This is a repost from Instructional Technology, we have modified it slightly to add more Sites context. Huge thank you to their team for this very useful set of tips! View the original post on DoIT's myUMBC.

Links are everywhere -- in syllabi, announcements, email, assignments, websites, and Blackboard pages. They’re one of the most useful tools for connecting students to resources and one of the most commonly overlooked accessibility issues. For anyone using screen readers, a link is read aloud exactly as it appears: “click here” or “hxxps // web(dot)com/long-string-of-characters” -- this communicates nothing.

Accessible link text is a small fix with a big payoff for everyone. Let’s explore five tips to improve how providing accessible links can make a huge difference to everyone.

1. Make Every Link Self-Describing

Accessible link text should make sense out of context. Screen reader users often navigate a page by jumping from link to link, without reading the surrounding text. That means each link needs to stand on its own.

• Instead of: “To access the pre-travel approval form, click here.”
  Write: “Access the pre-travel approval form.”

Why this matters: “click here” provides no context. Telling someone what happens when the link is clicked and where the link will take them helps them know where they're going.

• Instead of: “The Faculty Handbook is available here.”
  Write: “Download the Faculty Handbook - Last Updated 2024 (PDF)."

Why this matters: Providing clear information about the reading, including the author and year (where relevant) and file format, helps people know exactly what they are accessing when they click the link.

Here’s a useful test for you to try: Read only the text of your links with no surrounding context. Do you know where it leads? If not, then you need to make sure you provide clear descriptions.

2. Avoid These Common Accessibility Pitfalls

A few link habits are so common that they can feel natural, but each one creates a barrier for anyone using assistive technology.

• As we just explored, it’s critical to avoid using “Click here” -- not all users navigate with a mouse, and it tells users nothing about the destination.

• Create unique link text for different destinations -- it’s important not to use the same words for different links (e.g., two different links both labeled "Contact Us").

• Avoid full web page addresses as link text. A full web page address read aloud character-by-character is inaccessible and confusing. Imagine what it sounds like to hear 150+ letters, numbers, and/or symbols read, one by one, because your link has that many characters.

3. Indicate When a Link Opens a File or New Window

Screen reader and keyboard users benefit from knowing what will happen when they click a link, especially if it downloads a file or opens a new tab. Include a brief note in the link text itself.

• “Download the checklist (Word doc)”

• “View the academic integrity policy (PDF)”

• “Watch the info video on YouTube (opens in new tab)”

This helps everyone plan their workflow, not just those using screen readers.

4. Keep Link Text Concise But Complete

Longer isn’t always better. Link text should be long enough to be descriptive, but short enough to be efficient.

• Aim for 4-10 words for most links.

• Skip filler phrases like “please visit” or “feel free to.”

• Don’t link entire paragraphs. Link a meaningful phrase within the sentence instead.

It’s also important to avoid using “Read more” or “Learn more” -- more about what? If you must use these phrases, tell us what we’re reading or learning more about.

5. Check Your Links in Silktide or Ally

Silktide and Ally will evaluate link accessibility. In your Blackboard course or organization, Ally will check Ultra Documents and uploaded files. Silktide will flag very obvious issues (links that just say "click here," for instance), but it won't flag anything else, so you still need to manually evaluate all of your page links.

If your report flags link issues, here’s how to address them:

• In Sites or Blackboard Ultra, edit the content item and update the link text directly in the rich text editor.

• In uploaded Word or PDF files, fix the link text in the original file and re-upload.

• In your syllabus, use Word’s Accessibility Checker (Review → Check Accessibility) to flag link text issues before uploading.

Link accessibility is one of the fastest fixes in your email, website, document, or course -- and it makes a noticeable difference for everyone who depends on clear navigation to find what they need.

UMBC's Career Center featured UMBC Computer Science MS student Venkata Sai Harsha Kothapalli as its Intern of the Week. During the 2026 Spring semester, he interned at Platinum Business Services, where he helped build real-world AI tools for local clients. 

Read more here

Please read carefully before applying.

We have three rooms available in a shared basement apartment near UMBC and are looking for respectful, clean, and responsible female roommates.

The available rooms are:

• Two rooms for $650/month each (utilities included)
• One larger room for $750/month (utilities included), featuring a closet and window

Move-in requires the first month's rent plus a security deposit equal to one month's rent:

• $650 room: $1,300 due at move-in
• $750 room: $1,500 due at move-in

The apartment includes:

• A spacious shared bathroom
• Shared kitchen includes a dishwasher.
• Shared laundry facilities (Washer and dryer)
• All utilities included

The home is conveniently located approximately 7–8 minutes from UMBC by car and about a 10-minute walk to the UMBC Transit Route 40 shuttle stop, with easy access to campus, shopping centers, and nearby businesses.

A family (a couple with a child) lives upstairs, so we are looking for tenants who appreciate a quiet and family-friendly environment.

We welcome students and working professionals who are respectful, responsible, and considerate of shared spaces. Preference will be given to individuals with halal-friendly or vegetarian/vegan habits (pork not allowed in the house).

House rules include:

• Female tenants only
• No smoking, alcohol, or any substance use
• No pets
• No parties and loud music during the weekend*
• Maintaining cleanliness in shared areas

The rooms are available immediately in July; short-term leases are also available*. You can have a tour after June 20th.

Additional Information

• Short-term leases may be considered (4–6 months minimum). The security deposit is still required, and tenants must provide at least 30 days' notice before moving out.
• Small gatherings may be permitted with prior approval from the homeowner. Out of respect for the privacy, safety, and comfort of all residents, large parties are not allowed.
• Since this is a female shared living environment, overnight guests and visits from male guests may be restricted. Details can be discussed before moving in to ensure everyone is comfortable with the house rules.
• To help maintain a safe living environment for all tenants, applicants may be asked to provide references, proof of employment or student status, and consent to a background check.

If you are interested, please contact mahmud.dupharmacy@gmail.com or WhatsApp +14122900211 with a brief introduction about yourself, including your student or employment status and your desired move-in date.

Thank you.

Links are everywhere -- in syllabi, announcements, email, assignments, websites, and Blackboard pages. They’re one of the most useful tools for connecting students to resources and one of the most commonly overlooked accessibility issues. For anyone using screen readers, a link is read aloud exactly as it appears: “click here” or “hxxps // web(dot)com/long-string-of-characters” -- this communicates nothing.

Accessible link text is a small fix with a big payoff for everyone. Let’s explore five tips to improve how providing accessible links can make a huge difference to everyone.

1. Make Every Link Self-Describing

Accessible link text should make sense out of context. Screen reader users often navigate a page by jumping from link to link, without reading the surrounding text. That means each link needs to stand on its own.

• Instead of: “To access the library database, click here.”
  Write: “Access the UMBC Library database.”

Why this matters: “click here” provides no context. Telling someone what happens when the link is clicked and where the link will take them helps them know where they're going.

• Instead of: “The reading for this week is available here.”
  Write: “Download this week’s reading: Smith (2022) on urban planning (PDF).”

Why this matters: Providing clear information about the reading, including the author, year, and file format, helps students know exactly what they are accessing when they click the link.

Here’s a useful test for you to try: Read only the text of your links with no surrounding context. Do you know where it leads? If not, then you need to make sure you provide clear descriptions.

2. Avoid These Common Accessibility Pitfalls

A few link habits are so common that they can feel natural, but each one creates a barrier for anyone using assistive technology.

• As we just explored, it’s critical to avoid using “Click here” -- not all users navigate with a mouse, and it tells users nothing about the destination.

• Create unique link text for different destinations -- it’s important not to use the same words for different links (e.g., two different readings both labeled “Weekly reading”).

• Avoid full web page addresses as link text. A full web page address read aloud character-by-character is inaccessible and confusing. Imagine what it sounds like to hear 150+ letters, numbers, and/or symbols read, one by one, because your link has that many characters.

3. Indicate When a Link Opens a File or New Window

Screen reader and keyboard users benefit from knowing what will happen when they click a link, especially if it downloads a file or opens a new tab. Include a brief note in the link text itself.

• “Download the rubric (Word doc)”

• “View the course policy (PDF)”

• “Watch the intro video on YouTube (opens in new tab)”

This helps everyone plan their workflow, not just those using screen readers.

4. Keep Link Text Concise But Complete

Longer isn’t always better. Link text should be long enough to be descriptive, but short enough to be efficient.

• Aim for 4-10 words for most links.

• Skip filler phrases like “please visit” or “feel free to.”

• Don’t link entire paragraphs. Link a meaningful phrase within the sentence instead.

It’s also important to avoid using “Read more” or “Learn more” -- more about what? If you must use these phrases, tell us what we’re reading or learning more about.

5. Check Your Links in Silktide or Ally

Silktide and Ally will evaluate link accessibility. In your Blackboard course or organization, Ally will check Ultra Documents and uploaded files. Silktide will flag very obvious issues (links that just say "click here," for instance), but it won't flag anything else, so you still need to manually evaluate all of your page links.

If your report flags link issues, here’s how to address them:

• In Sites or Blackboard Ultra, edit the content item and update the link text directly in the rich text editor.

• In uploaded Word or PDF files, fix the link text in the original file and re-upload.

• In your syllabus, use Word’s Accessibility Checker (Review → Check Accessibility) to flag link text issues before uploading.

Link accessibility is one of the fastest fixes in your email, website, document, or course -- and it makes a noticeable difference for everyone who depends on clear navigation to find what they need.

With graduation behind us, it is time to apply to participate in positions on the ODK leadership board for 2026-2027. Please complete this form to show your interest in any of our executive positions within ODK by Friday June 19 2026. After that time, another form will be shared for members to vote on the leadership candidates based on the essays written in their form. 

Written by Weizhi Deng, University of Iowa; Jun Wang, University of Iowa; and Meng Zhou, research scientist at the Goddard Earth Sciences and Technology Research Center II

For decades, the United States made steady progress in reducing surface ozone pollution, the main ingredient in smog. But that progress – achieved as vehicles, industries and power sources became cleaner – is increasingly being overshadowed by a different and growing source of ozone pollution: wildfires.

Our team of atmospheric and wildfire scientists analyzed wildfires’ contribution to surface ozone levels from 2003 to 2024 across the United States.

We found that the gases in wildfire smoke have reversed the national ozone trend, forcing a shift from declining ozone levels prior to 2015 to increasing ozone levels after 2015. We also found that the number of ozone-related premature deaths due to wildfires has been increasing by about 300 deaths per year since then.

Battling smog

Most people know ozone as the protective layer of the atmosphere high above the Earth that shields the planet from harmful ultraviolet radiation. But ozone has two very different faces.

High in the atmosphere, ozone is beneficial. Near the ground, it is a harmful air pollutant that can irritate the lungs and worsen respiratory diseases.

Los Angeles made ozone visible to the nation in the 1940s and 1950s, as thick, eye-stinging smog often blanketed the city. It turned an invisible chemistry problem into a public-health crisis people could see and feel. That crisis helped motivate decades of air pollution control efforts in California and, later, across the United States.

After the passage of the Clean Air Act and its amendments in the 1970s, the U.S. made steady progress in cleaning up surface ozone. Regulations on vehicles, power plants and industrial sources reduced emissions of nitrogen oxides and other ozone-forming chemicals.

To monitor the progress, the U.S. Environmental Protection Agency has over 1,000 stations that measure ozone around the country. They cover many places, but mostly urban areas, and do not measure ground-level ozone everywhere at the neighborhood scale.

We were able to fill in the gaps by combining those monitoring station measurements with satellite-derived information about air pollution and human activity, along with weather and air quality model simulations. We then used artificial intelligence to estimate daily surface ozone levels everywhere in the contiguous U.S., with data every square kilometer, over the past 22 years.

The results show that national progress in reducing surface ozone reversed around 2015 as North America began to face more severe wildfires. In many regions, ozone levels are now increasing, especially in the western U.S. and the Midwest, where smoke and gases from wildfires are becoming more common as they are transported through the air.

Overall, surface ozone levels that had been falling by about 0.65 part per billion per year from 2003–2015 have since increased by about 0.13 parts per billion per year. If wildfires hadn’t been an influence, we found, the trend of falling surface ozone levels would have continued instead.

People often think of wildfires as a problem for the western U.S., but smoke and gas pollutants from their emissions can travel thousands of miles, affecting communities far from the fires themselves.

The 2023 Canadian wildfires offered a vivid example. In much of the Midwest, ozone reached unhealthy levels for more than a week. The impact of wildfire smoke reached as far as Georgia and New York. That year, an additional 43 million Americans lived in areas with ozone exceeding healthy standards compared to previous years because of increased wildfire emissions.

As the Earth and its atmosphere warm, wildfire seasons are becoming longer and more severe across many parts of North America, and the trend is predicted to continue. In line with projections, Canada experienced its most devastating wildfire seasons on record in 2023 and 2025. In January 2025, destructive fires burned more than 16,000 homes and businesses in and around Los Angeles during a time of year when such events have historically been uncommon.

The shift toward more fires suggests that the rising ozone problem could become even greater in the future. That’s a problem for human health.

Reducing exposure to ozone and its health risks

People can reduce their exposure to ozone pollution by checking air quality forecasts and limiting outdoor activities when wildfires are sending smoke into the air. But protecting public health in the long run will require broader actions to reduce ground-level ozone itself.

That includes efforts to mitigate fire risk by improving wildfire management, such as reducing brush and other dry undergrowth that can fuel fires, and also scaling back the causes of rising global temperatures, such as the burning of fossil fuels. As temperatures rise, the ground loses moisture, creating conditions for more extreme fires.

Protecting public health also means strengthening air quality forecasting systems to provide accurate early warnings, so people can take precautions, and maintaining air pollution monitoring networks and investing in satellite sensors to continue measuring progress, so problems can be identified and fixed.

Weizhi Deng, Ph.D. Student in Atmospheric and Environmental Science, University of Iowa; Jun Wang, Professor of Chemical and Biochemical Engineering, University of Iowa, and Meng Zhou, Researcher in Atmospheric and Earth Sciences, University of Maryland, Baltimore County

This article is republished from The Conversation under a Creative Commons license. Read the original article and see more than 300 UMBC articles available in The Conversation.

Traffic around the arena will be very heavy beginning at 7:30am on 6/9/2026 to accommodate one high school graduation. Graduation start time is 9am. Faculty, staff, and students are strongly encouraged to avoid entering campus from I-195, as parking on the east side of campus will be difficult to access. Please plan to park in any available legal permit space across campus. Parking Services will be enforcing parking regulations for safety concerns only. We appreciate your patience and cooperation as we work to manage increased traffic and event activity

The Baltimore Philharmonia Orchestra is an all volunteer community orchestra. We are seeking string instrument section only performers in all string sections. Located in Towson, Maryland, we offer concerts that are free and open to the public. There are no fees or membership dues for members. Please contact us for further details about the position, repertoire, and rehearsal schedule/dates for our upcoming concerts.

The Baltimore Philharmonia Orchestra is an all volunteer community orchestra. We are seeking Brass performers (section players only) on all instruments. Located in Towson, Maryland, we offer concerts that are free and open to the public. There are no fees or membership dues for members. Please contact us for further details about the position, repertoire, and rehearsal schedule/dates for our upcoming concerts.

The Baltimore Philharmonia Orchestra is an all volunteer community orchestra. We are seeking woodwind performers on all instruments (section only players).. Located in Towson, Maryland, we offer concerts that are free and open to the public. There are no fees or membership dues for members. Please contact us for further details about the position, repertoire, and rehearsal schedule/dates for our upcoming concerts.