The User Experience in Accessibility in University Access ... · Communication emphasis with design principles in UX Design from my Graphic Design emphasis. The research was used

Running head: ACCESSIBILITY AT UVU 1

The User Experience in Accessibility in University Access Points

Sara Callor

Utah Valley University

ACCESSIBILITY AT UVU 2

Abstract

This paper reports the data on physical structures and the effects on university students with

disabilities. The access points and status of accessibility at Utah Valley University (UVU) was

analyzed in-order to understand if proximity affects accessibility for students with disabilities.

The term “disability” has been viewed in various perspectives since the earliest civilizations like

Greece and Rome, which would destroy malformed infants that would not fit in the idealized

civilizations. The concept of disabilities has been changing ever since those ancient times due to

civil rights and other movements. However, statistics show a need for more assistance for people

with disabilities (Johnson, 2011; Stewart & Schwartz, 2018). Specifically, the accessibility at

UVU was analyzed by using a data analysis tool to rank each access point and building to better

assist students with disabilities. This data was used to design a mobile app to inform users of the

accessibility of different access points on campus. The purpose of this project was to bring

awareness of the life of students with disabilities and to provide more resources for these

students. My project combined theories and research of Communication from my Speech

Communication emphasis with design principles in UX Design from my Graphic Design

emphasis. The research was used to design the app that will potentially help increase resources

for students with disabilities.

Keywords: accessibility, disability, disabled, students, university, college, ramp, stairs,

elevator, infrastructure, assistance, ux design, app, access, access points, awareness, inclusive,

inclusion, resources, ada, accessibility services, americans with disability act, mobility


Table of Contents

Abstract............................................................................................................................................2

What does disability mean?

The purpose of my project

Theories and research

Background......................................................................................................................................5

What disability means to me

Examples of people who have changed the meaning

How can we help?

Introduction…………………………………………………………………….…………………6

Proximity and Inclusivity

Types of disabilities

Physical structures

Findings...........................................................................................................................................8

What universities do to support students with disabilities

The goals of inclusivity

Data on accessibility


Research at UVU

Mapping

Design and Prototyping

Discussion………………………………………………………………………………………14

Resources for the disabled

Other research on accessibility

Awareness and assistance

Conclusion………………………………………………………………………………………17

Overview of project

Why it is important

How to use the app

What people can do to help change the culture of disability


The User Experience in Accessibility in University Access Points

Background

Social contracts are often appealing to societies due to the mutual protection and security.

It involves the arrangement of standards made by societies. Social contracts are a tradition,

constructed to benefit the majority. However, the arbitrary rules in social contracts do not always

benefit minority groups (Keeley, 1995). Movements throughout history have changed the

perspectives of standards of societies, enabling the voices of minority groups to be heard and

policies to be made to protect these groups. However, little information and data are provided for

disabled people. I am researching how proximity and accessibility may affect disabled students,

specifically in Utah Valley University (UVU). I acknowledge that there may be some bias in this

paper due to my own experiences with disabilities while attending UVU. However, I feel it is

important to share this information to voice concerns for the current state of accessibility.

My story of my own physical ailments began at birth. As the years progressed, I began to

notice how some activities and tasks were harder to accomplish than it was for my peers. All that

I wanted was to fit in with my peer groups and to do what they can do. However, I realized that

this may not happen unless I work harder than everyone else. I would wonder at times how some

people could do the seemingly impossible. I heard stories of people who broke their leg and

could walk miles for days on their broken leg. I also heard stories of people who were blind but

could do amazing talents. After some time, I decided that the mind may just have more power

than I thought. I would not do anything amazing or to a high standard unless I worked hard.

My challenges began with my feet. Diagnoses and surgeries began when I was 16. Since

then, I have been diagnosed with Narcolepsy, Cataplexy, POTS, Lyme Disease, and other


illnesses, as well as had 10 reconstructive surgeries. My parents taught me to work hard no

matter what, so I’ve always pushed myself. However, I have struggled to balance my health and

my responsibilities. Last year I was diagnosed with clinical depression due to my poor health.

Doctors told me that if I could destress my life then my symptoms from my illnesses would

decrease by half. This has been a battle for a long time. Knowing that I am not alone in my

struggles, I wanted to help others with health problems in some way. I chose to focus on the

subject of health for my thesis project to accomplish this goal.

Researchers, such as Kepley, also see a need to support the disabled by making facilities

more accessible. Kepley mentioned that each disability is unique and requires different resources

and support. There is not a ‘one size fits all’ solution (Kepley, 1983). Many individuals with

disabilities might feel this way of being grouped into one category at least once in their life. This

is not a good example of support or of receiving sufficient resources. I have been in situations

where I received help only to be checked off a list and left to figure it out on my own. This can

bring feelings of disappointment, fear of the future, and discouragement. It is important to

remember that individuals with disabilities often need some type of assistance to help them adapt

to lifestyles that they might desire (Heylighen, Leuven, Nijs, 2013).

Introduction

Proximity is a concept that involves accessibility and space. Proximity theory suggests

that relationships are formed by people within close proximity. In other words, space affects

relationships. Many researchers suggest that proximity affects individuals in other ways, such as

accessibility. In today’s world many innovations are created to improve space and convenience.

Accessibility is a component of this concept (Erbe, 1966). The purpose of this paper is to present

data on accessibility of UVU and how the access points affect students’ daily life.


The range of disabilities for individuals can go from transportation devices, such as

wheelchairs, hearing aids, and crutches for mobility to sight impairments, mental disorders,

amputations with the use of prosthesis, etc. Many individuals live with disabilities that are

unknown to others around them. Some disabilities are visible while others are not. I have lived

with disabilities for most of my life, but I had the hardest time in college. The question I often

faced was if there were more resources for students with disabilities.

This paper will provide information on how different physical structure improvements

can impact the accessibility of campuses, and then to analyze current accessibility data from

UVU’s campus. Although some individuals have adjusted to environments designed for the

average person, others may require more support or accessibility. Accessibility can refer to many

things, such as accessibility in finance, architecture, locations and access points, ramps,

elevators, and traditions. The question of accessibility is not always considered by the ‘abled

bodied population.’ Privileges can affect most people by keeping them from noticing the

challenges of others.

Inclusivity allows students to feel safe and supported through their education. This is a

goal and core theme for most colleges and universities. However, errors can commonly occur in

the processes of creating inclusivity in classrooms, especially through the unconscious biases or

privileges that keep people from seeing different perspectives. Any time that a student is

separated from their peers or isolated, even for special support, they can be hindered from

transitioning or adapting well to any environment (Roach, 1995).

During my time at Utah Valley University, I experienced many challenges concerning

my health. I was diagnosed with Narcolepsy, POTS, and other illnesses, as well as experienced

several reconstructive surgeries on my feet. I have needed to use a wheelchair at times


throughout my life. In-order to succeed in college, I worked with Accessibility Services to

receive sufficient resources. Although I will be graduating in 2019, it has not been an easy

process. Physical structures of UVU’s campus need to frequently be reviewed for accessibility of

students. Resources, such as Accessibility Services, should be reviewed to ensure sufficient

support for students, especially when new construction and reconstruction throughout the

campus are being performed, almost yearly. These types of conversations need to happen to

voice concerns of students with disabilities. This paper will explain some of these concerns.

Findings

Resources, such as Accessibility Services, provides assistance for individuals with

disabilities on university campuses. The number of students who use resources from this office

range between 1400 and 1500. Utah Valley University supports the structural, academic, and

emotional states of individuals on campus. The goal is to fulfill the core theme of inclusiveness.

Accessibility is one of the components of the Foundation of Inclusion workshops that began in

2017 (Assistant Director and Director of Accessibility Services, personal communication,

February, 2019).

Although the improvements on accessibility are often discussed in the Accessibility

Services Department and University Accessibility Committee, data is scarce on the subject. I

attended meetings of the University Accessibility Committee to learn of future plans to increase

accessibility, but accessibility is not a topic that is discussed in other campus improvement

meetings. In-order to decrease negative attitudes toward disability and accessibility on campus,

discussions regarding accessibility should occur more frequently for students and faculty

members (B. Otukolo, personal communication, February 6, 2019; A. Palmer, personal

communication, March 5, 2019).


After searching for support on this project for several months in Fall 2018, I was able to

meet with the Accessibility Services Department assistant director. I learned that data on

accessibility was either no longer valid or incorrect due to computing errors. The assistant

director advised me to use more accurate data or current data on accessibility. Since current data

did not exist, research needed to be conducted on campus to understand accessibility.

Reports from Accessibility Services show that there was a 12% increase in intake

appointments for newly registered students requiring accessibility services. This is partially due

to the increase in new incoming students by 7.1%. The numbers reported were counted by the

number of students served, excluding the amount of disabilities per student (Accessibility

Services, personal communication, January 2019). The numbers vary due to the computing error.

The study was conducted on campus to learn about the view of accessibility from

students at UVU. A survey and focus group was prepared with the goal to answer if proximity

affects accessibility of students at UVU. Approval from IRB was delayed for three months due to

misunderstandings of the purpose of the project. After restating the purpose and clarifying that

the project was a student research project, IRB approved the research on March 31, 2019. Due to

the delayed approval and semester time constraints, only the survey was sent to students. The

outline of the focus group will be given to Accessibility Services for future use.

The survey consisted of 29 questions with logic codes that provided a different

experience for participants. The survey was sent to a random sample of 1,000 UVU students. 98

students participated in the study. 88 consented to take the survey, while 4 did not complete the

study. The remainder completed only a portion of the survey.

The goal of the study was to learn about the perspective of students with disabilities.

However, more accurate data from a representative sample was going to occur through a focus


group. Data from the survey is not as representative. Bias may affect the numbers. Further

studies will need to be conducted to better understand the status of accessibility at UVU. The

research project was completed on April 10, 2019 due to the strong support I received from the

Accessibility Services Department directors, members of the University Accessibility

Committee, Tim Stanley, Angela Ward, Dr. Chris Anderson, Dr. Maria Blevins, Benjamin

Wassink, Bradley Trinnaman, and Dr. Gregory Jackson. Refer to Appendix A and B for more

information regarding the survey and focus group.

Data on Disabilities

The majority of participants related little with disability. The remainder of the questions

for those participants consisted of awareness of accessibility and perspectives on disability. 83

participants answered whether they had a disability or not. Refer to Appendix B for the report

from the Qualtrics survey.

Many participants viewed the word “disability” in a negative context. Defensive words

were used, along with some confusion. Participants view the word as a mobility impairment.

Some considered more “invisible” impairments due to their own experiences. A few participants

see the word as a “loophole” for people undeserving. One participant took a psychological

approach and said that they think about those “having a hard time coping and being accepted by

others (fitting in a social group).”

Participants who have experienced disabilities answered whether they knew about the

Accessibility Services Office. 54.7% of participants answered that they were aware of the office.

45.3% said that they did not know about the Accessibility Services Office. A total of 75

participants answered this question. 26.8% of participants answered the next question saying that


have used Accessibility Services as a resource. 73.2% of participants have not used the office as

a resource. 41 participants answered whether they were aware of Accessibility Services or not.

47.7% participants reported being very satisfied or satisfied with the accommodations

provided by Accessibility Services. 3.1% felt very dissatisfied or dissatisfied by the

accommodations. The remainder were neither satisfied nor dissatisfied. 65 participants answered

the question regarding accommondations.

Suggestions made by participants included fixing massive cracks in cement of steps and

entrances. Specifically, the Northwest entrance of the Liberal Arts building was reported having

cracks in need of repair. Other suggestions related to transportation. For instance, many curbs

make it difficult for wheelchairs and cyclists to navigate across. Some participants mentioned

confusion navigating with buses. They were unsure where the bus stops were located and which

direction they were traveling. Parking lots are especially difficult to navigate for those with

disabilities. Handicap parking spots are uncertain with the locations, especially when using apps

like Google Maps. A list of other comments regarding accessibility at UVU are provided (names

of participants were changed to protect confidentiality).

“When I went to the Accessibility Center to learn about the help they offer, it was very

aggressive and frightened me more than anything. The way the information was

presented was that ‘college isn’t for everyone’ and it went downhill from there. My

disability is mental, and I felt it was not understood or treated with proper care. It was a

very upsetting first impression of UVU.” – Ashley, Freshman


“The elevators in the computer science building are WAY too slow. Those piston

elevators are way over engineered. Should just use regular cable elevators.” – Matt,

Sophomore

“Sidewalks are an issue. Just South of the Clarke Building at the entrance to the parking

lot on the south side of LA, the curb doesn’t allow a wheelchair or cyclist. It’s really a

joke and I am surprised UVU has these issues.” – Dakota, Senior

“My friend recently had knee surgery and expressed how horrible the handicap parking

is. Are there any services for a wheelchair or crutches-bound person to help get around?

Some buildings like the Science Building are so far from the nearest parking lot.” – Sam,

Senior

“It would be nice if UVU made a video of how the new online programs work with

submitting for accommodations each semester.” – McKenna, Junior

“I’ve noticed how incredibly difficult it is to get around without using stairs on the

mountain side of campus.” – Melissa, Senior

“I think that maybe the wheelchair ramp by the Liberal Arts building might have too tight

walls. It should maybe have space for people going up and down.” – Ben, Sophomore

“Many students, including myself, feel that UVU’s Accessibility Services do not

institutionally recognize mental illness as a disability and that needs to change.” –

Hannah, Junior

“It would be a good idea to get some accessibility counselors who are trained in mental

health and understand what help is necessary, and also the proper way to treat clients. A


broken brain is not visible, unlike being blind, but both create different massive

challenges. Mental health clients most likely are too afraid to seek help, or when they do

they are turned away or treated ignorantly. If the Accessibility Center is for everyone, get

staff who treat it as such. When I visited the center I felt the person doing my assessment

could not even comprehend what I was saying or what I deal with every day for my own

challenges – I left the meeting bawling and almost pulled out of school. If you’re going to

offer services to everyone, you better understand what you could be dealing with.” –

Whitney, Senior

Mapping

A new type of data analysis was used to calculate each building’s accessibility score at

Utah Valley University. This score will allow staff, faculty, students, and any other individual

who transports across campus to understand areas of difficulty and ease in accessibility. This

data analysis assisted the app design that I created.

Google Map’s measure feature was used to calculate the distance from the rooms of the

building to a nearby elevator. The analysis can be applied to all of the buildings of UVU from

classrooms to stairs or other access points.

The lowest level of the Browning Administration building was analyzed using this

method. The analysis showed that room 006 was closest to the elevator access point in a 36 foot

range and room 002D was the furthest room from the elevator in a 232 foot range. On average,

the rooms were 133 feet from the elevator showing difficulty to exit the floor without using

stairs.

Browning Administration – Level 0


Discussion

American students have increasingly reported having disabilities since 1990. Correlations

have been made between physical limitations and poor mental health, as well as other factors that

can greatly affect quality of life. There is a greater need for resources, such as disability services,

counselors, and other support systems to assist these students and increase quality of life. When I

would have a flare-up of my illnesses, it would affect my mental health due to the stress of

fulfilling my responsibilities every day. I used many resources on campus and tried my best to


ask for help when I needed it most, but I still felt alone in my struggles. All I could do was push

forward and hope for the best.

“1981, The International Year of the Disabled, inspired many professions to look for

ways to make their services and facilities more accessible to the disabled” (Kepley, 1983, p. 42).

This came about due to the Rehabilitation Act almost a decade earlier in 1972, where disabled

people were enabled more opportunities and participation in any organization without

discrimination. Each disability is unique and requires different resources and support. There is

not a ‘one size fits all’ solution (Kepley, 1983). Many times, while I was in a wheelchair, I felt

that I was grouped in a category with those in similar situations. However, each person

experiences disabilities differently. Some people handle these experiences with ease, while

others do not.

According to Dejeammes (2009), accessibility refers to the “enabling transport for

persons with reduced mobility” (p. 69). Easier navigation in access routes can increase

accommodations for all disabled people, whether the disabilities are disclosed or not. When

considering accessibility needs, all types of disabilities should be analyzed. Disabilities to

consider are “ambulatory, visual, auditory, mental, and cognitive impairments” (Dejeammes,

2009). The methods used by Kamien presented issues in many campuses that helped further the

process of making transportation easier and buildings more accessible for the disabled (1981).

The following studies will discuss the needs of disabled people, psychological factors, structural

components, and ease of access.

Awareness and Assistance

Winerman’s studies showed that the percentage of college students who reported having

high anxiety and depression has also significantly increased in the past decade. 61% of college


students reported seeking counseling for anxiety (Winerman, 2017). Those with poorer health

and low vitality have shown signs of high stress in past studies (Wyshak, 2003), seeking

counseling who report anxiety, according to the survey.

In 2005, 45.6% of American students with disabilities enrolled in post-secondary schools

(Newman et al., 2010; Madaus, 2011). It is uncertain whether the reports were due to an increase

in disabilities in general or in an increase of reporting from students that are more likely to be

open about disabilities. Researchers suspect that the increase is due to the ‘inclusive education’

plan in elementary and secondary schools. This plan increases the likelihood of students

becoming aware of any disabilities, being able to integrate more in other classrooms, and to

possibly report their disabilities in the future (Hallahan, 1992; Hallahan and Mercer, 2001;

Mitchell, 2014; Mittler, 2012). As government support in financial aid has increased for the

disabled, reporting of disabilities has also increased. However, stigmatization still prevents many

from reporting disabilities (Stewart & Schwartz, 2018). Fear of greater scrutiny and judgment

keep people from either reporting disabilities and receiving accommodation or working without

any assistance. This way of passing off as if a person has no disability negatively affects those

disabled people.

Establishing disability services offices on campuses will help provide support for

students with disabilities, but support should not stop there. Many universities have provided

measures for the level of accessibility on their campuses. However, Utah Valley University did

not provide any data on accessibility, so the question remains whether the resources on their

campus are sufficient for students with disabilities.

Transportation/Ease of Access


I often struggled getting from one part of campus to the other, especially when I was in a

wheelchair. There were many places in which I did not have access. When a fire alarm would

turn on, I often wondered what evacuation plans were in place for those with disabilities.

Sometimes people would make an empty promise that I would be taken care of in an emergency.

It’s important to remember that during times of emergency, people’s automatic responses come

by either fleeing, freezing, or using aggressive behavior. (Belser, 2015). Promises of people

taking care of the disabled during these situations should not be the only option (Cheng & Perez-

Kriz, 2014).

Belser and Lindstrom brought attention to serious problems in the levels of buildings and

other structures that led to lawsuits by disabled individuals. These lawsuits have brought to light

many problems with current evacuation plans and accessible shelters for the disabled, but the

problem still stands with no complete or nation-wide solution to the problem. Until the idea is

expelled that these citizens are expendable the problem will continue (Belser, 2015; Lindstrom,

2007).

Conclusion

For centuries, disabled persons have been excluded, struggled to survive, viewed as being

unclean, possessed by devils, and much more. By the 1960’s disabled persons had begun to

change worldviews of disability. There is still much that people can do to improve quality of life

for those who live with disabilities. Change often starts with awareness (Madaus, 2011; Belser,

2015).

The research showed that the conversation of accessibility should continue at UVU in-

order to increase awareness and improve accommodations. Trainings on mental health need to

occur to increase satisfaction of accessibility services at UVU, as well as annual surveys and


focus groups to discover possible problems in accessibility. The majority of participants had an

accurate understanding of the accommodations offered at UVU. However, many felt that the

current accommodations did little to improve their experience at UVU.

Students will be able to transition with more ease in college knowing that they have all

the support they need. That support is not enough with a piece of paper from Accessibility

Services or a meeting with a counselor. The question that should be asked often by various

departments across campus is “What more can we do to help these students?” Sometimes people

need someone else to translate their feelings and perceptions of the world around them

(Heylighen et al, 2013). There’s always another step to take that can make a huge impact on

someone’s life.

Taking a step in someone’s shoe always helps to know if something is really working or

not (Roach, 1995). As more universities review their processes and procedures for accessibility

concerns, more students will be able to succeed academically and move to the next phases in

their lives (Stewart & Schwartz, 2018).


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Appendix A

Focus Group

Table A1

Focus Group Outline Accessibility at UVU

Team Info

Moderator Note Taker Note Taker 2

Sara Callor Angela Ward Tim Stanley

Purpose

Description I, Sara Callor, will be organizing a focus group to gain more understanding of accessibility at UVU. The results will be published in the student thesis catalogue of the Integrated Studies program. The focus group will be conducted under the supervision of Institutional Research, aid to my student project. The results of the study will be published in my thesis paper in May 2019.

Expectations and Goals Results from the focus group may increase resources on campus for students with disabilities. The discussion will provide answers to questions regarding accessibility, as well as possibly providing unknown concerns for decision-makers at UVU. The goal is to increase awareness of accessibility concerns and assist individuals who may need more assistance than what is currently provided.

Procedures

Target Audience 6-12 students will be recruited through the Accessibility Services department.

Instruments A voice recorder, paper, and pencils will be used to take notes of the discussion so that the focus group can be analyzed. A consent form will be given to participants prior to the discussion. After the discussion, coupons and pizza will be given to the participants for incentives.

Benefits and Risks Participation may benefit students who relate to disabilities and accessibility concerns. There will be no direct benefit of participating in the focus group. Results of the focus group will be published in a thesis paper and given to Accessibility Services. There will be no risk other than what can be experience in regular conversation. Participants may leave the discussion at any time throughout the discussion if any emotional distress arises. A list of campus resources where participants can seek counseling will be mentioned prior to the discussion. During the introduction, participants will be asked to respect the privacy of the other participants. In addition, they will be asked not to disclose anything outside of the focus group.

Confidentiality The data from the study will be analyzed by Sara Callor and staff at Institutional Research Department. No individual information of participants will be linked to the results. All materials, aside from the thesis paper with aggregated data, will be stored in a secure location in the Institutional Research Department and Accessibility Services Office. All access to files will be restricted to staff.


Focus Group Script

Introduction Welcome, everyone! Thank you for volunteering to come today. I am interested in getting your feedback on accessibility at UVU. I want to understand your experience at UVU and what has worked and what has not worked for you to be successful in your education. Information gathered today will be summarized in my student thesis paper. This discussion may not directly benefit you. The purpose of this group is to get your feedback on how UVU can better serve students who have worked with Accessibility Services.

My name is Sara Callor and I will guide the discussion. I will ask you specific questions and open the conversation for you to comment. This is a safe environment. Please be respectful and honest. There are no right or wrong answers. I will record this discussion in-order to review important information that will be discussed today.

Know that this information that we gather today will be compiled into a summary in my thesis paper. This group is confidential. What is said here should not be repeated outside of this room. Realize that what is said here could be repeated by another member of the group. Please keep the privacy of others and do not repeat any information involving members of the group.

Before we begin, please fill out the consent forms that are on the table. If you do not wish to participate, you are free to withdraw from the study. The coupons and pizza may be distributed at the end of the study.

Opening Question Let us go around the room and share our names, majors, and an activity that you do for fun.

Question 1 – “Accessibility” 1. Main Question

a. What comes to mind when you hear the word “accessibility?” 2. Scenario and Question

a. Think back to when you may have struggled fulfilling a task. You may have felt you needed help to complete it. You notice though that others seem to do the task with more ease. The task could be a quiz, remembering information, getting to class on time or any other type of task. What strategies could be used to assist you?

3. Probing Question/Statement a. Discuss how UVU helps people with disabilities. b. What are your thoughts regarding accessibility at UVU?

Question 2 – Accessibility Services 1. Scenario and Question

a. Think about the first time you met with a counselor in Accessibility Services. How did you feel about the experience?

2. Probing Question/Statement a. Please explain what went well and what may have gone better. b. Does anyone share similar feelings? c. How do you feel they could have helped you better?

Question 3 - Challenges 1. Scenario and Question

a. Imagine that a first-time student has a disability that could make it harder to be on time to class. If they are late to class, they will be docked attendance points. What are your thoughts regarding this scenario?


a. What could this student do in this situation? b. How do you feel about the resources that Accessibility Services provides? c. Discuss your thoughts regarding resources or tools that…

i. UVU does not currently have. ii. UVU could improve iii. Another university or organization has that UVU could provide

d. Discuss your thoughts regarding class scheduling e. If you needed to talk to your professor to receive any type of aid, would you feel

comfortable doing so? i. What could you do if your professor was unable to assist you or refused help?

Question 4 - Resources 1. Main Question

a. What are your thoughts regarding instructional material and technology for students with disabilities?

2. Probing Question/Statement a. What materials or technology has not worked for you? b. What have you had to do to compensate for any assistance you may not have received? c. How do you feel these resources could be improved to help students with disabilities to

experience UVU with more ease?

Question 5 - Student Voice 1. Scenario and Question

a. Inclusion is one of the core themes of UVU. Accessibility is a part of Inclusion. How do you feel the topic of disability and accessibility are viewed on campus?

b. Please discuss your feelings regarding UVU’s goal to be inclusive, especially for students with disabilities. Think about a time when disability was discussed on campus. If you cannot think of an experience, please mention it.

2. Probing Question/Statement a. In your opinion, what are the most important issues related to accessibility for students

with disabilities at UVU?

Question 6 - Safety 1. Main Question

a. Discuss safety at UVU and any barriers you have experienced while at UVU. 2. Probing Question/Statement

a. How has UVU addressed accessibility concerns for students?

Question 7 - Structure 1. Scenario and Question

a. Think about the layout of UVU and your experiences navigating across campus. Picture any areas that you may have noticed was not inclusive or accessible for some people. You may have experienced it personally. What areas on campus do you feel are concerns for accessibility?

2. Probing Question/Statement a. Discuss any possible solutions.

Question 8 - Feedback 1. Main Question

a. Please provide any further feedback on how to improve accessibility at UVU.


Table A2

Focus Group Consent Form

Purpose

Sara Callor is organizing a focus group for her student thesis project. The purpose of the student project is to learn more about accessibility at UVU. You are invited to participate in the focus group. Results from the focus group may potentially increase resources on campus for students with disabilities. The discussion will provide answers to questions regarding accessibility, as well as possibly providing unknown concerns for decision-makers and the Accessibility Services. The goal is to increase awareness of accessibility concerns and assist individuals who may need more assistance than what is currently provided. Information and data collected in the focus group will be summarized in Sara’s student thesis paper.

Procedures

You will participate with around 5 to 11 other students. A moderator will facilitate the discussion while two other researchers take notes of the focus group. The session will be recorded for the purpose of summarizing the information discussed in the focus group. If you choose to participate, you will be asked to discuss experiences you may have had with accessibility and disabilities at UVU. Understand that your participation is voluntary, and you may withdraw from the focus group at any time.

Benefits and Risks

Your participation may benefit you and other students who relate to disabilities and accessibility concerns. There will be no direct benefit of participating in the focus group. Results of the focus group will be published in a thesis paper and given to Accessibility Services. There will be no risk other than what can be experienced in regular conversation. You may leave the discussion at any time throughout the discussion if any emotional distress arises. UVU provides many services to assist students during emotional distress, such as Crisis Counseling, Mental Health department, Accessibility Services, and other departments on campus.

Confidentiality

The data from the study will be analyzed by Sara Callor and staff at Institutional Research Department. No individual information of participants will be linked to the results. All materials, aside from the thesis paper with aggregated data, will be stored in a secure location in the Institutional Research Department and Accessibility Services Office. Only Institutional Research and Accessibility Services staff will be allowed access to the files.


Consent

By signing this consent form, you are indicating that you read the above information, and consent to participate in the focus group.

Your signature: _____________________________________ Date: ________________

Printed name: ____________________________________________________________

In addition, I also consent to having the focus group audio recorded.

Your signature: _____________________________________ Date: ________________

Signature of researcher: __________________________________ Date: ____________

Printed name: ____________________________________________________________

The researcher will keep this consent form for at least six months beyond the end of the study.

If you have any questions, please contact Sara Callor. You may reach Sara Callor at [email protected] or 801-857-7095. If you have any questions or concerns regarding your rights as a participant in this focus group, you may contact the Institutional Review Board (IRB) at [email protected]. Their office is located in BA 110. You may also report concerns through Ethicspoint. This site is anonymous and can report any concerns to the university. You can access Ethicspoint at: https://secure.ethicspoint.com/domain/media/en/gui/23421/index.html


Table A3

Focus Group Poster Design


Appendix B

Survey Report by Qualtrics

The survey data was analyzed and exported as a report on April 15, 2019. The following tables

and information show the results of the survey, as well as the process of conducting the research.

Table B1

Purpose

This research is designed for a student thesis project in the Integrated Studies program. Please be assured that your responses will be kept completely confidential. Procedures The study should take you around 10-15 minutes to complete. Your participation in this research is voluntary. You have the right to withdraw at any point during the study, for any reason, and without any prejudice. If you would like to contact the Principal Investigator in the study to discuss this research, please e-mail [email protected]. By clicking the button below, you acknowledge that your participation in the study is voluntary, you are 18 years of age, and that you are aware that you may choose to terminate your participation in the study at any time and for any reason. Please note that this survey will be best displayed on a laptop or desktop computer. Some features may be less compatible for use on a mobile device.


# Field Minimum Maximum Mean Std Deviation Variance Count

1

PurposeThis research is designed for a student thesis project in the

Integrated Studies program. Please be assured that your

responses will be kept completely confidential. Procedures The

study should take you around 10-15 minutes to complete. Your

participation in this research is voluntary. You have the right to

withdraw at any point during the study, for any reason, and

without any prejudice. If you would like to contact the

Principal Investigator in the study to discuss this research, please e-

mail [email protected]. By clicking the button below, you

acknowledge that your participation in the study is

voluntary, you are 18 years of age, and that you are aware that

you may choose to terminate your participation in the study at

any time and for any reason. Please note that this survey will be best displayed on a laptop or

desktop computer. Some features may be less compatible

for use on a mobile device.

1.00 2.00 1.04 0.20 0.04 92

# Answer % Count

1 I consent, begin the study 95.65% 88

2 I do not consent, I do not wish to participate 4.35% 4

Total 100% 92


Table B2

Question 2

Please check all that applies to you

# Answer % Count

1 Person with disability 14.46% 12

2 Family member, friend, or caregiver of a person with a disability 12.05% 10

3 Employed or volunteer at an organization that provides services to people with disabilities 10.84% 9

4 Person who has been injured while attending UVU 2.41% 2

5 None of these apply to me 60.24% 50

Total 100% 83


Table B3

Question 2

What type of disability do you have? (check all that apply)

# Answer % Count

1 Mobility 7.14% 1

2 Vision 0.00% 0

3 Auditory 0.00% 0

4 Mental Health 50.00% 7

5 Intellectual 14.29% 2


6 None of the above 7.14% 1

7 I prefer not to answer 7.14% 1

8 Other (please specify) 14.29% 2

Total 100% 14

Table B4

Other response

Response to Question 2 – Other (please specify)

Other (please specify) - Text

Chronic pain, arthritis, sometimes limits mobility.

dyslexic

# What type of disability do you have? (check all that apply) - Selected Choice Count

1 What type of disability do you have? (check all that apply) - Selected Choice 12.00

Table B5

Question 3

Which of the situations listed below make it most difficult for you to navigate? Rearrange these options from most difficult (1) to least difficult (8).



1 Sidewalk/ramp is too narrow 1.00 7.00 3.77 2.26 5.10 13

2 Bumpy transition at top and/or bottom of curb ramp 1.00 7.00 3.77 1.89 3.56 13

3 No curb ramp where one is needed 1.00 8.00 3.92 2.43 5.92 13

4 Overgrown plants 1.00 8.00 4.38 2.24 5.01 13


5 Movable objects blocking the way 2.00 7.00 4.77 1.19 1.41 13

6 Fixed objects blocking the way (e.g. posts) 1.00 7.00 4.23 1.80 3.25 13

7 Lack of texture or color contrast 2.00 8.00 5.85 1.92 3.67 13

8 Other (please specify) 1.00 8.00 5.31 3.17 10.06 13

Table B6

# Question 1 2 3 4 5 6 7 8 Total

1

Sidewalk/ramp is

too narrow

23.08% 3 15.3

8% 2 15.38% 2 7.69

% 1 0.00% 0 23.0

8% 3 15.38% 2 0.00

% 0 13

2

Bumpy transition

at top and/or

bottom of curb

ramp

7.69% 1 30.7

7% 4 7.69% 1 23.0

8% 3 0.00% 0 23.0

8% 3 7.69% 1 0.00

% 0 13

3

No curb ramp

where one is

needed

23.08% 3 7.69

% 1 23.08% 3 7.69

% 1 15.38% 2 0.00

% 0 7.69% 1 15.3

8% 2 13

4 Overgrown plants

7.69% 1 15.3

8% 2 23.08% 3 7.69

% 1 15.38% 2 7.69

% 1 7.69% 1 15.3

8% 2 13

5

Movable objects

blocking the way

0.00% 0 7.69

% 1 0.00% 0 30.7

7% 4 38.46% 5 15.3

8% 2 7.69% 1 0.00

% 0 13

6

Fixed objects

blocking the way

(e.g. posts)

7.69% 1 15.3

8% 2 7.69% 1 23.0

8% 3 23.08% 3 7.69

% 1 15.38% 2 0.00

% 0 13

7

Lack of texture or color contrast

0.00% 0 7.69

% 1 15.38% 2 0.00

% 0 7.69% 1 15.3

8% 2 38.46% 5 15.3

8% 2 13


8 Other

(please specify)

30.77% 4 0.00

% 0 7.69% 1 0.00

% 0 0.00% 0 7.69

% 1 0.00% 0 53.8

5% 7 13

Table B7

Question 4

Have you experienced the need for easier and closer accessibility to areas on UVU campus due to a disability, even a temporary use of walking aid, in at least the last 18 months while attending UVU?


1

Have you experienced the need for easier and closer accessibility to areas on UVU campus due to a

disability, even a temporary use of walking aid, in at least the last 18 months while attending UVU?

1.00 3.00 1.95 0.32 0.10 77

Table B8


# Answer % Count

1 Yes 7.79% 6

2 No 89.61% 69

3 No, it's been longer than 18 months 2.60% 2

Total 100% 77

Table B9

Question 5

What do you think about when you hear the word "disability?"

What do you think about when you hear the word "disability?"

Someone who needs assistance completing tasks they cannot do on their own

Unfortunate

less advantage

physical infirmities

A person who needs help or special accommodations because the are limited in some way.

Mainly physical disability, like people in a wheel chair and some extreme learning disabilities.

Needs extra aid

legal term referring to the differently abled with different accessibility needs.

Handicapped

Someone who needs different types of help to be successful

Anything because people stretch it out to mean that. Some deserving people, lots of loopholers.

accessibility

I think about a living challenge

requires assistance or modifications to move around.

Getting around campus is ridiculously hard for me and I don't have any disabilities. Also, if I had a disability I would hate people calling me "disabled."


Not accessible to something

I think about people who either have a learning impairment, or a physical impairment such as a walker, or no arms, etc. One who has a physical or mental disease that can make everyday tasks more difficult or time consuming than for individuals whom are healthy.

Someone who has a physical or mental ailment.

something that is limiting

Someone that needs assistance

The first thing that comes to mind is a permanent disability that makes movement more difficult for the individual

a wheel-chair

Need assistance to do simple tasks

Disabled

I think of those that maybe have a harder time getting around such as being in a wheel chair or need other means to transport themselves.

Symptoms or a condition that negatively affects the perceived optimal life experience.

handicapped due to previous illness, disease, or injury

Mental or physical enfeeblement, or something that impairs "normal" functions or actions

Mental health and learning disabillity

anything that hinders you from doing something normally

Disadvantaged.

Someone who has a condition that does not allow them to complete tasks as easily as an average human

Something that causes a need for extra support.

Both physical limitations, such as a need for a wheelchair or walker, or mental limitations that affect daily function

I think of a chronic physical and/or mental limitation.

Lack of ability

Needing assistance in some way

It makes me grateful for my ability.

ramp

Someone with a disability, like in a wheelchair or blind.

A difference that can cause some tasks that most would find simple, as something that is a slightly more challenging task for others.


a lessened ability or no ability to do certain things.

someone who needs accommodations

Someone who is not able to accomplish something

anything from physical stuff like unable to walk, to mental like dyslexia or mental illness

A person who is unable to preform certain daily tasks by themselves, or with great difficulty

A protected class that rightly needs accommodations.

A condition that limits a person from normal functions

physical or mental challenges

I think the word is too broad given what we understand now. Clearly or these answers would be a bit easier for me. It seems you’re primarily concerned with physical disabilities based on the questions, but that isn’t super clear. The work “disability” makes sense to have as a legal definition but it doesn’t seem to mean much in our particular environment. “Differently Abled” “Neurodivergent” — with these kinds of terms existing and having more commonplace acceptance, “disability” makes less and less sense.

A condition that make it harder for a person to do specific things

Difficulty doing something

I think of a word that is often times used negatively.

I think of a person who needs something extra for them to be able to learn effectively.

Someone who can't take care of themselves.

Handicap

Usually physical. Sometimes I think of "learning disability" because I have ADD which is technically a disability I guess

unfair treatment of mental health compared to physical

Those who suffer from a physical or mental condition and therefore need assistance with day to day tasks.

Someone with a handicap that needs some help accomplishing every day tasks.

Needs Assistance

Wheelchair

Difficulty getting around

Someone that would require special needs or assistance

Less able, but not unable

Wheelchair, blind, deaf, retarded etc.

In need


disabilities

having a hard time coping and being accepted by others (fitting in).

Severe physical or mental injury or incapacity

Table B10

Question 7

Q8 - Do you know others with a disability who have experienced a need for increased accessibility at UVU?


1

Do you know others with a disability who have experienced

a need for increased accessibility at UVU?

1.00 2.00 1.72 0.45 0.20 65

Table B11

# Answer % Count

1 Yes 27.69% 18


2 No 72.31% 47

Total 100% 65

Table B12

Question 8

Are these experiences due to: (check all that apply)

# Answer % Count

1 an observable (visible) disability 34.21% 13

2 an invisible medical disability 23.68% 9

3 a psychological (invisible) disability 21.05% 8

4 a learning disorder (invisible disability) 21.05% 8


Total 100% 38


Table B13

Other response


# Are these experiences due to: (check all that apply) - Selected Choice Count

1 Are these experiences due to: (check all that apply) - Selected Choice 18.00

Table B14

Question 9

Do you know about the Accessibility Services Office at UVU?


1 Do you know about the

Accessibility Services Office at UVU?

1.00 2.00 1.45 0.50 0.25 75

Table B15


# Answer % Count

1 Yes 54.67% 41

2 No 45.33% 34

Total 100% 75

Table B16

Question 10

Have you ever used the Accessibility Services Office at UVU as a resource?


1 Have you ever used the

Accessibility Services Office at UVU as a resource?

1.00 2.00 1.73 0.44 0.20 41

Table B17

# Answer % Count

1 Yes 26.83% 11


2 No 73.17% 30

Total 100% 41

Table B18

Question 11

Was Accessibility Services able to assist you with any accessibility concern?


1

Was Accessibility Services able to assist you with any

accessibility concern? - Selected Choice

1.00 2.00 1.27 0.45 0.20 11

Table B19

# Answer % Count

1 Yes 72.73% 8

2 No 27.27% 3



Total 100% 11

Table B20

Question 12

What accommodations are you aware of that UVU provides?

What accommodations are you aware of that UVU provides?

Mostly test and note taking help.

I'm not sure, but I'm sure there are many.

none

elevators, ramps

They will help those students who need can't take notes, or interpret for deaf people.

Note takers in classes, and time allowed on tests.

Handicap parking, help in classes, aid for tests

Mental health accommodations involving more time on tests, note-taking helpers, and extra time on certain assignments.

Translation, sign language, written words for.videos

i am not aware of any

It seems like everywhere is wheelchair-accessible, and I know classes always begin with a disclaimer that there are accommodations for disabilities.

Assisted writing, extra time on tests, copies of overhead materials

Not aware

Reserved parking and wheelchair accessible entrances.

There are quite a few, is this question asking about accommodations in classes, outside of classes, etc.?

longer test times.

Increased test time, better chairs, aids for those who are hard of hearing or seeing. I was a student at the University of Utah and used their services when my disease was more active, I didn’t here because I was concerned about discrimination from my peers.


Help with classes to allow more time for assignments and tests.

Note taking, ASL interpreters

Mental health services, medical services

Note taking, tutoring

better chairs, longer test taking time,

None

I don't know, elevators?

I know they are good at providing ADA accommodations and I am sure they provide much more.

I would assume all reasonable or legally enforced accommodations are covered. Since I am not personally affected, I have no say if these accommodations are fully encompassing or not.

Note-takers, extensions on assignments.

Quiet testing areas, testing aids, testing for mental disability/function

to have a test taken in a private room, more time on test, have someone read you the test, to have a textbook for the deaf and blind, have a thing on color paper, have different chairs for students, to have a sign language interpreters, to have a note taker in their class, and many more things they do as long as you can prove that you need it in an IEP or other testing.

None.

Testing proctors

Extra testing time, private testing room in CTC

Pretty much anything that a student needs to success in their education UVU can provide it.

Academic accommodations

Not many. I know that UVU offers accommodations for the hard of hearing and visually impaired, tutoring for learning disabilities, and counseling for those going through emotional distraught.

Note taking, audio, distraction free testing, extended time.

I've never looked into it. I'm not disabled.

Help in class, elevators, equipment needed for lectures, completing homework, or things needed for in-class participation.

ramps, elevators, extra time given for tests, different chairs, etc.

Handicap parking and ramps

I know they offer accommodations for things like dyslexia by giving extra time on tests and stuff like that. I assume that they offer physical accommodations as well, but I am not aware of what they are.

Note takes in class, ramps, closed captioners(type the lecture as it is happening)

I know that they pay other students to take notes for students who have a disability because I have done it before.


extended time on assignments and tests, note takers, screenreaders

Note taking help, specific seat placement in class, recording devices, longer test time, reduced distraction testing, class/exam breaks, I know of more that I can’t think of now

Testing accommodations, note taking accomodations

Support for learning, transportation, classroom environment, etc.

In classrooms, there are several desks that are reserved for particular students with disabilities. These desks are usually for students in wheelchairs, whom cannot use the standard 1 piece desks.

Notetaking.

Just note takers for people who may need that.

classroom help for obvious disabilities

I cannot think of any accommodations.

helping with test accommodations, help people take a leave of absence due to a serious emergency, etc.

Providing someone who knows sign language to deaf or hard of hearing students.

Direct class assistance in participation (on a teacher level)

Automatic doors, evevators, ramps

Ramps... Elevators...

Elevators

Parking

the wellness program, tutors for certain subjects, gear up, trio, testing center, and writing center

Honestly, I don't know of any in regards to disabilities.

Table B21

Question 13

If you are aware of the current accommodations that UVU provides, how do you feel about them?



1

If you are aware of the current accommodations that UVU

provides, how do you feel about them?

1.00 5.00 2.43 0.80 0.65 65

Table B22

# Answer % Count

1 Very satisfied 13.85% 9

2 Satisfied 33.85% 22

3 Neutral 49.23% 32

4 Dissatisfied 1.54% 1

5 Very dissatisfied 1.54% 1

Total 100% 65


Table B23

Question 14

How often have you had to rearrange your class schedule as a result of a limited amount of time between classes and your next destinations?


1

How often have you had to rearrange your class schedule as

a result of a limited amount of time between classes and your

next destinations?

1.00 5.00 4.12 1.14 1.30 74

Table B24

# Answer % Count

1 Every semester 2.70% 2

2 Most semesters 10.81% 8

3 Fewer than half of my semesters 10.81% 8


4 1 or 2 semesters in the past 22.97% 17

5 Never 52.70% 39

Total 100% 74

Table B25

Question 15

If so, please describe the situation.

If so, please describe the situation.

my classes are far apart so im often late, i try to be on time by moving my schedule

i have to create free time to eat and regroup, so not to get overwhelmed. i also have a strict sleeping schedule so classes must fit in between that.

Sometimes when one class is in the GT building but your next class is in the CB building

One semester, i had to switch my schedule because i had one class in the LA building and then my next class was in the GT building. I only had 10 minutes to get there. My inflammatory arthritis can cause a lot of pain in my feet, knees, hips, back, neck, and fingers. Sometimes I have a hard time walking from class to class, or writing at a normal pace for notes and homework. Most of the time I don’t have to rearrange my schedule, but then one class that I need to take always ends up being a “getting there on time” issue Most of my class times are within 5-10 minutes of each other. However, many of my classrooms are located on different sides of campus. Time in between classes is spent sprinting across campus. I work full-time and go to school full-time. It's the only way I can afford to go to school. This past semester I ended up dropping all my classes on campus and took all online classes because I was so sick of the parking & bus situation. There's never any parking, if you have a late morning class you might not be able to get on the bus (because it's too full), and the campus is built strangely, annoyingly, spread out. I have had to rearrange my schedule a couple of semesters because the classrooms were too far apart and I couldn’t make it in time. I have also had to adjust so that I could work a specific schedule

I had a class that I had to drive to with only 10 minutes between classes

I had a class on west campus and like a fifteen minute break between my classes and I would get to class a few minutes late each time and my teacher wouldn't except it so i switched my classes. I don't remember. I just know I've had to change my schedule sometimes when I didn't plan for enough time in between buildings far apart.

Classes on opposite sides of campus...West campus class.


Class from the CB to the CS

Table B26

Question 16

How often do you visit UVU main campus?


1 How often do you visit UVU main campus? - Selected Choice 1.00 4.00 1.46 0.87 0.76 74

Table B27

# Answer % Count

1 More than 3 times a week 72.97% 54

2 At least once a week 14.86% 11

3 Not often 5.41% 4



Total 100% 74

Table B28

Other Response



twice a week this semester, but typically more often.

I have all my classes on the west campus, but I used to go there multiple times a week.

Twice a week.

never anymore unless I need books.

Everyday

Table B29

Question 17

How have you traveled across campus? (Please check all that apply)


# Answer % Count

1 Walk 86.25% 69

2 Cane or other walking aid 0.00% 0

3 Crutches 3.75% 3

4 Wheelchair 0.00% 0


Total 100% 80

Table B30

Other Response



Campus Shuttle

shuttle near library


bus

Bus

Run

Walking and driving

free bus shuttle

I haven't had to travel between classes

Table B31

Question 18

Have you encountered any barriers to accessing a building on campus? If so, please describe the situation below.

Have you encountered any barriers to accessing a building on campus? If so, please describe the situation below.

Construction.

I have a hard time with stairs so it sucks when the elevators are out of service

I have not.

It's freakin confusing when going from some buildings to another.

Just finding camping.

N/A

N/A

N/A

NA

No

No

No

No

No


No

No

No

No

No

No I haven't.

No.

No.

Noorda Center is way off of campus and is hard to access from the rest of campus

Some buildings are very far away from any parking, such as SB.

Steps, massive crack in the NW entrance to the LA currently that needs repaired. Horrible curbs that do not allow for wheelchairs or cyclists almost everywhere on campus. No safe place to walk in the large lots by CB and FL

never

no

no

no

none

none

on a snowy day a bus driver gave limited details on about the bus stops and it was my first time taking the bus. i got dropped off at the noorda center and had no idea how to get to my classroom- every person i asked gave different directions and i had a panic attack.

parking

Table B32

Question 19

Have you volunteered in any leadership programs on campus?



1 Have you volunteered in any

leadership programs on campus?

1.00 2.00 1.90 0.29 0.09 73

Table B33

# Answer % Count

1 Yes 9.59% 7

2 No 90.41% 66

Total 100% 73

Table B34

Question 20

Have you encountered any barriers to participating in any program or activity on campus? If so, please describe the situation in the box below.


Have you encountered any barriers to participating in any program or activity on campus? If so, please describe the situation in the box below.

No.

No I haven't.

No

none

No

No

NA

no

No

No

No

no

only when doing construction

No.

No

No

No

never

N/A

I live far away. I also don't feel accepted at the health campus because I am not involved in the LDS church

no

I have not.

when i went to the accessibility center to learn about the help they offer, it was very aggressive and frightened me more than anything. the way the information was presented was “college isn’t for everyone” and went downhill from there. my disability is mental and i felt it was not understood or treated with proper care. it was a very upsetting first impression of uvu.

None.

none

No


No

Table B35

Question 21

Which of the locations below are most important to fix for increased accessibility? (Please check all that apply)


# Answer % Count

1 Browning Administration 8.75% 7

2 Business Resource Center 0.00% 0

3 Clarke Building 5.00% 4

4 Computer Science 8.75% 7

5 Development Center 0.00% 0

6 Environmental Technology 0.00% 0

7 Extended Education 8.75% 7

8 Fulton Library 3.75% 3

9 Gunther Technology 16.25% 13

10 Liberal Arts 8.75% 7

11 Losee Center 5.00% 4

12 McKay Education 3.75% 3

13 Noorda Theatre 2.50% 2

14 Pope Science 2.50% 2

15 Rebecca Lockhart Arena 2.50% 2

16 Science Building 2.50% 2

17 Sorensen Center 2.50% 2

18 Sparks Automotive 7.50% 6

19 Student Life and Wellness Center 2.50% 2

20 UCCU 2.50% 2

21 Woodbury Business 3.75% 3

22 Other 2.50% 2

Total 100% 80

Table B36

Question 22


What other locations on campus do you feel are most important to fix for increased accessibility?

What other locations on campus do you feel are most important to fix for increased accessibility?

I'm not sure.

none

i don't know about "fixing" but the elevators in the computer science building are WAY too slow. Those piston elevators are way over engineered. Should just use regular cable elevators.

None

Sidewalks. Just South of CB at the entrance to the parking lot on the south side of LA, the curb doesn’t allow a wheelchair or cyclist. It’s really a joke and I am surprised UVU has these issues.

no other

accessibility is simple for all buildings if you can find a parking spot

I’ve noticed how incredible difficult it is to get around without using stairs on the mountain side of campus

West Campus

None that I can think of.

parking

none

All

I don't know

Table B37

Question 23

What is your gender?



1 What is your gender? - Selected Choice 1.00 4.00 1.49 0.58 0.33 73

Table B38

# Answer % Count

1 Female 53.42% 39

2 Male 45.21% 33



Total 100% 73

Table B39

Question 24

What is your age?



1 What is your age? 1.00 7.00 1.52 1.01 1.02 73

Table B40

# Answer % Count

1 18-24 years old 67.12% 49

2 25-31 years old 23.29% 17

3 32-38 years old 5.48% 4

4 39-47 years old 1.37% 1

5 48-54 years old 1.37% 1

6 55+ years old 0.00% 0



Total 100% 73

Table B41

Question 25

What is your ethnicity? (Please check all that apply)


# Answer % Count

1 White 84.81% 67

2 Hispanic or Latino 5.06% 4

3 Black or African American 1.27% 1

4 Native American or American Indian 3.80% 3

5 Asian 2.53% 2

6 Pacific Islander 1.27% 1

7 Other 0.00% 0


Total 100% 79

Table B42

Question 26

What is the highest degree or level of education you have completed?



1 What is the highest degree or

level of education you have completed? - Selected Choice

1.00 5.00 1.87 1.53 2.34 71

# Answer % Count

1 High school diploma or equivalent 69.01% 49

2 Bachelor's degree 11.27% 8

3 Master's degree 1.41% 1

4 Doctorate 0.00% 0


Total 100% 71

Table B43

Other Response



associates degree

Associates

Associate

associates degree

Associates degree

High School, and some other college level classes from before attending UVU.

Associate's Degree

associates

Associates


Associates Degree

almost an associates

Associates

an associate in science

Table B44

Question 27

What is your current employment status? (Please check all that apply)


# Answer % Count

1 Employed full-time (40+ hours a week) 14.88% 18

2 Employed part-time (less than 40 hours a week) 29.75% 36

3 Unemployed 7.44% 9

4 Student 35.54% 43


5 Volunteering 4.96% 6

6 Self-employed 1.65% 2

7 Receiving financial assistance 4.96% 6

8 Unable to work 0.83% 1


Total 100% 121

Table B45

Question 28

If you have any further comments in regards to accessibility at UVU, please explain.

If you have any further comments in regards to accessibility at UVU, please explain.

nope

i think maybe the wheelchair ramp by the liberal arts building might have too tight walls, should maybe have space for people going up and down, but that's just my uneducated opinion. My friend recently had knee surgery and expressed how horrible the handicap parking is. Are they any services for a wheelchair or crutches bound person to help get around? Some buildings like SB are so far from the nearest parking lot. It would be nice if the made a video of how the new online programs work with summiting for accommodations for each semester Many students, including myself, feel that UVU’s accessibility services do not institutionally recognize mental illness as a disability and that needs to change.

No comments.

it would be a good idea to get some accessibility counselors who are trained in mental health and understand what help is necessary, and also the proper way to treat clients. a broken brain is not visible, unlike being blind, but both create different massive challenges. mental health clients most likely are too afraid to seek help, or when they do they are turned away or treated ignorantly. if the accessibility center is for everyone, get staff who treat it as such. when i visited the center i felt the person doing my assessment could not even comprehend what i was saying or what i deal with every day for my own challenges- i felt the meeting bawling and almost pulled out of school. if you’re going to offer services to everyone, you better understand what you could be dealing with.


Appendix C

Campus Navigation App Design Concept

Table C1

Wireframes

The designs above are wireframes. After some research, it was learned that users wanted a sense

of community for the app and to able to find locations, such as vending machines, outlets, and


study spots. The first wireframes showed the ability to add different types of paths that led to

stairs or elevators. The ability to rate paths and learn about nearby events enabled users to

improve their navigation experience.

Table C2

Wireframes – Iteration 2


The flow of the screens was adjusted, starting with a notification screen. The story begins

with the user receiving a notification about a class starting in fifteen minutes. The user would

click on the notification and be sent to a screen in the app. The screen would show the map of

UVU with a path leading to the user’s location to the class. Filter options would be shown to add

stops or adjust the type of path. Once the user decided on possible filters, the user would click on

the “go” button to lead to the navigation. After following the navigation, the user would arrive to

their destination and receive a notification to rate the path. In the scenario, the user would need

to charge their phone and would locate an outlet nearby. Once the phone is connected, the app

would be alerted that the phone was charging. A notification would alert the user asking if they

were charging their phone in an outlet. The user would “check-in” which would alert other users

that the outlet was in use. Once the user was done using the outlet, they could report if there were

any issues with the outlet. After testing this prototype, it was discovered that the word “check-in”

was confusing to participants. Many participants were unsure why the app needed to know that

they were using an outlet. The next prototype fixed the issue.

The next prototype contains a sign-in page that enables users to connect to myUVU so

that their schedules sync with the app. Notifications will appear asking the users to enable

notifications, camera, location, and other features. Then onboarding will begin so that users

understand all of the features of the app. Users will customize their navigation experience by

answering questions relating to how they usually travel and where they usually go. Their

behavior patterns will be considered in their navigation. For instance, if a user is in a wheelchair,

only elevators will be used. The notification screen will appear in the next scenario showing how

a user can click on the notification to then send the user straight into the navigation from the

schedule alert. Options to add destinations, such as food locations, outlets, and other areas will


appear. Once the navigation is complete, the user will be directed to rate the path. Points will be

given to the user for certain “milestones” and “achievements.” These points can be used in

various locations on campus, such as food places and the bookstore. This point system

encourages users to continue to use the various features of the app.

Table C3

Iteration and Revision 3





Table C4

Onboarding Experience – Sign in or Sign up


Table C5

Onboarding Experience – Set your preferences

Table C6

Onboarding Experience



Table C7

Navigation through Augmented Reality

The prototype can be viewed at https://invis.io/G7RT833N9QF. More information

regarding the process of designing the app can be found at

https://docs.google.com/presentation/d/1KUjUPyTQz3pzbDuZV-

xCNqYmDyac9dXmEBcsCUIfHGA/edit?usp=sharing.


Documents

The User Experience in Accessibility in University Access ... · Communication emphasis with design principles in UX Design from my Graphic Design emphasis. The research was used