Have a specific digital accessibility question? Join one of our virtual office hour drop-in sessions for real-time, hands-on support. Faculty are invited to register for a session and bring one focused question (for example: images, documents, PDFs, color contrast, captions, video, etc.).

Each participant can expect up to 15 minutes of individual support. Register for the date that works for you, get help, and head out. No presentations, no prep required—just practical help when you're stuck.

When

Instructional Technology will host virtual office hour drop-in sessions on the following Fridays:

• February 20
• February 27
• March 13
• April 10
• April 24
• May 8

How to Register

Instructors will register via a Google Form for the virtual office hour date that works for them and identify one focused question for support. Registrants will receive a personalized Google Meet link for their session. 

For more information about digital accessibility, visit UMBC's Digital Accessibility site or run an Ally course report today. Support is also available from Student Disability Services and Instructional Technology.

Connect with Instructional Technology

As always, if you have any questions about teaching, learning, and technology at UMBC, please consider the following options:

• Check our extensive FAQ collection | What's new in Ultra?

• Open a ticket via RT | Request a consult with instructional technology staff

• Follow the Instructional Technology & DoIT myUMBC groups

• PIVOT | Academic Continuity | FDC's Keep On Teaching | Student Technology Resources

UMBC will host three Fix Your Course Content Days, dedicated to improving the accessibility of digital course materials in Blackboard. During these three individual sprints, faculty, staff, and instructional designers can review Ally accessibility reports, make fixes to Blackboard course content, and strengthen our commitment to inclusive teaching. 

When

Work individually or in your departments, or join one of our collaborative sessions to update the accessibility of your course content.

• Wednesday, February 25 (11 AM - 2 PM)
• Friday, March 27 (11 AM - 1 PM)
• Wednesday, April 11 (11 AM - 1 PM)

Do you manage a Blackboard org? You can still check your Ally report and update content for accessibility!

Why Fix Content?

• Every fix, big or small, helps. Whether it's adding alt text to an image, adding meaningful link text, correcting heading structure, or improving document formatting, each step makes content more usable for a student using a screen reader, assistive device, or alternate format.
• You already have insights. The Ally tool in Blackboard surfaces course accessibility reports and flags problematic files (scanned documents, missing image description, contrast issues, etc.). Use this as your guide.
• It's about more than one day. Fix Your Content Day is not just a one-off event. It's a focused moment for action -- and a reminder that digital accessibility is an ongoing responsibility in course design.

What to Do on a Fix Your Content Day

Here’s a simple roadmap with four easy steps you can follow:

1. Review your Ally report.
Log into your course. Go to Books & Tools from the right navigation menu to access your Ally accessibility report. Note your starting score. Prioritize files you use most (syllabus, major readings, assignment sheets, handouts, etc.) or where you have inaccessible images that impact meaningful content.

2. Make at least 3 targeted fixes.
Use the Ally "repair" workflow (built into Blackboard) to take action:

• Add or improve alt text for images -- Ally’s AI Alt Text Assistant can be a helpful tool
• Fix heading structure (use proper heading levels rather than visual formatting)
• Add descriptive link text (avoid "click here")
• Ensure sufficient color contrast in slides or documents
• Replace scanned PDFs (if possible) with accessible ones or OCR them
• Verify captions & transcripts for audio & video in YuJa

3. Strive for 85.
As you make your fixes, aim for an Ally score of 85 percent or higher in your courses. This benchmark represents solid progress toward accessible, student-ready materials. Focus on content with Severe (red) or Major (orange) issues.

Each improvement -- adding alt text, correcting headings, or replacing scanned PDFs -- moves your score closer to 85, or exceeds it, and helps ensure your course is usable for every learner.

4. Reflect and plan next steps.
Think about recurring patterns in your courses (e.g. many scanned articles, many images lacking alt text). Use that insight to inform future course redesign or content creation. Consider sharing your top three fixes with your department to help normalize accessible practices across campus.

If you'd like to be recognized with a microcredential for your portfolio or LinkedIn profile, submit your results using this Google Form. 

A Few Tips to Make It Easier

• Start small. Pick a single course or module to focus on first, or focus on a single type of issue like image descriptions. You also don't need to "fix everything" in one day.
• Schedule your time. Block a 30-60 minute slot on your calendar just for accessibility fixes -- or drop by our open lab in ENGR 102 from 11 AM to 2 PM to work alongside colleagues, share progress, and get help from the Instructional technology team in a relaxed, social space to celebrate the day’s improvements.
• Work together. Coordinate a department Fix Your Content Day sprint so instructors can work at a time that fits their schedules and support each other during the hour. Or team up with a colleague who teaches a complementary discipline or course.

On an upcoming Fix Your Content Day, join us in making a measurable impact on our course content. Whether you fix three items or thirty, your work matters. Let's make UMBC's digital learning environment more inclusive together.

Ready to take the first step? Visit UMBC’s Digital Accessibility site or run an Ally course report today. Support is also available from Student Disability Services and Instructional Technology.

Beginning this month, UMBC will introduce Mathpix Snip as a new resource to support the creation of accessible STEM course materials. With 300 licenses available through Instructional Technology, this new tool represents a major step forward in making handwritten mathematical, scientific, and technical content more usable for every learner -- particularly those who rely on screen readers, text-to-speech tools, or alternative formats.

Why Mathpix?

Mathpix is a tool for extracting text, and particularly math, from images and documents. This text/LaTeX can then be pasted into a document editing tool such as a LaTeX or Markdown editor. Powered by advanced OCR and AI-driven parsing, Mathpix can:

• Convert handwritten equations, diagrams, and formulas into accessible MathML, LaTeX, HTML, and Mathpix Markdown.
• Transform images, screenshots, and PDFs into structured text that supports screen readers.
• Recognize tables, code, and complex expressions often found in STEM disciplines.
• Streamline remediation of legacy course materials, including scanned notes, worksheets, problem sets, proofs, and solution keys.

These features allow instructors to move from static, image-based materials to content that is both editable and accessible, reducing the time and technical expertise required to meet federal accessibility standards. While Mathpix is a powerful engine for character recognition, it is a tool for extraction, not for authoring or delivery, and it cannot describe images for accessibility.

For those who want to explore the capabilities further, Mathpix offers a snipping tool, browser extension, handwriting recognition engine, PDF and image conversion tools, markdown workflows, and accessibility-focused use cases. Mathpix is available as a desktop application for Mac, Windows and Linux; on mobile (iOS and Android); and as a web browser (Chrome extension).

Who Is Eligible?

Licenses are reserved for instructors who teach in disciplines where handwritten or non-digital content remains common, including:

• Mathematics and Statistics
• Chemistry
• Physics
• Computer Science
• Engineering

Faculty who regularly create handwritten materials or who need to convert existing handwritten materials for accessibility compliance will receive priority access to Mathpix. 

How to Request Access

To request one of UMBC's 300 Mathpix licenses, instructors should submit an RT ticket to Instructional Technology with the following information:

• Name and email
• Course ID and course name
• Anticipated number of students
• How many new handwritten files you typically create each semester
• How many existing handwritten files you need to remediate for accessibility

This information helps the Instructional Technology team allocate licenses equitably and determine where additional support should be directed.

Training and Support

Access begins in January, accompanied by future training opportunities hosted by Instructional Technology and a group of faculty Mathpix ambassadors. These sessions will provide demonstrations, best practices for creating accessible STEM materials, and hands-on time with Mathpix workflows, ranging from quick equation conversions to full-document remediation.

If you'd like help determining whether Mathpix is a good fit for your course materials, Instructional Technology is happy to consult. This initiative supports UMBC's broader commitment to digital accessibility and ensures that all students, especially those in STEM pathways, have equitable access to the content they need to succeed.

For more information about digital accessibility, please visit UMBC's Digital Accessibility site or run an Ally course report today. Support is also available from Student Disability Services and Instructional Technology.

As UMBC continues strengthening digital accessibility across teaching and learning, many faculty have already taken steps to reduce, remake, and remediate existing documents, videos, and course resources. However, the most sustainable opportunity to support digital accessibility is to design new materials that are born accessible from the start, or "created in a way that allows people with disabilities to read content from the get-go, without retrofitting or reengineering (Benetech, 2017). 

Here are five practical strategies to help you create accessible course materials from day one.

1. Start with Structure, Not Style

Clear structure is the backbone of accessibility. Using built-in features in available platforms, such as headings, lists, paragraph styles, and slide layouts, allows screen readers and assistive technologies to interpret content correctly, in the exact order you intended it to be presented. These tools include Office 365, Google Workspace, Blackboard, and Sites.

Try this:

• Apply Heading styles in hierarchical order instead of manually adjusting font size to create sections.
• Use real bullet or numbered lists rather than typed dashes or tabbed text to organize content.
• When creating presentations, choose provided slide layouts instead of drawing your own text boxes.

Good structure ensures your documents and slides remain accessible no matter how they are exported or shared.

2. Use Meaningful Text Alternatives for Images

Images, charts, infographics, and icons must communicate their purpose to students who cannot perceive visual information. Alt text should describe meaning, not appearance.

Ask yourself:Why is this image here? What should students learn from it?

• For simple images, include 1-2 concise sentences of functional alt text. 
• For complex charts or diagrams, offer a short summary in the text and provide a longer description nearby (such as a caption) or as an optional linked resource. 
• If an image is decorative, mark it as decorative so assistive technologies skip it. Just don't use the decorative tag to avoid describing an image because that's not fair to students who need the information.

Intentional text alternatives reduce barriers and improve clarity for all learners. It not only ensures we meet ADA requirements, but it's just good communication.

3. Choose Accessible File Formats and Templates

The formats you choose can open doors -- or accidentally close them.

• Create content directly in Blackboard Ultra. Leverage the formatting tools in Ultra Documents and the rich text editor in Announcements, Tests, Assignments, and Discussions. Ultra is accessible by design so it's really hard to create inaccessible content!
• Create with Microsoft Word, PowerPoint, HTML, or Google Docs as native content when possible; these formats support accessibility features more reliably than PDFs. It's also far easier to fix the original file than retrofit a PDF.
• If you must create a PDF, generate it from a structured, accessible source file rather than scanning or exporting flattened text.
• Consider using UMBC-approved accessible templates for syllabi, slides, and course documents.

Starting with the right format reduces the need for time-consuming repairs later when evaluating your documents using the 3-R framework.

4. Ensure Your Multimedia Works for Every Learner

Accessible multimedia goes beyond checking the "captions" box.

• Use captions for all videos. Automated captions are improving, but always review for accuracy and make corrections to avoid egregious errors in spelling and content.
• Provide transcripts when appropriate, especially for audio-only materials or longer lectures.
• Consider brief audio descriptions if essential visual information is not spoken aloud.

Tools like YuJa and Blackboard's updated video recorder for announcements and grading feedback make captioning easier than ever, and UMBC's accessibility resources can guide you through quality checks.

5. Build Courses with Flexibility and Clarity in Mind

Born-accessible materials align naturally with Universal Design for Learning (UDL).

• Offer multiple ways for students to access information (text, visuals, short video explanations).
• Use descriptive link text such as "Download the syllabus (PDF)" rather than "Click here."
• Keep navigation predictable with consistent module structures and clearly labeled activities.

These practices help all students -- whether they use assistive technologies, learn in non-traditional environments, or simply benefit from clearer design. Doing so not only supports UMBC's commitment to equitable learning under updated federal accessibility requirements, but also saves time, reduces future remediation, and improves the learning experience for every student.

Ready to take the first step? Visit UMBC's Digital Accessibility site or run an Ally course report today. Support is also available from Student Disability Services and Instructional Technology.

Video can be one of the most effective teaching tools you use, especially when every student can access the content. Captions and audio descriptions boost clarity, reinforce key ideas, and creative flexible learning pathways that benefit all learners. Compliance with the revised technical standards for the Americans with Disabilities Act is an added advantage, but the primary payoff is student success. And because these practices can fit naturally into your existing video recording workflows, even small improvements can make a meaningful difference in how students engage with your course.

Here are three practical ways you can make your videos more accessible using tools and workflows you already have.

1. Start with captions because everyone benefits!

Captions help students who are deaf or hard of hearing -- and they also help the students riding the bus, in the library, at work, or while a toddler naps across the room. Research shows:

• 80% of adults are more likely to finish a video with captions (Publicis Media, 2019)
• Most Gen Z students watch video in public -- 70% use captions when they are available (Mykhalevych, 2024)
• 75% of students use captioned videos as study aids (Linder, 2016)

Captions are universal design in action. Therefore, always make sure your videos minimally have captions available in the language that is spoken.

2. Always review and edit auto-captions

Sometimes accessibility is the difference between dinner and disaster. Here's an example from the Web Accessibility Initiative that shows how auto-captions can fail students. In one clip, the presenter said, "Broil on high for four to five minutes." But the auto-caption read, "Broil on high for 45 minutes."

One quick edit can completely change meaning. Auto-captions will eventually improve and advancements in AI and audio technology will help strengthen the quality and reliability. For now, it's important to review those auto-captions!

3. Add audio descriptions when visuals carry meaning

Captions make sound visible. Audio descriptions make visuals audible. If students need to see something to understand your content, such as a graph, a diagram, or a demonstration, that information must be spoken aloud with a description. Without audio description, when you say "As you can see here…" it does not provide clear enough information for someone who cannot see the graph. With audio description, one could say, "The line graph shows three trends over 20 years. The blue line increases from 10 to 45." 

In other words: if you closed your eyes and listened to your video, would you still learn something without seeing the content? If not, add the audio description. Accessible teaching is explicit teaching.

Accessible video matters. It takes about 15 minutes to fix captions for a 10-minute video and 30-45 minutes to add audio descriptions. Our new video platform, YuJa, allows you to generate auto-captions and edit them, and you can upload an audio description to publish a fully accessible video for your students. However, if you feel overwhelmed, start small. One video. One hour. That's it. The impact it has will not only meet legal requirements, but will also benefit 100 percent of all learners. 

Ready to take the first step? Visit UMBC's Digital Accessibility site or run an Ally course report today. Support is also available from Student Disability Services and Instructional Technology.

When it comes to improving digital accessibility, documents and PDFs are often the biggest barrier -- and the biggest opportunity. Whether you're uploading files to Blackboard, sharing materials with students, or distributing resources across campus, the accessibility of your documents directly affects usability, searchability, and equity.

That's where the Reduce → Remake → Remediate framework comes in. Think of it as a decision tree that helps you choose the right action for each file. Before you jump into fixing a stubborn PDF, start with the step that saves the most time and delivers the greatest impact.

Image 1: This infographic shows an inverted triangle divided into three levels to guide accessibility document fixes. The graphic visually emphasizes prioritizing reduction (top) and rebuilding (middle) over remediation (bottom) when addressing digital accessibility issues.

Here's how to use this approach in your everyday work.

1. Reduce: Remove What No Longer Serves Your Students

Before investing time in editing or remaking an inaccessible file, ask the simplest question: Do I still need this document?

• Has the content been replaced elsewhere in your course?
• Is it redundant with materials already in Blackboard?
• Is it outdated, duplicated, or no longer aligned to your learning goals?

If the answer is "no, I don't need it," the most accessible document is the one that no longer exists. Reducing cuts clutter, improves course navigation, and lowers your remediation workload immediately.

2. Remake: Start Fresh When You Have the Original Source

If the content is still important, your next question should be: Do I have the source file? If you do -- great! Remaking the document is usually the fastest and cleanest path to accessibility.

• Replace scanned PDFs with a properly structured Word or Google doc.
• Rebuild documents that contain inaccessible tables, images without alt text, or outdated formatting.
• Use your original PowerPoint instead of trying to fix a PDF export.

Why this matters: Rebuilt documents contain real headings, lists, reading order, alt text, and searchable text -- making them inherently more accessible (and easier to maintain in the future). Tools like Ally, Acrobat, or Microsoft Word and PowerPoint can validate your work, but starting with a clean source file does most of the heavy lifting.

3. Remediate: Fix Only When You Must

If you don't have the source file, or it cannot be recreated, then remediation is your last resort. Remediation involves correcting accessibility issues inside an existing document or PDF, which can be time-consuming and technically challenging. This may include:

• Adding tags or reading order to untagged PDFs
• Repairing scanned images of text
• Rebuilding inaccessible tables
• Fixing complex layouts or poorly embedded images

This step is sometimes unavoidable, especially for archived materials or documents that cannot be altered due to copyright ownership, accreditation, or historical requirements. But it should never be your first step.

This decision path ensures your time is spent where it creates the most value for students and reduces the long-term burden of maintaining inaccessible materials.

Ready to take the first step? Visit UMBC's Digital Accessibility site or run an Ally course report today. Support is also available from Student Disability Services and Instructional Technology.

--

The 3-R Framework was adapted from the University of Illinois Urbana-Champaign. 

Digital accessibility is more than a compliance requirement—it's a commitment to ensuring that every member of our community can fully engage with digital content. Accessible PDFs support screen reader navigation, reduce cognitive load, and ensure that information is clear and usable for everyone.

Poorly formatted documents—such as those with missing tags, low color contrast, or scanned images without text recognition—can create barriers. Well-structured PDFs, on the other hand, use headings, lists, tables, and descriptive links to make content easier to navigate and understand. By adopting universal design practices, we not only meet legal standards but create a more inclusive learning and working environment. 

Whether you're preparing a syllabus, sharing research, or distributing forms, small changes can make a big difference. This practice enhances the learning experience for all learners and supports UMBC's mission of inclusive excellence (UMBC's mission of inclusive excellence).

Here are some key takeaways for remediating or creating accessible PDFs, organized into practical steps you can apply right away.

PDF Tools and Techniques

The following strategies are useful for identifying and fixing accessibility issues:

• Adobe Acrobat Accessibility Checker: Scan documents for missing tags, unlabeled form fields, or reading order problems.

• Tagging and Structure: Apply proper heading levels, alt text for images, and logical reading order to support screen readers.

• Conversion Options: Export PDFs to Word or PowerPoint for easier editing, or scan and get text from an image with OCR (Optical Character Recognition) to make scanned documents searchable.

• Color Contrast Checkers: Ensure text and graphics meet WCAG 2 standards checklist for readability.

Tips for Everyday Use

• Test your PDF: If you can select text, it's searchable; if not, use OCR.

• Start with accessible files: Use built-in templates in Word, PowerPoint, or Excel to create your document before exporting it to PDF. (Note: select the accessibility-friendly PDF preset when exporting the file)

• Write meaningful alt text: Keep it concise and focused on the purpose of the image.

• Simplify tables: Avoid merged or blank cells and fill in empty spaces with placeholders like 'N/A,' and keep the overall structure easy to follow.

Building a Culture of Access

Digital Accessibility is a shared responsibility. By making small, intentional choices— using descriptive links instead of "Click here" or ensuring high-contrast text—we can create digital content that works for everyone. These practices not only help individuals with disabilities but also improve usability for all readers, including those accessing content on mobile devices or in low-bandwidth environments.

Next Steps

UMBC offers ongoing training and resources to support digital accessibility. Upcoming sessions will cover accessible feedback, videos, images, and more. Faculty, staff, and students are encouraged to explore these opportunities and integrate accessibility into their daily workflows.

Ready to take the first step? Visit UMBC's Digital Accessibility site or run an Ally course report today. Support is also available from Student Disability Services and Instructional Technology.

Resources:

• Adobe Creative Cloud Installation

• PDF extension for Chrome and Edge | Adobe Acrobat 

• Creative Cloud Support

• Creating PDFs from LaTeX 

• Google Workspace Updates: New LaTeX features in the Gemini app 

• Digital Accessibility Guidelines Checklist

• Video Recordings (UMBC Login required):

  • PDFs That Work: Remediation Tools and Techniques (09.11.2025)

  • Practice & Share: Learn How to Remediate or Create Accessible PDFs for All Audiences (11.11.2025)