Elissa Weeden Headshot

Elissa Weeden

Associate Professor

School of Information
Golisano College of Computing and Information Sciences

585-475-6733
Office Location

Elissa Weeden

Associate Professor

School of Information
Golisano College of Computing and Information Sciences

Education

BS, MS, Ph.D., Rochester Institute of Technology

585-475-6733

Areas of Expertise

Select Scholarship

Published Conference Proceedings
Mason, Sharon, Elissa Weeden, and Dan Bogaard. "Building a Growth Mindset Toolkit as a Means Toward Developing a Growth Mindset for Faculty Interactions with Students In and Out of the Classroom." Proceedings of the SIGITE '22, Sept. 21-24, 2022, Chicago, IL. Ed. Ray Trygstad and Yong Zheng. New York, NY: Association for Computing Machinery, 2022. Web.
Mason, Sharon and Elissa Weeden. "Chronicling the Development of a Growth Mindset Community of Practice for Computing Faculty: Lessons Learned and Looking Forward." Proceedings of the IEEE Frontiers in Education 2022, Oct. 8-10 2022, Uppsala, Sweden. Ed. n/a. n/p, n/p: IEEE, 2022. Web.
Branch, Christopher C., et al. "Perceptions of Ethics in Persuasive User Interfaces." Proceedings of the 16th International Conference, PERSUASIVE 2021, Virtual, April 12-14, 2021. Ed. Raian Ali, Birgit Lugrin, and Fred Charles. Cham, Switzerland: Springer, Cham, 2021. Web.
Peer Reviewed/Juried Poster Presentation or Conference Paper
Dell, Elizabeth, et al. "Two Theory Driven Approaches Toward a Single Goal: Retaining Students in STEM." Proceedings of the 2022 Conference on Science and Technology Education, Oct. 6-7 2022, Porto, Portugal. Ed. n/a. n/p, Portugal: n.p..
Weeden, Elissa and Kathryn Schmitz. "Using Web Conferencing to Foster Inclusive Course Experiences for Deaf Students." Proceedings of the 2016 AHEAD Conference pepnet2 Postsecondary Training Institute, July 11-16, 2016, Indianapolis, Indiana. Ed. unknown. Indianapolis, IN: n.p..
Invited Article/Publication
Weeden, Elissa and Kathryn L. Schmitz. "Web Conferencing Technology: Fostering Inclusive Course Experiences for Students Who are Deaf and Hard of Hearing." Volta Voices. (2014). Web.
Invited Keynote/Presentation
Weeden, Elissa. "How Accessible Are Open Education Websites?" International Conference of Education, Research and Innovation (iCERI 2011). International Association for Technology, Education and Development. Melia Castilla Madrid, Madrid, Spain. 14-16 Nov. 2011. Conference Presentation.
Weeden, Elissa. "Supplemental Instruction: Proactive Versus Reactive Implementations." International Conference of Education, Research and Innovation (iCERI 2011). International Association for Technology, Education and Development. Madrid, Spain. 14-16 Nov. 2011. Conference Presentation.
Weeden, Elissa. "Video Captioning Solutions for E-Learning Instructors." New Learning Technologies 2011. Society for Applied Learning Technology. Caribe Royale Orlando Hotel, Orlando, Florida. 23-25 Feb. 2011. Conference Presentation.

Currently Teaching

HCIN-662
3 Credits
Students will dive into cutting edge research in the field of computer accessibility and assistive technology; they will read, present, and discuss research literature from major conferences and journals in the field. Students will learn about recent developments and ongoing research efforts in accessibility, and they will learn how to synthesize the results from research publications. Students will learn how to identify high quality research and how to critique this work to identify areas for improvement or future research directions. Students will learn the elements of a high-quality research publication, and they will explore and gain expertise in a particular topic in the field of accessibility in depth.
HCIN-663
3 Credits
Students will gain hands-on experience and knowledge about a wide variety of accessibility and assistive technology available for people with disabilities. Students will understand the design principles underlying this technology and how the features and capabilities of assistive technology can be tailored to a particular individual’s needs and capabilities. Students will learn about how new technologies and research in accessibility can be made available for users, and they will learn how to design websites and software that work effectively with a user’s own technology. Specific technologies discussed in the course may include, e.g.: alternative input devices, communication devices, and screen readers and magnifiers for people with visual impairments.
ISTE-230
3 Credits
A presentation of the fundamental concepts and theories used in organizing and structuring data. Coverage includes the data modeling process, basic relational model, normalization theory, relational algebra, and mapping a data model into a database schema. Structured Query Language is used to illustrate the translation of a data model to physical data organization. Modeling and programming assignments will be required. Note: students should have one course in object-oriented programming.
ISTE-266
3 Credits
This course will explore the design, evaluation, and use of computing and information technologies to benefit people with disabilities and older adults. Students will learn how to analyze the accessibility of existing software or websites, and they will learn how to design technology that can be effectively, enjoyably, and efficiently used by people with diverse sensory, motor, and cognitive abilities. Students will learn about cutting-edge ways in which science and technology has provided assistance and accessibility for people with disabilities. Students will learn how to investigate the needs of users with disabilities, design technologies according to universal design or accessibility principles, interpret key accessibility regulations and guidelines, and include people with disabilities in the design and evaluation of new technologies. Programming is required.
ISTE-430
3 Credits
Students will survey and apply contemporary techniques used in analyzing and modeling information requirements. Requirements will be elicited in a variety of domains and abstracted at conceptual, logical, and physical levels of detail. Process, data, and state modeling will be applied in projects that follow a systems development lifecycle. Object-oriented modeling will be explored and contrasted with data and process oriented modeling. Individual and team modeling assignments will be required.
ISTE-464
3 Credits
Students will explore how accessibility and assistive technologies intersect with aging throughout the lifespan, with a particular focus on the early and later stages of human development, including: educational contexts (for children or young adults) and effective design strategies for promoting accessibility for older adults with diverse capabilities. Students will learn key legal regulations that govern special education and accessibility in educational contexts, including the provision of assistive technologies and the accessibility of instructional technologies. Students will also explore typical changes in ability and impairments that relate to the human aging process, and they will investigate how to design usable and engaging technology for the growing population of older adults. Students will come to understand the concepts and needs of younger and older users firsthand through, e.g., guest speakers or personal interactions.
ISTE-562
3 Credits
Students will dive into cutting edge research in the field of computer accessibility and assistive technology; they will read, present, and discuss research literature from major conferences and journals in the field. Students will learn about recent developments and ongoing research efforts in accessibility, and they will learn how to synthesize the results from research publications. Students will learn how to identify high quality research and how to critique this work to identify areas for improvement or future research directions. Students will learn the elements of a high-quality research publication, and they will explore and gain expertise in a particular topic in the field of accessibility in depth.
ISTE-563
3 Credits
Students will gain hands-on experience and knowledge about a wide variety of accessibility and assistive technology available for people with disabilities. Students will understand the design principles underlying this technology and how the features and capabilities of assistive technology can be tailored to a particular individual’s needs and capabilities. Students will learn about how new technologies and research in accessibility can be made available for users, and they will learn how to design websites and software that work effectively with a user’s own technology. Specific technologies discussed in the course may include, e.g.: alternative input devices, communication devices, and screen readers and magnifiers for people with visual impairments. Programming is required.
ISTE-605
3 Credits
ITA graduate students are expected to make a scholarly contribution as a requirement for the MS degree. The Scholarship in Information Technology and Analytics course provides students with the fundamental skills needed to define and conduct a program of scholarly investigation in the form of a capstone or thesis project. The course focuses on skills such as academic writing, searching the literature, identifying and articulating interesting and important topics and problems, scholarship ethics, developing capstone proposals, critical thinking, and effective oral and written communication and presentation of scholarship.
ISTE-608
3 Credits
An introduction to the theory and practice of designing and implementing database systems. Current software environments are used to explore effective database design and implementation concepts and strategies. Topics include conceptual data modeling, methodologies, logical/physical database design, normalization, relational algebra, schema creation and data manipulation, and transaction design. Database design and implementation projects are required.
ISTE-792
1 Credits
This course supports the proposal development process for graduate students enrolled in the MS in information sciences and technologies, the MS in networking and system administration, or the MS in human-computer interaction program who are beginning the project or thesis experience and require additional structure and support. Students begin the development of an acceptable proposal and through weekly meetings students are guided toward the completion of the proposal, which is a prerequisite for formal thesis or project registration. Note: Students must have completed all their course work prior to enrollment which is by permission of the graduate program director.

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