Tag Archives: needs

HOW DID THE UTA ACCESS APP ADDRESS THE SPECIFIC NEEDS OF VISUALLY IMPAIRED USERS

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The Utah Transit Authority (UTA) recognized that their mobile ticketing and planning app needed to be fully accessible for users with visual impairments in order to provide equal access to public transportation. When developing the UTA Access app, they conducted extensive user research and usability testing with organizations for the blind to understand the unique challenges visually impaired commuters face.

A major priority was to make all content and functionality accessible without requiring sight. This started at the most basic level of app design. The UTA Access development team decided on a simple, clean interface without unnecessary graphics or images that would be meaningless for screen readers. They settled on a basic light color scheme with high color contrasts tested using accessibility evaluation tools.

All text was implemented using semantic HTML for optimal screen reader support. Font sizes, styles, and spacing were carefully designed to be nicely readable by text-to-speech software at different zoom levels. Navigation was kept straightforward using clearly labeled tabs and simple lists rather than multi-level drop downs that could get confusing.

Forms and inputs were optimized for accessibility. Labels were programmatically associated to describe each field appropriately. Text fields and buttons had large touch targets tested to work reliably with finger gestures. Select boxes were expanded to full lists to avoid confusing screen readers. Error states were announced verbally to inform users of validation issues.

Perhaps most importantly, the entire app was built to be operable without visual cues. All functionality and actions were available through standard iOS gestures detectable by VoiceOver like taps, swipes, and pinches rather than relying on visual interactions. Navigation, menus, maps, buttons all worked seamlessly by touch alone.

Detailed audio and haptic feedback was implemented at each step to guide non-visual use. Form entries announced content as fingers moved over text. Options in lists spoke when selected. Errors vocalized issues found. Map interactions utilized precision haptics to locate stops by feel. These cues provided an equivalent experience to what sighted users see visually.

Maps and trip planning posed unique challenges given their visual nature, so significant effort went into ensuring these key features still worked for the blind. Public transit routes and locations were exposed programmatically as text rather than images alone so screen readers could understand the map as a network. Zoom and pan functions had clickable text overlays to control the view without seeing. Pinch gestures triggered distance measurement between points read aloud.

Stops, stations, and transportation options on maps were all discoverable through clearly labeled text bubbles that popped up with proximity. Users could navigate these details through standard gestures without needing to interpret visual markers. Routes for trip planning auto-populated with full descriptions of each leg such as “Walk north on Main St for 3 blocks then board the Red Line train heading east.”

Fare payment was made as accessible as possible given financial transaction requirements. Cards could be purchased, loaded, and managed through logical, linear flows. Users entered data through expansive text entry rather than cryptic buttons. Card numbers and expiration dates were annunciated back for confirmation. Transaction status updated with voice descriptions of completion or issues.

The UTA Access app met and exceeded accessibility standards and guidelines by anticipating how visually impaired users truly experience mobile apps through non-visual means alone. It empowered this underserved community with completely independent multi-modal trip planning and fare management on par with sighted travelers through optimized design, feedback techniques, and innovation in making mapping functionality accessible without vision. User testing proved it successfully eliminated participation barriers and allowed equal transportation access for the blind.

Through rigorous user research, established best practices in accessible design and development, attention to technical details, and creative solutions, the UTA Access app addressed the transportation needs of visually impaired riders in a truly meaningful and equitable way. It serves as an excellent example for other public transit agencies on inclusively delivering essential mobility services through mobile platforms for all users regardless of ability.

HOW CAN STUDENTS CHOOSE A SPECIFIC COMMUNITY FOR CONDUCTING A NEEDS ASSESSMENT

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The first step is for students to consider their academic coursework goals and interests. What topics are they most passionate about learning? What specific populations or issues do they want to learn how to help? Choosing a community to assess based on personal interests and values will help sustain motivation throughout the project. Some examples might be assessing needs of low-income families if interested in social work, or assessing an elderly community if passionate about gerontology.

Students should then research the different communities in their local area or ones within a reasonable travel distance. This could involve searching online for information on neighborhoods, towns, specific organizations, etc. They should make lists of potential options that align with their interests. When researching communities, it’s important to consider location factors like safety and accessibility as well as population factors like diversity, size, and known challenges.

Once a list of reasonable options is compiled, direct outreach should begin. Students may call community centers, religious organizations, schools, or government offices that serve each potential community. The goal of these initial calls is to determine identified needs, gather contact information for community leaders, and get a sense of whether a partnership would be possible. Asking respectful, thoughtful questions can help decide which areas may have important issues to assess but are also open to student involvement.

If possible, an in-person visit to each potential community is ideal. This allows for a better understanding of layout, vibe, and observed challenges just by being on location. When visiting, it’s a good idea to bring business cards or a brief introduction letter in case there are opportunities for impromptu discussions with residents or organizations. Photos of areas like parks, schools, vacant lots, etc. can provide helpful context later on.

Students should now compare their collected information to determine the best fit community based on alignment with their goals and interests as well as feasibility of the project. Factors like identified needs, willingness of partners, size, safety, diversity and complexity of issues should all be weighed. It’s best if an area is not too overwhelming in scale or challenges to allow for an in-depth assessment within time/resource constraints. Narrowing options to 2-3 finalists at this stage is recommended.

More in-depth interviews should be conducted with recommended community leaders and organizations from the finalist areas. Asking about specific issues, populations affected, goals or projects already in progress, and desired outcomes of a needs assessment can help decide which option offers the best learning experience and chance to make an meaningful impact. Students should take thorough notes to allow for side-by-side comparisons.

With a deeper knowledge now of each community’s strengths and needs, students can decide on the single best match based on their ability to engage respectfully and address real priority concerns. Calling or meeting again with contacts in the selected community to propose a formal needs assessment partnership and timeline for the semester or semester’s work is the final selection step. With community buy-in and identified needs, the assessment process itself can thoughtfully begin.

Throughout the project, it is important that students consistently consider how to build trust, minimize disruptions, respect cultural differences and priorities of the community. Having open communication, allowing flexibility, and focusing on highlighted concerns over assumed needs will help ensure the assessment provides helpful insights to those who live and work in the area every day. With a community-driven approach and attention to diverse perspectives, the learning experience for students can also seed positive change. With thorough planning in the selection stage, the assessment has solid chances of benefiting all involved parties.

Choosing a community to assess by carefully researching options, directly contacting partners, visiting locations, weighing pros and cons, and finally forming a collaborative agreement with stakeholders in the selected area provides students a strong foundation to not only learn but also respectfully serve through their work. With dedication to understanding both stated and unstated needs through the lens of those most affected, assessments have power to both educate and empower.

CAN YOU PROVIDE EXAMPLES OF HOW A NEEDS ANALYSIS HAS LED TO SUCCESSFUL CAPSTONE PROJECTS?

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Needs analysis is a crucial first step in the capstone project process that helps to ensure projects address real needs and are impactful. When done thoroughly, needs analysis can uncover important problems or opportunities that lead students to create projects with meaningful outcomes. Here are some examples:

One student completed a needs analysis with a local non-profit that supported at-risk youth. Through interviews and surveys, she identified a major gap – the non-profit lacked resources to help kids find jobs or internships after aging out of their programs. Her capstone project was developing a web platform to directly connect these youth to local employers and mentorship opportunities. Since launching, it has helped place over 50 young adults in sustainable employment. The needs analysis directly informed the high-impact solution.

Another example comes from a group of engineering students. Through research and discussions with industry leaders, they discovered a pain point in quality control processes – factories had inefficient ways of tracking defects on production lines. The needs analysis sparked the idea for an automated visual inspection tool using computer vision and AI. After development and testing, the capstone project was successfully piloted at a manufacturing plant, reducing inspection times by 30% and defects by 20%. The client later hired two of the students and commercialized the product. Here, needs analysis uncovered an attractive applied research opportunity.

In healthcare, a group of nursing students used needs analysis to develop a diabetes management app. Interviews with patients, caregivers and clinicians revealed frustrations with medication schedules, appointments, diet tracking and lack of support between visits. The app consolidated all of this information and communication in one digital hub. After deployment, providers reported higher patient engagement and lower A1C levels, indicating better disease control. The success highlighted how needs analysis can pinpoint specific problems within complex domains like health and medicine.

For another example, an MBA student partnered with a rural township struggling with limited downtown foot traffic due to lack of attractions and empty storefronts. Through surveys of community members and businesses, the needs analysis conveyed desires for more nightlife, art activities and family-friendly events. The resulting capstone established a co-op that organized weekly concerts, art walks and kid’s programming in underutilized public spaces. Visitor counts rose significantly, and several new shops opened downtown. By addressing a need for revitalization, this analysis guided high-impact work.

In education, a group of teaching credential students used needs analysis to assist an after-school program strained by lack of science resources. Interviews with teachers, parents and administrators revealed insufficient lab equipment and outdated curricula hindering hands-on learning. Their project developed an affordable, mobile chemistry lab with pre-packaged experiments to engage students in the field. After piloting the lab across grade levels, science test scores increased by 10%. Feedback showed renewed excitement about the subject among participants. In this case, analysis uncovered a need for accessible, creative materials.

These examples demonstrate how comprehensive needs analysis can pinpoint projects ripe for impact. Whether for non-profits, private industry, healthcare, communities or education – targeting proven needs through research aligns capstone work with tangible goals. It ensures efforts address important problems while appealing to beneficiaries. When analysis guides the selection and direction of projects, results are often successful and sustainable. As future professionals, conducting diligent needs assessment prepares students to deliver meaningful solutions throughout their careers. Thorough analysis strengthens the social and professional value of the capstone experience.

Well-executed needs analysis improves capstone projects by focusing efforts where they can make the biggest difference. It helps surface critical challenges or opportunities within organizations and fields. Projects informed by analysis stand to gain buy-in, meet important objectives, and achieve successful implementation. Needs assessment enhances the applied and practical nature of the capstone while benefiting communities. When done comprehensively, it allows students to undertake work that honors academic rigor and delivers genuine public benefit.