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Creators/Authors contains: "Blaser, B"

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  1. ; (, Proceedings of the 2025 Conference on Research on Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT 2025))
    Graduate computing programs are launchpads for innovative careers, yet a persistent access gap limits opportunities for graduate students with disabilities, particularly at the doctoral level. This paper therefore argues for targeted interventions to increase educational equity. We draw from the literature to outline key challenges and institutional barriers. We then propose prioritized actions for universities, which include crafting graduate-specific accommodation policies, enhancing assistive technology support, improving the accessibility of research materials and activities, and building disability-inclusive cultures. By building on existing disability support infrastructure-which currently focuses on undergraduates-institutions can broaden participation in graduate-level computing education. 
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    Free, publicly-accessible full text available July 14, 2026
  2. ; ; (, Proceedings of the 2025 Conference on Research on Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT 2025))
    Demographic data on disability is being collected more and more by computing organizations. However, the meaning of that data can vary drastically depending on the ways that disability is defined (e.g., disabling conditions versus functional limitations) and determined (e.g., by experts or self-reported). In this paper we analyze the varying definitions and determinations of disability and how data about disability is collected by different organizations. We discuss issues associated with certain ways of collecting disability data and offer ways that disability data can be used to inform action towards more inclusive computing education. 
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    Free, publicly-accessible full text available July 14, 2026
  3. ; ; ; ; ; (, American Society for Engineering Education Annual Conference)
  4. ; ; ; ; ; (, arXiv)
    In the early stages of the COVID-19 pandemic, many events and conferences hastily converted to a virtual format, and many commercial ventures promptly developed tools promising seamless transitions to virtual spaces. In particular, efforts to expand and monetize augmented and virtual reality environments increased. While these spaces increased accessibility for some, others were left behind. In 2024, many events returned to on-site venues, yet virtual spaces remain central in academic and research communities, particularly for disabled scholars. As such, in this paper, we advocate for continued virtual access and improved virtual spaces; we also identify some potentially overlooked harms in immersive and embodied virtual spaces. 
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    Accepted Manuscript Full Text Available
  5. ; ; ; ; ; (, arXiv)
    In the early stages of the COVID-19 pandemic, many events and conferences hastily converted to a virtual format, and many commercial ventures promptly developed tools promising seamless transitions to virtual spaces. In particular, efforts to expand and monetize augmented and virtual reality environments increased. While these spaces increased accessibility for some, others were left behind. In 2024, many events returned to on-site venues, yet virtual spaces remain central in academic and research communities, particularly for disabled scholars. As such, in this paper, we advocate for continued virtual access and improved virtual spaces; we also identify some potentially overlooked harms in immersive and embodied virtual spaces. 
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    Accepted Manuscript Full Text Available
  6. ; ; ; ; (, The advance journal)
    Accepted Manuscript Full Text Available
  7. ; ; ; ; (, The advance journal)
    Accepted Manuscript Full Text Available