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--></style><title>Re: [Athen] FW: Job Posting-Academic Tech.
Specialist</title></head><body>
<div>Not a problem, Ron. I interpreted the "walk on water"
and subsequent comments as implying that Stanford was asking for the
world in terms of candidate qualifications...which, of course, I'm
sure they'd love to have. ;-)</div>
<div><br></div>
<div>- Shelley</div>
<div><br></div>
<div><br></div>
<blockquote type="cite" cite>Thanks and for being a good egg about our
warped senses of humor.</blockquote>
<blockquote type="cite" cite> </blockquote>
<blockquote type="cite" cite>Ron</blockquote>
<blockquote type="cite" cite> </blockquote>
<blockquote type="cite" cite><b>From:</b> athen-bounces@athenpro.org
[mailto:athen-bounces@athenpro.org]<b> On Behalf Of</b> Shelley
Haven<br>
<b>Sent:</b> Tuesday, January 22, 2008 3:51 PM<br>
<b>To:</b> Access Technologists in Higher Education Network<br>
<b>Subject:</b> Re: [Athen] FW: Job Posting-Academic Tech.
Specialist</blockquote>
<blockquote type="cite" cite> </blockquote>
<blockquote type="cite" cite>Hi, Ron (and all)!</blockquote>
<blockquote type="cite" cite> </blockquote>
<blockquote type="cite" cite>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 trouble.</blockquote>
<blockquote type="cite" cite> </blockquote>
<blockquote type="cite" cite>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).</blockquote>
<blockquote type="cite" cite> </blockquote>
<blockquote type="cite" cite>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.</blockquote>
<blockquote type="cite" cite> </blockquote>
<blockquote type="cite" cite>- Shelley</blockquote>
<blockquote type="cite" cite> </blockquote>
<blockquote type="cite" cite>**-*-*--*--*---*---*--*--*-*-**<br>
Rachael M. Haven (Shelley) ATP, RET</blockquote>
<blockquote type="cite" cite><i>FORMER</i> Academic Technology
Specialist/Technology Coordinator ;-)</blockquote>
<blockquote type="cite" cite>Office of Accessible
Education</blockquote>
<blockquote type="cite" cite>Stanford University</blockquote>
<blockquote type="cite" cite> </blockquote>
<blockquote type="cite" cite> </blockquote>
<blockquote type="cite" cite>At 1:43 PM -0500 1/21/08, Ron Stewart
wrote:<br>
<blockquote>Looks like Stanford is hiring again. Surprised that
walking on water is not<br>
in the listing.<br>
<br>
Ron<br>
<br>
Stanford web site:<br>
http://jobs.stanford.edu/find_a_job.html (Job ID# 28052).<br>
<br>
<br>
Academic Technology Specialist, Office of Accessible Education
(OAE),<br>
Stanford University<br>
<br>
Position Description<br>
<br>
During the past decade, technological innovations have
dramatically</blockquote>
<blockquote>increased post-secondary educational opportunities for
students with</blockquote>
<blockquote>disabilities. The Office of Accessible Education at
Stanford (OAE) is</blockquote>
<blockquote>charged with providing a centrally<br>
coordinated, campus-wide program of assistive technology resources<br>
for students with disabilities. A major goal is to integrate<br>
assistive technology into the areas of instruction, research, and<br>
employment for persons with disabilities and to support access to<br>
computers and online information resources for persons with<br>
disabilities. <br>
<br>
The Academic Technology Specialist (ATS) will provide technology<br>
leadership for the Office of Accessible Education, assisting the<br>
Director with technology-related programmatic development and<br>
strategic planning for the use and evaluation of learning<br>
technologies. The ATS will also act as a resource for the campus<br>
community in the development of accessible resources and in
promoting<br>
the campus-wide adoption of Universal Design principles in both<br>
learning and instruction. The ATS will also actively encourage and<br>
support the use of assistive technology by investigating and<br>
implementing new tools and resources for students, disseminating<br>
knowledge of these tools throughout the University, and creating
and<br>
supporting an infrastructure that allows use of the tools in
teaching<br>
</blockquote>
<blockquote>and learning.<br>
</blockquote>
<blockquote> <br>
</blockquote>
<blockquote>The incumbent will be a member of the Academic Technology
Specialists<br>
</blockquote>
<blockquote>Program within Stanford University Libraries &
Academic Information<br>
Resources. The Office of Accessible Education is one of several<br>
departments and programs participating in a program that provides<br>
specialists to assist with the integration of technology into<br>
teaching, learning, and research activities. Academic Technology<br>
Specialists are placed within schools, programs or departments
based<br>
not simply on technical expertise, but on their respective<br>
discipline-specific backgrounds. They participate in the
departmental<br>
culture and share academic interests with the faculty. As members
of<br>
both the academic and the IT community, Academic Technology<br>
Specialists are uniquely positioned to bridge different cultures
and<br>
to facilitate a creative and mutual exchange.</blockquote>
<blockquote><br>
In addition to working with the OAE, the Academic Technology<br>
Specialist will devote 20 percent time to the ATS Program. There
the<br>
ATS will engage with other ATSs in projects of common interest,<br>
organize and attend meetings with technology experts, and
contribute<br>
</blockquote>
<blockquote>to the development of the ATS Program.<br>
<br>
Responsibilities<br>
<br>
o Support OAE efforts to move toward campus-wide adoption of<br>
Universal Design (UD) principles in both learning and instruction.<br>
<br>
o Initiate ideas, implement solutions, and find resources
for<br>
use in providing technology access to students with disabilities.<br>
</blockquote>
<blockquote>Work with vendors and external partners in testing and
developing new<br>
technology and services.<br>
<br>
o Support enhanced technology resources, services, and
programs<br>
for the OAE's Schwab Learning Center which serves students with<br>
learning disabilities and attention deficit hyperactivity
disorder.<br>
Collaborate with OAE staff on efforts to develop and proliferate a<br>
model for providing such resources and services to this student<br>
population.<br>
<br>
o Provide technology leadership to OAE staff on
assessment,<br>
learning strategies, and training needs.<br>
<br>
o Lead the Proteus R&D project that
capitalizes on current and<br>
developing technologies to create a more inclusive learning<br>
environment for students with disabilities as well as enhanced<br>
pedagogical opportunities for instructors.<br>
<br>
o Help develop long-term
funding plans for institutional<br>
oversight of assistive technology expenditures. Coordinate
assistive<br>
technology policies, procedures, and support.<br>
<br>
o Support the institutional
web accessibility program,<br>
including membership in the university's Subcommittee on
Accessible<br>
Technology. This subcommittee is tasked with promoting and<br>
facilitating creation of accessible webpages and compliance with<br>
institutional legal obligations concerning accessibility.<br>
<br>
o Oversee a computer lab providing assistive
hardware and software.<br>
<br>
o Test and evaluate new technologies,
recommend purchase and<br>
develop strategic plan for future acquisitions and capabilities.<br>
<br>
o Coordinate accessible computing resources
with other departments.<br>
<br>
o Act as a liaison with external
consultants and service<br>
providers to meet student needs.<br>
<br>
o Consult with students, faculty and staff who have assistive<br>
technology needs. Assess and recommend solutions, and
provide<br>
training as necessary.<br>
<br>
<br>
<br>
o Provide individual and
group training for OAE staff in the<br>
use of assistive technologies, including speech recognition,
screen<br>
magnification, Braille systems, writing/compositional aids,<br>
alternative computer input devices, electronic organizers, and<br>
others.<br>
<br>
o Support specialized technology systems necessary for<br>
alternative format conversion. Work with OAE staff in the
conversion<br>
of printed material into alternative formats.<br>
<br>
o Consult with faculty members as necessary to provide access<br>
to their curricula for students with disabilities.<br>
<br>
o Review professional literature; attend conferences;
network<br>
with colleagues within and without the University; participate in<br>
newsgroups and other forums to continually improve knowledge of<br>
assistive technology and post-secondary instruction.<br>
<br>
Qualifications<br>
<br>
The ideal candidate will have a record of innovation and
creativity<br>
in providing assistive technology services to individuals with<br>
disabilities and demonstrated leadership and resourcefulness in<br>
identifying and integrating technological solutions to pedagogical<br>
and learning needs.<br>
<br>
Specific requirements include:<br>
<br>
o An advanced degree, plus at
least five years experience<br>
working with assistive technology, or the equivalent combination
of<br>
education and experience. Coursework and direct experience<br>
implementing Universal Design principles in an academic
environment.<br>
<br>
o Experience consulting with individuals
with sensory,<br>
learning, and/or physical disabilities. Preferred experience
working<br>
in an academic setting with students at a post-secondary level.<br>
<br>
o Thorough knowledge of
assistive computer hardware and<br>
software, including speech input and output, screen
magnification,</blockquote>
<blockquote>scanning and OCR, Braille conversion and output devices,
and<br>
alternate input devices.<br>
<br>
o Expertise in xhtml, dhtml, html and css with
thorough<br>
knowledge of web standards generally, and familiarity with the WAI<br>
guidelines and techniques.<br>
<br>
<br>
<br>
<br>
o Expert knowledge of Macintosh and
Windows operating systems,<br>
</blockquote>
<blockquote>experience with unix bash scripting, and familiarity with
python,<br>
perl, php, ruby, or other web programming language.<br>
<br>
o Demonstrated experience developing and delivering
technical<br>
training to a non-technical audience.<br>
<br>
o Excellent time management and
project management skills.<br>
Demonstrated ability to manage a complex workload, prioritize
tasks,<br>
</blockquote>
<blockquote>and use good judgment in providing services based on
goals.<br>
<br>
o Excellent teaching, communication, and
interpersonal skills.<br>
Ability to interact effectively and tactfully with members of the<br>
academic community; experience working in an environment where<br>
colleagues have diverse backgrounds and customs.<br>
<br>
o A commitment to the confidentiality of student,
staff, and<br>
faculty training needs and disability status.<br>
<br>
o Familiarity with state and
federal laws pertaining to rights<br>
of persons with disabilities, particularly in reference to
computer<br>
and library access.<br>
<br>
<br>
<br>
<br>
<br>
<br>
<br>
_______________________________________________<br>
Athen mailing list<br>
Athen@athenpro.org<br>
http://athenpro.org/mailman/listinfo/athen_athenpro.org<br>
</blockquote>
</blockquote>
<blockquote type="cite" cite> </blockquote>
<blockquote type="cite" cite><br>
_______________________________________________<br>
Athen mailing list<br>
Athen@athenpro.org<br>
http://athenpro.org/mailman/listinfo/athen_athenpro.org</blockquote>
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