intersection of Big Data and Analytics. TDWI April 21, 2011. Webinar: Making the Case for Just-in-Time Data and Analytics. TDWI Febrary 24, 2011. Webinar: Recurring Revenue: How Cloud Services Help Your Bottom Line. KineticD 4. Other related computing experience (including teaching, industrial, governmental, etc.): Medaille College, Buffalo, New York, (8/98-6/00, Assistant Professor; 1/98-8/98, Guest Lecturer): TaughtComputerInformationSystemscourses; Ecology and Environment, Inc. (E & E), Buffalo, New York (1981-1997): Sr. Operations Research Analyst, Systems Analyst, Computer Applications Group Manager/Director. 5. For the four years preceding the self-study, list all department, college, and/or university committees of which you are a member:

Departmental: Member of formal IST departmental committees: Faculty Search (academic year 2013- ); Undergraduate Curriculum (academic years 2001, 2006-7, 2012), Facilities (2006-7), Member of informal peer groups: Programming and Database (2001-12). GCCIS: Member of Mid-Tenure (academic years 2013-2015); Curriculum (academic years 2008-2010); Tenure (academic years 2007-8): Academic Conduct (academic years 2003-4, 2006-7); RIT Student Scholars (2005-6, 2009-2010) University: Member of Campus Environment Committee (CEM) (academic years 2011-12) Other Service Activities: Advisor to the RIT Korean Student Association (KSA) (2003- ) 6. Principal publications of the last five years; please state in standard bibliographic format. Yu,Q. and J.W. Kang. Integrating User Invocation Data and Extended Semantics for Service Community Discovery. International Journal of Next-Generation Computing, Vol 3, No 2 (2012) Holden, E.P., J.W. Kang, Anderson, G.R., D.P. Bills, M. Databases in the Cloud: A status report. ACM SIGITE Conference 2011, October 20-22, 2011 West Point, NY. Yu,Q. and J.W. Kang. Trust Establishment in the Cloud: A User-Centric Approach. IEEE Transactions on Service Computing, submitted November 23, 2010 & being reviewed for acceptance. (not accepted) Holden, E.P., J.W. Kang, D.P. Bills, M. Ilyassov, Databases in the Cloud: A work in progress. ACM SIGITE Conference 2009: pp 138-143, October 22-24, 2009 Fairfax, VA. Morgan, D., J.W.Kang, and J.M. Kang, Minable Data Warehouse, 11 th International Conference on Enterprise Information System (ICEIS 2009) pp 125-136, May 6-10, 2009 Milan, Italy, (Selectivity of 1 out of 9). Kang, J.W. Faculty Learning Community Portfolio, RIT Digital Media Library, sponsored by RIT Faculty Institute on Teaching & Learning (FITL). (https://ritdml.rit.edu/dspace/handle/1850/6273 ) Kang, J.W., May 28, 2008, Poster session: Lecture-By-Example (LBE) and Raffle Ticket Reward System, sponsored by RIT Faculty Institute on Teaching & Learning (FITL). Zafar, H. and J.W.Kang, August 29, 2007, A Productivity Analysis Tool (PAT) Using Mobile Technologies, Journal of Management Information Systems (JMIS), Submission ID: JMIS-5551, Passes the editor s review. 7. Courses taught this and last two academic years term-by-term. Fall (20111) Introduction to Database and Data Modeling (4002-360-01 & 03) Data Warehousing (4002-789-01) Winter (20112): Introduction to Database and Data Modeling (4002-360-02) Data Warehousing (4002-489-01) Spring (20113): Programming for Information Technology III (4002-219-40) Data Warehousing (4002-489-40) Fall (20121) Introduction to Database and Data Modeling (4002-360-01 & 04)

Data Warehousing (4002-789-01) Winter (20122): Introduction to Database and Data Modeling (4002-360-02) Data Warehousing (4002-489-01) Independent Study (4002-899-02) Spring (20123): Programming for Information Technology III (4002-219-03) Introduction to Database and Data Modeling (4002-360-02) 8. Brief description of your major research and scholarly activities: My scholarly activities are to discover novelties in the area of Data Warehousing (DW) in order to formulate specific problems to solve. I have found two problems: 1) Application of MDD (Multilevel Definition Dictionary) to validate & implement schema evolution operations: IUD (Insert, Update & Delete) of dimensional tables, attributes, hierarchical paths, levels based on Object-Oriented approach and 2) Fact trend analysis affected by dimensional data evolution rather than schema evolution. With the support from IST Dept. chair Prof. Zilora, I have a graduate research assistant pursuing the first research problem in which he has made substantial progress. I hope not only to disseminate this research next year but also to extend it further if it receives positive acceptance from the DW community. I also have another student who is interested in the same project using a different approach. He plans to work on this as his capstone project.

Deborah LaBelle, Ph.D. 375 Rockingham St. dmlics@rit.edu Rochester, NY 14620 deblabelle16@gmail.com Cell: 610.937.6429 Education Ph.D. Information Science and Technology, 2008 Drexel University, Philadelphia, Pennsylvania Dissertation The influence of social motivations on performance and trust in semi-virtual teams MA Mathematics, May 1978 State University of New York, at Potsdam, New York Master s Thesis Bases in Banach Spaces BA Mathematics May 1978 * State University of New York, at Potsdam, New York Honors and Awards Graduated Cum Laude Honor s Math Graduate Vice President of Pi Mu, Epsilon Mathematics Honor Society Member Kappa Delta Pi, Education Honor Society New York State Permanent Teaching Certification - Mathematics 7-12 * Received both Master and Bachelor degrees in an accelerated BA-MA program for honor s Math students. Started graduate courses in sophomore year, skipped the undergraduate math courses and took only graduate math courses starting in junior year of college. Professional Experience Lecturer, Information Sciences and Technology, Rochester Institute of Technology August 2013-Present. Teaching Responsibilities: Web Design, Fundamental of Information Technology, Needs Assessment Department Related Activities Assessment Committee, Member Student Master s Project, Committee Member

Associate Professor and Program Director, Information Technology (IT) Nazareth College, January 2006 August 2013 Program Director Responsibilities Include: Develop the IT program curriculum and continually assess the program against student learning outcomes; maintain a viable pool of adjunct professors; convene regular Advisory Board meetings, perform site visits to internship locations Teaching Responsibilities Include: Programming Languages, Web Design, Web Development, Systems Analysis and Design, Database Design, Management Information Systems, and Ecommerce. College Wide Responsibilities Include: Major Committee Work: Chair of the Institutional Review Board at Nazareth College (Human Subjects Review Committee); Member of the Core Curriculum Committee the college is transitioning to a new liberal studies core in fall 2013, and I am the elected representative for the School of Management; Faculty Executive Committee Ex-Officio member Other Committee Work: Adult Learners, Online Course Development, Liberal Studies Course Review, Core curriculum for School of Management, Search committees including search for IT services director, School of Management Dean, and various faculty searches College Wide Service to students: Advisor on a Service Learning alternative-break trip to The Mountain Institute in West Virginia (spring 2012); Co-advisor on a zip trip to New York City (February 2010); Volunteer for Midnight Breakfast, Experience Nazareth, United Way Raffle, Experience Blackboard Day, Faculty Development Day, Alumni Day, and Open House for prospective students Assistant Professor and Campus Champion, Information Sciences and Technology (IST) Pennsylvania State University, Media, PA (Brandywine Campus) 2001 to 2006 Campus Champion Responsibilities Included: Chair the Brandywine IT Advisory Board Committee, Attend regular State Wide Curriculum Meetings at University Park campus Teaching Responsibilities Included: Distributed computing, JAVA and UML, Emerging Technologies, VB.net with ADO.net and ASP.net, Java, and C++. Web Design tools including XML, JavaScript and HTML with Front Page and Dreamweaver, Designing Interfaces and Applications for the Palm Pilot. College Wide Responsibilities Included: Chair of campus Technology Advisory Committee, Organizing member of the committee to establish an undergraduate research symposium named EURECA: Exposition of Undergraduate Research and Creative Accomplishment", Mentor for new (non IT) students Professional Experience continued Associate Professor and Chairperson for Computer Information Systems Monroe Community College, Rochester, NY - 1982 to 2001 Teaching Responsibilities Included: 19 year career of teaching Computer Science and Computer Information Systems courses Chairperson responsibilities Included:

Plan the master schedule of over 200 courses, build the department budget, hire new full-time and adjunct faculty, supervise the computer labs, and chair monthly department meetings (10 full time faculty members). While Chair I developed a new curriculum for Information Technology. It included new courses in hardware technology, Microsoft applications, Visual Basic programming, and database design, Business Ethics, Technical Writing, and Business Management. This curriculum was designed for students to transfer easily into the Bachelor of IT Program at the Rochester Institute of Technology, or to gain employment in the computer related fields in the Rochester area. This curriculum, for the most part, is still intact today. College Wide responsibilities Included: Major Committee Work (highlights): Administrative Advisement Committee for computing on Campus, Tenure and Promotion Committee, Damon City Campus Program Development Committee Other Service to the College (highlights): Organized department open house for students each semester, Developed the Outstanding Computer Student award to recognize a student during spring honor s ceremonies, Club Advisor for Association for computer Users Presentations to Campus and Rochester community included: Choosing a Computer Related Career to undecided High School students; Programming in Visual BASIC to Hispanic High School Students interested in Engineering and Science; Teaching in a virtual Classroom at Beyond the Chalkboard Introduction to Visual Basic at the Rochester Computer Show Non-Teaching Professional Employment Systems Analyst Astra Arcus AB, Södertälje, Sweden July 1997 to July 1998 one year sabbatical Designed and developed an interactive system for the chemical compound database. Scientists in the pre-clinical research area registered substances, calculated and stored solvent values for combinatorial chemistry, and tracked the use and requisition of substances in the High Throughput Screening Lab. This interactive system included peripheral hardware such as balances, bar code printers and scanners. Applications Analyst, General Systems Design, Kodak Apparatus Division Eastman Kodak, Rochester, NY 1979 to 1982 Project leader for industrial engineering system - Analyzed and designed a system for tracking work and incentive pay for employees working in production. Training Coordinator for new employees - Trained new employees in PL/1, TSO, debugging and standards Software Engineer Fort Hauchuca Telecommunications Project GTE Sylvania, Needham, MA - July 1978 to August 1979 Litton 3050 Assembly language programmer for telecommunication system used by the US Army

Publications and Presentations Sabin M., LaBelle D., Mir H., Patten K., Poirier P., Reichelson S. (2013) Girls in it: how to develop talent and leverage support. Panel Discussion, SIGITE13: 14 th Annual ACM SIGITE conference on Information Technology Education. Orlando FL, Otober 2013. Settle, A., LaBelle D., Said H., Sicilia S. (2012). Best Practices for Teaching Information Technology Development. Panel Discussion at SIGITE/Research in Information Technology Conference. Canada, Calgary, Alberta October 2012. LaBelle D. (2010). Developing a Rubric for Assessing Student Learning Outcomes. Presented as a Professional Development Seminar at Monroe Community College, Rochester, NY for high school teachers teaching in the Dual-Credit program. May 2010. LaBelle, D. (2008). Teaching across the generation: Teaching and Learning Strategies for Multi- Generational IT classrooms. Presented as a Professional Development Seminar to faculty at Monroe Community College, January 2008. LaBelle, D. (2008). The influence of social motivations on performance and trust in semi-virtual teams. Dissertation paper presented at Drexel University. January 2008. VanLeuvan P., LaBelle D., & Margle J. (2006). Collaboration to Increase Young Women's Interest in Technology and Related Career Options. Poster presented at The Hawaii International Conference on Education. Honolulu, Hawaii, January 2006. LaBelle D. (2005). What is a Palm Pilot and what can I do with it? Workshop presenter at Math Options, Annual One day workshops for 7th grade girls in the Philadelphia area to Promote Math and Technical Career Options to young girls. June 2005. LaBelle, D (2005) Before the Team Project: Cultivate a Community of Learners. Information Systems Education Journal, 3 (28). And presented at ISECON2004, November 2004, Newport, RI http://isedj.org/3/28/. ISSN: 1545-679X Wiedenbeck, S., LaBelle, D., & Kain V. (2004) Factors Affecting Course Outcomes in Introductory Programming. Proceedings PPIG 2004: Psychology of Programming Interest Group and presented at PPIG 2004 in Carlow, Ireland. Guertin, L., & LaBelle D. (2004) Collaborative Student Research Involving Handheld Computers. Conference of Council on Undergraduate Research, June 2004. La Crosse, Wisconsin. Wiedenbeck, S., LaBelle, D. & Kain V. (2004) Self-Efficacy and Mental Models in Learning to Program. Proceedings ITICSE04: Information Technology Information and Computer Science Education. Leeds, UK.

Professional and Scholarly Activities Advisory Board Member Monroe Community College Information Technology Advisory Board, attend meetings and advise on curriculum issues. Invited to help train faculty for new course work. Evaluator for 2012 National Center for Women in Information Technology (NCWIT) award to aspiring teenage girls interested in a future in IT Recipient of the 2012 Friends of Student Development award, Nazareth College, Rochester Partnered as technical advisor with Social Work colleague in a PhotoVoice project (ongoing) Photos taken by people who were homeless to help educate others on the experiences of homelessness. Coordinate with the Rochester Homeless Services Network to plan for future blog and other activities to keep the project alive. Presented at the Homeless Services Network symposium, Rochester NY (September 2010) Collaborative activity with colleagues from Nazareth College. In addition to presenting some of the results, I helped redesign input forms for the access database and helped input data collected from survey to assist in gathering data for research on Homelessness in Rochester ACM SIGITE Peer Reviewer (ongoing) Review papers submitted to annual SIGITE conference Summers, 2009, 2010, 2011, 2012, and 2013 (also acted as angel reviewer review 3-4 extra submissions when needed) Textbook Reviewer - for Prentice Hall, Pearson Education, Addison Wiley, and John Wiley and Sons Publishing companies MIS, e-commerce, Java and VB.net textbooks Board Member Small Business Council (SBC) of Rochester, 2007 to 2010: Chair of the SBC Headliner Committee and Member of Signature Networking Event Committee Peer-Reviewer Information Systems Education Conference (ISECON). Reviewed papers submitted for the Fall 2006, and Fall 2007 ISECON conferences. External Curriculum Evaluator for Bunker Hill Community College, Computer Science Department. Produced a 20 page report on my review of the BHCC Computer Science Curricula (1998) Curriculum Reviewer for the Board of Higher Education in Massachusetts. Evaluated Computer and Information Science Associate and Certificate programs offered by public higher education in MA. - (Bunker Hill CC recommended me). Reviewed Associate and Certificate programs in Computer and Information Science offered by five of the public higher education institutions in MA. Reported recommendations to the state s Board of Higher Education as to the strength and currency of each program (1999)

Professional Development Activities (past few years only) Completed a ten-week class "Design and Develop your Online/Hybrid Course spring 2012 Review Applications for the Aspirations in Computing - 2011 - Present Member of Digital Rochester, Attend meetings held by local chapter of The Association for Women in Computing and Digital Rochester Member of the Association for Computing Machinery professional organization and Special Interest Group for IT Education SIGITE (Member of ACM since mid 1980 s) Attended the National University Telecommunications Network (NUTN) Annual conference on Distance Education in Saratoga, June 2009 Attended Thinking, Writing, Speaking Spring Training 2009 on Campus WAC seminar ACM Special Interest Group in IT Education (ACM-SIGITE) Annual conference on IT education and workshop on using Game Programming in CS01 courses, November 2007 Attended Consortium for Computing in Small Colleges at Union College, Schenectady, NY, workshop on integrating DNA research algorithms into a CS01 course, April 2004 Member of the Virtual Math Team (VMT) Research Group at Drexel University Research the issues associated with collaborative online learning, 2004 through 2006 Attended ACM SIG Group 2003, Sanibel Island, FL Topic: Organizational and Behavioral issues and the implementation issues associated with group work. Campus Grants Awarded Teaching Innovation and Research Grant, 2012-13: Gender differences in information seeking behavior (Nazareth College) Teaching Innovation and Research Grant, summer 2012: Exposed Photovoice of Rochester s Homeless (Nazareth College) Teaching Innovation and Research Grant, 2008-09: Case Discussions and Projects for Online Discussion Based Learning (Nazareth College) Teaching Development Grant, 2004-05: Cultivating a Community of Learners (Penn State University) Teaching Development Grant, 2003-04: Using blended technologies to enhance the student experience in group work (Penn State University) Professional Development Grant, 2003-04: Presented research findings of an empirical study of novice programmers at a conference in Ireland (Penn State University) Collaborative Research Grant, 2002-03: Designing applications for Geoscience courses on Palm TM handheld platform (Penn State University)

JEFFREY A. LASKY Golisano College of Computing and Information Sciences Rochester Institute of Technology Rochester, NY 14623 Positions Rochester Institute of Technology 9/93 pres. Professor of Information Technology 7/09 6/12 Professor and Chair, Department of Information Sciences and Technologies. 7/00 1/03 Professor and Director, Lab for Applied Computing 3/91 8/93 Associate Professor of Information Technology (tenured) 7/89 2/91 Associate Professor of Information Technology and Program Chair, Software Development and Management 9/86 6/89 Associate Professor of Computer Science 3/83 8/86 Assistant Professor of Computer Science Empire State College, SUNY 6/82 2/83 Assistant Professor 1/81 12/81 Assistant Vice-Provost for Computing 7/77 12/80 Director of Administrative Computing 9/73 6/77 Assistant Professor of Information Systems Sponsored Activities (PI unless otherwise noted) 9/09 10/11 ESD, STEP ($127,500) 9/09 8/10 Academic Director, IBM Software Innovation and Collaboration Lab @ RIT ($36,000) 9/08 8/09 co-director, IBM Software Innovation and Collaboration Laboratory @ RIT, IBM Corp. ($71,500) 3/08 8/08 Faculty-in-Residence, IBM Software Innovation and Collaboration Laboratory @ RIT, IBM Corp. ($26,746) 1/08 12/08 Professor-in-Residence, Excellus BlueCross BlueShield ($36,716 + 175,000 co-op support budget) 1/07 12/07 Professor-in-Residence, Excellus BlueCross BlueShield ($35,000 + 325,000 co-op support budget) 1/06 12/06 Professor-in-Residence, Excellus BlueCross BlueShield ($35,000 + 325,000 co-op support budget) 12/04 11/05 Professor-in-Residence, Excellus BlueCross BlueShield

($33,000 + $325,000 co-op support budget) 9/03 5/04 Professor-in-Residence, Excellus BlueCross BlueShield ($28,000 + $325,000 co-op support budget) 6/01 12/02 alphaave.com, Xerox Corporation ($165,000) 10/99 10/01 Network Processors (Co-PI), IBM, ($65,000) 4/99 6/00 MultiCasting (Co-PI), Sun Microsystems ($150,000) 12/98 12/01 Home Networking (Co-PI), Cisco Systems, ($100,000) 9/90 8/92 Conflict Resolution (CORE) for Software Quality Factors, Rome Air Development Center $79,955 3/89 8/90 Software Quality Methodology Integration, Rome Air Development Center, ($91,000) 11/88Software Quality Measurement Methodology Enhancements, Rome Air Development Center ($86,550) 1/88 12/90 Knowledge-Based Software Assistant (KBSA) Technology Transfer Consortium, Rome Air Development Center, funding from Xerox Corporation ($15,000) 1988 1992 Instruction in Software Engineering Education, Faculty Enhancement Program, National Science Foundation ($117,000) 6/89 10/91 Data & Analysis Center for Software, Rome Laboratory, Subcontract from Kaman Sciences Corporation ($75,000) 6/90 Software Metrics Workshop, Rome Air Development Center ($15,875)

Publications and Presentations Jeffrey A. Lasky and Michael Cardillo (2008). ilab.1: A University-Industry Collaboration to Enhance Heath Plan Services. In B. Hefley and W. Murphy (Eds.), Service Science, Management, and Engineering: Education for the 21 st Century (pp. 263-268). New York: Springer Science & Business Media. Jeffrey A. Lasky and Michael Cardillo. Event Processing and the Healthcare Service System: Views from a Health Plan. Presented at Frontiers in Service, San Francisco, October, 2007. Jeffrey A. Lasky. The Professor in Residence Model: Maintaining Co-op Program Benefits in an Era of Dynamic Change. Presentation at the 2006 Cooperative Education and Internship Association s Annual Conference and Centennial Celebration, April 2006, Cincinnati, OH. Jeffrey A. Lasky and Michael Cardillo, Designing a Cooperative Education Program to Support an IT Strategic Plan, Proceedings ACM SIGITE 04, Salt Lake City UT, October 2004. Jeffrey A. Lasky and Jeffrey Sonstein, Untangling Regulatory Text: Multidimensional Separation of Concerns and Task-Oriented Linking (refereed poster), Hypertext 03, Nottingham UK, August 2003. Jeffrey A. Lasky and Kevin Donaghy, Conflict Resolution (CORE) for Software Quality Factors, Final Technical Report, Rome Laboratory, RL-TR-93-80, May 1993. Jeffrey A. Lasky and Michael J. Lutz, Software Quality Methodology Integration, Final Technical Report, Rome Laboratory, RL-TR-92-79, May 1992. Jeffrey A. Lasky, Life With Fewer Computer Scientists, Workshop on Software Engineering Education, 1991 International Conference on Software Engineering, Austin, May 1991. Jeffrey A. Lasky, Alan Kaminsky and Wade Boaz, Software Quality Measurement Methodology Enhancements, Final Technical Report, TR-89-317, Rome Air Development Center, January 1990. Jeffrey A. Lasky, Undergraduate Software Engineering Education: Prospects and Opportunities, Proceedings of the 1989 SEI Education Conference, Springer-Verlag, 1989. Professional activities Program Evaluator (IT), ABET (2012 present) Member, Technical Steering Committee, Intl Middleware Association, 1999 Conference Chair, ITE 97, (IT Education), June 1997 Conference Chair, ITE 95, (IT Education), October 1995 Conference Chair, ITE 94, (IT Education), RIT October 1994 Member, IEEE Task Force on Computer-Based Systems Engineering, 1992 Workshop Chair, NSF Faculty Development Workshop, Object-Oriented Technology and Software Engineering, August 1992 Workshop Chair, NSF Faculty Development Workshop, Cleanroom Software Engineering, May 1992 Program committee, 3rd Software Quality Conference, Alexandria Bay, NY,

August 11-15, 1991 Conference Co-Chair, 2nd Software Quality Workshop, RIT, August 1990 Workshop Co-Chair, Software Metrics Workshop, RIT, May 1990 Invited participant, 4th Annual NASA Software Management and Assurance Workshop, March 1990 Invited participant, Software Engineering Research Workshop, NSF, Atlanta, January 1990 Conference Co-Chair, 1st Annual Software Quality Workshop, RIT, August 1989 Workshop Chair, NSF Faculty Development Workshop, SE Education, RIT, June 1988 Member, SEI Software Acquisition Metrics Working Group, 1989 to 1991 Consultant, RADC Software Quality Laboratory Definition Study, IITRI, 1988 Invited participant SEI Workshop: Undergraduate SE Education, July 1989 Program committee member, 1988 SEI Conference on SE Education Invited participant SEI Workshop: Model Curriculum for Master in Software Engineering, Feb. 1988 RIT affiliate representative to the SEI, 1986 to 1991. Institute Committee Assignments Chair, Resource Allocation and Budget Committee (9/12- present) RIT Retirement Investment Committee (09-present) Search Committee, VP/Research, (09-10) Long Range Planning Committee, Academic Senate (09-10) Long Range Planning Committee, Academic Senate (08-09) Chair, Resource Allocation and Budget Committee, Academic Senate (07-08) Chair, Resource Allocation and Budget Committee, Academic Senate (06-07) Chair, Resource Allocation and Budget Committee, Academic Senate (05-06) Chair, Resource Allocation and Budget Committee, Academic Senate (04-05) Member, Ad-hoc Committee on Nanotechnology Education IT Envoy, First-in-Class Initiative Member, Senate Committee on Budget Allocation and Resource Chair, Long Range Planning Committee, Academic Senate

Member, Intercollegiate Curriculum Committee Representative, Academic Senate Member, Institute Capital Budget Committee Member, Stewardship Subcommittee of Strategic Task Force Member, Working Group for Research Opportunities and Strategies Institute Study Group for Classified Research Oversight MS THESIS AND PROJECT SUPERVISION CHAIR (UNLESS OTHERWISE NOTED) Leah Yates, A Lifecycle Model Selection Tool for Meeting Project Commitments. (2010) Steve Colenzo 3/10 (member) Craig Crandall. Development of a Computer Interface for a Vintage Nuclear Control Room Using Principles of User Centered Design Methodology. (2009) (member) Jeffrey Hole, Email Overload (Thesis). (12/08) David Swartz. Current Explorer: Measuring Local Currents to Gain Strategic Advantage in Sailboat Racing. (12/08) Svetlana Pinchman. Website s Adaptability and User Modeling (11/06). Debra Ramundo. Can Technology Cure Home Health Care. (reader). (12/06). William Belecz. Business Continuity Planning Disaster Recovery (reader) (3/06). Michael Magee, Integrating Children into the Interactive Media Design Process (12/05) Philip Masiewicz. Security Patch Verification Batch Manager (reader). (10/05). Juanita Ramirez, Project Management Database Integration (9/05) Pradeep Saxena, A Prototype Web-Based Constituency Support Question Answer System (5/05) Alicia Strupp, Use of System Dynamics and Easel For Simulation of the Software Development Process (9/04). Robert Campbell, A Framework to Assess the Value of Web Services (3/03) Lauri Bernard, IP v 6 and Residential Networking Databases Stephen Deal, Heterogeneous Distributed Data Base Systems Ilia Levi, An Interactive Query Language with Procedural Features

Nancy Wisotski, Implementing Record Structures in the UNIX and MSDOS file systems Charles Fung, Extended Relational DBMS for Engineering Environments Eric Taylor, ERIK: An Information Storage and Retrieval Research System Sally Fischbeck, The Ubiquitous B-tree, Part II Karen Caviglia, Signature Files Ian Schofield, Assessment of the Digital PBX for Integrated Voice/Data Susan Vogel, An Alternative Language Interface for Mistress John Sexton, Detecting Errors in Software Using a C Syntax Checker Pat Sherwood, Use of Inspections in Small-Scale Developments Charles Ju, The Natural Language Front End Processor for Mistress Database Karen Steelman, Fuzzy Data and Logical Data Base Design Diana Anglero, Access Control Models and Authorization Mechanisms Robert Pesar, AMISS: Microprogramming Simulation System Julia Deal, Storing 3D CAD/CAM Graphical Data in a Database Marcelle Bicker, A PROLOG Tool-Kit for Implementing Fuzzy Logic Frank Cost, On the Architecture of Intelligent Systems for Typographic Design Work Kim Emanuel, Recovery in Database Systems Craig McDonald, A Simulation of Rochester's 911 Emergency System Richard Willison PyGraph:, A Graphic Front-End for PAISLEY Barbara Gibson, Ada as a Design Specification Language Mary Ann Kuntz, Data Base Machines for Large-Scale Processors Larry Sullivan, Data Base Machines for Medium-Scale Processors Education 2008 Ph.D. candidate (Information Science) Nova Southeastern University. 1971 MS (Information Systems) University of Minnesota. 1969 MBA (Operations Research) Baruch College, CUNY. 1967 BBA (Accounting/Finance) Baruch College, CUNY.

Awards Beta Gamma Sigma (Graduate) Minnesota Corporate Associates Fellowship Updated Dec 2013

Curriculum Vitae Esa Markus Rantanen September 1, 2014 Department of Psychology, Rochester Institute of Technology 18 Lomb Memorial Drive, Rochester, NY 14623, USA Tel. (585) 475-4412; Fax (585) 475-6715; email: esa.rantanen@rit.edu AREAS OF INTEREST, SCHOLAR SH IP, A ND E XPE R TISE Human factors in complex systems, human performance measurement and modeling, mental workload, decision-making, and human error and reliability; in particular, human timing of actions, temporal decision-making, errors in timing, and the effects of time pressure and temporal uncertainty on workload and performance; development of cognitive models of human operators temporal awareness that will allow for prediction of their performance under various operational demands, and development of information displays and other augmented reality applications to support effective, error-free, and timely decision-making under conditions of uncertainty and time stress; development of methods and standards for human-centered design of successful products and systems. Also, human factors education, curriculum development, and program evaluation and accreditation; I believe that bridging the schism between applied and theoretical human factors in education, research, and practice is critical to the discipline s impact and growth in the future. CURRENT POSITION Associate Professor of Psychology, Rochester Institute of Technology, Rochester, New York (Aug. 2007 present) EDUCAT ION DEGREES OTHER Doctor of Philosophy, Engineering Psychology: May 2000 The Pennsylvania State University, University Park, Pennsylvania Master of Science in Industrial Engineering, option in Human Factors/Ergonomics Engineering: December 1996 The Pennsylvania State University, University Park, Pennsylvania Master of Aeronautical Science, specialization in Aviation/Aerospace Operations: December 1993 Embry-Riddle Aeronautical University, Daytona Beach, Florida Bachelor of Science in Professional Aeronautics, minor in Aviation Business Administration: December 1992 Embry-Riddle Aeronautical University, Daytona Beach, Florida Air Traffic Control, Procedural and Tower Training: 1983 1984; En route Surveillance Radar and Terminal Approach Radar Training: 1987 Finnish Civil Aviation Administration, Vantaa, Finland Flight Training, Basic and Supplementary Training for Commercial Pilot's License: 1981 1982 Finnair Training Center, Kuopio, Finland PROFESSIONA L CERTIFICA TIONS Certified Professional Ergonomist (CPE), by Board of Certification for Professional Ergonomics (BCPE), No. 1286 September 19, 2004. Recertified on November 8, 2010

PROFESSIONA L EXPERIENCE PRIMARY APPOINTMENT Associate Professor of Psychology, Rochester Institute of Technology, Rochester, New York (Aug. 2007 present) PREVIOUS APPOINTMENTS Research Scientist/Usability Engineer, National Center for Supercomputing Applications (NCSA), University of Illinois at Urbana-Champaign (May Aug. 2007). Reviewed the user interface and human factors aspects of the software produced by the Cyberenvironment and Technologies Directorate at NCSA for the Environmental Cyber Infrastructure Demonstration (ECID) and the systems-level interaction between ECID's portal, content management, data provenance, and workflow systems Assistant Professor, Institute of Aviation Human Factors Division and Department of Psychology, University of Illinois at Urbana-Champaign (Jan. 2000 May 2007) Beckman Institute Affiliate, Beckman Institute for Advanced Science and Technology, Urbana, Illinois (Jan. 2001 May 2007) Technical Information Specialist/Graduate Assistant, Pennsylvania Technical Assistance Program (PennTAP), Pennsylvania State University, University Park, Pennsylvania (May 1995 Aug. 1999). Answered client questions and assisted in gathering information concerning high technology for small manufacturing businesses Research Assistant, Department of Industrial and Manufacturing Engineering, Pennsylvania State University, University Park, Pennsylvania (Aug. 1994 Dec. 1995). Worked on modeling of industrial visual inspection for Corning Corp. and on investigation of human attentional lapses through eye-movement data for NASA Research Associate, Aeronautical Science Department, Embry-Riddle Aeronautical University, Daytona Beach, Florida (Dec. 1993 Aug. 1994). Developed research on performance measures and integrated ATC simulations, the University's ATC curriculum, course material, and instructional software Air Traffic Controller, Helsinki Vantaa International Airport (EFHK), Finnish Civil Aviation Administration, Vantaa, Finland (Dec. 1984 Sep. 1991). Responsible for duties of an air traffic controller in accordance with International Civil Aviation Organization (ICAO) rules, licensed for EFHK tower and ground control, terminal approach radar, procedural approach; on-thejob instructor in the tower TE A CH I NG EXPERIENCE GRADUATE STUDENTS ADVISED ONGOING Jonathan Umansky, MS, Experimental Psychology, Rochester Institute of Technology. Thesis topic: Workload in nursing Paul Wiele, MS, Experimental Psychology, Rochester Institute of Technology. Thesis topic: Incidents in healthcare and patient safety Alex Nalbandian, MS, Applied Experimental and Engineering Psychology, Rochester Institute of Technology. Thesis topic: The effect of object speeds in multiple identity tracking Nicholas Iuliucci, MS, Applied Experimental and Engineering Psychology, Rochester Institute of Technology. Thesis topic: Physicians' diagnostic decision making and patient history elicitation Krista Oinonen, Ph.D., Psychology, University of Turku, Finland. Dissertation topic: Effect of task interruptions on multiple object tracking (Co-Adviser with Dr. Lauri Oksama and Prof. Jukka Hyönä, University of Turku) COMPLETED 16. Limor Hochberg, MS, Applied Experimental and Engineering Psychology, Rochester Institute of Technology (2014). Thesis title: Metacognition and decision-making style in clinical narratives

15. Brianna Slutsky, MS, Applied Experimental and Engineering Psychology, Rochester Institute of Technology (2013). Thesis title: Rescue breathing in noisy environments 14. Daniel Nystrom, MS, Applied Experimental and Engineering Psychology, Rochester Institute of Technology (2013). Thesis title: Identifying medical resident stress with work domain representation 13. Joe Deeter, M.S., Applied Experimental and Engineering Psychology, Rochester Institute of Technology (2012). Thesis title: Human reliability analysis in health care 12. Loni Watson, M.S., Applied Experimental and Engineering Psychology, Rochester Institute of Technology (2011). Thesis title: Cultural Differences in the Kansei Engineering of Mobile Devices 11. Jessica Smagner, M.S., Applied Experimental and Engineering Psychology, Rochester Institute of Technology (2011). Thesis title: User experience with cybercollaboration technologies 10. Kathryn Coles, M.S., Applied Experimental and Engineering Psychology, Rochester Institute of Technology (2010). Thesis title: Emergency department crowding and physician workload 9. Daniel Colombo, M.S., Applied Experimental and Engineering Psychology, Rochester Institute of Technology (2009). Thesis title: Temporal awareness and rhythmic performance 8. Noah Stupak, M.S., Applied Experimental and Engineering Psychology, Rochester Institute of Technology (2009). Thesis title: The effect of displays of system response time on user performance in human-computer interaction 7. Ryan Hope, M.S., Applied Experimental and Engineering Psychology, Rochester Institute of Technology (2009). Thesis title: Predictive utility of the model of multiple identity tracking (MOMIT) in air traffic control performance 6. Asal Naseri, Ph.D., Aerospace Engineering, University of Illinois at Urbana-Champaign (2009). Dissertation title: Mode Identification Using Stochastic Hybrid Models With Applications to Conflict Detection and Resolution (Co-Adviser with Prof. Natasha Neogi, Dept. of Aerospace Engineering, University of Illinois at Urbana-Champaign) 5. Stéphanie Stankovic, Ph.D., Cognitive Psychology, Université de Toulouse, France (2008). Dissertation title: Cognitive processes involved in risk management for risky situations in air traffic control (Co-Adviser with Dr. Etienne Mullet, Ethics and Work Laboratory, Institute of Advanced Studies [EPHE], University of Toulouse, France) 4. Ramona (Su) Thompson, M.S., Human Factors, University of Illinois at Urbana-Champaign (2006). Thesis title: Usability Study of Network Security Analyst Visualization Tool. Winner of the 2006 Ralph Flexman Award for best human factors thesis 3. Jiazhong Yang, Ph.D., Psychology, Chinese Academy of Sciences (2006). Dissertation title: Impact of Individual Differences, ATC Complexity, and Number of Aircraft on Controller Situation Awareness and Mental Workload. (Co-Adviser with Prof. Kan Zhang, Institute of Psychology, Chinese Academy of Sciences) 2. Lisa Thomas, Ph.D., Psychology, University of Illinois at Urbana-Champaign (2005). Dissertation title: Effects of Display Dimensionality, Conflict Geometry, and Time Pressure on Conflict Detection and Resolution Performance Using a Cockpit Display of Traffic Information. (Co-Adviser with Prof. Christopher D. Wickens, Dept. of Psychology, University of Illinois at Urbana-Champaign) 1. Xidong Xu, Ph.D., Psychology, University of Illinois at Urbana-Champaign (2004). Dissertation title: Effects of air traffic geometry and conflict alerting system reliability on pilots conflict detection with cockpit display of traffic information. (Co- Adviser with Prof. Christopher D. Wickens, Dept. of Psychology, University of Illinois at Urbana-Champaign) OTHER TEACHING EXPERIENCE Rochester Institute of Technology, Rochester, NY: Associate Professor, Department of Psychology (Sep. 2007 present). Courses Developed and Taught (2007 2013, quarter system): Graduate Topics in Engineering Psychology (0514.788; topics included Temporal Awareness and Human Performance, Advanced Ergonomics/Human Factors Human Performance Models, and Human Error and Reliability), Thesis Proposal (0514.889), Thesis (0514.890), Research Methodology (0514.786), Judgment and Decision-Making (0514.532), Research Methods (0514.402), Industrial and Organizational Psychology (0514.448; online course), Experimental Psychology (0514.400), Cognitive Psychology (0514.443); (2013 present, semester system): Graduate

Engineering Psychology (PSYC 714), Graduate Research Methods (PSYC 642), Industrial and Organizational Psychology (PSYC 234), Honors Special Topics: Engineering Psychology (PSYC 444) University of Illinois at Urbana-Champaign, Champaign, IL: Assistant Professor, Institute of Aviation (January 2000 August 2007). Courses Taught: Aviation Psychology (PSYC 497/AVI 497), Human Error (AVI/PSYC 347, PSYC 457/AVI 447), Human Factors (PSYC/AVI 258/358/IE 240/340), Human Factors in Air Traffic Control (AVI 397ER/PSYCH 396EMR), Analysis, Modeling and Design of Human-Machine Systems (IE 440). Courses Developed: Human Error (AVI/PSYCH 347, PSYC 457/AVI 447), Human Factors in Air Traffic Control (AVI 349/397ER) University of Illinois at Urbana-Champaign, Champaign, IL: Instructor, Institute of Aviation (August December 1999). Taught PSYCH/AVI 258/IE 240 course Human Factors in Human-Machine Systems Pennsylvania State University, University Park, PA: Instructor, Department of Psychology (August December 1998). Participated in development and co-taught the PSY432 Engineering Psychology course Embry-Riddle Aeronautical University, Daytona Beach, FL: Instructor, Aeronautical Science Department (December 1993 August 1994). Continued development of the University's air traffic control (ATC) curriculum, course material, and instructional software; instructor for AT365, AT462 and AT464 ATC courses Embry-Riddle Aeronautical University, Daytona Beach, FL: Teaching Assistant, Airway Science Simulation Laboratory (September 1991 December 1993). Designed curriculum for the University's ATC program, wrote specifications for the laboratory's ATC radar simulator, installed and programmed the simulator, developed course material and instructional software for the ATC courses; instructor for AT364, AT462 and AT464 undergraduate ATC courses GRANTS AND CONTRACTS PR I N CI PA L I N V EST I G A T OR New York State Energy Research and Development Authority (NYSERDA), $100,000 (Jun 1, 2013 September 30, 2014): Improving Operator Situation Awareness with Wide Area Geographic Data View Displays of the Electric Power Grid Rochester Institute of Technology, Vice President For Research Proposal Revision Fund, $8,300 (Nov. 26, 2012 May 21, 2013), for revision and resubmission of a research proposal titled The Effect of Target Trajectory Uncertainty and Task Interruptions on Situation Awareness and Multiple Identity Tracking Performance to the National Science Foundation (NSF) Rochester Institute of Technology, College of Liberal Arts Faculty Development Grant, $3,000 (Jul. 1, 2012 Jun. 30, 2013), Patient-Physician Communications: Measurement and Modeling of a Critical Healthcare Issue Rochester Institute of Technology, College of Liberal Arts Faculty Development Grant, $4,000 (Sep. 1, 2010 Aug. 30, 2011). The Effect of Target Trajectory Uncertainty and Task Interruptions on Situation Awareness and Multiple Identity Tracking Performance Rochester Institute of Technology, College of Liberal Arts Faculty Research Fund, $750 (Feb. 15 Jun. 15, 2010): The Effect of Target Trajectory Uncertainty and Task Interruptions on Situation Awareness and Multiple Identity Tracking Performance Federal Aviation Administration, $10,000 (Jun. 8 Oct. 6, 2006): Development of an Air Traffic Control Measures Database (Purchase Order # DTFAAC-06-P-08010) National Aeronautics and Space Administration, $76,525 (Mar. 1, 2004 Aug. 31, 2006); En Route Controller Task Prioritization Research To Support CE-6 Human Performance Modeling. Via Micro Analysis & Design, Boulder, CO (DAG CE- 6 Golden Nuggets Modeling & Simulation Studies) Federal Aviation Administration, $130,800 (May 6, 2002 Sep. 31, 2004): Development and Validation of Objective Performance and Workload Measures in Air Traffic Control (Cooperative Agreement No. 02-G-019) Federal Aviation Administration, $78,850 (Aug. 23, 2002 Dec. 31, 2003): Developing and Validating Human Factors Certification Criteria for Cockpit Displays of Traffic Information Avionics (Research Grant No. 02-G-032)

Federal Aviation Administration, $67,289 (May. 2 Dec. 31, 2001): The Effect of Audio Throughput Delay of the NEXCOM System on Air Traffic Controller Performance and Workload (Purchase Order No. DTFA0101P1029) University of Illinois Research Board, $22,000 (Jan. 1, 2001 Dec. 31, 2002): Timing of Discrete Actions Total (2001-2014): $501,514 CO - PR I N CI PA L I N V EST I G A T OR: Rochester Institute of Technology/Rochester General Health System Alliance Seed Funding Program, $20,000 (Sep. 1, 2010 Aug. 30, 2011): Human Reliability Analysis in Healthcare (with Robert Mayo, MD, RGHS). University of Illinois at Urbana-Champaign Critical Research Initiative Grant, $192,000 (Jul. 1, 2006 Jun. 30, 2008): Center for Air Transportation Research (with Mike Bragg and Natasha Neogi, UIUC-AE, P. R. Kumar, UIUC-ECE, and Kieran Donaghy, UIUC-URP). Department of Energy (DoE) through Concurrent Technologies Corporation (CTC), $230,000 (Jan. 1, 2006 Mar. 30, 2007): Integration of PSERC Control Center Visualization Techniques into the TVA-Hosted Southeast Wide Area Display Environment (with Tom Overbye, UIUC-ECE). Power Systems Engineering Research Center (PSERC), $190,000 (Jun. 1, 2005 Jun. 31, 2007): Effective Power System Control Center Visualization (with Tom Overbye, UIUC-ECE, Sakis Meliopoulos, Georgia Tech). Emerson Process Management, Inc., Mynah Technologies, and OSISoft, Inc., $144,000 valued power plant digital control automation and simulation software provision for research (2003 2004): Human performance in semi-automated process control (with Alex Kirlik, UIUC-HFD) Federal Aviation Administration, $350,012 (Aug. 28, 2002 Apr. 23, 2005): Effectiveness of Flight Training Devices Used for Instrument Training (Cooperative Agreement DOT 2002-G-033-1-5-21755-497606). Federal Aviation Administration, $467,765 (Sep. 20, 2001 Nov. 21, 2004): The Effectiveness of a Personal Computer Aviation Training Device, a Flight Training Device, and an Airplane in Conducting Instrument Proficiency Checks (Cooperative Agreement DTFA 2001-G-037-1-5-21606-497738). National Aeronautics and Space Administration, $182,575 (Jan. 1, 2001 Dec 31, 2002): Defining the Relationship Between Human Error Classes and Technological Interventions (Grant/Agreement No. NAG-1-02032). National Aeronautics and Space Administration, $299,087 (Jan 15, 1999 Jan. 31, 2002): Incremental Training Effectiveness of Personal Computer Aviation Training Devices (PCATD) Used for Instrument Training (Contract NASA NAG 2-1282-1-5- 21208). Federal Aviation Administration, $558,062 (Jan. 7, 1998 Apr. 30, 2001): Evaluation of a Personal Computer Aviation Training Device to Meet Recency of Experience Requirements (Contract DTFA 98-G-003-1-5-21040). Total (1999-2014): $3,135,015 OT HE R GRA N T S : Rochester Institute of Technology, Provost s Office and the Associate Provost for International Education and Global Programs, $1,600 travel grant (October 1 3, 2014) for participation in the second annual RIT-Malmö University Symposium in Malmö, Sweden. Rochester Institute of Technology Student Affairs Division, $150/student (Sep. 2008): Interactive Learning Support for student participation in the 52nd Annual Meeting of the Human Factors and Ergonomics Society in New York, NY, September 22 26, 2008. Rochester Institute of Technology Student Affairs Division, $780 (Oct. 2007): Interactive Learning Support for student participation in the 51st Annual Meeting of the Human Factors and Ergonomics Society in Baltimore, MD, October 1 5, 2007. Grand Total (1999-2014): $3,639,059

UNIVERSITY SERVICE Rochester Institute of Technology, Rochester, NY; Graduate Education Task Force, College of Liberal Arts representative, 2013 present; Institute Long-Range Planning Committee, member 2010-2014; Institute Multidisciplinary Curriculum Committee, member, 2011-2014. College of Liberal Arts: Assessment Committee, member, 2009-10, chair 2011-13; Department of Psychology: Faculty Search Committee, member, 2008-2009; BS/MS Program Committee, member, September 2007 present; BS/MS Curriculum Committee, member, September 2007 present; MS Admissions Committee, member, September 2007 present; MS Recruitment Committee, chair, September 2007 present; Library Committee, member, 2007 2008; MS Student Career Workshop, chair, September 2007 2009; MS Student Handbook Committee, member, September 2007 2008; MS Program Accreditation Committee, chair, September 2007 present. University of Illinois at Urbana-Champaign, Champaign, IL: Academic Advisor Search Committee, April July, 2006; Human Factors Curriculum Review Committee, chair, 2005 2006; Executive Committee, member 2001-2003. PROFESSIONA L A CTIV ITIES ED I T O R I AL B O AR D M EM B ER Human Factors, published by Sage Publications, Thousand Oaks, CA; 2006 present. International Journal of Aviation Psychology, published by Lawrence Erlbaum Associates, Mahwah, NJ; 2001 present. RE V I E W E R Air Traffic Control Quarterly, published by the Air Traffic Control Association, Inc., Arlington, VA Collegiate Aviation Review, published by the University Aviation Association, Auburn, AL. Ergonomics, published by Taylor and Francis Ltd., Oxfordshire, UK. International Journal of Human-Computer Studies, published by Elsevier Science, B. V. International Journal of Industrial Ergonomics, published by Elsevier Science, B. V. Journal of Cognitive Engineering and Decision Making, published by Sage Publications, Thousand Oaks, CA. Journal of Experimental Psychology: Applied, published by the American Psychological Association, Washington, DC Journal of Experimental Psychology: Human Perception and Performance, published by the American Psychological Association, Washington, DC National Science Foundation, Washington, DC Natural Sciences and Engineering Research Council of Canada (NSERC), Ottawa, Canada. Psychological Reports: Perceptual and Motor Skills, published by Psychological Reports, Missoula, MO. Theoretical Issues in Ergonomics Science, published by Taylor and Francis Ltd., Oxfordshire, UK. HUM A N F A C T ORS C ON S UL TAN T Civil Aviation Flight Universty of China (CAFUC), Guanghan, Sichuan Province, P. R. China (September 21 26, 2009). Provided guidance in the development of an aviation human factors laboratory at CAFUC. U.S. Attorney s Office, Western District of New York (May 2, 2008). Provided ergonomics training to office employees. UserWorks, Inc., Silver Spring, MD (January August 2006). Provided advice and guidance in literature review and analysis of staffing requirements, standards, and models, and on human factors in the staffing of air traffic control facilities. ComEd/Exelon Corp., Bulk Power Office, Lombard, IL (June 2005 June 2007). Conducted task- and function analyses of transmission dispatchers tasks and developed effective visualization tools for power system control centers use. Exelon Nuclear, LaSalle County Generating Station, LaSalle Co., IL (June, 2005). Observed and evaluated nuclear power plant control room panel monitoring practices and procedures.

Pro/Consul, Inc., Technical & Medical Experts, Long Beach, CA (June July, 2004). Provided an analysis of air traffic controller workload in a case of a midair collision of two general aviation aircraft. Muniz Engineering, NASA Johnson Space Center, Houston, TX (January August 2004). Reviewed and critiqued a final report on root cause software analysis and comparison project, made recommendations for the methodologies, additional information, and evaluation parameters, and provided an expert opinion on the validity of the conclusions. Abbott Power Plant, University of Illinois at Urbana-Champaign, Champaign, IL (June July, 2004). Human factors expert; conducted task analyses, evaluated a new digital boiler control interface, and developed an electronic boiler start-up manual and checklist for the plant. Sensis Corporation, 5793 Widewaters Parkway, DeWitt, NY 13214 (July August, 2003). Evaluated the Aerobahn Advanced Surface Movement Guidance and Control System (ASMGCS) in terms of human factors requirements for its interface and operation. Helsinki Airport, Finnish Civil Aviation Administration, Vantaa, Finland (1990 1991). Member and subject matter expert in surface movement radar and apron management task forces. OT HE R External Examiner for Ph.D. Dissertation: Yakubu Ibrahim, for faculty of Engineering and Industrial Sciences at Swinburne University of Technology, Australia, November 8, 2013. Dissertation title: Development and Evaluation of a Flight Collision Avoidance System in a Free Flight Environment. External Examiner for Ph.D. Oral Examination: Becky Hooey, University of Toronto, Mechanical and Industrial Engineering, September 9, 2009. Dissertation title: The Development and Evaluation of a Model of Time-of-Arrival Uncertainty. PR O F ESSI O N A L A SSO CI A T I O N S Human Factors and Ergonomics Society (HFES), USA, student member 1993 2000, member 2000 present, HFES Pennsylvania State University Student Chapter, member 1995 1999. Member, Aerospace Systems (AS), Cognitive Engineering and Decision Making (CE), Education (E), Healthcare (HC) Human Performance Modeling (HP), and System Development (SD) technical groups. Technical Program Chair, Education Technical Group (ETG), 2011 2013. Member, HFES committee for review of HFES accreditation process and standards for graduate programs, 2006. Member, HFES subcommittee formulating criteria for recognition of outstanding undergraduate human factors programs, 2005 2006. Institute of Electrical and Electronics Engineers, Inc. (IEEE), Systems, Man, and Cybernetics Society (SMC), USA, student member 1997 2000, associate member 2000 2003, member 2004 present. Association for Aviation Psychology, USA, member 1999 present. SKIL L S Languages: Fully fluent in English, Finnish, and Swedish, reads and writes German. Flight Experience: Private Pilot's License (FAA). Total flight experience 200 hrs. in single-engine, land, aircraft. PUBLICA TIONS (Student contributions are denoted by a superscript s ) PEER - RE V I E W E D P UB L I CA T I ON S I N JO U R N A L S, I N P R I N T O R A CCE P T E D 19. Bohannon, L. S. s, Herbert, A. M., Pelz, J. B., & Rantanen, E. M (2012). Eye contact and video-mediated communication: A review. Displays. http://dx.doi.org/10.1016/j.bbr.2011.03.031

18. Rantanen, E. M., & Wickens, C. D. (2012). Conflict resolution maneuvers in air traffic control: investigation of operational data. International Journal of Aviation Psychology, 22(3), 266-281. DOI: 10.1080/10508414.2012.691048 17. Stankovic, S. s, Loft, S., Rantanen, E., & Ponomarenko, N. (2011). Individual differences in the effect of vertical separation on conflict detection in air traffic control. International Journal of Aviation Psychology, 21(4), 325 342. 16. Yang, J. s, Rantanen, E. M., & Zhang, K. (2010). The impact of time efficacy on air traffic controller situation awareness and mental workload. International Journal of Aviation Psychology, 20(1), 74-91. 15. Morrow, D., Wickens, C., Rantanen, E., Chang, D. s, & Marcus, J. s (2008). Designing external aids that support older pilots communication. International Journal of Aviation Psychology, 18(2), 167 182. 14. Rantanen, E. M., Naseri, A. s, & Neogi, N. (2007). Evaluation of airspace complexity and dynamic density metrics derived from operational data. Air Traffic Control Quarterly, 15(1), 65-88. 13. Xu, X. s, & Rantanen, E. M. (2007). Effects of air traffic geometry on pilots conflict detection with cockpit display of traffic information. Human Factors, 49(3), 358-375. 12. Xu, X. s, Wickens, C. D., & Rantanen, E. M. (2007). Effects of conflict alerting system reliability and task difficulty on pilots conflict detection with Cockpit Display of Traffic Information. Ergonomics, 50(1), 112 130. 11. Rantanen, E. M., Palmer, B. O. s, Wiegmann, D. A., & Musiorski, K. M. s (2006). Five-dimensional taxonomy to relate human errors and technological interventions in a human factors literature database. Journal of the American Society for Information Science and Technology (JASIST), 57(9), 1221-1232. 10. Thomas, L. C. s, & Rantanen, E. M. (2006). Human factors issues in implementation of advanced aviation technologies: A case of false alerts and cockpit displays of traffic information. Theoretical Issues of Ergonomics Science, 7(5), 501-523. 9. Rantanen, E. M., & Nunes, A. s (2005). Hierarchical conflict detection in air traffic control. International Journal of Aviation Psychology, 15(4), 339-362. 8. Rantanen, E. M., McCarley, J. S., & Xu, X. s (2004). Time delays in air traffic control communication loop: Effect on controller performance and workload. International Journal of Aviation Psychology, 14(4), 369 394. 7. Johnson, N. R. s, Rantanen, E. M., & Talleur, D. A. (2004). Time series based objective pilot performance measures. International Journal of Applied Aviation Studies (IJAAS), 4(1), 13-29. 6. Wickens, C. D., Rantanen, E. M., Thomas, L. C. s, & Xu, X. s (2004). Imperfect automation and CDTI alerting: Implications from literature and systems analysis for display design. Aviation, Space, and Environmental Medicine, 75(4, section II), B138. 5. Talleur, D. A., Taylor, H. L., Bradshaw, G. L., Emanuel, T. W., & Rantanen, E. M. (2003). Personal computer aviation training devices: Their effectiveness for maintaining instrument currency. International Journal of Aviation Psychology, 13(4), 387-399. 4. Rantanen, E. M. & Rosenbaum, D. A. (2003). Drift in blind reciprocal aiming movements. Motor Control, 7(2), 199-228. 3. Rantanen, E. M. (2003). Measurement of visual fields. Perceptual and Motor Skills, 96, 92-94. 2. Rantanen, E. M., & Talleur, D. A. (2001). Measurement of pilot performance during instrument flight using flight data recorders. International Journal of Aviation Research and Development, 1(2), 89-102. 1. Rantanen, E. M., & Goldberg, J. H. (1999). The effect of mental workload on visual field size and shape. Ergonomics, 42(6), 816-834. PEER - RE V I E W E D P UB L I CA T I ON S I N CO N F E RE N CE PRO C EED I N G S 43. Rantanen, E. M., Karn, K., Wiggermann, N., Lau, M., Koch, C., & Rantanen, A. (In press). Usability of human factors research in design: Advice from users of science to producers of science. Proceedings of the Human Factors and Ergonomics Society Annual Meeting. SAGE Publications. 42. Swaminathan, A. s, & Rantanen, E. M. (In press). Usability of human factors standards. Proceedings of the Human Factors and Ergonomics Society Annual Meeting. SAGE Publications.

41. Hochberg, L. s, Johar, R. s, & Rantanen, E. M. (In press). Linguistic analysis of archival human factors jobs data. Proceedings of the Human Factors and Ergonomics Society Annual Meeting. SAGE Publications. 40. Hochberg, L. s, Alm, C. O., Rantanen, E. M., Yu, Q., DeLong, C. M., & Haake, A. (2014). Towards automatic annotation of clinical decision-making style. Proceedings of The 8th Linguistic Annotation Workshop at the 25th International Conference on Computational Linguistics. 39. Hochberg, L. s, Alm, C. O., Rantanen, E. M., DeLong, C. M., & Haake, A. (2014). Decision Style in a Clinical Reasoning Corpus. Proceedings of the BioNLP Workshop (pp. 83-87). Baltimore, MD: Association for Computational Linguistics. 38. Rantanen, E. M., Claeys, C., Roder, D., & Moroney, W. F. (2013). Archival human factors jobs database as a tool for tracking trends in skills and knowledge expectations in the labor market. Proceedings of the 57th Annual Meeting of the Human Factors and Ergonomics Society. Santa Monica, CA: HFES. 37. Rantanen, E. M., Colombo, D. J., Miller, S. M., Alexander, A. L., Lacson, F. C., & Andre, A. D. (2013). Practicing relevant skills in the classroom: Advice from experts in the industry to professors. Proceedings of the 57th Annual Meeting of the Human Factors and Ergonomics Society. Santa Monica, CA: HFES. 36. Rantanen, E. M. & Moroney, W. F. (2012). Employers expectations for education and skills of new human factors/ergonomics professionals. Proceedings of the 56th Annual Meeting of the Human Factors and Ergonomics Society (581-585). Santa Monica, CA: HFES. 35. Moroney, W. F., & Rantanen, E. M. (2012). Student perceptions of their educational and skill needs in the workplace. Proceedings of the 56th Annual Meeting of the Human Factors and Ergonomics Society (576-580). Santa Monica, CA: HFES. 34. Rantanen, E. M. & Moroney, W. F. (2011). Educational and skill needs for new human factors/ergonomics professionals. Proceedings of the 55th Annual Meeting of the Human Factors and Ergonomics Society (pp. 530-534). Santa Monica, CA: HFES. 33. Rantanen, E. M., & Smagner, J. L. s (2011). User experience with cybercollaboration technologies. Proceedings of the 55th Annual Meeting of the Human Factors and Ergonomics Society. Santa Monica, CA: HFES. 32. Rantanen, E. M., & Wickens, C. D. (2010). Are there standard conflict resolution maneuvers air traffic control? Proceedings of the 54th Annual Meeting of the Human Factors and Ergonomics Society (pp. 45-49). Santa Monica, CA: HFES. 31. Chung, C. s & Rantanen, E. M. (2010). Gestural interaction with in-vehicle audio and climate controls. Proceedings of the 54th Annual Meeting of the Human Factors and Ergonomics Society (pp. 1406-1410). Santa Monica, CA: HFES. 30. Hope, R. s, Rantanen, E. M., & Oksama, L. (2010). Multiple identity tracking and entropy in air traffic control. Proceedings of the 54th Annual Meeting of the Human Factors and Ergonomics Society (pp. 1012-1016). Santa Monica, CA: HFES. 29. Rantanen, E. M. (2009). Measures of temporal awareness in air traffic control. Proceedings of the 53rd Annual Meeting of the Human Factors and Ergonomics Society (pp. 6 10). Santa Monica, CA: HFES. 28. Oinonen, K. s, Oksama, L., Rantanen, E. M., & Hyönä, J. (2009). Do velocity vectors support multiple object tracking? Proceedings of the 53rd Annual Meeting of the Human Factors and Ergonomics Society (pp. 16 20). Santa Monica, CA: HFES. 27. Brougher, S. s, & Rantanen, E. M. (2009). Creativity and design. Proceedings of the 53rd Annual Meeting of the Human Factors and Ergonomics Society (pp. 605 609). Santa Monica, CA: HFES. 26. Rantanen, E. M., Winkle, J. s, & Overbye, T. J. (2008). Cognitive task analysis of electric power system control center operations. Proceedings of the 52nd Annual Meeting of the Human Factors and Ergonomics Society (pp. 1934 1938). Santa Monica, CA: HFES. 25. Naseri, A. s, Neogi, N., & Rantanen, E. (2007). Stochastic hybrid models with applications to air traffic management. AIAA Guidance, Navigation and Control Conference and Exhibit, Hilton Head, South Carolina, Aug. 20-23, 2007, AIAA-2007-6696.

24. Overbye, T. J., Rantanen, E. M., & Judd, S. L. s (2007). Electric power control center visualization using geographic data views. Proceedings of the International Symposium of Bulk Power System Dynamics and Control VII, August 19-24, 2007, Charleston, SC. 23. Rantanen, E. M. & Vlach, P. M. (2007). Development of air traffic control measures database. Proceedings of the 51st Annual Meeting of the Human Factors and Ergonomics Society (pp. 1124 1128). Santa Monica, CA: HFES. 22. Serwy, R. D. s, & Rantanen, E. M. (2007). Evaluation of a software implementation of the Cognitive Reliability and Error Analysis Method (CREAM). Proceedings of the 51st Annual Meeting of the Human Factors and Ergonomics Society (pp. 1249 1253). Santa Monica, CA: HFES. 21. Thompson, R. s, Rantanen, E. M., Yurcik, W., & Bailey, B. (2007). Command Line or Pretty Lines? Comparing Textual and Visual Interfaces for Intrusion Detection. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems 2007, April 28-May 3, San Jose, CA. (Acceptance rate 24%, 144 accepted out of about 600 submissions). 20. Rantanen, E. M., Yang, J. s, & Yin, S. s (2006): Comparison of pilots and controllers conflict resolution maneuver preferences. Proceedings of the 50th Annual Meeting of the Human Factors and Ergonomics Society (pp. 16 19). Santa Monica, CA: HFES. 19. Thompson, R. s, Rantanen, E. M., & Yurcik, W. (2006). Network intrusion detection cognitive task analysis: textual and visual tool usage and recommendations. Proceedings of the 50th Annual Meeting of the Human Factors and Ergonomics Society (pp. 669 673). Santa Monica, CA: HFES. 18. Rantanen, E. M., & Vlach, P. M. (2006). A framework for evaluation of university human factors curricula. Proceedings of the 50th Annual Meeting of the Human Factors and Ergonomics Society (pp. 1954 1957). Santa Monica, CA: HFES. 17. Shattuck, L. G., Bisantz, A. M., Gilson, R. D., Moroney, W. F., & Rantanen, E. M. (2006): Recognizing excellence in undergraduate human factors education. Proceedings of the 50th Annual Meeting of the Human Factors and Ergonomics Society (pp. 794 798). Santa Monica, CA: HFES. 16. Rantanen, E. M., & Levinthal, B. R. s (2005). Time-based modeling of human performance. Proceedings of the 49th Annual Meeting of the Human Factors and Ergonomics Society (pp. 1200 1204). Santa Monica, CA: HFES. 15. Rantanen, E. M., & Talleur, D. A., (2005). Incremental transfer and cost effectiveness of ground-based flight trainers in a university aviation program. Proceedings of the 49th Annual Meeting of the Human Factors and Ergonomics Society (pp. 764 768). Santa Monica, CA: HFES. 14. Morrow, D. G., Chang, D. s, Wickens, C. D., Rantanen, E. M., & Raquel, L. s (2005). Designing external aids that support older pilot performance. Proceedings of the 49th Annual Meeting of the Human Factors and Ergonomics Society (pp. 186 189). Santa Monica, CA: HFES. 13. Hildebrandt, M., & Rantanen, E. M. (2004). Time Design. Proceedings of the 48th Annual Meeting of the Human Factors and Ergonomics Society (pp. 703-707). Santa Monica, CA: HFES. 12. Levinthal, B. R. s, & Rantanen, E. M. (2004). Measurement of taskload and performance in a dynamic multi-task experiment. Proceedings of the 48th Annual Meeting of the Human Factors and Ergonomics Society (pp. 567-570). Santa Monica, CA: HFES. 12. Johnson, N. R. s, Rantanen, E. M., & Talleur, D. A. (2004). Criterion setting for objective, Fourier analysis based pilot performance metrics. Proceedings of the 48th Annual Meeting of the Human Factors and Ergonomics Society (157-160). Santa Monica, CA: HFES. 11. Tokuda, S. s, Rantanen, E. M., & Gonzalez de Sather, J. C. M. s (2004) An electronic instruction manual and checklist for steam boiler start-up. Proceedings of the 48th Annual Meeting of the Human Factors and Ergonomics Society (2197-2201). Santa Monica, CA: HFES. 10. Xu, X. s, Wickens, C. D., & Rantanen, E. M. (2004) Effects of air traffic geometry on pilots conflict detection with cockpit display of traffic information. Proceedings of the 48th Annual Meeting of the Human Factors and Ergonomics Society (26-30). Santa Monica, CA: HFES.

9. Rantanen, E. M., & Gonzalez de Sather, J. C. M. s (2003). Special projects in undergraduate human factors courses: Evaluation of power plant boiler control interface. Proceedings of the 47th Annual Meeting of the Human Factors and Ergonomics Society (pp. 899-902). Santa Monica, CA: HFES. 8. Rantanen, E. M., Butts T. A. s, Wojtowicz D. S. s, Webb M. L. s, & Marin, A. K. (2003). Human factors considerations in the design of an aircraft maintenance hangar. Proceedings of the 47th Annual Meeting of the Human Factors and Ergonomics Society (pp. 927-931). Santa Monica, CA: HFES. 8. Rantanen, E. M., Wiegmann, D. A., Palmer B. O. s, & Musiorski K. M. s (2003). A human factors database for matching human errors and technological interventions. Proceedings of the 47th Annual Meeting of the Human Factors and Ergonomics Society (pp. 782-786). Santa Monica, CA: HFES. 7. Xu, X. s, & Rantanen, E. M. (2003). Timing of discrete actions: Evidence for perceptual dominance in human performance. Proceedings of the 47th Annual Meeting of the Human Factors and Ergonomics Society (pp. 581-585). Santa Monica, CA: HFES. 6. Thomas, L. C. s, Wickens, C. D., & Rantanen, E. M. (2003). Imperfect automation in aviation traffic alerts: a review of conflict detection algorithms and their implications for human factors research. Proceedings of the 47th Annual Meeting of the Human Factors and Ergonomics Society (pp. 344-348). Santa Monica, CA: HFES. 5. Rantanen, E. M., McCarley, J. S., & Xu, X. s (2002). The impact of communication delays on air traffic controllers vectoring performance. Proceedings of the 46th Annual Meeting of the Human Factors and Ergonomics Society (pp. 56 60). Santa Monica, CA: HFES. 4. Rantanen, E. M., & Kokayeff, N. K. s (2002). Pilot error in copying ATC clearances. Proceedings of the 46th Annual Meeting of the Human Factors and Ergonomics Society (pp. 145 149). Santa Monica, CA: HFES. 3. Rantanen, E. M., & Xu, X. s (2001). Human performance in timing of discrete actions. Proceedings of the 45th Annual Meeting of the Human Factors and Ergonomics Society (pp. 527 531). Santa Monica, CA: HFES. 2. Wroblewski, L. s & Rantanen, E. M. (2001). Design guidelines for web-based applications. Proceedings of the 45th Annual Meeting of the Human Factors and Ergonomics Society (pp. 1191 1195). Santa Monica, CA: HFES. 1. Ebbing, A. A. s, & Rantanen, E. M. (2001). Computerized electoral ballot design using a touch screen. Proceedings of the Human Factors and Ergonomics Society 45th Annual Meeting (p. 746). Santa Monica, California: The Human Factors and Ergonomics Society. OT HE R P UBL I C A T I ON S I N C O NF E RE N CE P ROCE E D I N G S 37. Rantanen, E. M., Alm, C. O., Worrell, T., Valentage, N., & Iuliucci, N. s (2014, June). Linguistic analysis of clinical communications: A novel method for study of diagnostic errors. In Proceedings of the International Symposium of Human Factors and Ergonomics in Healthcare, 3(1), 207-213. SAGE Publications. 36. Histon, J., Rantanen, E. M., & Alm, C. O. (2013). Communication sequences in controller-pilot communications. Proceedings of the 17th International Symposium on Aviation Psychology (pp. 633-638). Wright State University, Dayton, OH, May 6-9, 2013. 35. Nystrom, D. T. s, Rantanen, E. M., & Lintern, G. (2013). Stress in medical residency: Cognitive work analysis and a literature review. Proceedings of the 2013 International Symposium on Human Factors and Ergonomics in Health Care: Advancing the Cause (147-153). Santa Monica, CA: Human Factors and Ergonomics Society. doi: 10.1177/2327857913021028 34. Rantanen, E. M., Deeter, J. L. s, Burke, S. s, & Wang, Y s. (2012). Analysis of hospital oncology department pharmacy operations. Proceedings of the 2012 Symposium on Human Factors and Ergonomics in Health Care: Bridging the Gap (pp. 27-34). Santa Monica, CA: Human Factors and Ergonomics Society. 33. Deeter, J. L. s, & Rantanen, E. M. (2012). Human reliability analysis in healthcare. Proceedings of the 2012 Symposium on Human Factors and Ergonomics in Health Care: Bridging the Gap (pp. 45-51). Santa Monica, CA: Human Factors and Ergonomics Society.

32. Rantanen, E. M., & Fokoue, E. (2011). Data mining techniques to derive human and system performance measures of air traffic control from operational data. Proceedings of the 16th International Symposium on Aviation Psychology. Wright State University, Dayton, OH, Maey 2-5, 2011. 31. Stankovic, S. s, Rantanen, E. M., Ponomarenko, N. (2011). Conflict detection in air traffic control: Distinguishing between judgments of conflict risk and intervention decisions. Proceedings of the 16th International Symposium on Aviation Psychology. Wright State University, Dayton, OH, May 2-5, 2011. 30. Rantanen, E. M., Wickens, C. D., & Keller, D. s (2009). Maneuver stereotypes in airborne conflict resolutions. Proceedings of the 15th International Symposium on Aviation Psychology. Wright State University, Dayton, OH, April 27-30, 2009. 29. Stankovic, S. s, Rantanen, E. M., Ponomarenko, N., & Loft, S. (2009). Determinants of conflict risk judgment in air traffic control. Proceedings of the 15th International Symposium on Aviation Psychology. Wright State University, Dayton, OH, April 27-30, 2009. 28. Rantanen, E. M. (2008). Objective, time-based measures of human and system performance to support the NextGen development. Human Factors and NextGen: The Future of Aviation, University of Texas at Arlington, Texas, May 28 29, 2008. 27. Rantanen, E. M. (2007). Temporal awareness in ATC: Literature review and a proposed model. Proceedings of the 14th International Symposium on Aviation Psychology (pp. 570-576). Dayton, OH, April 23-26, 2007. 26. Schriver, A. T. s, & Rantanen, E. M. (2007). Evaluation of the SEEV model of visual attention allocation in ATC applications. Proceedings of the 14th International Symposium on Aviation Psychology (pp. 625-631). Dayton, OH, April 23-26, 2007. 25. Johnson, C. M. s, Rantanen, E. M., & Moment, S. L. (2007). Aviation technologies and human error: A research literature database and analysis. Proceedings of the 14th International Symposium on Aviation Psychology (pp. 294-299). Dayton, OH, April 23-26, 2007. 24. Xu, X. s, Rantanen, E. M., & Huo, Y. s (2007). Relative importance of conflict geometry variables in influencing pilots conflict detection using a cockpit display of traffic information. Proceedings of the 14th International Symposium on Aviation Psychology (pp. 769-775). Dayton, OH, April 23-26, 2007. 23. Morrow, D M., Chang, D. s, Wickens, C. D., Rantanen, E. M., & Carbonari, R. (2007). External aids for general aviation pilot communication. Proceedings of the 14th International Symposium on Aviation Psychology (pp. 458-461). Dayton, OH, April 23-26, 2007. 22. Rantanen, E. M., & Levinthal, B. R. s (2005). Effect of air traffic controller taskload and workload on task prioritization. Proceedings of the 13th International Symposium on Aviation Psychology (pp. 485-490). Dayton, OH: Wright State University. 21. Maynard, P. s, & Rantanen, E. M. (2005). Team aspects of air traffic control and their implications on automation Proceedings of the 13th International Symposium on Aviation Psychology (pp. 389-394). Dayton, OH: Wright State University. 20. Rantanen, E. M., Maynard, P. s, & Özhan, D. s (2005). The impact of sector characteristics and aircraft count on air traffic control communications. Proceedings of the 13th International Symposium on Aviation Psychology (pp. 491-496). Dayton, OH: Wright State University. 19. Johnson, N. R. s, & Rantanen, E. M. (2005). Objective pilot performance measurement: A literature review and taxonomy of metrics. Proceedings of the 13th International Symposium on Aviation Psychology (pp. 283-288). Dayton, OH: Wright State University. 18. Morrow, D., Chang, D. s, Wickens, C., Rantanen, E., & Raquel, L. s (2005). The influence of external aids on age differences in pilot communication. Proceedings of the 13th International Symposium on Aviation Psychology (pp. 411-415). Dayton, OH: Wright State University. 17. Xu, X. s, Wickens, C. D., & Rantanen, E. M. (2005). Imperfect conflict alerting systems for the cockpit display of traffic information. Proceedings of the 13th International Symposium on Aviation Psychology (pp.657-662). Dayton, OH: Wright State University.

16. Taylor, H. L., Talleur, D. A., Rantanen, E. M., & Emanuel, T. W., Jr. (2005). The effectiveness of a personal computer aviation training device, a flight training device, and an airplane in conducting instrument proficiency checks. Proceedings of the 13th International Symposium on Aviation Psychology (pp. 568-572). Dayton, OH: Wright State University. 15. Taylor, H. L., Talleur, D. A., Emanuel, T. W., Jr., & Rantanen, E. M. (2005). Incremental transfer of training effectiveness of a personal computer aviation training device (PCATD) and flight training device (FTD). Proceedings of the 13th International Symposium on Aviation Psychology. Dayton, OH: Wright State University. 14. Rantanen, E. M., Wickens, C. D., Xu, X. s, & Thomas, L. C. s (2003). Developing and validating human factors certification criteria for cockpit displays of traffic information avionics. Paper presented at the FAA General Aviation, Aviation Maintenance, and Vertical Flight Human Factors Research Program Review Conference, University of Nevada Reno, September 10-11, 2003. 13. Rantanen, E. M., & Nunes, A. s (2003). Taxonomies of measures in air traffic control research. Proceedings of the 12th International Symposium on Aviation Psychology (pp. 977-980). April 14-17, 2003, Dayton, OH. 12. Rantanen, E. M., & Davis, W. J. (2003). Human factor implications of air traffic management procedures and algorithms. Proceedings of the 12th International Symposium on Aviation Psychology (pp. 971-976). April 14-17, 2003, Dayton, OH. 11. Xu, X. s, & Rantanen, E. M. (2003). Conflict detection and resolution in air traffic control: A task analysis, literature review, and need for further research. Proceedings of the 12th International Symposium on Aviation Psychology (pp. 1289-1295). April 14-17, 2003, Dayton, OH. 10. Emanuel, T. W., Jr., Taylor, H. L., Talleur, D. A., & Rantanen, E. M. (2003). Comparison of the effectiveness of a personal computer aviation training device, a flight training device, and an airplane in conducting instrument proficiency checks. Proceedings of the 12th International Symposium on Aviation Psychology (pp. 356-360). April 14-17, 2003, Dayton, OH. 9. Taylor, H. L., Talleur, D. A., Emanuel, T. W., Jr., Rantanen, E. M., Bradshaw, G. L., & Phillips, S. I. (2003). Incremental training effectiveness of personal computers used for instrument training. Proceedings of the 12th International Symposium on Aviation Psychology (pp. 1149-1154). April 14-17, 2003, Dayton, OH. 8. Rantanen, E. M., & Talleur, D. A. (2001). Use of flight recorders for pilot performance measurement and training. Proceedings of the 2001 International Aviation Training Symposium. Oklahoma City, OK: FAA Academy. 7. Rantanen, E. M., Talleur, D. A., Taylor, H. L., Bradshaw, G. L., Emanuel, T. W., Jr., Lendrum, L., & Hulin, C. L. (2001). Derivation of pilot performance measures from flight data recorder information. Proceedings of the 11th International Symposium on Aviation Psychology, March 5-8, 2001, Columbus, OH: The Ohio State University. 6. Talleur, D. A., Taylor, H. L., Bradshaw, G. L., Emanuel, T. W., Rantanen, E. M., Lendrum, L., & Hulin, C. L. (2001). Effectiveness of personal computer aviation training device (PCATD) for maintaining instrument currency. Proceedings of the 11th International Symposium on Aviation Psychology, March 5-8, 2001, Columbus, OH: The Ohio State University. 5. Taylor, H. L., Talleur, D. A., Emanuel, T. W., Rantanen, E. M., Bradshaw, G. L., Phillips, S. I. (2001). Incremental Training Effectiveness of Personal Computers Used for Instrument Training. Proceedings of the 11th International Symposium on Aviation Psychology, March 5-8, 2001, Columbus, OH: The Ohio State University. 4. Rantanen, E. M., & Thomas, H. (1999). Modeling air traffic controller selection test battery tasks. Proceedings of the Tenth International Symposium on Aviation Psychology (pp. 587-591). Columbus, OH: The Ohio State University. 3. Rantanen, E. M., & Zak, R. E. (1997). Modeling driver reliability in vehicle-following. Proceedings of the International Ergonomics Association 13th Triennial Congress (pp. 412-414). Helsinki, Finland: Finnish Institute of Occupational Health. 2. Rantanen, E. M., & Goldberg, J. H. (1996). Perception of symmetry in polygon displays. Proceedings of the 1996 American Nuclear Society International Topical Meeting on Nuclear Plant Instrumentation, Control, and Human Machine Interface Technologies [NPIC&HMIT'96] (pp. 459-466). La Grange Park, Illinois: American Nuclear Society. 1. Rantanen, E. M., & Spach, G. L. (1995). Applying quality function deployment to air traffic control curriculum at Embry-Riddle Aeronautical University. Proceedings of the 40th Annual Air Traffic Control Association Conference (pp. 105-109). Arlington: Air Traffic Control Association

CH A PT E RS I N B O O K S 5. Rantanen, E. M. (2012). Human factors validation of NextGen technologies and procedures. In S. Landry (Ed.), Advances in Human Aspects of Aviation (Advances in Human Factors and Ergonomics Series) (pp. 341-350). Boca Raton, FL: CRC Press. 4. Histon, J., Rantanen, E., & Alm, C. (2012). Air traffic control voice data analysis to validate NextGen procedures. In S. Landry (Ed.), Advances in Human Aspects of Aviation (Advances in Human Factors and Ergonomics Series) (pp. 129-138). Boca Raton, FL: CRC Press. 3. Rantanen, E. M., & Butler, J. S. (1995). Evaluation of air traffic controller performance and situation awareness during simulator training. In D. J. Garland and M. R. Endsley (Eds.), Experimental Analysis and Measurement of Situation Awareness (pp. 203-209). Daytona Beach, Florida: Embry-Riddle Aeronautical University Press. 2. Rantanen, E. M. (1994). The role of dynamic memory in air traffic controllers' situation awareness. In R. D. Gilson, D. J. Garland, & J. M. Koonce (Eds.), Situational Awareness in Complex Systems (pp. 209-215). Orlando, Florida: University of Central Florida, Center for Applied Human Factors in Aviation. 1. Rantanen, E. M. (1993). Operational concerns of air traffic control automation. In D. J. Garland & J. A. Wise (Eds.), Human Factors and Advanced Aviation Technologies (pp. 175-176). Daytona Beach, Florida: Embry-Riddle Aeronautical University, Center for Aviation/Aerospace Research. IN V IT E D P R E S E N T A T IO N S 20. Situation Awareness and Other Cross-Domain Constructs: Lessons Learned from 110 Years of Aviation Human Factors Research. Presented at PNNL Future Power Grid Initiative 2nd Workshop on Challenges in Next-Generation Analytics for the Future Power Grid in Seattle, WA, September 19, 2013. 19. Air Traffic Controller Situation Awareness: Empirical and Modeling Approaches to the Construct. Presented at Rensselaer Polytechnic Institute (RPI) on April 17, 2013. 18. Four lectures at the Civil Aviation Flight University of China (CAFUC): Human Factors in Aviation Systems, Automation Challenges to Aviation Human Factors, Research Advances and Trends in Aviation Human Factors, and Integration of Human Factors into Implementation of Cockpit Displays of Traffic Information: A Framework and Empirical Results. Guanghan, Sichuan Province, P. R. China, September 21 26, 2009. 17. Human Performance Measurement in Air Traffic Control. Presented at the University at Buffalo Industrial and Systems Engineering Faculty Presentations series, Buffalo, NY, April 3, 2009. 16. Applied Experimental and Engineering Psychology. Presented at the Rochester Institute of Technology Psychology Club Explorer Program meeting on October 25, 2007. 15. Human Factors in Wide Area Power Systems Display Design. Presented at the ABB User s Group Spring 2006 Meeting, Hyatt Regency Chicago, Chicago, IL, June 12, 2006. 14. Reality Check: Designers, Users, and Their (Mental) Models. Presented at the 92nd Annual Transportation and Highway Engineering Conference, University of Illinois at Urbana-Champaign, Urbana, IL, February 22, 2006. 13. Human-Automation Interaction and Civil Aviation Security Challenges. Presented at the International Air Transport Association (IATA) AVSEC World 2005 Conference, Geneva, Switzerland, October 26-28, 2005. 12. Human Factors in Aviation Systems. Presented at the Associated Colleges of the Chicago Area (ACCA) seminar series on humancomputer interaction, Wheaton College, IL, October 18, 2005. 11. Measuring Temporal Awareness: Implications for Performance Prediction Within Air Traffic Control. Presented at American Psychological Association Convention, Washington, DC, August 21, 2005. 10. A Human Factors Evaluation of Illinois Compass. Presented at the University of Illinois at Urbana-Champaign Campus Information Technologies and Educational Services (CITES) Educational Technologies Brown Bag, Champaign, IL, April 13, 2005.

9. Human Interaction with Complex Dynamic Systems: A case of Air Traffic Control. Presented at the First Midwest Institute of Industrial Engineers (IIE) Exchange meeting, Urbana, IL, April 8, 2005 (sponsored by IIE, SME, and Alpha Pi Mu societies). 8. An Industry-University Partnership on the Human Factors of DeltaV. Two presentations at the Emerson Global Users Exchange 2004 Conference, Dallas TX, October 27, 2004. 7. American Psychological Association Academic Career Workshop: Advice from Experts. Invited speaker; 48th Annual Meeting of the Human Factors and Ergonomics Society, September 20, 2004, New Orleans, LA. 6. Time-Based Measures of Taskload, Workload, and Performance in Air Traffic Control. Presented at the University of Iowa College of Engineering Industrial Engineering program Graduate Seminar, Iowa City, IA, February 5, 2004 5. American Psychological Association Academic Career Workshop: Advice from Experts. Invited speaker; 47th Annual Meeting of the Human Factors and Ergonomics Society, October 13, 2003, Denver, CO. 4. Human Factors Certification of Cockpit Displays of Traffic Information. Presented at the FAA General Aviation, Aviation Maintenance, and Vertical Flight Human Factors Research Program Review Conference, University of Nevada Reno, September 10-11, 2003. 3. Human Factors in Systems Design. Distinguished Lecture Series, Sensis Corporation, Dewitt, NY, August 6, 2003. 2. Selected Topics in Human Factors Engineering. Presented at Sensis Corporation, Dewitt, NY, August 6, 2003. 1. Time-Based Measures in ATC Human Factors Research. A white paper presented at the Federal Aviation Administration Civil Aerospace Medical Institute in Oklahoma City, OK, on August 1, 2001. TE C H N I C AL R E P O R TS 19. Rantanen, E. M., Claeys, C. & Roder, D. (2013). Development of a Jobs Database for Tracking Knowledge and Skills Expectations in the Workplace (RIT/PSY/TR-13/2). Rochester, NY: RIT Digital Media Library. 18. Rantanen, E. M., & Deeter, J. s (2011). Human Reliability Analysis in Healthcare (RIT/PSY/TR 11/1). Rochester, NY: RIT Digital Media Library. 17. Rantanen, E. M. (2006). Development of an Air Traffic Control Measures Database (HFD-06-08/FAA-06-01). Savoy, IL: Human Factors Division. 16. Rantanen, E. M., Yeakel, S. J., & Steelman, K. S. s (2006). En Route Controller Task Prioritization Research to Support CE-6 Human Performance Modeling; Phase II: Analysis of high-fidelity simulation data (HFD-06-3/MAAD-06-2). Savoy, IL: Human Factors Division. 15. Xu, X. s, Rantanen, E. M., Huo, Y. s (2006). Relative Importance of Conflict Geometry Variables in Influencing Pilots Conflict Detection Using a Cockpit Display of Traffic Information (HFD-06-02). Savoy, IL: Human Factors Division. 14. Taylor, H. L., Talleur, D. A., Emanuel, T. W., Jr., & Rantanen, E. M. (2005). Effectiveness of Flight Training Devices Used for Instrument Training (AHFD-05-9/FAA-05-4). Savoy, IL: Aviation Human Factors Division. 13. Rantanen, E. M., Levinthal, B. R. s, & Yeakel, S. J. (2005). En Route Controller Task Prioritization Research to Support CE-6 Human Performance Modeling (AHFD-05-03/MAAD-05-3). Savoy, IL: Aviation Human Factors Division. 12. Rantanen, E. M., Johnson, N. R. s, & Talleur, D. A. (2004). The Effectiveness of a Personal Computer Aviation Training Device, a Flight Training Device, and an Airplane in Conducting Instrument Proficiency Checks. Volume 2: Objective Pilot Performance Measures (AHFD-04-16/FAA-04-6). Savoy, IL: Aviation Human Factors Division. 11. Taylor, H. L., Talleur, D. A., Rantanen, E. M., & Emanuel, T. W., Jr. (2004). The Effectiveness of a Personal Computer Aviation Training Device, a Flight Training Device, and an Airplane in Conducting Instrument Proficiency Checks. Volume 1: Subjective Pilot Performance Evaluation (AHFD-04-12/FAA-04-5). Savoy, IL: Aviation Human Factors Division 10. Rantanen, E. M. (2004). Development and Validation of Objective Performance and Workload Measures in Air Traffic Control (AHFD-04-19/FAA-04-7). Savoy, IL: Aviation Human Factors Division. 9. Xu, X. s, Rantanen, E. M., & Wickens, C. D. (2004). Estimation of conflict risk using cockpit display of traffic information (AHFD-04-11/FAA-04-4). Savoy, IL: Aviation Human Factors Division.

8. Xu, X. s, Wickens, C. D., & Rantanen, E. M. (2004). Imperfect conflict alerting systems for the cockpit display of traffic information (AHFD-04-8/NASA-04-2). Savoy, IL: Aviation Human Factors Division. 7. Rantanen, E. M., Wickens, C. D., Xu, X. s, & Thomas, L. C. s (2004). Developing and validating human factors certification criteria for cockpit displays of traffic information avionics (AHFD-04-1/FAA-04-1). Savoy, IL: Aviation Human Factors Division. 6. Taylor, H. L., Talleur, D. A., Emanuel, T. W., Jr., Rantanen, E. M., Bradshaw, G. L., & Phillips, S. I. (2002). Incremental training effectiveness of personal computer aviation training devices (PCATD) used for instrument training. (ARL-02-5/NASA-02-3). Savoy, IL: University of Illinois, Aviation Research Lab. 5. Taylor, H. L., Talleur, D. A., Emanuel, T. W., Jr., Rantanen, E. M., Bradshaw, G. L., & Phillips, S. I. (2002). Incremental training effectiveness of personal computers used for instrument training: Basic instruments. (ARL-02-4/NASA-02-2). Savoy, IL: University of Illinois, Aviation Research Lab. 4. Wiegmann, D. A., & Rantanen, E. M (2002). Defning the relationship between human error classes and technology intervention strategies: Year 1 technical report (ARL-02-1/NASA-02-1). Savoy, IL: University of Illinois, Aviation Research Lab. 3. Rantanen, E. M., McCarley, J., Xu, X. s, & Yeakel, S. (2001). The effect of audio throughput delay of the NEXCOM system on air traffic controller performance and workload (ARL-01-19/FAA-01-5). Savoy, IL: University of Illinois, Aviation Research Lab. 2. Taylor, H. L., Talleur, D. A., Bradshaw, G. L., Emanuel, T. W., Jr., Rantanen, E. M., Hulin, C. L., & Lendrum, L. (2001). Effectiveness of personal computers to meet recency of experience requirements (ARL-01-6/FAA-01-1). Savoy, IL: University of Illinois, Aviation Research Lab. 1. Taylor, H. L., Talleur, D. A., Bradshaw, G. L., Emanuel, T. W., Jr., Hulin, C. L., Rantanen, E. M., & Lendrum, L. (2000). Evaluation of a personal computer aviation training device to meet recency of experience requirements (ARL-00-9/FAA-00-6). Savoy, IL: University of Illinois, Aviation Research Lab. OT HE R P UBL I C A T I ON S 7. Rantanen, E. M. (2008). Book review: Human Performance Modeling in Aviation, by D. C. Foyle and B. L. Hooey (Eds.). Ergonomics in Design, 16(4), 31. 6. Yurcik, W., Thompson, R. s, Twidale, M. B., & Rantanen, E. M. (2007). If you can't beat'em join'em: Combining text and visual interfaces for security system administration. ACM Interactions, 14(1), January/Feburary 2007, 12-14. 5. Rantanen, E. M. (2004). Book Review: Control Theory for Humans: Quantitative Approaches to Modeling Performance, by R. J. Jagacinski and J. M. Flach. Theoretical Issues in Ergonomics Science, 5(2), 179. 4. Rantanen, E. M. (1998). Book review: Cognitive reliability and error analysis method: CREAM, by Erik Hollnagel. International Journal of Cognitive Ergonomics, 2(4), 383-384. 3. Rantanen, E. M. (1998). Book review: The future of air traffic control: Human operators and automation, edited by Christopher. D. Wickens, Anne. S. Mavor, Raja Parasuraman, and James. P. McGee. International Journal of Cognitive Ergonomics, 2(3), 297-298. 2. Rantanen, E. M., & Tomaskovic, L. A. (1995, May). University programmes offer alternative approach to meeting future ATC training and research needs. ICAO Journal, 50(4), 10-13. 1. Tomaskovic, L. A., Rantanen, E. M., Petschauer, K. P., & Laflin, D. A. s (Eds.), (1993). Eagle TRACON: Standard operating procedures. Daytona Beach, Florida: Embry-Riddle Aeronautical University. PO ST ER S, D EM O N ST R A T I ON S, A N D P RE S E N T A T I O NS 17. Rantanen, E. M. (2014). Measurement and modeling of human performance in operational contexts. Lecture presentation in the Annual Statistical Science Conference of Upstate New York (UP-STAT 2014), in Geneseo, NY, on April 12, 2014. 16. Coles, K. s, Rantanen, E. M., Fairbanks, R. J., & Schneider, S. M. (2011). The effect of crowding on ED personnel task load and perceived workload. Poster presentation at the American College of Emergency Physicians Scientific Assembly, in Bolton Landing, NY, July 5-7, 2011, and San Francisco, CA, Oct. 15 18.

15. Coles, K. s, Rantanen, E. M., Fairbanks, R. J., & Schneider, S. M. (2011). How do we spend our time at work? Poster presentation at the American College of Emergency Physicians Scientific Assembly, in Bolton Landing, NY, July 5-7, 2011, and San Francisco, CA, Oct. 15 18. 14. Rantanen, E. M., Haake, A., & Marshall, M. (2009). Human factors at the Rochester Institute of Technology. Poster presentation at the 53rd Human Factors and Ergonomics Society Annual Meeting. San Antonio, TX, October 22, 2009. 13. Stankovic, S. s, Rantanen, E. M., & Loft, S. (2009). Test of conflict judgments model in ATC. Poster presentation at the 15th International Symposium on Aviation Psychology. Wright State University, Dayton, OH, April 27-30, 2009. 12. Rantanen, E. M. (2008). Derivation of objective measures of temporal awareness from high-fidelity simulations. Human Factors and NextGen: The Future of Aviation, University of Texas at Arlington, Texas, May 28 29, 2008. 11. Rantanen, E. M. (2008). Temporal awareness and human performance in engineering psychology. Proceedings of the 2008 College of Liberal Arts Forum on Student-Faculty Research (pp. 205 213). Rochester, NY: Rochester Institute of Technology. 10. Brougher, S. J. s, & Rantanen, E. M. (2008). Types of creativity in design. Poster presentation and demonstration in the inaugural Imagine RIT Innovation and Creativity Festival, Rochester, NY, May 3, 2008. 9. Myers, J., Liu, Y., Minsker, B., Futrelle, J., Downey, S., Kim, I., & Rantanen, E. (2007). Evolving the NCSA CyberCollaboratory for distributed environmental observatory networks. Poster presentation at the AGU 2007 Fall Meeting, Dec. 10-14, 2007, San Francisco, CA. 8. Liu, Y., Myers, J., Minsker, B., Futrelle, J., Downey, S., Kim, I. & Rantanen, E. (2007). Building next-generation CyberCollaboratory for environmental observatories. Poster presentation at the Microsoft escience 2007 Workshop, October 21-23 2007, Chapel Hill, NC. 7. Taylor, H. L., Emanuel, T. W., Talleur, D. A., & Rantanen, E. M. (2003). The Effectiveness of Personal Computer Aviation Training Device (PCATD), a Flight Training Device (FTD), and an Airplane in Conducting Instrument Proficiency Checks. Paper presented at the FAA General Aviation, Aviation Maintenance, and Vertical Flight Human Factors Research Program Review Conference, University of Nevada Reno, September 10-11, 2003. 6. Taylor, H. L., Talleur, D. A., Emanuel, T. W., & Rantanen, E. M. (2003). Transfer of Training Effectiveness of a Flight Training Device (FTD). Paper presented at the FAA General Aviation, Aviation Maintenance, and Vertical Flight Human Factors Research Program Review Conference, University of Nevada Reno, September 10-11, 2003. 5. Taylor, H. L., Talleur, D. A., Emanuel, T. W., & Rantanen, E. M. (2003). Effectiveness of Personal Computer Aviation Training Devices (PCATDs) for Instrument Training, Recency of Experience, and Instrument Proficiency Checks. Paper presented in the American Psychological Association Division 21 Annual Midyear Symposium, Fort Belvoire, VA, March 6-7, 2003 4. Wroblewski, L. s, & Rantanen, E. M. (2001). Web-based information management: An open portal interface solution. Demonstration at the 9th International Conference on Human-Computer Interaction, New Orleans, LA, August 5-10, 2001. 3. Goldberg, J. H., Kotval, X. P., & Rantanen, E. M. (1996). A hypertext database for the design of visual inspection operations. Demonstration at the Human Factors and Ergonomics Society 40th Annual Meeting. Santa Monica, California: The Human Factors and Ergonomics Society. 2. Rantanen, E. M. (1995). Using medium-fidelity simulation for experimenting on air traffic controllers' picture. Paper presented at the 6th IFAC/IFIP/IFORS/IEA Symposium on Man-Machine Systems. Cambridge, Massachusetts: Massachusetts Institute of Technology. 1. Rantanen, E. M. (1994). The effect of active and passive control on air traffic controller dynamic memory. A poster presentation at The Human Factors and Ergonomics Society's First Annual Space Coast Conference. Cocoa Beach, Florida, February 11, 1994. WO R K S H O P S 4. Rantanen, E. M. (2007). Human Factors Applied to the Utility Control Center. Presented at Power System Visualization Workshop, at Missionary Ridge Complex, Tennessee Valley Authority 1101 Market Street, Chattanooga, TN, on March 28, 2007. 3. Yurcik W., Thompson, R. s, & Rantanen, E. M. (2007). Those Who Shield Others Are Users Too! Experience from User Studies of Security SysAdmins. ACM CHI Workshop on Security User Studies: Methodologies and Best Practices (HCISEC). San Jose, CA, April 28.

2. Special Brown Bag lunch mentoring sessions to provide students and early-career and transitional professionals opportunities to develop mentoring relationships with established professionals in the HF/E field. Three sessions during the Human Factors and Ergonomics Society 49th Annual Meeting, Sep. 27-29, 2005, Orlando, FL. 1. Workshop on Air Traffic Control Human Factors Research Methods. Presented at the 12th International Symposium on Aviation Psychology, April 14, 2003, Dayton, OH.

Adam Smith Associate Professor / Program Chair New Media Design and Imaging School of Design College of Imaging Arts and Sciences Rochester Institute of Technology adam.smith@rit.edu Professional Profile Education With 12 years of academic experience coupled with over 15 years of freelance work in multimedia, e-learning, web design and UX design, I bring a unique and diverse educational and professional expertise to user experience design and development. With industry contacts and relationships, I have helped establish national recognition for Rochester and RIT through yearly student/industry collaborations, projects, lectures and events. Masters of Fine Art Computer Graphics Design Rochester Institute of Technology, Rochester, NY 2001 Bachelor of Fine Art, with high honors Advertising Photography Rochester Institute of Technology, Rochester, NY 1998 Key Qualifications 12 years of experience with graduate and undergraduate level teaching 15 years of freelance experience in instructional/interactive and user experience design I instruct each subject area using a wide variety of custom teaching aids, motivational and implementation strategies to engage student/user in active learning and problem solving techniques. Lectures and labs are developed to increase students knowledge in computer software technology, design principles and aesthetics. I develop curricula with real-world clients and projects to better prepare students for industry and foster team productivity. My professional work experience involves project planning, content creation, design and implementation across digital media formats and technologies. A large portion of this work has been involved with instructional learning applications, template creation and technical troubleshooting.

Awards, Conferences and Publications 2013 UCDA Design Education Summit Schedule 3D Enhanced Visual Design for Designers 2011 Presenter Adobe Max Building Workspaces of the Future Today 2011 Technical Reviewer ios Wow Factor Tim Wood, Apress 2010 Article - Adobe Online Collaborative Education for Designers and Developers (2 articles) 2010 Presenter Adobe Educational Conference Creating an Interactive Designer in 4 years 2010 Panel Presenter Adobe AEL Summer Institute 2009 Presenter Adobe Max: Partners By Design Conference Flash and Interactive Touch Screen Tables 2009 Presenter Printing Industry Center Symposium Typographic Expressiveness of Print Compared to Screen 2008 Award - Graphic Design USA Website: David Lamb Photography 2008 Award - Graphic Design USA Website: Hye-Hun Nae Portfolio 2007 Article - Design and Technology Article written for Design Magazine in South Korea 2006 Contributor- Adobe article Article highlighting the teaching methods and work of my students work at RIT 2005 Lecture - Designing the Experience Society for Technical Communication Conference, Rochester, NY 2002 Best in Show Award for X-ray Safety Training International conference for the Society for Technical Communication

Employment 2002 Distinguished Award for X-ray Safety Training International conference for the Society for Technical Communication Professional Development in Education September 2014 to present, Associate Professor & RIT Online Coordinator Rochester Institute of Technology College of Imaging Arts and Sciences, School of Design RIT Online User Experience Design & Development Coordinator July 2010 to present, Associate Professor & Program Chair Rochester Institute of Technology College of Imaging Arts and Sciences, School of Design New Media Design Program July 2004 to 2010, Assistant Professor Rochester Institute of Technology CIAS SOD NMDI July 2002 to 2004, Visiting Assistant Professor Rochester Institute of Technology CIAS SOD NMDI July 2001 to 2002, Adjunct Professor Rochester Institute of Technology CIAS SOD NMDI 2001 to 2008, Kyoto Summer Program and Workshops 2002 to Present, Program List Course materials and custom labs are available upon request. New Media Design (NMDE-BFA) User Experience Design and Development (UXDE-AC) Educational Service 2009 - Present, CIAS support (Developed all CIAS IAPs, Industry Day, RIT Magic Center, Search Committees) 2007-2009, Academic Support Committee 2006-2007, Academic Senator (elected) 2006 - Judge and Instructor for Digital Arts Competition & Exhibition 2005-2006, Professional Leaves Committee (elected) Freelance Multimedia Development

Nae and Smith Design, September 2008 - Present Clients Effective UI/Rocky Mountain Health Providers, Afinos/Skin UX UI Design, Desktop Applications IA, UI and website redesigns Novatek Communications, 2002-2005 Design and Develop desktop based reference application Eastman Kodak, March 2002 to 2005 Design and Develop multimedia/online training applications Create SCORM and LMS compliant templates Track user success through interactions and quiz results Azonic Web, LLC, August 2001 Web site development and implementation Author Promotional CD-ROMs Author Flash commercial Animations In-Seitz, September 1999-2000 Author Promotional CD-ROMS Sound editing and mixing Clients (Legacy Bank of Texas, Accede Co.) Additional projects, work and presentation materials are available upon request

Tina M. Sutton (Canary) (updated August 2014) Department of Psychology Eastman Building, Room 2386 Rochester Institute of Technology Rochester, NY 14623 Office (585) 475-6773 Home (585) 486-4632 E-mail: tmsgsh@rit.edu EDUCATION 2010 University at Albany, State University of New York Degree: PhD (Cognitive Psychology) Thesis title: The Influence of Emotion on Attention: Examining the Processing of Negative and Positive Emotion Words in the Dot Probe Task Committee Members: Dr. Jeanette Altarriba (Chair), Dr. James Neely, Dr. Renata Meuter 2004 University at Albany, State University of New York Degree: M.A. (Cognitive Psychology) GPA: 3.9 Thesis title: The Structure and Representation of Emotion: An Investigation of Affective Priming in a Dominant Language Thesis Chair: Jeanette Altarriba, Ph.D. 2002 Union College, Schenectady, New York Degree: B.S. (Psychology), Magna Cum Laude and Honors in Psychology RESEARCH INTERESTS psychology of language, cognition and emotion, emotion word representation within and across languages, hemispheric specialization, and bilingualism TEACHING EXPERIENCE

Rochester Institute of Technology Undergraduate Courses Course Effectiveness Rating (1 = worst possible rating and 5 = best possible rating) Cognitive Psychology 3.8 (Fall 2012); 4.4 (Winter 2012); 4.7 Spring (2013); 4.0 Summer 2013; 4.6 Fall (2013); 4.6 Spring (2014); 4.2 Summer (2014) Introduction to Psychology 4.6 (Fall 2013) Psychological Statistics 4.5 (Spring 2013) Research Methods II 3.8 (Spring 2014) Union College Undergraduate Courses Course Introductory Psychology Very Effective (1 = disagree and 5 = agree) 4.7 (Winter 2011 Section 1); 4.7 (Winter 2011 Section 2) Memory and Thinking 4.44 (Fall 2010) Psychology of Language 4.39 (Spring 2011) Sensation and Perception 4.60 (Fall 2011) University at Albany, SUNY Undergraduate Courses Course Effectiveness Rating (1 = excellent and 5 = poor) Research Methods in Psychology 1.34 Memory and Cognition 1.31 (Summer 2005); 1.96 (Fall 2006); 1.67 (Spring 2007)

Statistical Methods in Psychology 1.53 The College of St. Rose Undergraduate Courses Course Instructor Evaluation (averaged across a series of 10 questions (1 = poor and 4 = excellent Foundations of Psychology I 3.54 (Fall 2007); 3.70 (Spring 2008); 3.84 (Spring 2009) Foundations of Psychology II 3.53 Cognitive Psychology 3.61 Graduate Courses Research Methods in Counseling 3.76 GRANTS (awarded) 2004 Graduate Initiative Grant, University at Albany, SUNY ($150.00) 2005 Graduate Initiative Grant, University at Albany, SUNY ($400.00) 2005 GSO Travel Grant, University at Albany, SUNY ($450.00) 2006 Graduate Initiative Grant, University at Albany, SUNY ($100.00) 2011 Faculty Research Fund, Union College ($1500.00) 2012 Collaborative Microgrant, Rochester Institute of Technology ($3700.00) 2012 Research Seed Funding Program, Rochester Institute of Technology ($5000.00) 2014 Faculty Mentoring Grant, Rochester Institute of Technology ($1653.53) PUBLICATIONS Altarriba, J., Basnight, D. M., & Canary, T. M. (2003). Emotion representation and perception across cultures. In W. J. Lonner, D. L. Dinnel, S. A. Hayes, & D. N. Sattler (Eds.), Online readings in psychology and culture (Unit 4, Chapter 5),

(http://www.wwu.edu/~culture), Center for Cross-Cultural Research, Western Washington University, Bellingham, Washington USA. Altarriba, J., & Canary, T. M. (2004). The influence of emotional arousal on affective priming in monolingual and bilingual speakers. Journal of Multilingual and Multicultural Development, 25, 248-265. Sutton, T. M., Altarriba, J., Gianico, J., & Basnight-Brown, D. M. (2007). The automatic access of emotion: An investigation of the emotional-stroop effect in monolinguals and Spanish-English bilinguals. Cognition & Emotion, 21, 1077-1090. Sutton, T. M., & Altarriba, J. (2008). Representing emotion words in the mental lexicon: A new look at the emotional Stroop effect. The Mental Lexicon, 3, 19-46. Sutton, T. M., & Altarriba, J. (2011). The automatic activation and perception of emotion in word processing: Evidence from a modified dot probe paradigm. Journal of Cognitive Psychology (formerly, European Journal of Cognitive Psychology), 23, 736-747. MANUSCRIPTS UNDER REVIEW Sutton, T. M., Obrien, M., & Robidoux, K. (2014). The importance of arousal in recognizing emotional stimuli. Motivation and Emotion. MANUSCRIPTS IN PREPARATION Sutton, T. M., & Altarriba, J. (2014). Color associations for emotionally neutral words, emotion words, and emotion-laden words. Manuscript in preparation. Sutton, T. M., & Edlund, J. (2014). Experimental Self Selection and Emotion. Manuscript in preparation. PUBLISHED PROCEEDINGS Altarriba, J., & Canary, T. M. (2005). Emotion word representation in Spanish: An investigation of repetition and semantic priming in Spanish-English bilinguals. In J. Cohen, K. McAlister, K. Rolstad, & J. MacSwan (Eds.), ISB4: Proceedings of the 4 th International Symposium on Bilingualism. Somerville, MA: Cascadilla Press.

PRESENTATIONS Greenberg, S., & Canary, T. M. (2002, June). The missing letter effect in relation to two independent factors: Text familiarity and word frequency. In Union College's 12 th annual Steinmetz Symposium, Schenectady, New York. Altarriba, J., & Canary, T. M. (2003, May). Emotion word representation in Spanish: An investigation of repetition and semantic priming in Spanish -English bilinguals. In A. Pavlenko and J. M. Dewaele (Co-Chairs), Languages and emotions in multilingual contexts. Colloquium presented at the 4 th International Symposium on Bilingualism (ISB4), Arizona State University, Tempe, Arizona. Sutton, T. M. (2005, April). People are different: Considering cultural and individual differences in psychological research. Undergraduate research colloquium presented at the University at Albany, State University of New York, Albany, New York. Sutton, T. M., Altarriba, J., Gianico, J. L., & Basnight Brown, D. M. (2005, November). Emotional Stroop effects in monolingual and bilingual speakers. Poster submitted for presentation at the 46 th annual meeting of the Psychonomic Society, Toronto, Ontario, Canada. Altarriba, J., Basnight-Brown, D. M., & Sutton, T. M. (2006, June). Automaticity and the representation and acquisition of emotion terms in Spanish-English bilinguals. In A. Pavlenko & V. Solovyev (Chairs), Bilingualism, emotions and cognition. Colloquium presented at the Second Biennial Conference on Cognitive Science, St. Petersburg State University, St. Petersburg, Russia. Sutton, T. M., & Altarriba, J. (2006, November). Color-related emotion words produce Stroop interference effects. Poster presented at the 47 th annual meeting of the Psychonomics Society, Houston, Texas. Sutton, T. M. (2012, January). Memory and retention: Study smarter, not harder. Undergraduate PALS colloquium presented at Union College, Schenectady, NY. PAPERS Canary, T. M., & Greenberg, S. (2002). The missing letter effect in relation to two independent factors: Text familiarity and word frequency. Unpublished Honor's Thesis, Union College, Schenectady, NY. HONORS AND AWARDS 2000 Psi Chi, National Honor Society for Psychology 2001 Union College $2000.00 Excellence Scholarship

2002 Lisa S. Gerhan Memorial Award (presented to a student who exudes academic excellence, a commitment to the field of psychology, and potential for future contributions to the field). PROFESSIONAL ACTIVITIES Editorial Experience Ad hoc reviewer, Cognition & Emotion Ad hoc reviewer, Psychonomic Bulletin & Review Reviewer, Brain & Cognition Reviewer, Cognition Reviewer, Cognition & Emotion Reviewer, International Journal of Bilingualism Reviewer, Journal of the Mental Lexicon Reviewer, Language Learning Reviewer, PLOS ONE Reviewer, Poznan Studies in Contemporary Linguistics Reviewer, Psychonomic Bulletin & Review

Ronald P. Vullo, Ph.D. E-mail: rpv@mail.rit.edu Web: http://ist.rit.edu/~rpv/ Phone: (585) 475-7281 Professional Experience Rochester Institute of Technology 12/01 - present Associate Professor Courses: 4002-206: Web Foundations 4002-306: Digital Image Creation 4002-310: Digital Video For WWW 4002-320: Introduction to Multimedia: The Internet & the Web 4002-406: Rapid Online Presence 4002-409: Web Site Design & Implementation 4002-535: Network-Based Multimedia 4002-536: Web Client Side Programming 4002-539: Web Server Side Programming 4002-546: Web Client Server Programming 4004-737: Website Design & Technology 4004-739: Programming for the WWW 4004-741: Fundamentals of Web-Based Multimedia 4006-230: Computers in Medicine 4006-410: The Electronic Health Record 4040-820: Discovery (Ph.D. Core) Director, Project Galen Director, Laboratory for Advanced Web Development and Molly Web Development System Project http://molly.rit.edu/ Editorial Board Journal of Social Media Studies (JSMS) Committees: Faculty Search IT Department Facilities (chair) IT Department Graduate Curriculum IT Department Online Presence (chair) IT Department Graduate Futuring Committee Chair, Web Semester Conversion Committee GCCIS Ph.D. Program Development Committee GCCIS Ph.D. Admissions Committee

GCCIS Technical Resource Group Medical Informatics Advisory Board Faculty Senate (GCCIS Senator) MS Medical Informatics Admissions Committee St. Jude Children's Research Hospital 5/00-8/01 Education Director, International Outreach Created education group, including writing job descriptions, hiring, and managing four direct reports. Designed, architected, and developed web-based learning, medical record, and online community system to support 15 partner sites world-wide (PHP, MySQL, Apache, Linux). Initiated transition from ISDN-based teleconferencing to internet-based (H.323) teleconferencing. Managed multiple outside vendors. Managed on-site international fellows program (Over 100 fellows per year). Established streaming webcast system to allow international partner sites to participate in on-campus lectures. izyx, inc. 9/99-5/00 Founding Vice President, Chief Information Officer Wrote the technology portions of the company's business plan. Designed and/or selected corporate intranet and extranet infrastructures, technologies, and policies. Participated in corporate strategic planning. Managed the RFP and technology vendor selection process. Translated the company's strategic vision into specific programmer and staff tasks. Managed the process of building a web-based enterprise de novo. Managed the recruitment and hiring of technology staff. Designed user interfaces and database structures for both internal tools and the company's web sites (TCL, Oracle, AOLServer, Unix). Stepped in and assumed graphical design responsibilities when the company's graphics arts vendor failed to deliver as promised. Assisted in investment capital development. Developed and managed all strategic partnerships between the corporation and academic institutions.

University of Connecticut School of Dental Medicine 9/93-9/99 Director of Information Systems, Assistant Professor Managed all information systems for the school, including clinical, administrative, and academic computing for over 70 faculty, 120 staff, 260 pre- and postdoctoral students. Designed, planned, prototyped, and commenced implementation of a web-technology based electronic dental record for 180 chair clinic supporting over 250 providers and over 30,000 patients. Includes digital radiology and imaging, integral links to learning materials, and automated queries of library-based bibliographic databases. Designed the user interface and data dictionaries for a VAX-based dental clinic and billing system. Developed a cross-platform relational database data warehouse of the hierarchical data stored in that system. Developed a conceptual framework for online curricula, problem-based learning, and continuing education. Tightly integrated with the electronic dental record forming a single patient information/teaching/reference library environment, it is built with WWW technologies, and based on grant funded basic research. Webmaster and originator of the first dental school web site in the United States, authoring much of the content. First brought online when there were only approximately 2700 other web sites in the world, it continues to be a popular site receiving over 3,800 'hits' per day. Selected, tested, and implemented electronic application and admissions system, eliminating all paper applications to the school. Developed online Registrar, Transcript, and Course Schedule System. Built intranet web interface to same. Designed and supervised installation of dual platform (Windows and Macintosh) multimedia equipped classrooms including: computer & video projection, recordable whiteboards, teleconferencing, internet access, wireless audio, and wireless dual 35mm slide projection. Recruited and hired programming staff. Taught Clinical Medical Problem Solving (first and second year medical and dental course). Committees Information Technology Steering Committee (Chair Executive Committee of the Dental Staff Standing Committee on Information Systems Research and Technology Committee of Dental Council Foundations of Dental Medicine Curriculum Committee Quality Assurance Committee Electronic Medical Record Committee Multimedia Curriculum Coordinating Committee Educational Information Technology Planning Committee

Web/Internet Steering Committee Video Advisory Grant Committee Year 2000 Steering Committee Taught Clinical Medical Problem Solving (first and second year medical and dental course). State University of New York at Buffalo School of Dental Medicine 5/89-8/93 Director of Information Services, Assistant Professor, Research Scientist Founding member of the informatics program, and principal designer of the systems and infrastructure for the school. Including the design and installation the school's first network, and first connections to the internet. Established the school's first ethernet. Recruited and hired programming staff. Developed the concept for, and co-authored a funded grant proposal to the Bureau of Health Professions Education to develop a prototype multimedia authoring and learning environment. Designed an online curriculum analysis system and supervised its development by an outside consulting firm. The current version is now a commercial product sold by the American Association of Dental Schools. Invited lecture series at three universities in Sweden on the design of hypermedia learning environments. Apollonia Systems, Inc. 10/88-12/92 President and CEO Developed and marketed shrink-wrapped dental office management software for the Macintosh (second such system on the market). Established and maintained a Dentist-only dial-up bulletin board system. Developed and marketed a PC (MS DOS) word processor and drawing application for young children. Provided individual small business consulting New York State Department of Education 4/88-10/88 Administrator, New York State Summer Institute for Science and Mathematics Administered and co-developed a pilot summer residential program for state identified gifted and talented science and mathematics students. Management of program counselors, staff, university faculty volunteers, and all arrangements for housing, meals, supplies, and travel. SUNY at Buffalo Center for Learning and Technology 6/85-5/89 Associate Director

Instrumental in the organization and management newly established state university center to research and develop new teaching technologies. Acting director during the director's sabbatical leave. Developed and formally tested a hypertext learning environment incorporating a simulation of an electron microscope. Developed Macintosh version of an Apple II Morse code speech prosthesis system or individuals with cerebral palsy and other communication disabilities. Supervised multiple ad hoc programming teams working on multiple projects on PCs, Macintoshes, Amigas, and Apple IIs. Education University at Buffalo Ph.D. 1991 Science Education / Instructional Software Design University at Buffalo Ed.M. 1985 Science Education / Instructional Design LeMoyne College B.S. 1981 Biology Professional Associations AMIA: The American Medical Informatics Association DentalInformatics.org Publications, Presentations and Software Vullo, Ronald P., Ph.D., Natallia Ivaniuk, M.S.I.T., and Sean Boyle, M.S.I.T.; Molly Open Source Online Lecture System. EEE'13 - The 2013 International Conference on e-learning, e-business, Enterprise Information Systems, and e-government, Las Vegas, NV (July, 2013). Vullo, Ronald P., Ph.D.; Session Chair: Web Services and Applications. The 2013 International Conference on Semantic Web and Web Services, Las Vegas, NV (July, 2013). Vullo, Ronald P., Ph.D., Catherine I. (Irving) Beaton, M.I.T.E.; A minor in Web Design and Development for Non-computing Majors. Polytechnic Summit 2013, Boston, MA (June, 2013). Vullo, Ronald P., Ph.D., Nicolas Thireos, MS, Chad E. Weeden, MS IT, Edward P. Holden, MBA; Project Galen: User-Centered Tablet EHR Development. Poster presented at the American Medical Informatics Association (AMIA) annual meeting, Chicago, Illinois (November, 2012). Vullo, Ronald P., Ph.D., Stephen Jacobs, M.A., Kathryn T. Vullo, Ph.D.; Quit for Life: The Video Game. Poster presented at the American Medical Informatics Association (AMIA) annual meeting, Chicago, Illinois (November, 2012). Vullo, Ronald P. Ph.D., Catherine I. (Irving) Beaton, M.I.T.E. A "Techy" Minor in Web Design and Development for Non-Technical Students. Paper presented at the International Conference on Frontiers in Education: Computer Science and Computer Engineering, Las Vegas, NV (July 16-19, 2012).

Vullo, Ronald P., Ph.D.; Molly: Simplifying Development of Complex Web Apps, invited presentation to the Rochester Joint Chapters of the IEEE Computer and Computational Intelligence Society, Rochester, New York (June, 2012) Vullo, Ronald P., Ph.D., Anne Haake, Ph.D. Chad Weeden,; User-Centered Multitouch Slate Computing Interface Design for EHR. Poster presented at the American Medical Informatics Association (AMIA) annual meeting, Washington, D.C. (November, 2010). Vullo, Ronald P., Ph.D., Nicolas Thireos; Project Galen: An Open Source Electronic Health Record. Poster presented at the American Medical Informatics Association (AMIA) Spring Congress, Phoenix, Arizona (May, 2008). Vullo, Ronald P., Ph.D., Christopher A. Egert, Ph.D., Daniel S. Bogaard; Molly: Bringing Back Simplicity to Web Site Development and Web Research. White Paper, 2006 Vullo, Ronald P., Ph.D., Bogaard, Daniel S., Hartpence, Bruce H.; Visualization Tool Development for Research, Learning, and Implementation, Upstate NY IEEE Workshop on Communications and Networking (2004) Vullo, Ronald P., Ph.D., Bogaard, Daniel S.; Visualization with Dynamically Generated SVG, SIGITE Conference, 2004. Bogaard, Daniel S., Ronald P. Vullo, Ph.D., Christopher D. Cascioli; SVG for Educational Simulations, SIGITE Conference, 2004. Vullo, Ronald P., Ph.D., Bogaard, Daniel S.; Better than HTML Web: XML for Programming-Free Dynamically Generated Web sites, WWW@10 (2004) Bogaard, Daniel S., Ronald P. Vullo, Ph.D.; Better than HTML Web: Dynamically Generated SVG Web sites, WWW@10 (2004) Vullo, Ronald P. Ph.D., Catherine I. (Irving) Beaton, M.I.T.E., Michael W. Axelrod, M.F.A., Daniel S. Bogaard, M.S.I.T., Sean Boyle, M.S.I.T. Perceptions and Reality: How Students Hear the Web Paper presented at the Pacific Rim Conference on Disabilities, Honolulu, HI, March 29-30, 2004. Beaton Catherine I. (Irving), M.I.T.E., Ronald P. Vullo, Ph.D. Perceptions of Blended Learning Benefits. Paper presented at the Pacific Rim Conference on Disabilities, Honolulu, HI, March 29-30, 2004. Vullo, Kathryn T. Ph.D, Ronald P. Vullo, Ph.D. (2003) Quit for Life: A Clinical Guide to Smoking Cessation Roberson, Bobby J. Ph.D., Richard O'Brien, Ronald P. Vullo, Ph.D., Raul C. Ribeiro, M.D., Jesse J. Jenkins, M.D., Francisco Pedrosa, M.D., Teresa Santiago, M.D., Patricia D. Shearer, M.D., Thomas A. Key, Bassem I. Razzouk, M.D.Cure4Kids: A Multilingual Medical Education and Patient Record Web Site.Poster Presentation at the American Telemedicine Association Annual Meeting, June 2-5, 2002, Los Angeles California. Wilimas, Judith A. M.D., Emily Goldenberg, B.S., Bobby Roberson, Ph.D., Ronald P. Vullo, Ph.D., Deborah Blackstone, Raul C. Ribeiro, M.D.; Access to Pediatric

Hematology-Oncology Journals in Developing Countries. Paper submitted to the World Health Organization, January 2002. Vullo, R.P., et al. (October, 2000).Telemedicine initiatives in International Outreach at St. Jude Children's Research Hospital. Presentation at the American and European Associations for Cancer Education Joint Meeting. Vullo, R.P., Lurie, A., et al. (July, 1999).Health Sciences Education Development Center. University of Connecticut Health Center Strategic Plan for Education, Farmington, Connecticut. Vullo, R.P. (December, 1998).The Future of Information Technologies In Dentistry. International College of Dentists Annual New York Section Luncheon, New York, New York. Vullo, K.T., Vullo, R.P. (June, 1997)QuickQuit Clinically based smoking cessation program. Vullo, RP (March, 1997). Does Your Reach Expand Your Grasp? Innovative Solutions: Extending the Educational Web: Uses of the Internet for Clinical Instruction Symposium Section, American Association of Dental Schools' Annual Session, Orlando Florida. Vullo, RP Project DENTAL Vullo, RP Traci (Real-Time Web "Chat Room" Engine, 1995) Vullo, RP An Intermedia Learning Environment for the Health Sciences.(Presentation, "Computers in the Health Sciences" Conference, Syracuse New York, June 1993) Tedesco, L.A., Eisner, J., Vullo, RP, Crow H & Certo M., J. A Look at the Future of Dental Education. (Academic Booth, AADS 1993 National Conference) Vullo, RP DentLE: Features required of learning environments for the health professions. (Presentation, "Multimedia in Medical Computing" Conference, Buffalo New York, January 1993) Vullo, RP Multimedia Learning Environments for Higher Education.(Presentation, "Multimedia Works-in-Progress" Conference, Troy New York, January 1993) Vullo, RP DentLE: The Dental Learning Environment: a prototype learning environment for the health professions.(presentation, "Teaching Tools for the 90s" Conference, Syracuse New York, November 1992) Eisner, J. & Vullo, RP DentLE, The Dental Learning Environment: A Prototype. Paper presented at the American Medical Informatics Association (AMIA) Symposium on Computer Applications to Medical Care (SCAMC) Baltimore, Maryland (November, 1992). Vullo, RP, & Eisner, J. DentLE, The Dental Learning Environment: A Prototype Demonstration. Demonstration Session at the American Medical Informatics Association (AMIA) Symposium on Computer Applications to Medical Care (SCAMC) Baltimore, Maryland (November, 1992). Eisner, J., Vullo, RP, & Crow, H.Development of Computer-Mediated Problem-Based Learning in Temporo- Mandibular Disorders and Oro-Facial Pain. Paper presented at The Second Conference for the Development of the Curriculum in Temporo- Mandibular Disorders and Oro-Facial Pain. Lincoln, Nebraska (October, 1992).

Crow, H., Vullo, RP, & Eisner, J., A Temporo-Mandibular Disorders and Oro-Facial Pain Case in DentLE.Demonstration at The Second Conference for the Development of the Curriculum in Temporo-Mandibular Disorders and Oro-Facial Pain. Lincoln, Nebraska (October, 1992). Eisner, J. & Vullo, RP DentLE and the Buffalo Approach to Changing the Dental Curriculum. Invited presentation at the University of Gothenburg School of Dentistry, Gothenburg, Sweden (August, 1992). Eisner, J. & Vullo, RP DentLE and the Buffalo Approach to Problem-Based Learning. Invited presentation at the Lund University School of Dentistry, Malmö, Sweden (August, 1992). Eisner, J.,Hollway, J., Vullo, RP & Schroeder, E. (March, 1992). Applications of UMLS (Unified Medical Language System) for Curriculum Content Analysis.Poster Session, AADS Annual Meeting, Boston Massachusetts. Eisner, J.,Hollway, J., Vullo, RP & Schroeder, E. (March, 1992). The Curriculum Database Project: Design by Consortium. Poster Session, AADS Annual Meeting, Boston Massachusetts. Tedesco, LA, Eisner, J., Vullo, RP & Hollway, J. University of Buffalo School of Dental Medicine Educational and Technological Initiatives. (Academic Booth, AADS 1992 National Conference) Tedesco, LA, Eisner, J., Vullo, RP & Hollway, J. (December, 1991). The Buffalo Approach to Changing the Basic science Curriculum, or Toiling and Dreaming in the Vineyards of Dental Education. Invited paper presented at the American Association of Dental Schools 33rd Annual Conference of Dental School Deans, Dallas, Texas. Vullo, RP DentLE: The Dental Learning Environment, a Prototype Hypermedia System. (Demonstration, "Teaching Tools for the 90s" Conference, Syracuse New York, November 1991) Vullo, RP (1991). Technological Considerations in the Design of Knowledge Bases and the Delivery of Computer Managed Problem-Based Learning. (in press) Vullo, RP Microcomputers in Dental Education. (Presentation, "We Don't Know What We Don't Know" Conference, Rochester New York, June 1991) Vullo, RP Doctoral Dissertation: The Design and Evaluation of a Computer Based Learning Environment for Secondary Students Incorporating Hypermedia and Simulation. (June 1991) Eisner, J., Tedesco, LA, & Vullo, RP (March, 1991). Building an Integrated Knowledge Base for Problem- Based Learning. Combined Sections Meeting Presentation, AADS Annual Meeting, New Orleans, Louisiana. Vullo, RP (March, 1991). Hypermedia Authoring for Dental Educators.Workshop, AADS Annual Meeting, New Orleans, Louisiana. Eisner, J., Vullo, RP, Johnson, L., & Osofsky, A. (March, 1991). A New Conceptual Approach to Instructional Images. Poster Session, AADS Annual Meeting, New Orleans, Louisiana.

Tedesco, LA, Eisner, J., Vullo, RP & Hollway, J. University of Buffalo School of Dental Medicine Educational and Technological Initiatives. (Academic Booth, AADS 1991 National Conference) Vullo, RP DentLE: An Application of HyperMedia in Higher Education.(Presentation, MacAdemia 1990 Regional Conference) Vullo, RP HyperMedia in Higher Education. (Panel Presentation, SUNY Computing Officers' Association 1990 State Conference) Hollway, J., Tedesco, LA, & Vullo, RP (March, 1990). Buffalo On-line Curriculum Information System (BOCIS). AADS Annual Meeting, Cincinnati, Ohio. Tedesco, LA, Eisner, J., Vullo, RP & Hollway, J. University of Buffalo School of Dental Medicine Educational and Technological Initiatives. (Academic Booth, AADS 1990 National Conference) Vullo, RP HyperMedia in Dental Education. (Workshop, AADS 1990 Annual Session) Tedesco, LA, Vullo, RP InfoTech - Potential Educational Technologies Applications for the University at Buffalo School of Dental Medicine (1989 Mini-conference on Educational Technologies in Dental Schools) Vullo, RP Principles of Database Design (Presentation, 1989 Rochester Business Expo) Vullo, RP Principles of Database Design(Presentation, 1989 Buffalo Business Expo) Vullo, RP ADOMS Computerized Dental Office Management System Vullo, RP KidEdit (Computer text processor for young children) Vullo, RP Logo for Programmers MacTech Quarterly, Volume 1, No, 2, (Summer 1989), pp. 111-14 Vullo, RP Socratic Dialog (Computer aided instruction/survey administration system)

Michael Yacci 85 East Gibson St. Canandaigua, NY 14424 (716) 394-8467 Education: Ph.D. Instructional Design, Development, and Evaluation, Syracuse University. 1990. Major areas of study: Instructional Design, Research Methods, and Learning Theory M.S. Instructional Technology, Rochester Institute of Technology. 1986. Major areas of study: Instructional Development and Computer-Based Training B.S. Communications, Ithaca College. Cum Laude. 1976. Major areas of study: Media Design and Production, Filmmaking, and Music Related Work Experience: Rochester Institute of Technology, Information Technology/Instructional Technology Department. 1986-present. Current Rank: Professor Associate Dean for Academic Affairs, 2012-present Associate Director, PhD in Computing and Information Sciences, 2010-12 Director, MS Human Computer Interaction 2011-12 Program Chair, Information Technology Program, 1993-1996. Tenured, 1992. Responsibilities include: supervising curriculum and assessment processes within the Golisano College of Computing and Information Science, resolving student issues, teaching graduate and undergraduate courses in Information Technology, Instructional Technology, Computing and Information Sciences, teaching undergraduate service courses, developing new courses, revising and updating existing curriculum. Development of new degree proposals, including BS and MS Information Technology, MS Learning and Knowledge Management systems, and PhD in Computing and Information Sciences Partial List of Courses Taught: Research Methods Interactive Courseware Performance Support System Design Fundamentals of Instructional Technology Evaluation of Instruction Program Evaluation Simulations and Learning Environments Individual Learning Styles Theories of Learning Human Factors Theories of Interactive Computing Technology Transfer Needs Assessment Intro to Programming (C++) Programming with Classes (C++) Programming with Components (Visual Basic) Software Scripting

AI and Expert Systems Seminar on Intelligent Agents Agent-Based Modeling Technical Writing for Computer Science Teaching Skills Workshop Intelligent Computer-Based Instruction Advanced Instructional Design Thesis & Project Planning Training and Supervision Kodak, Educational Developer, 1986-1990. Consulting responsibilities included: instructional design, task analysis, script writing, project planning, computer authoring, and formative evaluation of interactive videodisk and computer-based training projects. Carousel Media, 1991. Consulting responsibilities included: instructional design and task analysis of computer-based training. J.A.M. Inc., Instructional Designer, 1986-1987. Consulting and full-time responsibilities included: instructional design, script writing, formative evaluation, project planning, proposal writing, team leadership, computer programming, and task analysis of interactive video, text, and computer-based training projects for IBM, Kodak, SRA. Presentations and Experiences: Ed-Media: World Conference on Educational Multimedia, Hypermedia, and Telecommunications Proceedings. Victoria, BC Canada, 2013. Topic: A Contextual Inquiry into Information Trails for Transactive Memory Systems Ed-Media: World Conference on Educational Multimedia, Hypermedia, and Telecommunications Proceedings. Toronto, Canada, 2010. Topic: Personification and Practical Dialogues in a Kiosk Agent. Kurzweilfest, September, 2008. RIT. Putting on a New Skin. Ed-Media: World Conference on Educational Multimedia, Hypermedia, and Telecommunications. Vienna, Austria, 2008. Topic: Is Knowing Why Important in Active Learning? (with K.Whittington) Ed-Media: World Conference on Educational Multimedia, Hypermedia, and Telecommunications. Vienna, Austria, 2008. Topic: A Course in Embodied Agent Design: Case Study and Current Development. InSite: Informing Sciences and Information Technology Education Conference, Varna, Bulgaria. Topic: Active Learning for Classroom Management Model (with Keith Whittington) Faculty Institute for Teaching and Learning (FITL). Rochester Institute of Technology, May, 2008. Embodied Conversational Agent Project. Board of Education Member, Canandaigua City Schools. 1997-2007. Elected 1997. Re-elected Spring 2002. e-learn 2006, AACE Conference. Honolulu, Hawaii. Topic: Seeking Maximal Learning Speed.

1st Workshop on Learner-Oriented Knowledge Management & KM-Oriented E-Learning. Kaiserslautern, Germany. Topic: Automated Interactivity Design 2005 AACE World Conference on Educational Multimedia, Hypermedia, and Telecommunications. Lugano, Switzerland. Topic: Conversational Diagnostic Agent. 2004 AACE World Conference on Educational Multimedia, Hypermedia, and Telecommunications. Lugano, Switzerland. Topic: Eye-Tracking Edutainment Interfaces: Operations and Strategy Learning. 2004 CHI 2004 Workshop: Social Learning Through Gaming. Vienna, Austria, April, 2004. (with Rozanski, E.P., & Haake, A.R.) Eye Tracking to Measure Learning from Edutainment. Society for Information Technology and Teacher Education (SITE) 15 th International Conference, Atlanta, Georgia. Topic: Game-Based Learning: Structures and Outcomes. Spring, 2004. Faculty Workshop, RIT. Topic: Game-Based Learning: An Introduction. Fall, 2003. Faculty Institute on Teaching and Learning, RIT. Topic: Game-Based Learning. Spring, 2003. Consulting Editor, Performance Improvement Quarterly, refereed journal published by International Society for Performance and Instruction. 1992-2003. Keynote Speaker, Jamestown Community College. Faculty Development Day. October, 2002. Topic: Instruction and Technology: Now and Then. CITC Conference, Rochester, NY, 2002. Topic: Experiential Learning in Networking. Presentation with Sharon Mason. CITC Conference, Rochester, NY, 2002. Topic: Technology Transfer: Before and After. Presentation with Ron Perry and Ed Holden. Online Learning Lunch and Lecture Series, RIT. Topic: Hybrid Techniques in Online Learning. 2002 Association for Excellence in Government, Seminar on E-Government. New York, NY. Topic: Diffusion of Innovation Simulation. December, 2001. Eisenhart Colloquium, RIT. Topic: Best Practices in Laboratory Classes. October, 2001 Association for Excellence in Government, Seminar on E-Government, Washington, DC. Topic: Diffusion of Innovation Simulation. October, 2000. AACE World Conference on Educational Multimedia, Hypermedia, and Telecommunications. Topic: Factors Contributing to Ideal Instructional Interactivity June, 2001. (Presentation was accepted but was not given.)

AACE World Conference on Educational Multimedia, Hypermedia, and Telecommunications. Topic: A Cognitive-Affective Framework for Instructional Interactivity June, 2000. AACE World Conference on Educational Multimedia, Hypermedia, and Telecommunications. Topic: The Intelligent Test Toolkit June, 1999. Online Learning Faculty Research Associate, RIT, 1999-2001 Book Review Editor, IEEE Software published by IEEE. 1997-99. United Way, Rochester New York, 1997. Topic: "Needs Assessment in the Not-for-Profit Sector." AECT National Conference, (presentation accepted 1994). Topic: "Extended Human Help: A Grounded Theory of Learning from Others." ADCIS National Convention presenter, 1994. Nashville, Tennessee. Topic: "A Grounded Theory of Information-Rich Learning Environments" TIMS Conference, Anchorage Alaska, 1994 (in absentia). Topic: "Performance Technology in an Information World." ADCIS National Convention presenter, 1992. Norfolk, Virginia. Topic: "A Computer-Based Simulation of Planned Change" Presentation to CBORD Users Conference, 1992. Topic: "Integrating Computers into the Curriculum." ADCIS National Convention presenter, 1991. St. Louis Missouri. Topic: "A Case Study in Distance Delivery." ADCIS National Convention presenter, 1991. St. Louis Missouri. Topic: "Using Kolb's Experiential Learning Model in the Design of Computer Based Training." KODAK Interdepartmental Training Group, invited speaker, 1991, Rochester, NY. Topic: "Future Trends in Instructional Technology and Training." HEMAR Mid Atlantic Regional Meeting invited speaker, 1991. Rochester, NY. Topic: "Testing and Grading." ADVANTIG Simulation, Co-Facilitator, 1990. Rochester NY. All Day Experiential Simulation for Talent Connection Alternatives group. AECT National Conference panelist/presenter, 1990. Anaheim, California. Topic: "Assessing Knowledge Structures." Concordia University/IDDE Interchange Program presenter, 1990. Syracuse NY. Topic: "Research and Development on Structural Learning."

ADCIS National Convention presenter, 1989. Washington, D.C. Topic: "Using Analogies as an Integral Part of Instructional Design." AECT National Conference panelist/presenter, 1989. Dallas, Texas. Topic: "Interactive Video: The Singer or the Song. An Extension of Clark's Media Argument." Concordia University, 1988. Montreal, Canada. Presenter. Topic: "Is There a Difference between Difficult and Uninteresting Instruction and How Does it Affect the Design of Interactive Video." Guest Lecturer, 1988. Syracuse University. Foundations of Educational Technology, Topic: "Individual Differences, Schema Theory, and Message Design." Publications: Book Chapters Yacci, M. (April 2010). Performance Categories: Task-Diagnostic Techniques and Interfaces. In D. Ifenthaler, P. Pirnay-Dummer, & N. M. Seel (Eds.) Computer-Based Diagnostics and Systematic Analysis of Knowledge. New York: Springer. Memmel, M., Ras, E., Jantke, K. & Yacci, M. (2006). Approaches to Learning Object Oriented Instructional Design, in A. Koohang & K. Harman (Eds) Learning Objects and Instructional Design. Informing Science Press. Yacci, M (2005). The Promise of Automated Interactivity. In Lecture Notes in Computer Science. Springer- Verlag. Yacci, M. (2004). Interactivity, Games, and Objectivist Thought in Ethics and Values in Postmodernism: Challenges and Responsibilities in Distance Education Monterey Mexico: Tecnológico de Monterrey (ITESM) and the Center for Regional Cooperation for Adult Education in Latina America and the Caribbean Books Jonassen, D.H., Beissner, K., & Yacci, M. (1993). Structural Knowledge: Techniques for Representing, Conveying, and Acquiring Structural Knowledge. Hillsdale, NJ: Lawrence Erlbaum & Associates. Journals/Proceedings Stoll, S., Yacci, M. and Rozanski, E.P. (2013) A Contextual Inquiry into Information Trails for Transactive Memory Systems. Ed-Media: World Conference on Educational Multimedia, Hypermedia, and Telecommunications Proceedings. Victoria, BC Canada, 2013. Yacci, M. & Rozanski, E.P. (2012) Student information consumption strategies: Implications of the Google effect. iconference 2012: Culture, Design, Society, Toronto, Canada, Feb. 7-10, 2012.

Yacci, M & Mockler, J. (2011 paper was accepted but withdrawn from conference). Learning during software load time. IADIS International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2011), November 6-8, 2011 - Rio de Janeiro, Brazil Yacci, M. & Rozanski, E. (2011). Lookup or Learn: A Grounded Theory Approach to the Student-Task. 9th International Conference on Education and Information Systems, Technologies and Applications: EISTA 2011, Orlando, FL, July 19-22, 2011. Yacci,M. & Marcello,M. (2010). Personification and Practical Dialogues in a Kiosk Agent. Ed-Media: World Conference on Educational Multimedia, Hypermedia, and Telecommunications Proceedings. Toronto, Canada, 2010. Yacci, M. (2008). A Course in Embodied Agent Design: Case Study and Current Development. Ed-Media: World Conference on Educational Multimedia, Hypermedia, and Telecommunications Proceedings, Vienna, Austria, 2008. Whittington, K. & Yacci, M. (2008). Active Learning for Classroom Management Model. Conference Proceedings of InSite: Informing Sciences and Information Technology Education Conference, Varna, Bulgaria. Yacci, M & Whittington, K. (2008). Is Knowing Why Important in Active Learning? Ed-Media: World Conference on Educational Multimedia, Hypermedia, and Telecommunications Proceedings, Vienna, Austria, 2008. Yacci, M. (2006) Seeking Maximal Learning Speed. Proceedings of e-learn 2006. AACE Conference. Honolulu Hawaii. Yacci, M. (2006). Interactive Knowledge Components. Paper accepted at The 2006 International Conference on e-learning, e-business, Enterprise Information Systems, e-government, & Outsourcing (EEE'06: June 26-29, 2006, Las Vegas, USA) Yacci. M. (2005). Automated Interactivity Design. Proceedings of 1st Workshop on Learner-Oriented Knowledge Management & KM-Oriented E-Learning. Kaiserslautern, Germany. Yacci, M. & Lutz, P. (2004). Conversational Diagnostic Agent. Proceedings of AACE World Conference on Educational Multimedia, Hypermedia, and Telecommunications. Lugano, Switzerland. Yacci, M., Haake, A. & Rozanski, E. (2004). Operations and Strategy Learning in Edutainment Interfaces. Proceedings of AACE World Conference on Educational Multimedia, Hypermedia, and Telecommunications. Lugano, Switzerland. Yacci, M. (2004). Game Based Learning: Structures and Outcomes. Proceedings of the Society for Information Technology and Teacher Education (SITE) 15 th International Conference. Atlanta, Georgia.

Holden, E., Perry, R., & Yacci, M. (2002). Technology Transfer: Before and After. Proceedings of the CITC Conference, 2002. Rochester, NY. Mason, S., Lutz, P., & Yacci, M. (2002). Experiential Learning in Networking. Proceedings of the CITC Conference, 2002. Rochester, NY. Yacci, M & Hyman, P. (2001). Factors Contributing to Ideal Instructional Interactivity. Proceedings of the AACE World Conference on Educational Multimedia, Hypermedia, and Telecommunications, Tampere, Finland. Yacci, M. (2000). Interactivity Demystified: A Structural Definition for Online Learning and Intelligent CBT. Educational Technology, July/August Yacci, M (2000). A Cognitive-Affective Framework for Instructional Interactivity. Proceedings of the AACE World Conference on Educational Multimedia, Hypermedia, and Telecommunications, Montreal. Yacci, M. (1999). The Knowledge Warehouse: Reusing Knowledge Components. Performance Improvement Quarterly. Vol 12, Number 3. Pps. 132-140. Yacci, M. (1999). The Knowledge Warehouse: Reusing Knowledge Components. Reprinted by request at EPSSInfosite. http://www.epssinfosite.com/km.htm Yacci, M. (1999). The Intelligent Test Toolkit. Proceedings of the AACE World Conference on Educational Multimedia, Hypermedia, and Telecommunications, Seattle. Yacci, M. (1994). A Grounded Theory of Student Choice in Information-Rich Learning Environments. Journal of Educational Multimedia and Hypermedia. Vol 3, No.3. Pp 327-350. Yacci, M. (1991). The Effects of Analogical Reasoning and Previous Propositional Knowledge on Analogical Inference. Doctoral Dissertation. University Microfilms. Yacci, M. (1990). Assessing Knowledge Structures. AECT National Conference 1990 Proceedings. Yacci, M., Grabowski, B.L. (1989) Using Analogies as an Integral Part of Instructional Design. ADCIS 1989 National Convention Proceedings. Yacci, M. (1989). Interactive Video: The Singer or the Song. AECT National Conference 1989 Proceedings. Yacci, M. (1989). Keynote Speaker (David Fetterman) Introduction. Edward Kelly Evaluation Conference Proceedings, 1989. Columns 1997-1999 Book Review Editor for IEEE Software. Regular column appearing in each issue.

Projects: Student Learning @ RIT Assessment Grant. Exploring the Exploration Program (with Gina Schevchuk). Project begun: September 2013 SEED Grant (with Evelyn Rozanski). Contextual inquiry of note-taking as transitive memory. Project begun: March, 2012. FEAD Grant, (with Bo Yuan and Mark Marcello). Detecting emotive states from text-based conversations and statements culled from a variety of non-hidden sources. Project report submitted December, 2011. Evaluation of the Wegmans and RIT Training Program. (with Bruce Hartpence). Evaluation of effectiveness of Networking training program. Report submitted October, 2011. Emerging Technology Partnership (ETP) Program: Intelligent Agent for Classroom Use. Project completed Jun 2008 as collaborative partnership with RIT Online Learning. Information Technology Assessment Initiative Coordinator. (2006-2008). Support and planning for department program assessment activities. Department of Education Grant, (application in November, 2007). Teaching American History: American Eyes. (co-pi). Development of computer-based simulation for k-12 use across multiple public schools in New York state. Partnered with Wayne-Finger Lakes BOCES. Grant was not funded. Principal Author of MS Learning and Knowledge Management Systems Proposal. 2002-2004. Approved by NYS Dept of Education, 2005. National Science Foundation Grant, 2004-2005. Active Learning in JAVA Programming for Information Technology. Proposal author and Project Evaluation. (Keith Wittington listed as PI). Eye-Tracking the Learnability of Edutainment Interfaces (with Evelyn Rosanski & Anne Haake). Laboratory for Applied Computing Grant, RIT. Research on the levels of learning in edutainment systems. 2003-2004. Explorations of Rapid Serial Visual Presentation Techniques. FEAD Grant, RIT. Provost s Learning Innovation Grant. Distributed Remediation for Programming. (with Dan Kennedy). 2003-2004. FIPSE Grant (unfunded). The Conversational Diagnostic Agent. This was the only proposal from RIT to make it through the first round in years 2003 and 2004. Developing a University Knowledge Management System. RIT Associate Provost s Office Project, 2002-2003 RIT Online Learning Faculty Research Associate 1999-2001. The Effect of Interactivity on Affective Outcomes.

FEAD Grant, RIT. Developing an Instructional Design Agent. 2001-2002 (folded into development of Conversational Diagnostic Agent development project) RIT CAST Dean s Project, Redesigning High Volume Courses/Corporate College, 2000. Re-design of selfpaced courses in C++ programming using new online technology and differentiated staffing. RIT Productivity Grant, 1999-2000. A Needs Assessment Learning Environment. RIT Productivity Grant, 1998-99. An Intelligent Test Toolkit. Development of natural language generation software. XEROX Corporation, Robust Design for Manufacturing, Development of self-paced course. 1998. XEROX Corporation, Capability Maturity Model Level 2, 1996-97. Development of CD-based computer based instruction. RIT Project, C++ Programming Sequence (with Peter Lutz and Rayno Niemi), 1996. Development of selfpaced courses in computer programming. Principal Author of MS Information Technology Proposal. 1994. Approved by NYS Dept of Education, 1995. RIT Productivity Grant, 1991 (2 years), A Computer Based Simulation of Planned Change. Completed 1993. National Science Foundation Grant, 1993-1994. Development of Information Technology Curriculum. (with Kevin Donaghy and Peter Lutz). Committee Work GCCIS Curriculum Committee (2009-present) Information Technology Assessment Committee 2003-2008 (Chair, 2007-8) GCCIS Assessment Committee (Chair 2012- present) GCCIS Ad Hoc Portfolio Committee (2007) RIT Assessment Council (2007) Information Technology Graduate Curriculum Committee 2004-2006 Teaching and Learning Center Advisory Board, 2002-2003 RIT Prometheus Steering Committee, 2001-2 Provost s Ad Hoc Evaluation Committee, 2002 CAST Strategic Planning Committee, 1994, 1995 CAST/CIAS Multimedia Committee, 1994, 1995 CAST Faculty Governance Committee, 1986, 1990, 1991, 1992 Information Technology MS Committee (Chair 1993-95), 1998,1999 CAST Tenure Committee, 1994 Information Technology Chair Search Committee (Chair) 1990, 1994 Information Technology Facilities Committee 1990, (Chair) 1991 Information Technology Curriculum Committee 1992-94, 1996-2002 (Chair, 2000-02)

Information Technology Strategic Planning Committee, 1999 Information Technology Undergraduate Degree Planning Committee 1990 Information Technology Evaluation Committee (Chair) 1998-99 Deborah Cahn Memorial Scholarship Committee (Chair) 1997, 1999, 2001 Interactive Media Design Curriculum Committee, 1989, 1990 Eisenhart Award Committee, 1989, 2002 Awards: Eisenhart Award for Outstanding Teaching, RIT, 2000 RIT Online Learning Research Associate, 2000-2002 Burton Blatt Scholarship, Syracuse University, 1989. School of Education Scholarship, Syracuse University, 1988.

Stephen J. Zilora Associate Professor, Department of Information Sciences and Technologies B. Thomas Golisano College of Computing and Information Sciences Rochester Institute of Technology Rochester, NY, 14623-5608, USA Steve.Zilora@rit.edu http://www.ist.rit.edu/~sjz/ (585) 475-7643 Educational Background Degree Field Institution Date Master of Science Computer Science NJ Institute of Technology 5/89 Bachelor of Science Chemical Engineering University of Rochester 5/80 Prior Experience St. John Fisher College, Adjunct Faculty Member, 2001-2002 Instructed Freshmen and Sophomore students in Introduction to Programming (Visual Basic) for the Computer Science Department. University of Rochester, Adjunct Faculty Member, 1995-2001 Instructed Sophomore and Junior students in Introduction to Programming (FORTRAN, Visual Basic) for the Chemical Engineering Department. Integrated Cabling and Communications, IT Manager, 1997-2001 Managed all computing operations at corporate office and both permanent and temporary remote offices. With the President and Vice-President, served as a member of the company s 3-person strategic planning committee. Co-authored a new business model that made operations more scalable and responsive to seasonal demands. Trained first-line supervisors in business and financial principles in order to make this new model a success. Instituted new Inventory Management and Control measures that cut staffing in half and reduced slippage to insignificant levels. Designed, developed, and implemented an enterprise resource planning system including Inventory Management, Customer Relationship Management, and Job Costing. Advanced both internal and external security systems for access to both physical and electronic resources. Creative Software Solutions, Inc., Vice President, 1989-1997 Oversaw daily operations of this quarter million dollar company including sales, marketing, and R&D.

Assisted clients in the development of computing strategies and budgets, workflow analyses, and design and development of decision support systems. In a management consulting role, performed workflow and dataflow analyses in a variety of industries including Risk Management, Radio, and Real Estate. Pioneered web-based sales and service for the TeleForm market, thereby creating a national customer base for CSS. Developed various in-house programs including data analysis, form design, and accounting packages that are still in use by CSS. Academic Scholarship Zilora, S., Leone, J. A Mature Approach to Assessment, ASEE Annual Conference, Indianapolis, IN, 6/2014. Friedel, V., Zilora, S., Bogaard, D., Casey, J., Pichichero, M. Five-year prospective study of pediatric acute otitis media in Rochester, NY: modeling analysis of the risk of pneumococcal colonization in the nasopharynx and infection, Journal of Epidemiology and Infection, December, 2013. Zilora S., Bogaard, D., Leone, J. The Changing Face of Information Technology, ACM SIGITE 13, Orlando, FL, 10/2013. Zilora S. Informatics Minor for Non-Computer Students, ACM SIGITE 11, West Point, NY, 10/2011. Zilora S. STEM Collaboration Cubed, ASEE/IEEE Frontiers in Education Conference 2011, Rapid City, South Dakota, 10/2011. Zilora S. STEM Integration with Informatics, Integrated STEM Education Conference, Ewing, NJ, 4/2011. Zilora S. Preparing High School Students for College with Informatics, ASEE Northeast Section Conference 2010, Boston, MA, 5/2010. Zilora S. and Bogaard, D. Bringing Sanity to the Course Assignment Process, ASEE/IEEE Frontiers in Education Conference 2008, Saratoga Springs, NY, 10/2008. Winebrake, J., Corbett, J., Falzarano, A., Hawker, S., Korfmacher, K., Ketha, S., Zilora, S. Assessing Energy, Environmental, and Economic Tradeoffs in Intermodal Freight Transportation, Journal of the Air and Waste Management Association, 58(8), August, 2008. Zilora S. and Starenko, M. A Topiary Approach to Distance Learning, SITE 2008, Las Vegas, NV, 3/2008. Zilora S. and Ketha, S. Think Inside the Box! Optimizing Web Service Performance, Today, IEEE Communications, March 2008. Winebrake, J., Falzarano, A., Hawker, S., Korfmacher, K., Zilora, S., Ketha, S., Corbett, J. Minimizing Energy and Environmental Impacts of Intermodal Freight Transport: Development and Application of a Geospatial Routing Tool, Transportation Research Board 87 th Annual Meeting, Washington D.C., 1/2008. Zilora S. and Hermsen L. Take a WAC at Writing in Your Course, ACM SIGITE 07, Destin, FL, 10/2007. Winebrake J., Hawker S., Corbett J., Falzarano A., Ketha S., Korfmacher K., Zilora S. A Geospatial Intermodal Freight Transport Model for Energy & Environmental Analyses, Transportation Land Use, Planning, and Air Quality 2007, Orlando, FL, 7/2007. Falzarano A., Ketha S., Hawker S., Winebrake J., Corbett J., Korfmacher K., Zilora S. Development of an Intermodal Network for Freight Transportation Analysis, 2007 ESRI International User Conference, San Diego, CA, 6/2007.

Hawker S., Korfmacher K., Winebrake J., Falzarano A., Ketha S., Zilora S. Intermodal Transportation Network Custom Evaluators for Environmental Policy Analysis, 2007 ESRI International User Conference, San Diego, CA, 6/2007. Zilora S. and Beaton, C. Course, Interrupted!, ASEE/IEEE Frontiers in Education Conference 2006, San Diego, CA, 10/2006. Zilora S. and Bogaard D. Dynamic-Vector Collaborative Learning Tool, E-Learn World Conference 2005, Vancouver, BC, 10/2005. Zilora S. Industry-Based Web Services Project as a Classroom Teaching Tool, ACM SIGITE 04, Salt Lake City, Utah, 10/2004. Coleman D., and Zilora S. Dynamic Enterprises Demand Advanced Curricula in Software Development & Management, CITC 4, Purdue University, 10/2003. Invited Talks Zilora S. Electronic Communications, Monroe County School Boards Association, January, 2007. Zilora S. Programming Terminology and Concepts Part 2, Department of Interpreting Services, May 2003 Zilora S. Programming Terminology and Concepts, Department of Interpreting Services, January 2003 Litigation Support Vandermark v. Dwyer et al. Martin & Iati LLP. Disposition: Closed (2009). Undisclosed. Baniak, Pine & Gannon. Disposition: Closed (2006). Wisdom Systems, Inc. v. TechnoSoft, Inc. Frost & Jacobs. Disposition: Settled out of court (1997). Popular Writing Class stresses importance of quality writing skills, RIT News and Events, 3/8/2007. Dispute over Java settled, Democrat and Chronicle, 10/8/2004. Kodak, Sun ready to square off, Democrat and Chronicle, 09/11/2004. Smart Home, Rochester Business Journal, 03/05/04. Curriculum Development New Course Development: 4002-250 Introduction to Informatics 4002-575 Local Data Integration 4002-576 Remote Data Integration 4002-590/890 Database Technologies for Bioinformatics 4002-771 XML Programming 4006-430 Medical Application Integration 4006-780 Design, Development, and Deployment ISTE-422 App Develop Practices ISTE-432 Database App Development

Course Revisions (re-wrote course or added substantial lecture material): 4002-208 Introduction to Programming (C++) 4002-210 Programming with Classes (C++) 4002-360 Introduction to Database and Data Modeling 4002-455 Needs Assessment 4002-460 Technology Transfer 4002-484 Database Client/Server Connectivity 4002-720 Data Object Development 4002-819 Integration Technologies 4002-830 Project Management ISTE-330 Database Connectivity & Access ISTE-340 Client Programming ISTE-341 Server Programming ISTE-760 Design, Development, and Deployment of Applications ISTE-764 Project Management Training and Seminars: ACM SIGITE Annual Conference, Destin, FL (10/07) National Collegiate Honors Council Annual Conference, Philadelphia, PA (11/06) ASEE/IEEE Frontiers in Education Conference 2006, San Diego, CA (10/06) E-Learn World Conference 2005, Vancouver, BC (10/05) American Sign Language 201, RIT/NTID (Summer/05) ACM SIGITE Annual Conference, Salt Lake City, Utah (10/04) Project Management Institute: Project Management Core Competencies Training, Chicago, IL (8/04) Web Services East Conference, Boston, MA (3/03) VSLive Conference, NY, NY (6/02) Grants, Contracts & Gifts Submitted ($476k) CER: Encouraging STEM Studies with Informatics to National Science Foundation, PI-Steve Zilora, Co-PI- Robert Parody, 2012. Submitted ($9k) Teenformatics Boot Camp from Google Rise Awards, PI-Steve Zilora, 2011. Received ($36k) Sub-award to RGH R01 project from NIH, PI-Steve Zilora, 2011. Received ($18k) Acute Otitis Media Database Project from RGHS, PI-Steve Zilora, Co-PI: Dan Bogaard, 2011. Submitted ($314k) Using Informatics to Make STEM Real for High School Students to National Science Foundation, PI-Steve Zilora, Co-PI- Steven LaLonde, 2011. Submitted ($20k) Acute Otitis Media Database Project to RIT & RGHS Alliance, PI-Steve Zilora, Co-PIs: Dan Bogaard, Mike Pichichero, 2010. Received ($16k) funding for NTHi Immunity in Young Children from National Institute of Health via RGHS, PI-Steve Zilora, Supporting Personnel-Dan Bogaard, 2010. Received ($9k) funding for Principle to Principled Practice: Faculty Seminar for Writing-to-Learn from Provost Learning Grant, PI-Lisa Hermsen, Co-PIs: Andrew Perry, Steve Zilora, Michael Jackson, Bruce Ian Meader, Kristine Mook, Thomas Moran, Linda Rubel, Nancy Valentage.

Received ($30k) funding for Intermodal Freight Transport in the Great Lakes: Development and Application of a Great Lakes Geographic Intermodal Freight Transport Model from Great Lakes Maritime Research Institute, PIs: Jaime Winebrake et al., Supporting Personnel: Steve Zilora et al., 9/2007 Received ($14k) First-In-Class funding for GIFT Geographic Intermodal Freight Transport, PIs: Jaime Winebrake et al., Supporting Personnel: Steve Zilora et al., 6/2007 Submitted ($25k) Developing a Hybrid Undergraduate Course that Merges Scholarly and Applied Research in a Lab Environment to National Collegiate Inventors and Innovators Alliance (NCIIA), 05/2005 Submitted CYPRESS CYbertools for Policy Research in Environmental Science Systems to National Science Foundation s Next Generation Cybertools Project with Jorge Diaz-Herrera, Jaime Winebrake, Karl Korfmacher, Ankur Teredasai, and Scott Hawker, 05/2005 Service to the Profession Co-Editor-in-Chief Transactions on Information Technology Research Reviewer for SIGCSE 2014 Conference, 9/2013. Reviewer for SIGCSE 2013 Conference, 9/2012. Reviewer for 2013 ASEE Annual Conference, 9/2012. Reviewer for SIGCSE 2012 Conference, 9/2011. Reviewer for 2012 ASEE Annual Conference, 9/2011. Reviewer for ASEE/IEEE Frontiers in Education Conference, 8/2011. Reviewer for FIPSE (Fund for Improvement of PostSecondary Education), 11/2003 Reviewer for Introduction to Programming with Java: A Problem Solving Approach, Dean, McGrawHill, 10/2007. Service to the Rochester Institute of Technology Club Advisor Advisor to the RIT Chapter of National Society of Collegiate Scholars Current Committee Positions: Institute Eisenhart Committee Medical Informatics Advisory Board Provost Advising Model Committee GCCIS Advising Model Committee Other past contributions: GCCIS College Honors Advocate Course Assignment and Reservation System (CARS): a web application for management of faculty teaching assignments and loads. In production use by both the Information Technology and the Networking, Security, and Systems Administration Departments at RIT; production use planned by remaining GCCIS departments.

JeopRITdy: a Jeopardy-like web application for use in a classroom for student review of material. This software was developed collaboratively with Prof. Daniel Bogaard. Online committee voting facility: Used by the Information Technologies and Sciences Department for election of faculty to Department committees. Service to the Community Projects Director of Teenformatics Project that works with area high schools to introduce students to the field of informatics Professional Society Memberships American Institute of Chemical Engineers Member, 1980 2004 Member, Computing and Systems Technology Division, 1984 2004 Officer of Rochester Section, 1992 1997 American Society of Engineering Education Member, 2006 present Association of Computing Machinery Member, 2002 present Member, SIGApp, 2002 2010 Member, SIGITE, 2010 present Digital Rochester Member, 2000 present Project Management Institute Member, 2004 present Visual Developers of Upstate New York Member, 1999 present Board Positions Creative Scanning Solutions, Inc. Director, 1989 present Triad Networking Technologies, Inc. Director, 2002 present Penfield Central Schools Board of Education Member July, 2006 March, 2013 (President 2008-2010) Monroe County School Boards Association Communications Committee Member July, 2010 March, 2013 Monroe County School Boards Association Legislative Committee Member July, 2011 June, 2012 Monroe County School Boards Association Labor Relations Committee Member July, 2012 March, 2013

APPENDIX G Cost Model: Revenue / Cost Projections / Expenses Include a detailed five-year projection of revenue and expenses as Appendix G. All information for these Financial Projections must be obtained from Finance and Administration (contact Jackie Taylor, Director of Partnership Relations). Please refer to the Academic Affairs Academic Program Planning website for a list of important data and information that you should bring to the initial meeting with Finance and Administration in order to expedite the preparation of new program financial projections. This information is found on webpage entitled: Undergraduate and Master s Programs (see step #3b Checklist for Preparing New Program Financial Projections ). https://www.rit.edu/academicaffairs/academicprogrammgmnt/new-program-proposalrequirements/rit-new-academic-program-proposal-form