8-85 to present Center for Persons with Disabilities, Utah State University, Logan Utah. Staff member of a University Center for Excellence in Developmental Disabilities, Education, Research, and Services. Positions span a variety of responsibilities. Each is described below




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Название8-85 to present Center for Persons with Disabilities, Utah State University, Logan Utah. Staff member of a University Center for Excellence in Developmental Disabilities, Education, Research, and Services. Positions span a variety of responsibilities. Each is described below
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VITA


CYNTHIA J. ROWLAND

Center for Persons with Disabilities

Utah State University

Logan, Utah 84322-6800

Cyndi@CPD2.usu.edu


EDUCATIONAL

BACKGROUND


1996


Ph.D.


Early Childhood Special Education, Utah State University, Logan Utah.





1984

M.S.

Communicative Disorders, Utah State University, Logan Utah





1980

B.S.

Speech and Hearing Science, University of California at Santa Barbara, CA.





CERTIFICATIONS

Utah State Teaching Credential

American Speech-Language-Hearing Association (ASHA) Certification (CCC-SP/L)


PROFESSIONAL

EXPERIENCE


University Centers for Excellence in Developmental Disabilities Education, Research and Services


8-85 to present Center for Persons with Disabilities, Utah State University, Logan Utah. Staff member of a University Center for Excellence in Developmental Disabilities, Education, Research, and Services. Positions span a variety of responsibilities. Each is described below.

10-10 to present

Project Director, StartSmart K-3 Plus New Mexico Validation study. Using the gold standard for research (i.e., randomized control design) this project will evaluate the impact of 4 years of an extended school year on academic and social outcomes of over 2,000 students across 4 school districts in New Mexico. It will also provide a cost study and funding formulas for New Mexico’s extended school year model. The large (over $19 million) project is funded through the U.S. Department of Education Investment In Innovation Fund and the support of several foundations (#U396B100267).


7-03 to present

Technology Director, National Center on Disability and Access to Education (NCDAE). The Center leads efforts to solve problems of disability access to technologies used in education. (Prime award, U.S. Dept of Ed Project # P116Z030143). Also, Principle Investigator on three projects awarded to NCDAE. These were funded competitively out of the U.S. Dept of Ed. The first was an OSERS Steppingstones of Technology Development Phase I Project (#H327A070057) with a focus on creating a mechanism for web developers to evaluate some cognitive aspects of their designs so they may improve the web experience for those with cognitive disabilities. The second was a FIPSE Comprehensive Project (#P116B070167), Project GOALS, with a focus to create policy-based materials and an online self-study tool so that postsecondary institutions may engage in continuous improvement of institution wide web accessibility efforts. The third is a FIPSE Comprehensive Project (#P116B100152) will extend the GOALS agenda by working with regional accreditation entities (e.g., SACS, WASC) and regional education compacts (e.g., WICHE, SREB).


1-03 to present

Associate Director, Center for Persons with Disabilities at Utah State University. Aid in the administrative activities of the Center. Conduct advocacy and legislative efforts, chair the international committee as well as the Web committee, take leadership in several Center initiatives, and increase visibility of the work of the Center.


9-98 to present

Executive Director, Keeping Web Accessibility In Mind (WebAIM). This project delivers training, tools, and services to web developers to create websites that are fully accessible to those with disabilities. The program is international in scope. It began as a Federal project to assist postsecondary education and has been sustained for over a decade. Partners in the initial federal effort included, American Association of Higher Education, Black Board Inc., and George Mason University (Principle Investigator of LAAP grant #P339A99064). Also, Principle Investigator of Keeping Web Accessibility In Mind in K-12 Schools (WebAIM K-12). This 4-year federal project (2002 – 2004) focused on solutions to inaccessible Web sites in our K-12 schools. A system for change in districts and states was developed. Also developed was a curriculum to be used in technology training (OSERS grant #H325N020064).


9-98 to 2002

Principle Investigator, Curriculum Reform in Distance Education. The focus of this 3-year federal project was to develop and evaluate the use of a technology tool (hybrid CD-ROM with Internet capabilities) that enables an instructor to place students in authentic simulations at a distance. These video simulations allow students to (a) apply and reflect upon what they have learned with instructor support and feedback, and (b) participate in a community of learners who engage in real world problem-solving. (FIPSE grant #P116B981264).


10-94 to 2003

Project Director, Collaborative Early Childhood Special Education Project, Logan, UT. Coordinate a multi-university effort to prepare rural and remote personnel for Utah’s early childhood special education certificate through distance education. Advise students, develop and deliver courses, supervise practica and student teaching experiences, and participate in technology enhancements to the program including CD-ROM’s and Internet applications. Distance delivery is via interactive television with heavy emphasis on Internet communications.


1-96 to present Departmental appointments, Utah State University, Logan Utah. Participation briefly described below.


10-97 to present

Research Assistant Professor, Department of Special Education and Rehabilitation, Utah State University, Logan, UT. Participate in the preparation of undergraduate and graduate students in early childhood special education through instruction, supervision and advisement. Participate in research and grant activities within the departments, serve on graduate committees.


1-96 to 1999

Assistant Professor, Department of Communicative Disorders and Deaf Education, Utah State University, Logan, UT. Participated in the preparation of undergraduate and graduate students in communicative disorders through instruction and clinical supervision. Specialties include communicative development in young children with disabilities, persons who use augmentative or alternative communication, emergent literacy, and functional communication training for students with severe disabilities. Served on graduate committees.


9-89 to 9-94

Doctoral Fellow in early childhood special education, Department of Special Education, Utah State University, Logan, UT. Participated in the development and validation of a videodisc-based curriculum to teach preservice and inservice early childhood special educators naturalistic intervention techniques (OSERS grant # H029K10014).


8-85 to 10-89

Speech/Language Pathologist, Division of Services, Center for Persons with Disabilities, Utah State University, Logan, UT. Duties were fivefold in the University Affiliated Program:

  1. Team member and service coordinator in the Family Infant Program (FIP). This transdisciplinary program serves the needs of infants and toddlers who have disabilities and their families;

  2. Team member in Clinical Services. This program provides interdisciplinary diagnostic services for persons throughout the intermountain west. Most team assessments are conducted for clients with complex needs, or those involved in due process proceedings;

  3. Team member of the Education Unit. Direct and collaborative services were provided to school-aged children with severe and multiple disabilities. Served as a regional team leader in the State wide Assistive Technology Team (SWAT team) to evaluate and provide augmentative and alternative communication devices to school-aged students.;

  4. Participated in the development and execution of grants and research in the Division of Services;

  5. Discipline Coordinator for Speech Pathology and Audiology services at the University Affiliated Program.



8-83 to 8-85 Box Elder County School District, Brigham City Utah. Participation briefly described below.


8-83 to 8-85

Speech/Language Pathologist, Box Elder County School District, Brigham City, Ut. Provided both direct and consultative services for students with communicative needs in Utah's largest school district. Students served ranged in age from primary through high school grades.


PROFESSIONAL

ACTIVITIES


Refereed Publications


Rowland, C. Mariger, H., Siegel, P., & Whiting, J. (2010). Universal design for the digital environments: Transforming the institution. Educause Review, 45(6), 14-26.


Rowland, C., Mariger, H., Whiting, J., & Christensen, W. (2009). Best Practice indicators for institutional web accessibility. Available [Online] http://ncdae.org/goals/indicators.cfm


Mariger, H., Rowland, C., Whiting, J., & Christensen, W. (2009). Leading the charge: Ensuring your insitutuion’s web presence works for everyone. GOALS Action Paper. Available [Online] http://ncdae.org/goals/actionpaper.cfm


Opitz-Savi, C., Savenye, W., & Rowland, C. (2008). The effects of implementing web accessibility standards on the success of secondary adolescents. Journal of Educational Multimedia and Hypermedia 17(3), 387-411.


Andersen, A., & Rowland, C. (2007). Improving the Outcomes of Students with Cognitive and Learning Disabilities: Phase I for a Web Accessibility Tool. Proceedings of the ninth international Association for Computing Machinery ACCESS conference on computers and accessibility. Tempe, AZ: ACM SIGACCESS. 221-222.


Rowland, C. (2007). Case Studies in training and professional development for Web accessibility in higher education. ATHEN E-Journal (1) 2. Available [Online] http://www.athenpro.org/node/52


Rowland, C. (2006). Assistive Technology Practice in the United States: Lessons learned from implementation. Practices of Assistive Technology for Students with Disabilities. National Korea Institute for Special Education: Ansan, Korea. 98-122.


Rowland, C (2004). Evidence-Based Practice in Developmental Disabilities through Distance Learning: Methods and results from four projects. Online Accessibility Training. Proceedings of the 38th annual Gatlinburg conference on research and theory in intellectual and developmental disabilities. Lowell, MA: University of Massachusetts Medical School. 36.


Rowland, C. (2004). The National Center on Disability and Access to Education. Proceedings of Ed-Media 2004, World conference on educational multimedia, hypermedia and telecommunications. (Cantoni and McLoughlin Eds.) Norfolk, VA: Association for the Advancement of Computing in Education. 5218-5219.


Opitz, C., Savenye, W., & Rowland, C. (2003). Accessibility of state department of education home pages and special education pages. Journal of Special Education Technology, 18(1), 17-28. Reston, VA: Technology and Media Division of the Council for Exceptional Children


French, D., Valdes, L. & Rowland, C. (2003). Electronic Accessibility: USA and international perspectives (Chapter 8). In French, Hale, Johnson, and Farr (Eds.) Internet Based learning: A framework for higher education and business. 125-144, Victoria, BC, Canada: Trafford Publishing.


Rowland, C. (2003). Don’t forget us! Creating institutional policy to support Web access for those with disabilities (Appendix 9.2). In French, Hale, Johnson, and Farr (Eds.) Internet Based learning: A framework for higher education and business. 179-184, Victoria, BC, Canada: Trafford Publishing.


Rowland, C (2002) Weaving the Web for all: Creating institutional policy to support Web access for those with disabilities. Procedings of Ed-Media 2002, World conference on educational multimedia, hypermedia and telecommunications. (Barker, & Rebelsky Eds.). American Association for Computing in Education. 2157-2177.


Rowland, C. (2001). Keeping web accessibility in mind: I & R services for all. Journal of the Alliance of Information and Referral Systems, 23, 161-187, Seattle, WA: AIRS.


Rowland, C. (2000). Accessibility of the Internet in Postsecondary Education: Meeting the Challenge (Chapter 4). In French, Baker, & Johnson (Eds.) Universal Web Accessibility. San Marcos, TX: Texas Longterm Care Institute Publishers, Southwest Texas State University.


Rule, S., Losardo, A., Dinnebeil, L., Kaiser, A., & Rowland, C. (1998). Translating research on naturalistic instruction into practice. Journal of Early Intervention, 21 (4), 283-293. Reston, VA: Division for Early Childhood.


Rowland, C., Rule, S., & Decker, D. (1996). The promise and practical application of technology to prepare early intervention personnel. Infants and Young Children, 9 (1), 63-74. Frederick, MD: Aspen.

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