October 8, 2015
ESSC Meeting
Agenda - Audio (888) 337-0215
Participant Code 3882816
• Announcements
• Coded Memo amendment update
• Presentation – Accessibility of Course Match (Concurrent Enrollment)
courses
• Over the summer several CSU campuses participated in Course
Match Accessibility project. Participants will present the results of
their efforts to make the Course Match courses accessible.
• ATI Status levels and Success Indicators
• Update on training for Communities of Practice to increase
understanding of properly assigning status levels.
• CO Procurement
• Integrating accessibility into the CO purchasing process
2
Accessibility vs. Accommodation
ATI
Providing access
Promoting
Universal Design
Disability Services
When barriers remain
Accommodation
Section 508
ADA
Section 504
ADA
EEAAP- Planning
around known
barriers
Providing
Individualized
Accommodation
Course Match Course Accessibility
• Purpose: To create a collaborative multi-campus
group to share ideas and strategies for raising
the level of accessibility of a bounded group of
courses.
• Meetings held July-September
• Outcome: Model IM processes that campuses
can adopt or adapt
4
Course Match Accessibility Project Participants
• Jeremy Olguin – CSU Chico
• Corazon Napolis – CSU East Bay
• Marc Montaser – CSU Fullerton
• Elizabeth Tu – San Jose State
5
CSU Chico
Course Match Accessibility
• Identify Courses
• Executive level support
• Contact Faculty/Departments to set up course reviews
• Identify Resources
• Evaluate Final Products
CSU Chico
Course Match Accessibility
• Identify Courses
• Executive level support
• Contact Faculty/Departments to set up course reviews
-Courses were identified with assistance from the chancellors office.
-Once identified we first went for executive level support in the form of an email to the council of deans.
-Emailed faculty with the chair of the department CC’d.
Ex. Hi, My name is Jeremy Olguin and I am the coordinator of Accessible Technology and
Services. I was notified that you will be teaching GEOS 330 in course match. This is a great opportunity for
us to review course content for accessibility. With course match we really want to make sure our courses
meet all accessibility standards due to the large population it has the possibility of serving. I would love to
sit down with you and go over content etc. I have also found out about some grant money opportunities
that can help us in this process. (Captioning?) I thank you for your time and look forward to working with
you.
CSU Chico
Course Match Accessibility
EXECUTIVE LEVEL SUPPORT
Met with ATI
Sponsors for
support
Email was
drafted and
send to Council
of Academic
Deans
Contact was
initiated from
Accessible
Technology to
professors with
dept chairs cc'd
Classes were
evaluated
individually
with the
assistance of
course
designers and
Accessible
Technology.
CSU Chico
Course Match Accessibility
• Identify Resources
• Evaluate Final Products
-In searching for incentives/resources I came across knowledge that we still had money from QOLT
grant
-Once faculty completed courses they were evaluated by the Office of Accessible Technology and
Services
CSU Chico
Course Match Accessibility
Findings
• All 5 courses had some issue with alt text/images
• 3 of the 5 had to have captioning completed (17 videos)
-2 videos were eliminated for copyright reasons and alternatives found
• 2 classes had structure worked with in BB Learn
• 1 class was nearly perfect from beginning
COURSE MATCH
ATI AUDIT
Executive Support
• Faculty letters cc’d of fice of Dir. Online Campus
“In collaboration with the Chancellor’s Office, I am reviewing CSU East Bay courses
within the Course Match program for quality assurance of accessibility and Universal
Design. I hope that you will assist me in this joint effort to transform your
instructional materials (IM) to be fully accessible for all .”
• Faculty encouraged to apply for Quality Matters
transformative grant*
• Funding provided by Online Campus Department
• 1 course has completed transformative grant and under process of peer review
through Quality Matters
• Blackboard access as Course Builder to review courses
*ANTH 3000 completed Quality Matters Transformation Grant! Faculty has
developed master course ongoing since Spring 2015:
•
•
4 videos w/CC and transcript(s)
Course materials all .docx files with alt tags, descriptive links, heading structure
CHALLENGES
 Week-to-week access to materials vs. access to full term
 “I will be building the Blackboard website for this class throughout
the course, so keep your eyes open throughout the quarter for any
changes(…)” – faculty notice to students
 Voice Thread | interactive course content
 Lectures w/o CC or transcripts
 Students can upload videos/audio tracks
 Captioning
 Copyright protected material
 Handled through service desk, can be delayed depending on amount
of materials
 Material of 5+ minutes outsourced
 Resources (personnel) to remediate inaccessible course
materials
FUTURE RESOURCE(S)
 Additional Executive Level Support
 As amount of Course Match classes increase, support from Provost,
Dean(s), Chair(s), etc. to reach broader audience
 Alt text: personnel with subject familiarity or expertise
 Department tutors or TA’s
 Funding to cover cost of work
 Additional conversion support
 Proactive support to faculty
 As soon as courses designated for Course Match, notification to
Accessibility Office for review and additional training
 Online campus and Media and Technology Services, Faculty Support
(MATs)
Process Overview:
Identify Courses
through CO List
Deputy Provost
hands out
certificates for
participation to
faculty
Contact Director of
Online Learning
and Training
Contact Deputy
Provost for
support
Report Findings to
involved Directors
Audit Course
Material
IF there
were ATI
issues?
Deputy Provost notifies
Faculty about “ATI Course
Review” and the possibility
of receiving a certificate for
their RTP Portfolio
Follow up with Faculty
and fix ATI issues
ATI Audit On CourseMatch Courses
4 Audit Categories:
• Document Accessibility
• Syllabus Accessibility
• Disability or Accessibility Statement in the Syllabus
• Captions or Text Transcript for Multimedia
Outcomes
Faculty is much more inclined to work on ATI issues if there is reward or
acknowledgement involved.
Areas Of Need Identified
Time:
• Earlier access to the list of identified CourseMatch courses
• Earlier access to the course material offered by faculty
Training For Faculty:
• Document Accessibility
Captioning:
• Faculty needs assistance with captioning
CourseMatch Courses
Accessibility Outreach
Elizabeth Tu
San José State University
Center for Faculty Development
October 8th, 2015
Agenda
 The Outreach Strategy
 Worked with campus Executive Sponsor
and ATI IM committee on CourseMatch
courses accessibility outreach strategy
 Examples of the Accessibility Work
 Challenges
 Next Step
18
SJSU Center for Faculty Development
SJSU Fall 2015 CourseMatch Courses
Accessibility Outreach Strategy
Courses
BIOL 10
LLD 100WB
LLD 100WB
LLD 100WB
METR 112
STAT 95
19
Colleges
Science
HA
HA
HA
Science
SS
Course Title
Notes
•
7/24: email contact; 8/20: captioning request; 9/3 & 9:
videos drop-off
•
7/24: email contact; 8/7: 2+-hour accessibility training;
8/16: reviewing ppt & pdf docs; 8/19: more discussions on
images
•
6/10: 2+-hour accessibility guidelines training/discussion
•
8/4: email contact; 9/21: accessibility training at
The Living World
Writing workshop for
Business Students
Writing workshop for
Business Students
eCampus Office of Quality Assurance
(EOQA) webinar III
Writing workshop for
Business Students
•
8/4: email contact
•
8/4: email contact
Global Climate Changes
Elementary Statistics
SJSU Center for Faculty Development
Examples of Accessibility Work
 Discussed Dragon user voice profile and speech to text
transcription capability
 Received captioning requests for 40 instructional videos


29 requests for CourseMatch’s BIO 10 (Total = 7:11:50 hours)
11 requests for BIO 54 (Total = 4:58:09 hours)

Reviewed and discussed models and diagrams in her
PowerPoint slides and pdf documents

Accessibility training/discussion

Accessibility/usability and UDL discussion at EOQM
webinar meetings
20
SJSU Center for Faculty Development
Challenges
 How to deal with images, models, diagrams, etc.
in course materials?
 Quality scanning is more important
 Campus captioning support service is available
to support hearing impaired students. How do
we support vision impaired students?
 Limited resource to review and support
accessible course materials for faculty
21
SJSU Center for Faculty Development
Next Step
 Continue to work with Executive
Sponsors, ATI IM committee,
Academic Technology, Accessible
Education Center, and other stake
holders to raise accessibility and UDL
awareness
 Continue to review and support faculty
creation of accessible course materials
22
SJSU Center for Faculty Development
Executive Support Models
Methods to garner support
• ATI Sponsor
• Council of Deans
• Director Online Campus
• Letters to the faculty
• Director of Online Learning and Training
• Deputy Provost
• ATI Sponsor
• ATI IM Committee
23
Faculty Engagement
Outreach
•
•
•
•
Email (cc’d appropriate executive)
Phone
In-person
Collaboration with Instructional Designers
• Incentives
• Certificate for RTP Portfolio
• Expanding awareness and knowledge
• Transformative inclusive design (Universal Design)
• Campus resource identification and availability
• Grant resources (QM and QOLT)
24
Challenges
•
•
•
•
•
Securing copyright permission
Understanding campus copyright procedure
Early access to course content
Faculty training on accessibility
Funding and personnel
25
Next Steps
Continue building a sustainable process
• Executive support
• Secure funding and personnel resources
• Faculty utilization of campus resources (instructional designers,
captioning contract, alt media services)
• Faculty training
• Prioritize effort
26
Status Levels
Status Levels
Description for Procedures
Description for Documentation
Description for Resources
Not Started
No action has been taken yet.
No documentation has yet been
generated.
No resources have yet been
allocated.
Initiated
The campus has an ad hoc or developing
practice. Procedures, if in place, are
generally ad hoc.
Documentation is generally absent.
Resources have been tentatively
identified but not yet allocated.
Defined
The campus has a common practice.
Procedures, if in place, are consistent but
informal.
Documentation, if present, is in
working draft.
Resources have been firmly
identified but not yet allocated.
Established
The campus has a standard practice.
Procedures are consistent and formal.
Documentation is complete and fully
reflects the standard practice.
Resources have been both identified
and allocated.
Managed
The campus has a mature practice.
Procedures are also in place to track and
capture success indicators (milestones
and measures of success).
Documentation is complete and fully
reflects the standard practice.
Resources have been both identified
and allocated.
Optimized
The campus has a mature practice. In
addition, procedures are in place to
conduct regular administrative reviews of
success indicators to gauge effectiveness
and implement improvements.
Documentation is continually revised
to reflect the managed practice.
Periodic administrative review of
documentation is conducted.
Resources have been both identified
and allocated. Periodic
administrative review of resource
allocations is conducted
28
ATI Team Projects
• Chancellor’s Office procurement process for E&IT
• Reviews
•
•
•
•
VPAT
MEA VPAT
Accessibility Road Map
Accessibility Statement
• RFP Review
• Academic Integrity
• Streaming Video
• Online Video Conferencing
• Pilot: Common Look Accessibility document processing
• Library database project
• Conference Presentations
• IAAP, EDUCAUSE, Accessing Higher Ground
• National Information Standards Organization