A Case for Improving the Accessibility of Electrical and Computer Engineering Education – Starting with a Blind Student's Autoethnography

Abstract

Electrical and computer engineering (ECE) theory and tooling are foundational prerequisites for learners’ success in designing and building systems (so called “making” activities) and in several STEM majors in higher education. However, ECE education remains significantly inaccessible to students who are blind or have low vision (BLV), due to the field's weighty reliance on visual content. In this work, we reflect on the autoethnographic account of the first blind student to complete the introductory ECE and making course at our educational institution, identifying three main areas pertaining to the overarching theme of inequitable challenges, including the student's experiences with (1) conceptual learning and tooling, (2) translating theory into practice, and (3) experimenting with learning methods and approaches. We then bring together our findings, previous works, and existing tools to propose a preliminary list of design considerations to inform the development of future accessible tools for ECE education and reduce access barriers to the field.

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