Scheduled at 11:45am in Waverly on Friday, November 16.#27426
- Paul Harwell, Assistant Director, Harvard University
- Length of Session: 1-hr
- Format: Lecture
- Expertise Level: Beginner
- Type of session: General Conference
This session will discuss the core issues that impact notetaking processes and how to use technology to support effective notetaking. We will go beyond a simple list of tech tools and instead focus on how and why technology, when paired with the right strategies, can improve access.
Notetaking accommodations are an increasingly important topic that require thoughtful consideration, but we often ignore it so that we may focus on issues that seem more challenging or risky. It is difficult to determine whether students’ concerns with notetaking are born out of disability or due to a lack of experience as a notetaker. Most likely, there is a combination at play and it makes it even more important that we understand the science behind effective notetaking so that accommodations, tools, and strategies are tailored to improve access.
This session will discuss the core issues that impact notetaking processes and the technology that supports notetaking effectively. Importantly, we will go beyond a list of tech tools and instead focus on how and why technology, when paired with the right strategies, can improve access. As someone in my office said recently, “When you focus on the tool rather than the problem you are trying to solve, you have already missed the point.”
- Participants will understand the underlying processes of notetaking.
- Participants will be aware of best practices for providing/facilitating notetaking accommodations.
- Participants will know how to assess their own notetaking services.
Assistive Technology, Uncategorized
Paul is the Assistant Director for the Accessibility Services Office at the Harvard University Extension School. He shares the responsibility for managing the functions of the office and the provision of accommodations for students with disabilities within the Division of Continuing Education. Paul works directly with students, faculty, and staff to ensure students have equitable access to their education. Paul joined the Extension School in January 2018 after spending the last seven and a half years serving a similar role for Texas A&M University. Paul operates from the social model of disability and works to build collaborative partnerships to support the notion that accessibility is a shared responsibility.
Paul earned a Bachelor’s and Master’s degree in Psychology from Stephen F. Austin State University, and is currently a Doctoral Candidate in Higher Education Administration at Texas A&M University with a focus on higher education policy, law, finance, and disability.
Paul has expertise in higher education and disability law, assistive technology, assessment and program review, and faculty issues.