skip to main content

High Contrast | (-) Smaller Font | (+) Larger Font
Illustration of PDA with Trace logo.

The Trace Center's training mission is to increase the number and level of expertise of people working to make mainstream information and communication technologies more accessible and usable for people with disabilities and elders.

The Trace Center is part of the University of Wisconsin-Madison, College of Engineering, and offers the following educational opportunities:

Experience Lab

A one-hour lab, developed and instructed by Trace Center staff, is included annually in the freshman pre-engineering course, InterEgr 160. The lab is also frequently adapted for other groups. Through a series of hands-on activities, lab participants gain experience with technology interfaces that are both inaccessible and accessible. The goal of the lab is to teach students that how products are designed can make an enormous difference in whether people with disabilities can use them. Each year approximately 330 to 400 UW freshmen participate in these labs.

University Design Course

Design for Human Disability and Aging (ISyE 662) is taught each spring semester to undergraduate and graduate students. Students in this course gain an understanding of the types of problems often encountered by people with disabilities when they use standard technology products. The second half of the course gives students the opportunity to collaborate on a design project, where their task is to design a standard product so that it is more usable and accessible, as well as commercially viable.

Graduate Study

If interested in graduate or post-doctoral study with the Trace Center, please send your vitae and a cover letter explaining in detail your research interests and career goals, to

Industry Training

Industry training may be arranged for companies working with the Trace Center to make their mainstream technology products more accessible. To obtain additional information and a cost estimate, contact

Funding for this work has been provided by the National Institute on Disability and Rehabilitation Research (NIDRR), U.S. Department of Education, under grants H133E030012 and H133E040013.