On Monday, August 31, from 5:30–7:30 p.m. in University Center 312, UMBC’s Center for Democracy and Civic Life is hosting Democracy in the Making, a community art event where we’ll reflect on the kind of democracy we want to live in and what it takes to build it together.

As we kick off a new semester, come meet new people, share stories about the experiences that have shaped us, and imagine what democracy could look like in our communities and everyday lives. Then we’ll put some of those ideas on paper, exploring the hopes, ideas, and possibilities we hold for our collective future.

Write a poem, make a zine, draw, and more.

Whatever art you create will be yours to keep.

RSVP for this event here.

Refreshments and art supplies will be provided. 

If you have any questions, please feel free to email the Center for Democracy and Civic Life at civiclife@umbc.edu. 

This program is open for full participation by all individuals, regardless of race, color, religion, sex, national origin, or any other protected category under applicable federal law, state law, and the university's nondiscrimination policy.

Democracy in the Making · Center for Democracy and Civic Life · myUMBC

Video by Kiirstn Pagan '11.

Blackboard Ally is one of the most useful tools in your course accessibility toolkit. It scans your content, flags potential barriers, and offers step-by-step guidance for fixing them. However,  sometimes the guidance can be unclear, the fix doesn’t seem to work, or you’re not sure whether what Ally flagged is actually a problem. This article walks through the most common Ally errors faculty encounter, and what to do when the built-in guidance doesn’t get you all the way there.

1. Missing or Poor Alt Text on Images

Ally flags images that are missing alt text or have alt text that may not be meaningful (for example, a filename like “image001.jpg” used as alt text).

• Fix it in Blackboard: Click the Ally indicator next to the content item and follow the AI Alt Text Assistant prompts. You can accept an AI-generated suggestion or write your own. If it truly doesn’t contribute meaning or purpose to the content, you can mark it as decorative.

• Fix it in the source file: If the image is inside an uploaded Word, PowerPoint, or PDF, update the alt text in the original file and re-upload as a new version to replace the old file

When Ally’s guidance isn’t enough: Ally’s AI Alt Text Assistant is fairly sophisticated and provides an excellent starting point for complex images. However, if the image is a chart, diagram, or map, and your learning outcome requires more detail, a one-sentence description may not be sufficient. A long description, typically linked in a separate document, helps provide additional information or context.

2. Untagged or Poorly Tagged PDFs

Untagged PDFs are one of Ally’s most common and most frustrating flags. A PDF without accessibility tags cannot be read in order by a screen reader. Scanned PDFs are almost always untagged.

Image: Ally generates suggested tags for review and approval.

• Use Ally’s new auto-tagging feature: Ally will scan your PDF and generate tags based on the content in the PDF. You can review the suggested tags and approve the document to apply the tags. At this time, you cannot edit the tags or selectively approve the tags. 

• If you need to modify the tags and you have the original source file: Go back to Word, Google Docs, or PowerPoint, ensure the document is structured with headings and proper formatting, and re-export as a tagged PDF using “Save as PDF” (not print-to-PDF).

• If you need to modify the tags and you only have the PDF: Use Adobe Acrobat’s Accessibility Checker (Tools → Accessibility → Full Check) to identify and repair tagging issues. This takes more time, but is doable for shorter documents.

When Ally’s guidance isn’t enough: Consider whether the PDF can be replaced with content built directly in Blackboard, which is accessible by design. Blackboard can convert many files, including Microsoft Word and PowerPoint, to an accessible-friendly web format.

3. Document Language Not Set

Ally sometimes flags that a document’s language is not specified. This matters because screen readers use language metadata to apply the correct pronunciation rules.

• Using Ally: Ally will allow you to set the language per PDF from a simple dropdown menu at the time the issue is flagged. Ally will scan your document and suggest the language. Most languages are available.

When Ally’s guidance isn’t enough: If Ally does not have your document’s language, you can set the language in the source file within Word, Google Docs, and Adobe Acrobat.

4. Low Color Contrast

Ally flags content where text color does not have sufficient contrast against its background -- a barrier for students with low vision or color blindness. A contrast ratio of at least 4.5:1 for normal text is ideal.

• When Ally flags a file: Open the original document, update the text or background color, and re-upload.

• In Blackboard’s rich text editor, stick to the default text colors, which are already color contrast-compliant. 

• Avoid light gray text on white backgrounds, yellow text on white, or red text on green.

When Ally’s guidance isn’t enough: Use WebAIM’s free Contrast Checker to test any color combination before using it in course materials.

5. Missing or Skipped Heading Structure

Headings are essential navigation landmarks for screen reader users. Ally flags documents that lack headings or use heading levels out of order (for example, jumping from Heading 1 to Heading 3). 

• In Word and Google Docs: Apply heading styles from the Styles panel -- Heading 1 for your title, Heading 2 for major sections, Heading 3 for subsections. Don’t skip levels.

• In PowerPoint: Use the default slide title field for each slide’s title rather than inserting a text box.

• In Blackboard: Use the paragraph format dropdown in the rich text editor to apply heading levels to your content.

6. Missing Document Title

Ally may flag a document with a missing title, which is different from the document name. Instructors can set a title using Ally and quickly save this change. Titles may not have the following:

• use special characters or end in a period

• end with a file extensions (e.g., pdf, xls, doc)

• match the file name exactly

Ally’s built-in guidance covers most common scenarios, but some files require more hands-on support. If you’ve followed the guidance and the issue persists, or if you’re working with a complex document type you’re not sure how to fix, Instructional Technology is here to help. You can also reach us via RT to submit a ticket or schedule a 1:1 consultation.

Join the Office of Disability Access and Resources for our Open House and learn more about the people, programs, and resources that support accessibility at UMBC! This is a great opportunity to connect with the DAAR staff, discover the work we do, ask questions, learn how we create access for students throughout their academic journey as well as provide resources for employees with disabilities.

Stop by to:
• Meet the team and learn about our services
• Participate in our Open House scavenger hunt and get to know the people behind accessibility support
• Discover resources and support available to students and staff
• Ask questions about accommodations and accessibility
• Enjoy free snacks and win some swag!

Whether you are a new or returning student, faculty/staff with questions, or just curious and want to learn more about our office and disability inclusion, we invite you to stop by and connect with us as we kick off a new semester!

• Date: September 2, 2026

• Location: Math/Psychology Building (MP) Room 222

• Time: 11:00 AM – 2:00 PM

• RSVP HERE!

Posted on behalf of the Office of Disability Access and Resources (Previously Student Disability Services)

The Developmental Approaches Certification Board (DACB) is offering a $1,800 student mini-grant for a health services study within the autism care sector.

Applicants must be 1) students (undergraduate or graduate) enrolled at least half-time at an accredited university within the United States and 2) actively mentored by a faculty member (whether as part of coursework or independently) for the project. The project is expected to be completed by the end of the Fall 2026 semester.

Grant application deadline is Tuesday, September 8, 2026. Details and application requirements can be found here: cert-board.org/student-research-grant

Please spread the word to any students or faculty mentors who may be interested!

Potential applicants are welcome to contact me directly with any questions.

************************************************************
Jenn Raley Miller, MPH (she/her)
Advocating for systems change for neurodiversity
jenn@jennraleymiller.com
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Save the Date for another fabulous gathering of faculty, sponsored by AFAC!  This year's celebration of pedagocial efforts, advocacy for faculty, and so much more is known as Innovation Day.  There will be speakers, discussions, and so much more. 

More info to come soon!  Hope to see you there!! 

Join us throughout the semester for a faculty writing group. Faculty from all disciplines are welcome! Our theme is collaboration and innovation, emphasizing our shared commitment to fostering a community of friendship, the pursuit of new research agendas, and ways to move forward our important work. 

At the start of each writing session we will share our session goals, provide updates on work in progress, and then write in silence for the remainder of our time. Upon completion of the session we will share our successes, challenges, and detours from the session, and then set our agenda for the upcoming week.

Please indicate interest by September 8th.

Questions?  Please contact Kerri Evans, Associate Professor, Department of Social Work (kerrieva@umbc.edu)

To help UMBC turn data into action across teaching, faculty support, and administrative operations, the Division of Information Technology and Office of the Provost have selected six projects for the 2026–27 Analytics Mini Grant program. 

This year’s projects reflect the program’s expanded focus on analytics across UMBC. In addition to student success and retention, projects address faculty development and support and administrative efficiency and effectiveness. Across all three areas, the goal is the same: use current and historical data to better understand a problem, inform future interventions, and create opportunities for improvement.

Open Laboratory Access and Student Outcomes

Mercedes Burns will examine whether independent use of the BIOL 381L laboratory is associated with stronger course performance. Findings will guide decisions about open-lab access, course design, and the value of giving students flexible access to specialized learning spaces.

A Framework for Faculty Success

Mayank Chugh will explore a framework for examining faculty workload across teaching, research, mentoring, service, and institutional support. Using Biological Sciences as a test case, the project will develop measures that can inform workload planning, faculty support, and resource allocation

From Math Placement to Music Theory Success

Joseph Siu will study whether math placement and standardized math scores can help identify students who may benefit from additional support in first-year music theory. Findings will inform advising, tutoring, preparation resources, and future placement practices.

Personalized Chemistry Interventions

Sarah Bass and Tara Carpenter will be extending their work using course data and generative AI to create personalized General Chemistry outreach. The project extends their previous work on spaced practice, Virtual CHEM Prof, and AI-supported metacognition by creating a scalable workflow from student identification through instructor-approved intervention.

Learning to Identify Engineering Errors

Gautom Das and Christopher Hennigan will introduce intentionally flawed problems into two chemical engineering courses. The project will measure how students identify, explain, and correct errors and whether those skills help predict later academic performance.

Student Engagement and Success Dashboard

Mary Ellen Wade will develop a Tableau dashboard connecting co-curricular participation with academic performance, retention, and persistence. The project will help Student Affairs identify engagement gaps, evaluate program outcomes, improve resource decisions, and reduce recurring manual reporting.

About the Analytics Mini Grant Program

Each project receives a $2,000 professional development award. Recipients participate in UMBC’s Analytics Community of Practice and will produce and present a final report or other scholarly product, such as a conference presentation, external grant proposal, or publication.

Awardees also have access to UMBC analytics resources and support, including the REX Data Warehouse, Tableau training and consultation, the self-paced Analytics @ UMBC Blackboard course, and prior Analytics Community of Practice workshops and resources.

The mini-grant program grew out of UMBC’s Learning Analytics Community of Practice and its focus on using data to improve teaching, learning, and student success. Beginning with the 2026–27 cycle, that work has expanded to support analytics more broadly, including projects focused on faculty support, institutional effectiveness, administrative operations, and data-informed decision-making across the university.

HIGH HOLIDAY INFORMATION
As we kick off a great semester, we want to remind everyone that Rosh Hashanah and Yom Kippur are right around the corner. Due to the timing of the holidays over the weekend, the only program we will be holding on campus is our Yom Kippur break-fast. If you are not going home, we can get you tickets and help with transportation for high holiday services as well as connect you with local meals. If you plan to come to our break-fast and/or need local services or meals, please sign up here.

If you anticipate needing academic accommodations for the high holidays, please fill out the  ECR Religious Accommodation Request Form and submit it to your professors ASAP. If you run into any issues, please reach out to Aliza Greenberg at agreenberg@umbc.edu.

Once a sponsor has issued an award notice, a Principal Investigator has wide leeway to make the decisions that make their projects run—after all, the sponsor has thoroughly reviewed their intended strategies and methods  and approved them, based on the project team’s qualifications and credentials. But what happens if something emerges that causes the program to want to veer off that sponsor-approved track? If a PI wants to make significant changes to the scope of work, key personnel effort, or the project budget, the sponsor’s prior approval may be required.

Prior Approval is a sponsor’s express, written consent to a change in the approved project that must be obtained before that change is enacted. While a PI is encouraged to have discussions about such changes with the sponsor’s technical point of contact in advance of making a Prior Approval Request, official requests must be made by a UMBC Authorized Organizational Representative (that is, your Grants and Contracts Manager) to the sponsor’s administrative contact.

Take a look at a few common reasons you might need to consider a Prior Approval Request. You can find a comprehensive list of Prior Approval requirements by using a sponsor’s Prior Approval Matrix – here are the matrices for the NSF and NIH. For the NASA prior approval matrix, navigate to page 48 of this document. Keep in mind that while the following may apply to grants and cooperative agreements, other award instruments (like contracts, other transaction authorities, etc) may not.

If ever these situations arise in one of your projects, contact your Grants and Contracts Manager as far in advance as you can with the requested change, a strong justification for the change, and any relevant revised documents, like a budget and scope of work. Please remember that prior approval requests take time—a departmental administrator needs time to collect justifications and revise budgets; your OSP Manager needs time to evaluate the request and ask for revisions; and ultimately, the sponsor may take up to several weeks to consider and evaluate your request--for example, NASA requires that requests for second NCEs be submitted no later than 45 days in advance!