Gary has been teaching and directing the Center on Access Technology Innovation Laboratory at NTID for five years. He is a deaf engineer who retired from IBM after serving for 30 years. He is a development engineering and manufacturing content expert. He develops and teaches all related engineering courses. His responsibility as a director of Center on Access Technology Innovation Laboratory include the planning, implementation and dissemination of research projects that are related to the need of accessibility. He received his BS from RIT and his MS from Lehigh University. His last assignment with IBM was an Advanced Process Control project manager. He managed team members in delivering the next generation Advanced Process Control solution which replaced the legacy APC system in the 300 mm semiconductor fabricator. Behm has fifteen patents and has presented over 30 scientific and technical papers at various professional conferences worldwide.  Deaf and Hard of Hearing (DHH) students cannot follow classroom lectures without accommodations such as real-time speech-to-text transcription. Current classroom transcription systems, such as C-Print improve access to classroom lectures, but still do not provide equivalent access to spoken information. These transcription systems require the DHH students to watch the transcription on a personal laptop screen, which is suitable for speeches, but not engineering lectures. Unlike speeches, most engineering lectures include use of detailed visuals such as slides or diagrams, and sequential procedures. DHH students constantly look away from their laptop display to search and study the visuals. As a result, they spend less time watching lecture visuals and gain less information than their hearing peers. However, the need to process simultaneous aural and visual information can also be taxing for hearing students, and previous studies have shown that they also benefit from real-time speech-to-text transcription. We evaluated the real-time display of captions (RTD) usability by both deaf and hearing students in an engineering class. It further examined the factors that influence hearing students' use of RTD as an alternative source of information to help with their learning process in the classroom, and the factors that influence deaf students' use of RTD. Our evaluation showed that DHH students prefer a continuously moving RTD with three lines, and that is as close as possible to the teacher. On the other hand, hearing students prefer a RTD that has 6 lines that at a fixed location. Historically, DHH students are an under-represented and under-served minority in higher education because they do not receive adequate information in class. As a result these students are often unprepared for traditional STEM classrooms. Most DHH students cannot understand spoken lectures without the aid of aural-to-visual access. Prior to the introduction of the earliest accessibility laws in 1974, less than 4% of DHH individuals completed college in the 1960s. Although substantial progress has been made in the past 40-50 years in terms of accessibility laws and technology, the disparity in graduation persists: the graduation rate is 16% of DHH as compared to 30% for their hearing peers 1 . Currently there are over 31,000 DHH students enrolled in college and this enrollment number is up 15,000 over the past 10 years 2 . Deaf and hard of hearing students, and students with visual learning preferences are underrepresented in engineering, in part because it is difficult for visual learners to sustain attention on more than one visual simultaneously.Their attention is severely taxed when they have to switch attention between detail rich slide or demonstration visuals and the interpreter or teacher [3] [4] [5] . The underlying reason is that the classrooms are not designed to utilize students' visual skills and are not fully accessible by DHH students, including engineering classrooms 6 . When teachers maximize the benefits of visual learning, the barriers in regular lectures for DHH students, such as using spoken English is partially ameliorated 7 . Hearing students are able to simultaneously watch the visuals and listen to the spoken explanation, while DHH students have to choose either the visuals or captions. Typically, they constantly look away from the real-time transcript to search and observe details in the classroom visuals. As a result, they spend less time on the visuals and gain less than their hearing peers. They can also fall behind in reading the real-time transcript compared with their hearing peers. Our paper compares viewing preferences between DHH and hearing students when they viewed two versions of real-time transcript display interfaces with C-Print, which had a 4-5 second delay. Our previous research has shown that DHH students preferred 3 lines, while hearing students preferred 6 lines 8 . The feedback indicated that DHH students reported that captions was their only access to spoken information, so the 4-5 second delay between the speech and captions was not an issue. On the other hand, hearing students reported using the captions as backup, for example, to review information if they misheard or did not understand a specific word or sentence. Real-time text is usually delivered through a display system. One popular integrated captioning and display system is C-Print, which was developed at the National Technical Institute for the Deaf, a federally funded institution for deaf and hard of hearing students. The system has significantly improved access to lectures for DHH individuals in many programs around the country 9,10 . It also benefits individuals with other disabilities, such as those with a visual impairment or a learning disability a .
The basis of RTTD-MS comes from the Real-Time Text Display (RTTD) developed by REF .
Inclusive Learning through Real-time Tracking Display of Captions
Computer Science