The University System of Maryland (USM) has launched its Digital Accessibility Communities of Practice in STEM and Music & Arts, bringing faculty together to identify challenges, share innovative practices, and develop practical solutions that make teaching and learning more accessible. They're looking for feedback from STEM and Music & Arts faculty.

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

Your feedback will directly inform the resources, tools, strategies, and guidance developed by these Communities of Practice throughout the 2026–2027 academic year.

Note: These surveys are IRB-approved through the University of Maryland, College Park.

Accessibility is a shared responsibility, and meaningful progress begins by listening to faculty. Please take a few minutes to participate, and help us spread the word by sharing this opportunity with your colleagues!

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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This document is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 [CC BY-NC-SA 4.0] International license. Users are welcome to distribute, adapt, remix, and build upon the material in any medium or format provided they give attribution to the USM Kirwan Center for Academic Innovation, provide a link to the Creative Commons license, and indicate if changes were made. Per the Creative Commons stipulations, users may provide this information in any reasonable manner, but not in any way that suggests the Kirwan Center, as licensor, endorses them or their use. Users must also abide by the following stipulations: They must not use the material for commercial purposes, and if they remix, transform, or build upon the material, they must distribute their contributions under the same CC BY-NC-SA 4.0 license. This license does not extend to materials that are linked to this document.

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The USM Kirwan Center for Academic Innovation shared the resources from the Ready, Set, Accessible! Fall Course Prep Day.

Held on August 3rd, this half-day virtual event was designed to help faculty take practical, manageable steps to improve the accessibility of their courses before classes begin. Whether you're updating an existing course, preparing new materials, or looking for a realistic place to begin, these resources offer concrete strategies, examples, and tools you can apply right away

Session 1: Digital Accessibility 101: A Coffee Chat Refresher 

Nancy O’Neill, Executive Director, Kirwan Center for Academic Innovation, University System of Maryland

• Digital Accessibility 101 (YouTube recording) 
• Digital Accessibility 101​​ ​(slide deck)Digital Accessibility 101

Resources Shared: 

• Accessible by Design: PDF Practices that Promote Digital Accessibility
• Boosting Course Accessibility Faculty Fellows Call for Applicants
• Course Accessibility Self-Paced Guide
• WCAG 2.1 Guidelines 
• USM Digital Accessibility Checklist 

Session 2: Before You Assign It: Checking Course Materials for Accessibility

Haley Cristea, Instructional Designer, Salisbury University

• Before You Assign It (YouTube recording) 

Links Shared: 

• How to Create Accessible PDFs (when necessary) 
• Color & Contrast Quick Fix Guide 
• Coloring for Colorblindness 
• WebAIM Color Contrast Checker 
• YouDescribe (Audio Description for YouTube) 

Session 3: The 10-Minute Assignment Makeover 

Teresa Valais, Senior Instructional Designer, Towson University

• The 10-Minute Assignment Makeover (YouTube video recording) 
• The 10-Minute Assignment Makeover (Presentation Slides) 

Links Shared: 

• CAST UDL Guidelines 
• TILT Higher Ed Website 
• AI Prompt Template for Assignment Redesign 
• UMBC Academic AI Resource 
• TILT Resources for Teachers 

Session 4: Sense-Sational Design: A Full Spectrum Approach to Accessible, Inclusive and Interactive Learning 

Karen Silverstrim, Instructional Designer, Salisbury University

• Sense-Sational Design: A Full Spectrum Approach (YouTube video recording) 
• Sense-Sational Design: A Full Spectrum Approach Presentation Materials 

Links Shared: 

• CAST UDL Chart 
• Karen Silverstrim’s Website/Portfolio 

All recordings will also be available on the Digital Accessibility Hub in the coming days.

The USM Kirwan Center for Academic Innovation is pleased to announce a call for applications for the Boosting Course Accessibility Faculty Fellows program. This initiative will support up to 12 USM faculty members in engaging in digital accessibility-related course redesign to reduce barriers and support access for all students, including students with disabilities. Each selected faculty member will receive a $1,500 stipend and participate in a collaborative professional development program, culminating in a redesigned course for Spring 2027. 

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:

• Updated: USM faculty of any rank whose primary role on their campus is faculty. 

• Available to participate fully in all synchronous and asynchronous program components. 

• Applicants should propose a course they are scheduled or likely to teach in Spring 2027. 

Applicants should submit all required materials by Friday, September 11, 2026.  

NOTE: All institutional and faculty grants awarded to UMBC must be routed to the Office of Sponsored Programs prior to submission. Contact your unit's business manager or proposal development staff to discuss your application. CAHSS faculty can request assistance from CARAT (Creative Achievement and Research Administration Team).   

Timeline 

• August 1, 2026 – Call for applications opens 

• September 11, 2026 – Application deadline 

• September 17, 2026 – Notification of selected fellows 

• October 1, 2026–December 10, 2026 – Program participation 

• January 15, 2027 –Virtual Launch of Participants’ Projects 

Download a Word doc of this announcement. For more information, please contact Dr. Jennifer Potter, Associate Director, Kirwan Center for Academic Innovation, at jpotter@usmd.edu. 

Two UMBC faculty were selected by the William E. Kirwan Center for Academic Innovation to participate in the Boosting Course Accessibility mini grant program. This initiative aims to enhance the digital accessibility of courses across USM institutions and help ensure that all students have equitable access to course materials. 

Dr. Laura Rose, Associate Teaching Professor and Psychology Program Director at UMBC Shady Grove, and Dr. Ming Xie, Assistant Professor, Department of Emergency and Disaster Health Systems, will receive funding and support to redesign their courses with accessibility in mind, including implementing universal design principles that benefit all learners.

The project will identify and address barriers in course materials, learning activities, and assessments, building long-term capacity for inclusive design across their departments. The mini grant program aligns with USM's commitment to creating inclusive learning environments where all students can succeed regardless of disability status. 

Citing a strong personal interest in accessibility and a commitment to inclusive teaching practices, Dr. Rose hopes to "gain strategies for designing accessible course materials and assignments and using technology in ways that support diverse learning needs" from participating in the program. Prioritizing accessibility is "both timely and essential," she continued, particularly with upcoming requirements for all digital content to be accessible by early 2026. 

Image: Dr. Laura Rose (left) and Dr. Ming Xie (right)

"I am honored to receive this mini grant," said Dr. Xie. "The funding will allow me to advance digital accessibility initiatives that enhance student learning and foster an inclusive educational environment."

EDHS Department Chair Dr. Lauren Clay described professor Xie as "student-centered and motivated to champion accessibility at UMBC" and looks forward to learning from her participation in the mini grant as the department prioritizes accessibility across newly revised undergraduate and graduate programs. 

Working closely with Kirwan Center staff, Drs. Rose and Xie join fifteen other faculty in USM, representing diverse disciplines across science, technology, engineering, and mathematics; social sciences; humanities; business; education; and health professions.

Ready to take the first step toward course 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.

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