The USM Kirwan Center for Academic Innovation will host monthly remediation sprints to tackle one essential step of digital accessibility each month. These sprints, hosted on Zoom, will include a short overview of one step from the Digital Accessibility 6 Essential Steps, created by the University of Maryland, College Park, and then active work time to remediate your own documents.

Headings Sprint
Monday, September 8 (2-3 pm)
Register for the Sprint 

Links and Navigation Sprint
Monday, October 6 (2-3 pm)
Register for the Sprint 

Color and Contrast Sprint
Monday, November 10 (2-3 pm)
Register for the Sprint 

Images Sprint
Monday, December 8 (2-3 pm)
Register for the Sprint 

Tables and Data Sprint
Monday, January 12 (2-3 pm)
Register for the Sprint 

Multimedia Sprint
Monday, February 9 (2-3 pm)
Register for the Sprint 

Sprint to Finish
Monday, March 9 (2-3 pm)
Register for the Sprint 

Campus representatives from the USM Digital Accessibility Work Group may offer additional sessions throughout the month.

NOTE: Since these sprints are meant for faculty and staff at institutions of higher education in the state of Maryland, please register with your UMBC email address.

As educators, we strive to create a learning environment where every student can succeed. But what if the very materials we use, such as digital resources, tools, or technologies, unintentionally create barriers for some? 

That’s where digital accessibility comes in. It’s more than a new compliance mandate -- it’s a fundamental part of building a welcoming classroom that works for everyone. By making our digital course content accessible, we don’t just help students with disabilities. We enhance the learning experience for all students, a practice that aligns with UMBC’s mission of inclusive excellence.

Here are five practical things you should know about digital accessibility to make a difference in your courses:

1. Accessibility Benefits Everyone

Last year’s DOJ ruling establishes the requirement that all public-facing and password-protected content including course materials, must meet WCAG 2.1 A/AA accessibility standards by April 2026. This includes Blackboard courses, documents, videos, tools, and department websites. By designing with accessibility in mind, we remove obstacles before they appear and improve the learning experience for all students. For example:

• Captioned videos help students who are not native English speakers, those in a loud environment, or those who simply prefer reading along. 
• Well-structured documents with headings and proper contrast benefit students with cognitive disabilities, but they also make it easier for any student to skim and find information quickly.

2. Think POUR, Not Poor

Accessibility is based on four key principles (POUR):

• Perceivable: Provide alt text, captions, and clear structure.
• Operable: Ensure keyboard navigation and avoid flashing content.
• Understandable: Use plain language, consistent layouts, and clear instructions.
• Robust: Create content that works with screen readers, smart phones, tablets, etc.

3. Use Ally in Blackboard

Anthology Ally scans your course and flags accessibility issues, providing personalized guidance on how to fix issues. In addition to finding an overall accessibility score for your course, look for individual colored meters next to files to indicate the accessibility of those content types. Ally also offers step-by-step guides to help you fix content and AI assistance for image descriptions. 

4. Quick Wins: Fix the Most Common Issues First

You don’t need to fix everything overnight. Start small and work on one area at a time:

• Fix images first -- lack of descriptions are the most common issue
• Use descriptive links to provide context instead of “click here”
• Add headings to documents and PDFs
• Choose accessible colors to avoid contrast issues in files and online content
• Ensure captions are accurate in video content

5. It’s About Making Progress, Not Perfection

Start with what matters most: your current course materials. Focus on content students use often, such as readings, presentations, and videos. Archived materials do not need to be remediated unless reused for an active program, service, or activity. 

Improving course accessibility is a continuous improvement, not a one-time project -- but your investment makes a difference. Every small change you make today contributes to a more effective learning environment for all of your students. 

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 USM Kirwan Center for Academic Innovation is pleased to announce a call for applications for the Boosting Course Accessibility mini-grant program. This initiative will support 12 USM faculty members in engaging in digital accessibility-related course redesign to better meet the accessibility needs of all students. Each selected faculty member will receive a $1,500 stipend and participate in a collaborative professional development program designed and co-taught by our nonprofit partner, Teach Access.

Program Overview

Faculty grantees will engage in a hybrid program running from October 1 through November 21, 2025. The program includes:

• Completion of five asynchronous online modules (topics include: Defining Disability, Accessible Design, Universal Design, and two elective modules such as Content Development, Game and Interactive Media Design, Instructional Technology, Organizational Communication, and more).
• Participation in five 90-minute synchronous Zoom sessions held on Wednesdays from 12:00 - 1:30 p.m. (October 8, October 15, October 22, October 29, and November 5).
• Presentation and discussion of course revisions at a culminating in-person event on Friday, November 21, 2025, at the National Federation of the Blind Headquarters in Baltimore, MD.
• Serving as a faculty ambassador for digital accessibility in Spring 2026, creating one outreach opportunity engaging faculty in conjunction with your representative from the USM Digital Accessibility Work Group.

Program Goals

This program aims to:

1. Promote inclusive teaching practices by equipping faculty with tools, strategies, and frameworks grounded in accessibility and Universal Design for Learning (UDL).
2. Support the redesign of existing courses to reduce digital barriers for students with disabilities and increase access for all learners.
3. Build a faculty-led culture of access and accountability across the USM through shared learning, peer exchange, and cross-campus collaboration.
4. Establish models of accessible course design that can be shared, celebrated, and potentially scaled across departments, disciplines, and institutions.

Eligibility

Applicants must meet the following criteria:

• Full-time faculty member at a USM institution
• Teaching is your primary professional role
• Available to participate fully in all synchronous and asynchronous program components, including the in-person event on November 21.

Grant Award

Each selected participant will receive a $1,500 stipend. Breakfast, lunch, and parking will be provided at the in-person event.

Application Instructions

Applications will be submitted using this submission form by Friday, September 12. The form requires the following information:

• Faculty member’s contact information
• Course Title(s) for Proposed Accessibility (Re)Design, Course Modality, and Approximate Enrollment per Term
• Response Questions:
  • Describe the course you intend to focus on in this program. The course should be one that you will be teaching in Spring 2026, although grantees are welcome to incorporate techniques starting in the Fall. Include details about the student audience (undergraduate general education, undergraduate in the major, graduate) and any known challenges or opportunities related to accessibility in the course. (350-500 words)
  • Why are you interested in participating in the Boosting Accessibility mini-grant program? What do you hope to learn, change, or contribute? (350-500 words)
  • What experience (if any) do you have with accessibility, inclusive teaching, or Universal Design? (Prior experience is not required.) (200-300 words)
  • How do you anticipate sharing what you learn with your department, colleagues, or institution? Consider ways your participation might have broader impact. (200-300 words)
• Confirmation of availability to attend all required sessions
• Letter of support from department chair or dean uploaded