November 2026 Issue

Brought to you by the USM Kirwan Center for Academic Innovation and the USM Digital Accessibility Work Group

Supporting neurodivergent students requires more than good intentions. It requires understanding neurodiversity itself and designing with both predictability and flexibility in mind. This month, we're bringing you an expert workshop with Dr. Sarah Silverman, practical strategies for your courses and communications, and a look at how faculty across Maryland are solving accessibility's toughest challenges together.

Beyond Accommodations: Understanding and Supporting Neurodivergent Students

Understanding neurodivergent learners starts with understanding neurodiversity itself, not just as a buzzword, but as a concept with deep roots in disability advocacy, a complex relationship to traditional accommodations systems, and profound implications for how we teach. This month, we’re honored to welcome Dr. Sarah Silverman, author of the newly released Classroom Mindscapes: An Introduction to Neurodiversity for Educators, for a two-part workshop series that will transform how you think about and support the growing number of neurodivergent students on our campuses.

Dr. Silverman is a neurodivergent scholar, independent faculty developer, and Disability Studies instructor who brings a firsthand perspective to her work. She focuses on accessible and feminist pedagogy, Universal Design for Learning, and the intersection between disability and ed tech. In addition to her recent book, she also writes Beyond the Scope, a Substack newsletter, and shares her materials and presentations on her blog.

The two-part workshop responds to a critical reality: campuses are experiencing greater numbers of neurodivergent students and these students are not always supported by the traditional disability accommodations system. Dr. Silverman introduces an approach called “teaching in the neurodiversity paradigm,” which views teaching as the navigation and negotiation of multiple and often contrasting needs. She targets specific “pressure points,” including group assignments, class participation, labs, and practical activities. Part one of the workshop details the history, theory, and first-person perspectives from neurodivergent students, staff, and faculty. Part two offers space to apply your knowledge using complex case studies and scenarios to continue to refine our inclusive practices.

While live registration has reached capacity, you can sign up to receive the recording and workshop materials later this month.

November Challenge: Design for Predictability & Flexibility

Neurodivergent learners, including students with ADHD, autism, dyslexia, and other cognitive differences, often need what seems like a paradox: predictability and flexibility. Predictable course structures reduce anxiety and support executive function, while flexibility accommodates different processing speeds and learning approaches. The good news? Many accessibility practices you're already implementing serve both needs at once. And these principles extend beyond the classroom; they make emails, meeting materials, and professional communications more effective for everyone.

Predictability Helps With:

• Executive function challenges (planning, organizing, prioritizing)
• Anxiety reduction through clear expectations
• Cognitive load management

Flexibility Supports:

• Different processing speeds and styles
• Varied ways of engaging with content
• Individual accommodation needs

This Month's Challenge: Implement Strategies That Deliver Both

Captions & Transcripts

• In courses: Students know they can access spoken content in text form and review at their own pace
• Beyond the classroom: Meeting recordings, training videos, and announcements become accessible to all staff
• Quick win: Turn on auto-captions in Zoom recordings, then edit for accuracy (especially discipline-specific terminology)

Clear, Descriptive Headings

• In courses: Consistent heading structure helps students navigate syllabi, modules, and readings
• Beyond the classroom: Long emails, reports, and meeting agendas become scannable and easier to process
• Quick win: Use Word or Google Docs' heading styles (Heading 1, Heading 2) rather than just making text bold or large. In emails, use clear subject lines and bold key section headers.

Alt Text for Images

• In courses: Every meaningful image has a text description for students using screen readers or with visual processing differences
• Beyond the classroom: Infographics, charts, and screenshots in emails and presentations become accessible to all colleagues
• Quick win: Start with images that convey essential information (diagrams, charts, screenshots with text)

Chunk Long Content

Many neurodivergent people struggle with lengthy, unstructured texts—whether it's a 40-page reading or a dense email. Breaking content into manageable pieces supports both sustained attention and comprehension.

In courses:

• Break PDFs into sections with descriptive titles ("Introduction: Key Concepts" rather than "Pages 1-5")
• Use headings to create logical stopping points and help students track progress
• Provide reading guides with questions or summaries for each section
• Offer multiple formats when possible (article + podcast summary, textbook chapter + video overview)
• Be explicit about reading purpose: "This section introduces three theories you'll apply in Thursday's discussion"

Beyond the classroom:

• Structure long emails with headings like "Background," "Action Needed," and "Deadline"
• Create clear meeting agendas with time allocations and expected outcomes for each item
• Provide meeting summaries with decisions made, action items, and next steps
• Break complex processes into numbered steps with clear headers
• Use bullet points to make information scannable

Did You Know?

Many neurodivergent students don't disclose their needs or seek formal accommodations. The same is true for neurodivergent staff and colleagues. Proactive design means you're already supporting people you may not even know need it. When you build predictability and flexibility into your materials from the start, whether it's a syllabus, an email, or a meeting agenda, you create an environment where everyone can succeed.

Take the Challenge:

This month, choose one strategy from this list and implement it in your work. Already doing all of these? Share your approach with a colleague or try extending these principles to a new area—like assignment instructions, discussion board structure, committee communications, or professional development materials.

Spotlight: Faculty Collaboration Tackles Discipline-Specific Accessibility Challenges

Led by Sarah Bass (University of Maryland Baltimore County, STEM), Luis Engelke (Towson University, Music & Arts), Jessica Grimmer (University of Maryland, College Park, Music & Arts), and Cyndi Wiley (University of Maryland Global Campus, STEM), with 60+ faculty and staff from across Maryland institutions, the Digital Accessibility Communities of Practice are tackling the discipline-specific challenges that general accessibility guidance doesn't address.

In STEM, project teams are developing workflows to convert handwritten math and tablet notes into accessible formats using tools like MathPix and LaTeX, creating pathways that provide predictability (standardized processes faculty can follow) while maintaining flexibility (multiple tool options for different contexts and comfort levels).

In Music & Arts, faculty are wrestling with how to write alt text for abstract art that's interpretive rather than purely descriptive, honoring artistic intent while making visual content accessible. This work requires flexibility in approach (recognizing that context matters) while establishing predictable frameworks that faculty can adapt across disciplines from sculpture to stage design.

Both communities are building resources designed to be shared across Maryland campuses in early spring 2027, transforming individual faculty struggles into collective solutions. Project teams are developing "How Do I..." guides, tool recommendation briefs, student-facing resources, and advocacy materials that will benefit faculty and students statewide.

Want to follow their progress? Updates will be shared in future newsletters, and all resources will be published on the USM Digital Accessibility Hub as they're completed.

Save the Date: Spring Cleaning for Accessible Courses

Is your spring course ready for a fresh start? Join us in January for our Spring Cleaning workshop series—hands-on sessions to help you review syllabi, update course documents, check multimedia accessibility, and apply lessons from our Communities of Practice and Digital Accessibility Fellows.

We’re planning afternoon and evening sessions on Tuesday, January 12, and Wednesday, January 13.

We want to hear from you: What topics would you like us to cover? What challenges are you facing? Submit your session ideas and requests.

More details coming soon!

Get Involved

Whether you’re ready to lead, want to share an accessibility success story, or are looking for practical guidance, we want to hear from you.

Share or Nominate an Accessibility Win

Visit the USM Digital Accessibility Hub

Welcome to October! As we continue toward the midpoint of the fall semester, it's a good time to check in on how our courses and communications are working for students and colleagues. This month, we're focusing on the structural elements that make digital content navigable and usable, particularly for people using assistive technologies. We're also excited to officially launch the USM Digital Accessibility Communities of Practice, creating dedicated spaces for faculty to collaborate, share strategies, and tackle discipline-specific accessibility challenges together. Inside this issue, you'll find insights from WebAIM’s latest screen reader user survey, practical guidance on tables and lists, an opportunity to learn more about our new communities of practice, and a celebration of faculty leading accessibility work across our system. 

USM Digital Accessibility Communities of Practice Launch

On Friday, October 2, nearly 50 faculty from across the University System of Maryland and partner institutions will gather in person at Coppin State University to officially launch the Digital Accessibility Communities of Practice in STEM and Music & Arts.

These discipline-specific communities bring together faculty leaders who recognize that accessibility isn't one-size-fits-all. From chemical equations and data visualizations to musical notation and performance-based assessments, STEM and Music & Arts present unique accessibility challenges that require specialized knowledge and creative solutions.

Throughout the 2026-2027 academic year, CoP members will:

• Identify accessibility barriers specific to their disciplines
• Share what's working and learn from peers across institutions
• Develop practical solutions, workflows, and tools faculty can use immediately
• Create resources for colleagues across Maryland and beyond

Help Shape the Work

To ensure these Communities of Practice address the real challenges faculty face, we've launched discipline-specific surveys to gather input from STEM and Music & Arts faculty across Maryland:

• STEM Faculty Digital Accessibility Survey
• Music & Arts Faculty Digital Accessibility Survey

Your responses, whether you teach biology or sculpture, mathematics or theater, will directly inform the resources, guidance, and solutions these communities develop. The surveys take approximately 15 minutes to complete and are IRB-approved through the University of Maryland, College Park. 

Why Structure Matters: The Power of Lists, Tables, and Meaningful Markup

When we design syllabi, lecture slides, or department documents, visual layout is often top of mind. We use bold text, indents, bullet points, and tables to make information clean and easy to scan.

But what happens when someone doesn't experience your document visually?

According to WebAIM’s Screen Reader User Survey #11 (2026), 83.9% of screen reader users report that well-structured, accessible content makes a far greater difference to their digital access than assistive technology upgrades alone. When documents lack underlying semantic structure, assistive technologies can't help learners navigate efficiently.

This is why true structure matters. This month, we offer suggestions on how to add structure across Word, PowerPoint, and everyday documents:

1. Lists: More Than Visual Indents

Why it matters: When you type a dash (-) or asterisk (*) and hit enter, a sighted reader recognizes a list. But a screen reader sees raw, disconnected text. When you use built-in list formatting, assistive technologies announce: "List with 5 items," allowing users to know the scope of the list, jump through items one by one, or skip past it entirely if it's not what they need.

Best Practices in Practice:

• Use Ribbon Formatting: In Word, Google Docs, PowerPoint, or your LMS text editor, always click the Bulleted List or Numbered List tool rather than typing symbols manually.

• Choose the Right Type: Use numbered lists when step sequence or priority matters; use bulleted lists when order does not matter.

2. Tables: For Data, Never for Layout

Why it matters: Tables are designed to show relationships between data (like course grading scales or assignment due dates). Sighted readers quickly match a cell to its row and column headers with their eyes. A screen reader user relies on software to announce the header before reading each data cell (e.g., "Week 3, Topic: Cell Division").

Without designated headers, or in tables with merged and split cells, assistive technology can lose track of where data belongs, which can create confusion and disorientation for the user.

Best Practices in Practice:

• Data, Not Layout: Never use a table just to place text side-by-side or format a page layout. Use columns or tabs instead.
• Designate a Header Row
• Keep Structure Simple: Avoid nested tables, merged cells, or empty header rows. If a table becomes too complex, split it into two simpler tables.

3. The PDF Factor

The WebAIM survey also revealed that 85.6% of respondents find PDFs likely to pose significant accessibility barriers, compared to just 31% for Word documents.

The Quick Takeaway: If you create a well-structured document in Word or Google Docs using true headings, bulleted lists, and simple tables with header rows, keep it in that native format.

October Challenge: The Structure Check

In last month’s newsletter, we encouraged you to gather feedback from students and colleagues about accessibility barriers. This month, put what you've learned about structure into practice.

Your Challenge: Pick one document (or several!) you use regularly and check its structural accessibility:

Lists:

• Find any content that's grouped together (steps, options, requirements, resources)
• If you typed dashes (-), asterisks (*), or manual numbers, convert them to true lists using the Bulleted List or Numbered List button in your editor

Tables:

• Locate any tables in your document
• Ask: Is this table showing data relationships, or just formatting the page layout?
• If it's data, ensure you've designated the Header Row (in Word/PowerPoint: Table Design tab → check "Header Row")
• If it's layout, consider replacing it with columns or simple paragraphs

Quick Win: Even fixing one list or one table makes your content more navigable for screen reader users and clearer for everyone.

Share your before-and-after insight on LinkedIn using #USMAccessibility—what did you discover? What surprised you about the structure of your own materials?

Introducing the 2026-2027 Boosting Course Accessibility Faculty Fellows

The USM Kirwan Center for Academic Innovation is excited to welcome 21 faculty members from across the University System of Maryland to the 2026-2027 Boosting Course Accessibility Faculty Fellows program.

These faculty leaders represent diverse disciplines from nursing and engineering to communication studies and library science and span ten USM institutions. Over the coming year, they will redesign courses with accessibility at the center, implementing universal design principles that remove barriers and benefit all learners. Their work will not only improve access for students in their own courses but also model effective practices that colleagues across Maryland and beyond can learn from and adapt.

Meet the 2026-2027 Fellows:

Bowie State University

• Jerry Diabor, Adjunct Professor, Computer Science
• Elkanah Faux, Assistant Professor, Accounting, Finance and Information Systems
• Ebony Toussaint, Assistant Professor, Nursing
• Aislinn Woody, Instructor and Research Specialist, Nursing Education

Coppin State University

• Patience Ebuwei, Assistant Professor, Health Information Management
• Tammira Lucas, Assistant Professor of Marketing and Interim Director of the Center for Strategic Entrepreneurship
• Mamunur Rahman, Assistant Professor of Decision Sciences

Frostburg State University

• Stefanie Hay, Professor of Nursing

Salisbury University

• Viktoria Basham, Lecturer, Clarke Honors College

Towson University

• Audra McMullen, Professor of Communication Studies
• Zach Runge, Adjunct Professor, Communication Studies

University of Baltimore

• Praneet Randhawa, Associate Professor of Marketing

University of Maryland, Baltimore

• Jeanine Gargiulo, Didactic Director, Physician Assistant Program

University of Maryland, Baltimore County

• Milvia Hernandez, Teaching Professor, Modern Languages, Linguistics and Intercultural Communication

University of Maryland, College Park

• Rasha Alkhateeb, Lecturer, English
• Anna Greenstone, Instructional Designer, Maryland Fire and Rescue Institute (MFRI)
• Helene Nguemgaing, Assistant Clinical Professor, First-Year Innovation & Research Experience (FIRE)
• Ryan O'Grady, Senior Lecturer, Master of Library and Information Science Program

University of Maryland Eastern Shore

• Jia Liu, Assistant Professor, Engineering
• Madhumi Mitra, Professor of Biology and Environmental Sciences
• Masoud Moghaddam, Associate Professor, Physical Therapy

We look forward to sharing their progress and insights throughout the year. Congratulations to all the Fellows!

Get Involved

Whether you’re ready to lead, want to share an accessibility success story, or are looking for practical guidance, we want to hear from you.

Share or Nominate an Accessibility Win

Visit the USM Digital Accessibility Hub

Repost from the USM Kirwan Center for Academic Innovation and the USM Digital Accessibility Work Group

September 2026 Issue

As the fall semester gets underway, accessibility moves from planning into practice. Whether you teach courses, support students, manage programs, or create communications, September is when we discover what's working and where our next opportunities for improvement lie. This month's newsletter focuses on accessibility as a shared responsibility that belongs to all of us, regardless of our role. Inside, you'll find a recap of our fall course prep day, an invitation to gather feedback and make real-time improvements, and a deeper look at why accessibility truly is everyone's job. Let's make this semester one where accessibility isn't just built in—it's continuously improved through the insights and actions of our entire USM community.

Ready, Set, Accessible! Fall Course Prep Day Recap

On August 3, 2026, faculty and staff from across Maryland joined us virtually for a half-day of practical accessibility strategies to start the semester strong. Participants explored how to evaluate course resources for accessibility, redesign assignments for clarity and inclusion, and create learning experiences that support all students.

We Featured:

Digital Accessibility 101: A Coffee Chat Refresher with Nancy O'Neill
A foundational overview of accessibility concepts and why they matter for all learners.
Recording

Before You Assign It: Checking Course Materials for Accessibility with Haley Cristea
Practical strategies for identifying accessibility barriers in PDFs, videos, websites, and publisher resources before students encounter them.
Recording

The 10-Minute Assignment Makeover with Teresa Valais
How to pair generative AI with the Transparency in Learning and Teaching (TILT) framework to quickly redesign assignments that reduce ambiguity and strengthen learning outcomes.
Recording

Sense-Sational Design: A Full Spectrum Approach with Karen Silverstrim
Moving beyond document fixes to design learning experiences that offer multiple ways to access information, engage with ideas, and demonstrate understanding across visual, auditory, cognitive, and interactive dimensions.
Recording

Missed the event or want to revisit a session? All recordings and resources are available on the Ready, Set, Accessible! resource page.

September Challenge: The Accessibility Feedback Loop

Whether you teach courses, support students, manage programs, or create communication, ask for input, and act on what you learn. This month, gather feedback on accessibility from the people who experience your work:

• Faculty: Ask students: "What's working well in how course materials are presented? What could be clearer or easier to navigate?"

• Staff: Ask colleagues or students who use your services: "Is there anything about how we share information or resources that creates unnecessary barriers?"

• Administrators: Ask your team: "What would make our communications, documents, or processes more accessible?"

Then take action: Choose one piece of feedback and make an adjustment. It might be as simple as adding headings to a document, providing materials in an alternative format, or clarifying instructions.

When we ask students and colleagues about accessibility barriers, we're not just fixing individual problems; we're building a culture where accessibility feedback is welcomed, expected, and acted upon. This transforms accessibility from a compliance checklist into a continuous improvement practice.

Why Accessibility Is Everyone’s Job

If you’ve ever heard (or thought) the phrase "that's not my job" regarding accessibility, you're not alone. Inspired by Dr. Katie Grennell’s insights on navigating pushback to accessibility work, we will explore why these concerns are common across higher education, and how they reflect real challenges: unclear expectations, competing priorities, and uncertainty about where to start. Despite these challenges, accessibility is woven into the work we all do—teaching, communicating, creating content, supporting students. And it doesn't require becoming an expert overnight.

When colleagues express concerns about accessibility, they're often communicating something legitimate:

• "I don't have time" → "I'm overwhelmed and don't know where to start."

• "That's disability services' job" → "I'm unclear about my role."

• "I don't have disabled students" → "I don't see how this benefits my class."

These aren't excuses, but rather they're signals that we need clearer expectations and better support.

Accessibility connects to things we already care about as higher education professionals:

Student success: Accessible courses remove barriers that prevent disabled students from engaging fully. Accessibility wins such as clear document structure, captions, and transparent instructions help ensure that disabled students including those with visual, auditory, motor, cognitive, or learning disabilities, can engage in learning effectively and independently.

Practical efficiency: Building accessibility in from the start saves time later. You won't be scrambling to fix materials when a student requests accommodations.

Universal Design for Learning: Accessibility and UDL go together. When you offer multiple ways to access content and demonstrate learning, all students benefit.

Everyone Plays a Role

• Faculty design accessible courses and create clear materials

• Staff ensure communications and processes work for everyone

• Instructional designers provide practical guidance and support

• Administrators set expectations and allocate resources

• Students give feedback that helps us identify barriers

When accessibility becomes part of how we work, it transforms from a compliance task into a shared commitment to student success.

Applications Open for Fall Cohort of USM Digital Accessibility Fellows

The USM Kirwan Center for Academic Innovation is accepting applications for the Boosting Course Accessibility Faculty Fellows program. This initiative supports up to 12 USM faculty members in digital accessibility-related course redesign to reduce barriers and improve access for all students.

What You'll Receive:

• $1,500 stipend

• Structured support for accessibility-focused course improvements

• Connection to a cohort of faculty working on similar goals

Application Deadline: Thursday, September 11, 2026

Whether you're ready to tackle captions for an entire course, redesign assignments for clarity, or systematically improve document accessibility, this program provides the time and support to make meaningful progress.

Learn More and Apply 

Faculty Spotlight: Dr. Angela Freeman, Associate Professor of Biological Sciences, Salisbury University

Angela Freeman's entry into digital accessibility started long before the updated Title II regulations. She is a millennial who keeps her phone with the sound off all the time, which means uncaptioned videos are a particular pet peeve. It was such a pet peeve, in fact, that Angela has been captioning her own videos, for class or otherwise, for 9 years.

When colleagues began discussing the approaching Title II deadline, Angela found herself already ahead of the curve on video captions. But her home discipline, Biology, presented STEM-specific challenges that standard accessibility guides don't always address. How do you make a lab handout screen-readable when it's full of underscores for fill-in-the-blank answers? How do you write alt-text for an anatomy quiz without providing the answer? Angela addressed the first by moving away from the “hundreds of underscores” that screen readers often skip or misread, instead using Word’s developer tools to create accessible form fields. For the second, she navigated assessments by using descriptive but non-identifying language, describing a "vessel colored red" rather than simply naming it an "artery."

Rather than tackling these disciplinary challenges alone, Angela brought her colleagues into the conversation. At the November 2025 Biological Sciences Department meeting, she presented a 21-slide roadmap that addressed why improving digital accessibility benefits everyone and provided practical "how-to" steps for headings, captions, and alt text. Drawing on her background as a "tech-native" who grew up with command-line computers, she didn't just tell her colleagues what to do; she showed them how to do it efficiently. She created a Word template so that accessibility is baked in the moment a colleague opens a new document, preventing them from having to "reinvent the wheel" every time. She also volunteered to help fellow faculty with ongoing accessibility questions and made her presentation available to the entire department.

Angela's leadership has moved the department to an estimated 85-90% compliance rate. Beyond her department, she now sits on the curriculum committee for the Henson School of Science and Technology, where she catches the small but vital details, like ensuring a syllabus file has a proper title rather than a string of characters. She's also become a go-to resource for colleagues who are working on improving the accessibility of their course materials.

But Angela hasn't abandoned her original passion: captions. She still goes the extra mile for videos, even when they're not her own. "A lot of YouTube videos don't have captions," she explains. "And so I end up including links [to the video], but then I usually screen record, put new captions on, or I share a transcript that I just made with all the students, and I'm like, take this. You should have it. Because this video is great, but it's from 10 years ago, and no one captioned it." Even when auto-captions exist, she provides corrected transcripts for her students, warning them that "the captions are okay, but some of those science words are mixed up." For example, auto-captions often want to turn “caecilians,” the amphibians, into “Sicilians,” the people from Italy. If you don’t check, a student will get the wrong answer.

Angela's approach demonstrates that accessibility is most sustainable when it's integrated into daily habits rather than treated as a compliance checkbox, and her work has created a ripple effect across SU’s Henson School of Science & Technology. What started as a personal pet peeve about uncaptioned videos has become a shared departmental practice to make materials more usable for everyone.

Get Involved

Whether you’re ready to lead, want to share an accessibility success story, or are looking for practical guidance, we want to hear from you.

Share or Nominate an Accessibility Win

Visit the USM Digital Accessibility Hub

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University System of Maryland, 3300 Metzerott Road, Adelphi, MD 20783

Welcome to July's edition of USM Accessibility in Action! This month, we're celebrating USM excellence and helping you strengthen one of the most fundamental accessibility skills: writing meaningful alt text.

Celebrating USM Excellence: Two Blackboard Catalyst Awards

We're excited to celebrate two University System of Maryland institutions recognized with 2026 Blackboard Catalyst Awards for their outstanding leadership in accessibility and professional development.

Coppin State University won the Innovation in Accessibility Award for the Innovation, Development, Education, and Assessment (IDEA) Team. Coppin's IDEA Team exemplifies institutional leadership in accessibility by transforming inclusive design into a sustained campus practice through strategic use of Blackboard Ultra and Ally. Rather than approaching accessibility as a compliance obligation, the team embedded it into everyday teaching and learning, equipping faculty to create accessible, engaging learning environments as a standard expectation. Through sustained professional development and cross-campus collaboration, the team built a proactive and durable culture of accessibility. By extending this work into ADA Title II readiness, the IDEA Team has established a scalable, high-impact model that removes barriers, strengthens student success, and sets a compelling benchmark for accessibility leadership in higher education.

UMBC received the Training and Professional Development Award for the Course Roadmap to Equity (CoRE) initiative. This phased digital accessibility program builds lasting faculty competency through live professional development and a structured self-paced microcredential in Blackboard. Recognizing accessibility as both a legal obligation and an equity imperative, UMBC designed CoRE to meet faculty where they are, offering flexible pathways for varying schedules and expertise levels. In Fall 2025, 350+ faculty and staff attended live workshops and used Blackboard Ally to generate accessibility reports. Institutional Ally accessibility scores rose from 66.5% to 78.7%—a 12.2 point gain. Results directly informed the CoRE microcredential program with multiple pathways and achievements, recognizing faculty commitment to equitable course design.

These awards reflect the innovative, equity-centered work happening across USM and they show what’s possible when accessibility becomes a shared institutional priority. Congratulations to both teams!

Register Now: Ready, Set, Accessible Fall Course Prep Day

Monday, August 3, 2026 | 9:30 AM-12:30 PM ET | Zoom

Start the fall semester with course materials that are more accessible, usable, and inclusive for all learners. This half-day virtual event is designed to help faculty take practical, manageable steps to improve the accessibility of their courses before classes begin.

Across three focused sessions, participants will learn how to:

• Evaluate course resources for accessibility

• Redesign assignments with accessibility in mind

• Design learning experiences that support students with a range of sensory, cognitive, technological, and learning needs

Whether you're updating an existing course, preparing new materials, or looking for a realistic place to begin, this day will offer concrete strategies, examples, and tools you can apply right away. Faculty are invited to attend one session or participate in the full half-day event.

Register Now 

July Challenge: Alt Text in Action

This month, practice writing meaningful alternative text for images in your materials. To help you master this skill, we recommend exploring this comprehensive Guide to Writing Meaningful Alt Text from Section508.gov.

Quick Tips for Success:

• Focus on Meaning, Not Appearance: Instead of describing what an image looks like (e.g., "A person in a suit"), describe the information it conveys (e.g., "Dr. Martin Luther King Jr.").

• Include Text Word-for-Word: If an image contains text (like an event flyer), that text must be included in the alt text so screen reader users don't miss vital details.

• Context is Key: A photo of a building might need different alt text in a History course than it does in an Architecture course. Ask yourself: What would a user miss if this image didn't load?

• Don't Repeat Yourself: If the surrounding paragraph already explains the chart's data, your alt text can be brief. Just ensure it still identifies the image’s purpose so screen reader users know what the object is.

The Challenge: Choose 3–5 images in your own materials and update their alt text using these principles. You’ll likely find that clarifying your images for accessibility actually makes your core concepts clearer for everyone! Post your insights on LinkedIn using #USMAccessibility so we can all learn from each other.

Get Involved

Whether you’re ready to lead, want to share an accessibility success story, or are looking for practical guidance, we want to hear from you.

Register for Ready, Set, Accessible Fall Course Prep Day

Share or Nominate an Accessibility Win

Visit the USM Digital Accessibility Hub

Repost from the USM Kirwan Center for Academic Innovation and the USM Digital Accessibility Work Group.

Accessible web content ensures that all users, including those using screen readers, keyboard navigation, or assistive technology, can interact with your website and digital content. At UMBC, this applies to both Sites@UMBC, myUMBC groups, and other platforms that present course, departmental, or university information.

Accessibility isn't just a legal requirement—it's part of inclusive, student-centered design. This article provides easy-to-follow guidance grounded in WCAG 2.1 standards and the POUR principles:

• Perceivable: Everyone can perceive the content (e.g., text descriptions for images).
• Operable: Everyone can navigate the site (e.g., keyboard-friendly menus).
• Understandable: Everyone can comprehend the information (e.g., clear instructions and consistent layout).
• Robust: Everyone can use the site across different devices and technologies (e.g., follow HTML standards and semantic markup).

Common Accessibility Issues

Even with accessible templates, website editors must ensure that their content meets accessibility standards. Below are common content types and how to improve them.

1. Content & Headings

• Use heading levels in order — don't skip levels.
• Use headings to organize content for both sighted users and screen readers.
• Don't simulate headers by resizing or bolding text.
• Quick Win: Start pages with a clear <h1> and use <h2> for major sections.

2. Color & Contrast

• Don't rely on color alone to convey meaning (e.g., "Items in red are overdue").
• Ensure text contrast is at least 4.5:1 for body text.
• Use tools like the WebAIM Contrast Checker.
• Quick Win: Check your headings and buttons for contrast with the background. Review this handy guide to UMBC Brand Color Contrast combinations.

3. Descriptive Links

• Use meaningful link text (e.g., "View our schedule" instead of "Click here").
• Avoid duplicate links with the same text that go to different places.
• Indicate when a link opens a new window or downloads a file.
• Quick Win: Hover over your links and ask yourself, do they make sense out of context?

4. Tables

• Use tables only for data, not for layout.
• Never use images of tables, instead use the tables themselves to display data.
• Ensure tables read logically when linearized by screen readers.
• Include row and column headers with <th> tags.
• Quick Win: Instead of a table, consider if you can present the same information in a list format!  Lists are easier for a screen reader to accurately present information for.

5. Images

• Images must have descriptions, even thumbnails and inline visuals. Not sure whether an image needs a description or if it should be marked decorative? Try this decision tree.
• Avoid using text inside images since screen readers cannot interpret them.
• Complex images (e.g., infographics, charts) should include a longer description or linked text alternative.
• Quick Win: Ask yourself, "What would I say if I were describing this image out loud?"

How to add descriptions to images in Sites@UMBC:

• Option 1: Edit the page → click image → pencil icon → add alt text → update.
• Option 2: Go to Media → Library → select image → add description.
• Click here for the wiki walkthrough of adding alt text on Sites.

6. Audio & Video

• All videos must include captions.
• Audio content should have transcripts.
• Avoid autoplay media or provide controls to stop it
• Quick Win: Use our video capture platform's auto-caption feature, then edit for accuracy. 

7.  Navigation & Keyboard Access

• Include a "Skip to Main Content" link at the top of each page.
• Ensure all interactive elements are accessible using the keyboard only.
• Avoid hover-only content (e.g., tooltips or dropdowns that don't work with keyboard focus).
• Quick Win: Try navigating your site using only the tab key.

8. Forms & Feedback

• Label all form fields clearly.
• Provide instructions for completing the form (e.g., required fields).
• Avoid placeholder-only labels — use actual visible labels.
• Quick Win: Use the preview mode and test your form with a screen reader.

Creating accessible web content is an ongoing journey that starts with these foundational steps. By applying the POUR principles to your daily work, you help make UMBC's digital landscape more robust and user-friendly for everyone. Let's continue to work together to keep our digital doors open to every member of our community.

Learn more about UMBC's website Digital Accessibility Remediation Project here!

April 2026 Issue

Repost from  the USM Kirwan Center for Academic Innovation and the USM Digital Accessibility Work Group

Sprinting to the Finish: Part 2 of 2

As the April Title II compliance deadline approaches, you've assessed your materials, prioritized strategically, and built quality checkpoints into your workflow. Now it's time to look beyond the finish line. This month, we're focusing on what happens after April: establishing sustainable accessibility practices, planning for continuous improvement, and transforming the momentum of this endeavor into lasting institutional change. The skills you've developed and the systems you've put in place over the past eight months aren't just for meeting a deadline—they're the foundation for creating accessible content as your default practice. Whether you're putting final touches on remediated materials or already thinking about next semester, this newsletter will help you transition from sprint mode to sustainable accessibility practices that serve your students and colleagues for years to come.

Beyond the Deadline: At-a-Glance

• Where We Are: April deadline within reach; remediation work in final stages
• This Month's Focus: Sustainability over perfection (build habits, document processes, and plan for accessible-first content creation)
• Quick Win: Create a "lessons learned" document capturing what worked, what didn't, and what you'll do differently next time
• Key Principle: The April 2026 deadline isn’t a finish line; it's actually a starting line. Accessibility is an ongoing practice, not a one-time project
  
  

What’s Inside

• Why Planning Beyond the Deadline Matters

• Quick Fix Guide: Your Complete Accessibility Reference Library

• Tools & Tactics: Accessibility Automation and Efficiency

• Campuses in Focus: Accessibility Champions in Action

• Looking Ahead: Your Accessibility Roadmap for Next Semester and Beyond

• Learn More

Why Planning Beyond the Deadline Matters

The difference between a short-term compliance effort and a transformational accessibility practice lies in what happens after the deadline passes. Without intentional planning, it's easy to slip back into old habits like creating inaccessible PDFs, forgetting alt text, or skipping heading structures when you're in a rush. The workflows you've established during this year are valuable precisely because they can prevent that backslide.

• Documenting your processes ensures that the knowledge you've gained doesn't live only in your head. When you create templates, checklists, and standard operating procedures, you make it easier for yourself (and your colleagues) to maintain accessibility standards post-April.

• Building accessibility into content creation from the start is exponentially more efficient than retrofitting materials later. The time you invest now in setting up accessible templates, establishing review processes, and creating reusable accessible components will save countless hours in future semesters.

• Cultivating an accessibility mindset transforms how you approach all digital content. Instead of viewing accessibility as an extra step or compliance burden, it becomes an integrated part of high-quality content creation, just like checking for typos or ensuring accurate citations.

Most importantly, sustainable accessibility practices ensure that the students, faculty, and staff who benefit from accessible materials continue to have equitable access long after April. The deadline may be finite, but your commitment to inclusion won’t be.

Quick Fix Guide: Your Complete Accessibility Reference Library

Over the past eight months, each newsletter has included a Quick Fix Guide focused on one of theSix Essential Stepsor a critical accessibility strategy. Now we're bringing them all together in one place. This complete collection serves as your go-to reference library for accessibility practices; bookmark this section or save these guides where you can easily access them when you need a quick refresher.

The Complete Quick Fix Guide Collection

• • August 2025 USM Digital Accessibility Checklist: Your foundational overview of digital accessibility requirements and the Six Essential Steps that form the basis of accessible content creation. Download the USM Digital Accessibility Checklist.

  • September 2025 Headings Hierarchy 101 Quick Fix Guide: Master the use of heading styles to create logical document structure that helps all users navigate your content, especially those using screen readers. Download the Headings Hierarchy 101 Quick Fix Guide.

  • October 2025 Accessible Links in 5 Minutes Quick Fix Guide: Transform generic "click here" links into meaningful, context-rich hyperlinks that make sense when read out of context by screen readers. Download the Accessible Links in 5 Minutes Quick Fix Guide.

  • November 2025 Color & Contrast Quick Fix Guide: Learn to test and apply color combinations that meet WCAG standards, ensuring your content is readable for users with low vision or color blindness. Download the Color & Contrast Quick Fix Guide.

  • December 2025 Quick Fix Guide Creating Alt Text for Images: Learn how to write effective alt text that conveys meaning without being overly verbose, when to mark images as decorative, and how to handle complex images like charts and diagrams. Download the Creating Alt Text for Images Quick Fix Guide.

  • January 2026 Quick Fix Guide for Tables & Data: Discover how to build tables that screen readers can interpret correctly, including proper header designation and keeping table structures simple. Download the Quick Fix Guide for Tables & Data.

  • February 2026 Multimedia Remediation Quick Fix Guide: Get practical strategies for captioning videos and providing transcripts for audio content, including how to edit auto-generated captions efficiently. Download the Multimedia Remediation Quick Fix Guide.

  • March 2026 Sprint to the Finish Checklist: Use the assessment, prioritization, and verification strategies to manage your final weeks before the deadline strategically. Download the Sprint to the Finish Checklist.

How to Use This Library

• • As a Learning Resource: If you're new to accessibility or missed earlier newsletters, work through the guides in order from August through January to build your foundational skills in theSix Essential Steps.

  • As a Reference Tool: Bookmark this page or save these guides in a folder you can access quickly when you encounter a specific accessibility challenge.

  • As a Training Resource: Share relevant guides with teaching assistants, new colleagues, or anyone who creates digital content for your courses or department.

  • As a Quality Check: Before publishing any material, run through the relevant Quick Fix Guides to verify you've addressed all accessibility considerations.

What’s Next

While this collection covers the essential accessibility practices you need for most academic content, accessibility is an evolving field. We'll continue to share updates, advanced techniques, and discipline-specific guidance in future newsletters. If there's an accessibility topic you'd like to see covered, let us know atcai@usmd.edu.

Tools & Tactics: Your Accessibility Workflow Toolkit

During the past eight months, you've become familiar with accessibility checking and remediation tools. Now let's explore tools and strategies that help you maintain accessibility with less ongoing effort.

Automate What You Can

• • Accessible Templates: Create and save document templates in Word, Outlook, PowerPoint, and your LMS that include proper heading structures, color schemes with sufficient contrast, and placeholder alt text reminders. Starting with an accessible template eliminates many common errors before they happen.

  • Style Libraries: Build custom style sets inWord and PowerPointthat include only accessible color combinations and properly structured heading styles. This prevents accidental accessibility violations when you're working quickly.

  • LMS Course Templates: Work with an instructional design colleague to create accessible course shells that include properly structured modules, accessible announcement templates, and assignment submission guidelines that request accessible formats.

Build Accessibility Into Your Workflow

• • Pre-Publication Checklist: Create a simple checklist that lives where you work (pinned document, browser bookmark, sticky note on your monitor) reminding you to verify the Six Essential Steps before publishing any content.

  • Peer Review Partnerships: Establish reciprocal arrangements with colleagues to review each other's materials for accessibility before they go live. A fresh perspective catches issues you might miss in your own work.

  • Scheduled Accessibility Audits: Set quarterly calendar reminders to spot-check a sample of your materials, ensuring accessibility standards haven't slipped during busy periods.

Leverage AI and Emerging Tools

• • AI-Powered Alt Text (with Human Review): Tools like Microsoft's AI-generated alt text can provide starting points for image descriptions but always review and refine them for accuracy and context. AI can speed up the process but shouldn't replace human judgment.

  • Automated Accessibility Scanning: Set up regular automated scans of your web content using tools like Siteimprove or similar platforms if your institution provides them. Automated monitoring catches new issues as they're introduced.

  • Caption Editing Efficiency: Use auto-generated captions as a first draft, then develop an efficient editing workflow. Many instructors find it faster to watch videos at 1.5x speed while editing captions rather than transcribing from scratch.

Pro Tip: The 20/80 Rule for Sustainable Accessibility

Focus your ongoing effort on the key 20% of practices that prevent 80% of accessibility issues: using heading styles instead of manual formatting, adding alt text as you insert images (not later), and starting with accessible templates. These habits, once established, maintain accessibility with minimal additional time investment.

Campuses in Focus: Accessibility Champions in Action

As we approach the April deadline, it's worth pausing to recognize the countless individuals across the University System of Maryland who have transformed accessibility from an abstract requirement into tangible improvements for their students and colleagues. This month, we're spotlighting two accessibility champions whose journeys demonstrate that meaningful progress is possible, regardless of where you start or what resources you have available.

These stories showcase different paths to accessibility success: one person who tackled a massive remediation project, and another who built sustainable systems for their department. While their approaches differ, they share common threads: persistence, strategic thinking, and a commitment to inclusive education that extends beyond compliance.

Louise Anderson, Co-Chair Music, Theatre and Dance, Salisbury University

• The Challenge: After achieving 100% accessibility on one Canvas course, Louise recognized that many faculty colleagues were struggling with the same technical issues she had worked through—particularly around PDFs and Word documents.

• The Approach: Rather than keeping her hard-won knowledge to herself, Louise documented her process while working through her next course. She created short, focused "nuts and bolts" video tutorials targeting specific accessibility fixes: one on PDF title elements and tags, and another on Word title elements and headings. She utilized campus support documentation from SU while also conducting her own research to find solutions to Canvas accessibility issues.

What is Digital Accessibility?

Digital accessibility ensures that everyone, including people with disabilities, can access and use digital content and tools. Building accessibility into websites, documents, and course materials from the start helps everyone. It reduces the need for last-minute fixes, improves usability across the board, and supports a wide range of users — including those with temporary or situational challenges. Accessible design is smart design.

Four Quick Tips

Are you looking for easy ways to improve your digital content today? Here are four quick tips that will help you improve your content's accessibility: 

1. Include Alternative Text (Alt Text) to describe images for screen reader users. Find additional resources for Accessible Images here. 
2. Use Headings (Heading 1, Heading 2) to create a clear structure rather than just bolding text in documents, presentations, myUMBC posts, and websites. Find additional resources for Accessible Documents and Presentations here.
3. Provide descriptive link text (e.g., "Register for the Workshop") instead of vague phrases like "Click Here." Learn more about Website Accessibility here. 
4. Ensure all videos have accurate captions. Utilize Video Resources and Audio Accessibility Resources. 

UMBC's Commitment to Digital Accessibility

Your Work Matters. Whether you are sending a newsletter, updating a website, or sharing a video, you are helping build a more inclusive UMBC. Accessibility is not just a technical checklist; it is a shared commitment to ensuring that every Retriever and guest can participate fully.

Together, we can build a more inclusive digital experience for everyone at UMBC. 

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