[Athen] FW: Job Posting-Academic Tech. Specialist
rmhaven at stanford.edu
Tue Jan 22 12:50:54 PST 2008
Hi, Ron (and all)!
I was just about to repost this job opening to the list (I did so
last November along with some insights), so thanks for saving me the
Walking on water is not required, but it helps to have a broad
background and an innovative bent. My 7+ years in that position have
been the most challenging of my professional life (and I mean that in
a good way).
As for cost of living, I moved here from Arizona in 2000 and found
that the increase in cost of living and increase in salary
more-or-less balanced each other out. But then again, I was renting,
not buying a house.
Rachael M. Haven (Shelley) ATP, RET
FORMER Academic Technology Specialist/Technology Coordinator ;-)
Office of Accessible Education
At 1:43 PM -0500 1/21/08, Ron Stewart wrote:
>Looks like Stanford is hiring again. Surprised that walking on water is not
>in the listing.
>Stanford web site:
>http://jobs.stanford.edu/find_a_job.html (Job ID# 28052).
>Academic Technology Specialist, Office of Accessible Education (OAE),
>During the past decade, technological innovations have dramatically
>increased post-secondary educational opportunities for students with
>disabilities. The Office of Accessible Education at Stanford (OAE) is
>charged with providing a centrally
>coordinated, campus-wide program of assistive technology resources
>for students with disabilities. A major goal is to integrate
>assistive technology into the areas of instruction, research, and
>employment for persons with disabilities and to support access to
>computers and online information resources for persons with
>The Academic Technology Specialist (ATS) will provide technology
>leadership for the Office of Accessible Education, assisting the
>Director with technology-related programmatic development and
>strategic planning for the use and evaluation of learning
>technologies. The ATS will also act as a resource for the campus
>community in the development of accessible resources and in promoting
>the campus-wide adoption of Universal Design principles in both
>learning and instruction. The ATS will also actively encourage and
>support the use of assistive technology by investigating and
>implementing new tools and resources for students, disseminating
>knowledge of these tools throughout the University, and creating and
>supporting an infrastructure that allows use of the tools in teaching
>The incumbent will be a member of the Academic Technology Specialists
>Program within Stanford University Libraries & Academic Information
>Resources. The Office of Accessible Education is one of several
>departments and programs participating in a program that provides
>specialists to assist with the integration of technology into
>teaching, learning, and research activities. Academic Technology
>Specialists are placed within schools, programs or departments based
>not simply on technical expertise, but on their respective
>discipline-specific backgrounds. They participate in the departmental
>culture and share academic interests with the faculty. As members of
>both the academic and the IT community, Academic Technology
>Specialists are uniquely positioned to bridge different cultures and
>to facilitate a creative and mutual exchange.
>In addition to working with the OAE, the Academic Technology
>Specialist will devote 20 percent time to the ATS Program. There the
>ATS will engage with other ATSs in projects of common interest,
>organize and attend meetings with technology experts, and contribute
>to the development of the ATS Program.
>o Support OAE efforts to move toward campus-wide adoption of
>Universal Design (UD) principles in both learning and instruction.
>o Initiate ideas, implement solutions, and find resources for
>use in providing technology access to students with disabilities.
>Work with vendors and external partners in testing and developing new
>technology and services.
>o Support enhanced technology resources, services, and programs
>for the OAE's Schwab Learning Center which serves students with
>learning disabilities and attention deficit hyperactivity disorder.
>Collaborate with OAE staff on efforts to develop and proliferate a
>model for providing such resources and services to this student
>o Provide technology leadership to OAE staff on assessment,
>learning strategies, and training needs.
>o Lead the Proteus R&D project that capitalizes on current and
>developing technologies to create a more inclusive learning
>environment for students with disabilities as well as enhanced
>pedagogical opportunities for instructors.
>o Help develop long-term funding plans for institutional
>oversight of assistive technology expenditures. Coordinate assistive
>technology policies, procedures, and support.
>o Support the institutional web accessibility program,
>including membership in the university's Subcommittee on Accessible
>Technology. This subcommittee is tasked with promoting and
>facilitating creation of accessible webpages and compliance with
>institutional legal obligations concerning accessibility.
>o Oversee a computer lab providing assistive hardware and software.
>o Test and evaluate new technologies, recommend purchase and
>develop strategic plan for future acquisitions and capabilities.
>o Coordinate accessible computing resources with other departments.
>o Act as a liaison with external consultants and service
>providers to meet student needs.
>o Consult with students, faculty and staff who have assistive
>technology needs. Assess and recommend solutions, and provide
>training as necessary.
>o Provide individual and group training for OAE staff in the
>use of assistive technologies, including speech recognition, screen
>magnification, Braille systems, writing/compositional aids,
>alternative computer input devices, electronic organizers, and
>o Support specialized technology systems necessary for
>alternative format conversion. Work with OAE staff in the conversion
>of printed material into alternative formats.
>o Consult with faculty members as necessary to provide access
>to their curricula for students with disabilities.
>o Review professional literature; attend conferences; network
>with colleagues within and without the University; participate in
>newsgroups and other forums to continually improve knowledge of
>assistive technology and post-secondary instruction.
>The ideal candidate will have a record of innovation and creativity
>in providing assistive technology services to individuals with
>disabilities and demonstrated leadership and resourcefulness in
>identifying and integrating technological solutions to pedagogical
>and learning needs.
>Specific requirements include:
>o An advanced degree, plus at least five years experience
>working with assistive technology, or the equivalent combination of
>education and experience. Coursework and direct experience
>implementing Universal Design principles in an academic environment.
>o Experience consulting with individuals with sensory,
>learning, and/or physical disabilities. Preferred experience working
>in an academic setting with students at a post-secondary level.
>o Thorough knowledge of assistive computer hardware and
>software, including speech input and output, screen magnification,
>scanning and OCR, Braille conversion and output devices, and
>alternate input devices.
>o Expertise in xhtml, dhtml, html and css with thorough
>knowledge of web standards generally, and familiarity with the WAI
>guidelines and techniques.
>o Expert knowledge of Macintosh and Windows operating systems,
>experience with unix bash scripting, and familiarity with python,
>perl, php, ruby, or other web programming language.
>o Demonstrated experience developing and delivering technical
>training to a non-technical audience.
>o Excellent time management and project management skills.
>Demonstrated ability to manage a complex workload, prioritize tasks,
>and use good judgment in providing services based on goals.
>o Excellent teaching, communication, and interpersonal skills.
>Ability to interact effectively and tactfully with members of the
>academic community; experience working in an environment where
>colleagues have diverse backgrounds and customs.
>o A commitment to the confidentiality of student, staff, and
>faculty training needs and disability status.
>o Familiarity with state and federal laws pertaining to rights
>of persons with disabilities, particularly in reference to computer
>and library access.
>Athen mailing list
>Athen at athenpro.org
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