EIT Accessibility Audit Summer 2014
Background ............................................................................................................................................... 4
Scope ......................................................................................................................................................... 5
Methodology ............................................................................................................................................. 5
Qualifications of individuals participating in the EITA audit ............................................................... 5
Dan Bowling, EITA task force ......................................................................................................... 5
Courtney Damron, EITA task force .................................................................................................... 6
Lucy France, UM Legal Counsel ...................................................................................................... 6
Bernadine Gantert, EITA task force ................................................................................................. 6
John Greer, EITA task force ............................................................................................................. 6
Zan Olsen, UM IT Accessible Technology Services ........................................................................ 7
Aaron Page, UM IT & UMOnline ....................................................................................................... 7
Janet Sedgley, EITA Coordinator ..................................................................................................... 7
Marlene Zentz ................................................................................................................................... 8
Barb Seekins ..................................................................................................................................... 8
Announcements and Education............................................................................................................. 8
Audit ..................................................................................................................................................... 9
Campus Online Self-study forms ........................................................................................................ 10
Timelineof activities ........................................................................................................................... 10
Compilation and Testing ..................................................................................................................... 12
Observations/Data ................................................................................................................................... 13
Online Survey ...................................................................................................................................... 13
Web sites......................................................................................................................................... 13
Web site audit results: courses ....................................................................................................... 14
Document audit results: departments ............................................................................................ 15
Document audit results: courses .................................................................................................... 15
Document accessibility features ..................................................................................................... 16
Media audit results: departments .................................................................................................. 16
Media audit results: courses ........................................................................................................... 17
Software audit results: .................................................................................................................... 17
University websites ............................................................................................................................. 18
Websites with essential student functions ....................................................................................... 19
Random review of UM websites ..................................................................................................... 19
Documents posted to webpages and websites................................................................................. 19
Peripheral campus web servers ....................................................................................................... 20
Application processes ......................................................................................................................... 20
Library services ................................................................................................................................... 20
Acquisitions (Library purchases) .................................................................................................... 20
Digital Collections and Institutional Repository Materials ............................................................. 20
Interlibrary Loan ............................................................................................................................. 23
Paw print ......................................................................................................................................... 24
Reserve............................................................................................................................................ 24
Website ........................................................................................................................................... 24
Learning Management Systems .......................................................................................................... 24
Chat rooms and forums made accessible ........................................................................................ 24
Description of Each Aspect of the Learning Management System ................................................ 25
Strategy for the Ongoing Accessibility of the Learning Management System: .............................. 25
Access to classroom podiums and liquid crystal display devices ....................................................... 26
Controllers:...................................................................................................................................... 27
Podiums: ......................................................................................................................................... 27
Course registration software: Cyberbear............................................................................................. 28
Videos ................................................................................................................................................. 28
Personal response systems (“clickers”)............................................................................................... 30
Banking arrangements offered via websites and ATM access ............................................................ 30
Next Step: Corrective Action Strategy.................................................................................................... 31
Appendices.............................................................................................................................................. 31
Appendix A: Audit Forms .................................................................................................................... 31
Departments ................................................................................................................................... 31
Documents (dept) ........................................................................................................................... 32
Software/Hardware/Systems (dept) ............................................................................................... 34
Hardware ........................................................................................................................................ 36
Web (dept) ...................................................................................................................................... 36
Media (dept) ................................................................................................................................... 37
Instructional Materials .................................................................................................................... 38
Audit Report, June 27, 2014
Page 2
Appendix B: UM Web site review process ......................................................................................... 42
Appendix C: UM Web sites published with the new template ........................................................... 43
Appendix D: Student critical web sites/functions ............................................................................... 46
Sites, Services and software............................................................................................................ 46
Academic sites: ............................................................................................................................... 46
Support sites: .................................................................................................................................. 46
Central IT supported: ...................................................................................................................... 46
Appendix E: Flash files on web server................................................................................................. 47
Appendix F: How websites were selected for random review ........................................................... 50
Appendix G: Admissions – Hobsons software .................................................................................... 51
Audit Report, June 27, 2014
Page 3
Background
In August of 2012, the University of Montana received notice of a complaint from the United
States Department of Education’s Office for Civil Rights (OCR). The OCR summarized the
complaint as follows:
OCR received a Complaint of disability discrimination against the
University of Montana on May 4, 2012 (OCR Reference No.
10122118). The Complaint alleged that the University is
discriminating against students with disabilities by using
inaccessible electronic and information technology, including:
inaccessible class assignments and materials on the learning
management system, Moodle; inaccessible live chat and discussion
board functions in the learning management system, Moodle;
inaccessible documents that are scanned images on webpages and
websites; inaccessible videos in Flash format, that are not
captioned; inaccessible library database materials; inaccessible
course registration through a website, Cyber Bear; and inaccessible
classroom clickers.
(Item 1B, Resolution Agreement).
On March 7, 2014, the University entered into a Resolution Agreement with the Office for Civil
Rights.
This audit report is prepared in accordance with Resolution Agreement Items III.G. and IV.G.
which state as follows:
III. G. EIT Accessibility Audit:
1. By June 6, 2014, the University shall complete an accessibility audit of its
EITs that will examine the accessibility and usability of the EITs provided by the
University to students, prospective students, faculty, and staff who have
disabilities. The audit shall examine various aspects of the University’s EITs,
including but not limited to, University websites, documents posted to webpages
and websites, application processes, library services, learning management
systems, access to classroom podiums and liquid crystal display devices, course
registration software, videos, and videos in Flash format, personal response
systems (“clickers”) and banking arrangements offered to students, faculty, and
staff, including website and ATM access.
2. The audit required by Section III.G.1. of this Agreement shall be conducted in a
professional manner in consultation with an individual or individuals who is or
are knowledgeable about access to EIT by students, faculty, and staff with
disabilities. The audit will also be benchmarked by appropriate processes.
Audit Report, June 27, 2014
Page 4
IV. G. Report about EIT Accessibility Audit. The report will include a copy of
the audit, the name, title, and relevant qualifications of the individuals involved in
the audit, the methods the University used to conduct the audit, and each EIT
audited.
Scope
The accessibility audit included the entire Missoula “Mountain” campus plus two remote
campuses – Bitterroot College and Missoula College with a focus on educational and studentcentered activities and materials.
Methodology
The general approach was to widely disseminate information about EIT accessibility and to
request input from all levels of the campus community. This meant incorporation of both topdown and grassroots approaches, since both have proven successful approaches to changing
technology in the past.
The top-down approach involved an EITA task force which visited larger departments and
general campus constituency groups. The grassroots approach involved contacting technical
staff and departmental leadership.
In addition, the EITA continuously supplemented audit activity with education to help
departments adjust to the change. Likewise, educational materials always included reference to
the audit. For example, all departmental meetings included a large measure of education and
predominantly a question-and-answer approach. Audit forms also included an open comment
section and several questions where departments or individuals could request further information
or departmental workshops.
Qualifications of individuals participating in the EITA audit
Dan Bowling, EITA task force
Dan Bowling is currently the Web/Database Administrator for the Division of Student Affairs.
He has 9 years of professional experience working with accessible web technologies in higher
education. His current position includes regularly evaluating web-based software for
accessibility, including a recent partnership with George Kerscher, an internationally acclaimed
accessibility expert, to evaluate an enterprise-level student conduct system.
Dan has provided many in-house training sessions to UM software developers regarding WCAG
2.0, and provides ongoing training to staff web editors on building accessible websites with the
Audit Report, June 27, 2014
Page 5
university’s web content management system. Dan was also a featured conference speaker on the
topic of web accessibility at the Big Sky Developers Conference in 2012, and hosted a web
accessibility discussion session at the Missoula Accessibility Camp in 2013.
Dan’s resume is located at: http://seedandev.com/resume
Courtney Damron, EITA task force
Courtney is a student who just graduated from the University. She was the Director of the
student group that advocates for students with disabilities, Alliance for Students with Disabilities
(ADSUM). She has been a research assistant at the Rural Institute at the University of Montana.
She has also been a student employee at the Office of Disability Services for Students. She has
been the student representative to the ADA/504 Committee.
Lucy France, UM Legal Counsel
Lucy is current the University’s legal counsel. From 2008 to 2013, she served as the Director of
Equal Opportunity & Affirmative Action. She has 20 years of experience practicing law and
much of that has been practicing in the areas of discrimination and employment law. She has
taught employment law as an adjunct professor at the University of Montana School of Law.
She has given numerous legal presentations and training sessions for practicing lawyers and
business managers on discrimination law. When she was in private practice, she gained
experience drafting and revising employment related policies and procedures for a wide variety
of business clients.
Bernadine Gantert, EITA task force
Bernadine Gantert has been employed in Disability Services for Students for almost 30
years. She served as the main coordinator for the architectural accessibility audit completed in
the 1990s and currently serves on the EITA task force.
John Greer, EITA task force
John Greer is Head, Technology & Systems Services of Mansfield Library. He is a member of
the EITA task force, a member of the IT Senate and the chair of the IT Senate’s Enterprise
systems http://www.umt.edu/committees/ITSenate.aspx.
Audit Report, June 27, 2014
Page 6
Zan Olsen, UM IT Accessible Technology Services
Zan has a Bachelor’s degree in Computer Science from the University of Montana. He has
worked for MDAC for 1-2 years as a technology trainer. He worked as a programmer for 20
years in Enterprise Information Systems in the University of Montana’s Information Technology
Department. Since spring 2014, Zan has served as an Technical Accessibility Expert in
Accessible Technology Services. He brings years of personal and work experience in
accommodations, assistive technology and information technology and currently serves as
coordinator for the accessible technology procurement project.
Aaron Page, UM IT & UMOnline
Aaron Page is a Junior at the University of Montana School of Business Administration, with a
major in Management Information Systems. Aaron lost his functional vision in 2009, at which
time he attended Lions World Services for the Blind in Little Rock to study Independent Living
and Assistive Technology skills. Aaron began studying at the University of Montana in 2011,
where he has served as a Student Accessibility Specialist for UM’s Learning Management
System, a technician for UM’s IT Helpdesk, a student representative on UM’s Americans with
Disabilities committee, and a member of UM’s Electronic and Information Technology Task
Force.
Janet Sedgley, EITA Coordinator
Janet has years of teaching and training experience in computer applications, communicating
with computers, and electronic publishing. She has been the computing and information services
help desk manager at the University so she has an intricate knowledge of the needs of users and
resources available at the University. She has managed other large scale projects related to
changes in campus technology. She has worked as a systems analyst supporting campus web
resources. For many years she worked with Disability Services for Students to maintain the
specialized technology for students with disabilities. She also assisted students to match their
needs with available options and tutored them in their final selections. She is member of the
University’s ADA/504 Team and chairs the Daisy Consortium’s subcommittee on Consumption
of Epublications through Reading Systems availability/accessibility for the Transition to
Accessible EPUB Working Group. She is skilled at providing captioning, document tagging,
Audit Report, June 27, 2014
Page 7
testing for software website accessibility, and research and development for accessible education
technology. She is conversant in American Sign Language. Additional information is found at:
http://www.linkedin.com/in/janetsedgley.
Marlene Zentz
Marlene is an Instructional Design Consultant and Accessibility Specialist for UMOnline at the
University of Montana. Her biography is located at:
http://www.educause.edu/members/marlene-zentz
Barb Seekins
Barb has been employed by the University since 1990. Her first positions were with the Rural
Institute on Disabilities as a Program Officer and Research Specialist responsible for closing out
the Montana Supported Employment Demonstration Project, a grant from the State of Montana,
and gearing up the newly funded MonTech program, a grant from NIDRR. In 1992 she was
hired as a Research Specialist to conduct the first ADA Self Evaluation and Transition
Plan. This was adopted in 1993. Since then she has been a member of the ADA/504 Team and
Chair since 2000. She has also been a member of the EIT Task Force and EIT working group
since their inceptions.
Announcements and Education
In order to begin the audit and self-study process, the EITA Task force first started to reach out
to individual departments informally, beginning in late 2013. The goal was to announce the
anticipated Resolution Agreement and audit to the campus community, and to help facilitate the
upcoming changes.
As the conversation developed and questions arose, EITA visited various departments in an
attempt to answer questions and provide education. EITA also sent out several notifications
announcing the study. The first query included a statement from the Chief Information Officer
(CIO) demonstrating support for the self-study/audit. EITA later sent out a statement referencing
the resolution agreement. Multiple departmental level queries went out announcing the study, at
first with a quote from the CIO that demonstrated support for the self-study/audit and then later
referencing the resolution agreement.
Audit Report, June 27, 2014
Page 8
Additional efforts to announce the coming Resolution Agreement and audit to campus included a
presentation to the Academic Officers, and two presentations at the Faculty Senate, Staff Senate,
and Technology Associates Group (groups involving office managers and campus front line
staff). EITA also presented material to the Provost Office twice and met personally with
individual departments.
EITA met frequently with Technical Partners, a UM group that partners local technology support
staff with central IT. As a part of this partnership, EITA led several discussion sessions focusing
on each of the selected categories referenced in OCR’s notice of the complaint. In addition to
these efforts, Tech Partners provided information about EITA activities at most of their monthly
meetings. In two sessions focusing on software procurement, for example, Tech Partners
highlighted the importance of EITA compliance. In addition, EITA has met individually with
departmental technical staff from across campus.
Audit
Before the audit officially began, the EITA coordinator provided particular departments with a
“pilot study” or test audit. This was intended to help departments prepare for the actual audit. Of
the seven or eight departments contacted, only few responded. Of those, two or three asked if
web forms were available and two were willing to participate in interviews and a group meeting
with faculty. The EITA staff used this information to refine and augment audit questions and to
develop web forms for the audit.
The informational webpage created for the audit featured a contact and comment page as well as
sections outlining, in detail, accessibility requirements and guidelines for web, media, documents
and software. In addition, EITA created an instructional materials audit form containing
questions about each of these areas, with the questions being tailored toward course usage. The
UM Accessibility page (http://www.umt.edu/accessibility) included buttons that lead directly to
the first departmental form (contact and comment page) and to the faculty’s instructional
materials form.
Before and during the audit, the EITA Coordinator and EITA task force members all worked to
widely disseminate information to the campus community about the audit requirement and the
locations of the forms. The EITA Coordinator sent email to departmental chairs or directors and
followed up when there was no response. When the EITA Coordinator made contact with
anyone in a department, the coordinator ensured that individual emails were sent directly to all
Audit Report, June 27, 2014
Page 9
faculty within that department. This method of contact was used based on multiple comments
that the EITA Coordinator was unknown to some faculty and that the mandate to complete
should come from departmental leaders or technical staff.
Near the end of the semester, EITA sent emails to individual faculty within the departments
visited. During the week before finals, most faculty on campus received reminders in their
departmental mailboxes designed to stand out from all of the regular mail. In addition, EITA
contacted all deans at UM and asked them to disseminate information about the audit and forms
to their departments.
EITA also hosted open lab times (with an online webinar option) during the semester. These
were less successful than the direct communications. Three similar sessions with refreshments
were offered during the final week of the audit. Attendance at these sessions was moderate.
UM Faculty and staff shared information through interviews with department chairs and front
office staff, forms, and occasionally through individual interviews. During group sessions with
faculty the EITA coordinator also gathered information. Originally these meetings were seen as
a time for faculty to fill out the forms while asking questions. However, during the first few
sessions so many questions were asked that there was no time left for other activities. Each
session ended with strong encouragement about what faculty should do next – i.e., fill out the
forms and start converting their documents.
Audit activity largely ended on Friday June 6, 2014, although a few people found and filled out
the forms after that date. The information gathered from audit web forms is included in the
relevant reporting sections below and summarized in the appropriate sections below.
Campus Online Self-study forms
In order to address department-specific issues, the EITA coordinator, Janet Sedgley, met with
several individuals from various departments and gathered general information about what
accessibility categories existed within departments. From December 2013 through early
February 2014, EITA researched accessible web-based survey options. EITA decided in late
January to use locally developed web forms from the University’s content management system.
In February EITA developed forms which were reviewed by the committee. The forms are listed
in Appendix A.
Timeline of activities

Summer 2013: Implementation work including adjusting CSU grids
Audit Report, June 27, 2014
Page 10

July 16, 2013: Complete grid

July 22, 2013: Begin work on EIT website

September 3, 2013: Meet with University Relations regarding Accessible Documents

September/October 2013: Implementation of Read, Write, Gold

October 29, 2013: Captioning Basics

November 21, 2013: Tech Associates Group (TAG) presentation about EIT
First subgroup meetings:
The following subgroups met at least two times during the period beginning December 2013
through April 2014:









Accessibility Discussion for Developers (5)
Software Standards Subgroup (6)
Document Accessibility Subgroup (3)
Instructional Materials Accessibility Subgroup (6)
Web Content Accessibility (2)
Student Survey (2)
Procurement (5)
Classrooms (2)
Banking (2)
EITA Meetings of 2 hours each occurred December – June plus 3 additional 2-hour meetings on
(December 30, January 21 and June 23).
Departmental Meetings were held with the Department Chair, technical or front office staff or
faculty. Faculty meetings are starred below.












Communications*
Anthropology*
Skype (Bitterroot) Tuesday, January 14th
Business*
Physics*
English*
Social Work*
Chemistry*
Geography*
Psychology* (EITA group)
Geosciences
History
Audit Report, June 27, 2014
Page 11


Missoula College
Pharmacy
EITA members reported to the following campus committees:





Faculty Senate: Feb 13th, May 8th
Staff Senate: Feb 12th, May 14th
TAG: Fall 2013, May 20th
Academic officers: April 29th
Technical Partners: November, January & monthly April - June
Administrative departments visited:











UC
HR/Personnel
Admissions
Provost
Procurement/Business Services
Curry Health Services
Campus Safety
Residence Life
Athletics
IT’s Associate CIO group
Alumni
Technical personnel meetings:


College of Humanities and Sciences
Forestry
Compilation and Testing
After obtaining data and initiating the new UM Accessibility procurement process on May 1,
2014, EITA tested an array of educational materials in June 2014. The EITA coordinator utilized
UM IT Accessible Technology Services staff to compile and complete software and web testing.
The EITA Task Force confirmed both the process of testing and some testing results for some of
the software.
EITA had by this time set specific benchmarks for all testing during discussions and creation of
the proposed policy during summer 2013 through the early spring of 2014. The EITA task force
met several times to discuss and confirm standards and benchmarks for these categories:

Web sites, pages, and programs
Audit Report, June 27, 2014
Page 12

Instructional materials environments (such as Moodle and podiums in the classrooms)
and the instructional materials produced through those environments

Documents

Media

Software and hardware

Procurement
The benchmarks for each category are listed in the Draft UM EITA Policy available on the UM
Accessibility website: http://www.umt.edu/accessibility.
Although the audit was developed around the EIT categories listed on the UM Accessibility
website, each of the concerns mentioned in the Resolution Agreement have been addressed
separately. Results are presented below following their order in the Resolution Agreement.
Observations/Data
Online Survey
Data was compiled from the web audit forms and analyzed both by technology category (web,
documents, media, software, hardware and instructional materials) and by purpose (courses
versus departments).
The following information was compiled from 18 departmental responses and 129 course-based
responses. Courses responses occasionally covered several courses in one response (for an
approximate total of 135 courses) and included responses from 80 individual faculty members and
approximately 35 departments.
Web sites
Web site audit results: departments
Programs and social media used on the websites of the reporting departments included:
Social Media
Facebook 61.11%
YouTube 22.22%
Twitter 16.67%
None 16.67%
Blogs 11.11%
Flickr 11.11%
Pinterest 5.56%
Instagram 5.56%
Programs
Google Calendar
Audit Report, June 27, 2014
11.11%
Page 13
Vidyo
Drupal
StarRex
eAccounts
EMS Calendar
MA
EDS
EDD
MRBS
Voyager
EREs
LibraryH3LP
Adobe FormsCentral
EventBrite
5.56%
5.56%
5.56%
5.56%
5.56%
5.56%
5.56%
5.56%
5.56%
5.56%
5.56%
5.56%
5.56%
5.56%
Web site audit results: courses
In the approximately 129-135 courses the following usage was reported:
Synchronize:
Skype
Google Hangout
Collaborate
Moodle
Blackboard
Email
None
3.88%
0.78%
1.55%
0.78%
0.78%
0.78%
92.25%
Social Media:
Youtube
PBWorks
Tumblr
Facebook
Voyager
Freeforums.net
Twitter
Glendbow Museum
Kainia Education
Blackfoot Language Sites
None
Photo:
Youtube
Vimeo
Moodle
Camtasia Relay
Ethnographic
Audit Report, June 27, 2014
2%
2%
1%
1%
1%
1%
1%
1%
1%
1%
91%
8%
2%
1%
2%
1%
Page 14
Video Online
1%
Videos of Patient Assessments
1%
Screencast.com
1%
Avid
1%
None
88%
Document audit results: departments
Software used to create documents in the reporting departments included:
Software
Access
Word
Excel
Publisher
PowerPoint
InDesign
Photoshop
Textworks
Pages
Adobe Acrobat
Illustrator
Graphs & Charts
Unfamiliar
Rarely
Sometimes
Frequently
5.88%
88.24%
41.18%
47.06%
29.41%
23.53%
5.88%
5.88%
5.88%
41.18%
5.88%
17.65%
17.65%
11.76%
5.88%
Programs / Processes
Latex
Math symbols
ASCII characters and symbols
International Phonetic Alphabet
Drafting
5.88%
5.88%
5.88%
5.88%
5.88%
Document audit results: courses
The documents used by faculty include:
None
PDF
Handouts/Lecture Notes
Syllabus
Homework
Grading rubrics
Study Guides
Textbook
Copies of Articles
Audit Report, June 27, 2014
58.91%
17.83%
10.85%
6.98%
4.65%
3.10%
2.33%
1.55%
1.55%
Page 15
Purchased Student Package
Additional documents used
None
Books
Video
Text Files
Audio
Lab Manual
Guest Speaker Handouts
0.78%
74%
6%
2%
2%
1%
1%
1%
Document accessibility features
Heading and alt tag awareness of departmental personnel is indicated below:
Departmental
Yes
No
Sometimes
Headings
Documents
5.88%
29.41%
11.76%
Alt tags
Documents
11.76%
17.65%
5.88%
Web
66.67%
11.11%
Web
55.56%
16.67%
In courses
Heading:
Alttags:
Charts:
Yes: 22
17%
Yes: 24
19%
Yes: 10
8%
No: 44
34%
No: 46
36%
No: 50
39%
Sometimes: 14
11%
N/A: 59
46%
Sometimes: 9
7%
Converting Now: 4
3%
N/A: 60
47%
N/A: 45
35%
Media audit results: departments
There is a wide variation between numbers of videos and average length of video used by departments.
The results are skewed from the lack and variety of information.
# Videos/Average
# audio recordings/average
Audit Report, June 27, 2014
% of videos that are captioned
Page 16
Length
length
Total # of Minutes: 275
minutes
Total # of Videos: 327
Average Amt of Videos Captioned: 28.56
Average Amt of Videos:
32.7
Amt of Videos: 10
Total # of Minutes:
Average Amount of videos:
25034
1.625
Average Length: 840.3
Average Length: 46.25
minutes
minutes
# of departments: 15
Media audit results: courses
Of the media reported by faculty, 21% is captioned. Twenty-six of 129 courses (or 20%) reported using
videos with an average of 8 videos per course and a range of 1 to 30. (This figure excludes a Radio/TV
Journalism course that uses and creates dozens of videos that aren’t captioned.)
Software audit results:
An initial list of software information below was compiled from web surveys, interviews with
departmental personnel or discussions with individuals responsible for particular sectors of UM
EIT. Of 249 different software products listed during the audit, 71 VPATs have been located but
not yet evaluated.
The review process for procurement of accessible software and hardware has been established.
None of the software processed so far has been rated accessible. Accessibility roadmaps will be
placed on UM’s accessibility website as they are approved. None have yet been placed due to
end of fiscal year and report demands.
Software/hardware used by faculty:
Software-Central:
Hardware-Central:
Polling:
Windows 8: 1
PC Computers: 4
iClicker: 7
Avid NewsCutter: 1
Macintosh Computers: 2
Moodle: 1
Avid Symphony: 1
Laptop: 1
None: 121
iNews: 1
Voice Recorder: 1
Mac OS X: 5
DVD Player: 1
Photoshop: 2
Projector: 2
Dreamweaver: 1
Cameras: 1
SFTP: 1
Podium Hardware: 1
Windows: 8
Phet Simulations: 1
Eclipse: 2
None: 119
Mac OS: 5
Audit Report, June 27, 2014
Page 17
Linux: 1
iClicker: 2
Adobe Reader: 1
Office Products: 6
PowerPoint: 1
Movie Maker: 1
iMovie: 1
Prezi: 1
Moodle: 1
Enthought Canopy Python: 1
Data Acquisition programs for use
with DAQ devices: 1
SPSS: 1
None: 112
External Photo sites utilized in courses includes:
Youtube
Vimeo
Moodle
Camtasia Relay
Ethnographic
Video Online
Videos of Patient Assessments
Screencast.com
Avid
None
8%
2%
1%
2%
1%
1%
1%
1%
1%
88%
University websites
University websites are closely scrutinized for accessibility whenever new templates are added.
The site is not allowed to “go live” until any accessibility issues have been resolved. Content
accessibility switches to departmental staff responsible when the site has been published. The
accessibility of the templates is the responsibility of Central IT web staff.
The sites that have received this intense focus are listed in Appendix C together with the date
that they were launched.
Audit Report, June 27, 2014
Page 18
Websites with essential student functions
As was reported on May 16, 2014, the University identified a strategy to ensure that webpages
that provide essential student functions are accessible according to WCAG 2.0 Level AA
standard. The process of evaluating these sites is ongoing.
Random review of UM websites
A random review of UM websites found a preponderance of accessible sites. The review
included the following sites – listed below with comments:












Adamscenter / Griztix: Largely inaccessible.
*CreativePulse: Empty header, imperfect alt-tagging, lack of semantic marking.
*Grizvine: No issues.
Memorialrow: Site has formatting issues. Within older template but HTML issues.
Headings are out of order and some are empty, alt tags are incomplete and, due to
formatting issues, contrast is lacking for about a 1/3 of the text.
*Public safety: Inappropriate link text (“here”) and redundant alt text.
*Trioub: No issues.
*Brand: No issues.
Ethics: No issues.
*IT: No issues.
*Orientation: No issues.
Shift: Site has formatting issues however it is a legacy site and will be removed.
*Veterans: Headers are out of order, an image is missing an alt tag, and popup windows
are used inconsistently.
Several sites marked above and created within our standard template include no title attributes
for iframes, a few forms and fields without labels and the lack of a download Adobe Reader link
on all pages that reference PDFs. These sites are marked with an asterisk above. These issues
can be addressed from Central IT while the remaining issues listed above will be address with
the individual users/site owners.
Documents posted to webpages and websites
In a recent simple file search review, 9507 Word documents, 13,035 pdfs and 810 excel files
were found on the central campus web server. A randomized quick review of these documents
found the following: Only one text document was saved as an image. A second was imagebased but was a map. Eight documents were text but not tagged and had no order. There were 9
text-based documents but one was text within a very complex table. Sixteen (16) documents
were text-based and tagged although 2 were in table form and 1 was in a very complex table.
Audit Report, June 27, 2014
Page 19
Overall text-based (21.62%) and text-based and tagged documents (40.54%) added up to 62.16%
of the documents.
Peripheral campus web servers
There is an ongoing effort to work with departments who maintain their own web servers. There
are only a few who serve public-facing websites from their own servers. Most departments who
do this are slowly switching such sites to central IT’s content management system and
maintaining web servers only for department specific academic and administrative activities.
Application processes
The application process starts at the Admissions web page (http://admissions.umt.edu) and
includes several off-site, hosted solutions including: Qualtrics and Hobsons. Site web pages are
created with Casacade content management system using UM’s standard template. These pages
are accessible at this time and with the current content according to manual testing by several
individuals, WAVE and Powermapper. The latter reports the issue of WCAG 2.4.5 “Multiple
Ways: More than one way is available to locate a Web page within a set of Web pages except
where the Web Page is the result of, or a step in, a process. (Level AA)” However, there is both
inline and menu navigation along with a search function for the entire UM site that works within
any subsites.
As far as the external sites used in the process, the Hobsons site was navigable but had some
accessibility/usability issues. Additional details are available in Appendix G.
There are additional application process that will be evaluated as the Corrective Action
Strategies report is compiled including one for graduate students,
Library services
Acquisitions (Library purchases)
All of our E-Resource vendors were sent a non-binding addendum asking them to consider the
Principles of Accessible Design in their product offerings. We also are working with Legal to
modify our draft license language to include a statement that the Provider will make reasonable
efforts to comply with the ADA act, 508, and WCAG ensuring that assistive technologies are
usable with their products.
Digital Collections and Institutional Repository Materials
This section refers to digital content that is not in use as instructional material for a course at the
University of Montana. These non-course materials include digitized historical documents as
Audit Report, June 27, 2014
Page 20
well as third-party documents received from publishers, faculty, and students that are hosted in
Mansfield Library’s digital collections or institutional repository platforms. The Library digitizes
thousands of documents every year and receives hundreds of third-party documents.
Digitized Content Hosted in Montana Memory Project (MMP)
MMP is not hosted by the University. It is an important statewide project to which the Library
contributes digital content. The software underlying MMP is called CONTENTdm, and it is
accessible according to Section 508 standards. Library staff follows standard procedures to
make the digital content that they contribute to MMP as accessible as possible. This means that
they upload descriptive metadata for every single digitized item and that they utilize upload
methods within the software that maximize accessibility for display and navigation.
Digitized Content Hosted in ScholarWorks
The library hosts digitized content in an institutional repository (IR). The IR software is
accessible. The content that the library digitizes and/or hosts in the IR comes from a variety of
sources and arrives in a variety of discrete file types. The Library provides information to IR
contributors about how to create and produce accessible documents in the IR’s policy
documentation and FAQ.
Guidelines for Documents Hosted in MMP and ScholarWorks
Many of these documents cannot be made sufficiently accessible in an electronic format.
According to federal guidelines on the U.S. Department of Health & Human Services web site
(http://www.hhs.gov/web/508/accomodation):
The U.S. Department of Health & Human Services web site also identifies examples of content
that may be appropriate for an Accessibility Accommodation:






Exclusions and Limits
General categories and examples of content that may be appropriate for an Accessibility
Accommodation include:
Excel computational spread sheets containing program modules and macros developed to
perform automated analysis or to draw in data sets from external or legacy databases.
Password-protected sites
Third-party licensed PDF documents from medical and scientific journals (and
conference proceeding documents)(if no-cost accessible versions cannot be linked to
elsewhere on the Web)
Multilingual PDF documents using non-Western characters
Complex images and PDF tables, including static images and those supported and
detailed narratives
Complex math, physics, and chemical notations
Audit Report, June 27, 2014
Page 21





Large or complex tables, given a waiver based on consideration of:
 Importance of the document
 Size and nature of intended audience
 Expectation that disabled persons would need access
 Complexity of the table
 Size of the table
Complex dynamic visualizations, including: medical diagnostic and research imaging
technologies, 3d-models, CAD, virtual environments
Scanned written or poor quality historical publications/materials scanned to a digital
archive
Archived legacy files
Translated files (presented in a language other than English)
The above-listed document examples are precisely the kinds of materials that are digitized and
hosted by the Library in MMP and ScholarWorks.
Therefore, Library staff will make every effort to make the documents posted to MMP and
ScholarWorks as accessible as possible given current staffing and financial resources according
to the information below. Furthermore, specific items will be made fully accessible or an
equivalent alternative format available upon request. The Library will prioritize requests:

For material that is assigned reading for an in-progress course

For material that directly supports research for an in-progress course

From UM faculty, students, and staff
Guidelines for Specific Document Types
1. Digitized handwritten documents:

Handwritten documents cannot be adequately OCR’d; when already available, an
accessible typed transcript in PDF format will be included with the handwritten
document

The library will provide rich descriptive metadata alongside the document
2. Digitized typed documents

Typed documents will be OCR’d and tagged by campus-administrated Abbyy Fine
Reader software

The library will provide rich descriptive metadata alongside each document
Audit Report, June 27, 2014
Page 22
3. Digitized Photographs

Digitized images are provided as access-level JPG files according to best practices for
digital collections

The library will provide rich descriptive metadata alongside each photograph
4. Digitized Audio files
 When already available, an accessible typed transcript in PDF format will be included
alongside the audio file
 The library will provide rich descriptive metadata alongside each item
 The Mansfield Library will work with campus IT to provide transcripts for audio files
on demand
5. Digitized Video files
 The Mansfield Library will work with campus IT to provide synchronized closed
captioning for video files
 The library will provide rich descriptive metadata alongside each item
6. Third-party documents (Publisher’s PDFs and student work)
 Publisher’s PDFs will be made fully accessible on request according to ARL’s Code
of Best Practices In Fair Use For Academic and Research Libraries, p. 22 [26]:
“When fully accessible copies are not readily available from commercial sources, it is
fair use for a library to (1) reproduce materials in its collection in accessible formats
for the disabled upon request”
 Students will be responsible for providing accessible documents to the Library
 The library will provide rich descriptive metadata alongside each document
7. Electronic Theses and Dissertations (ETDs)
 Graduate School staff will provide information for students about how to create
accessible documents
 Graduate School staff will check ETDs for accessibility
 The library will provide rich descriptive metadata alongside each document
8. Research Data
 Researchers are responsible for providing accessible research data
 The library will ask researchers to provide rich descriptive metadata for research data
Interlibrary Loan
a. All article requests from Mansfield Library owned print sources will scanned, OCR’d,
and Tagged.
Audit Report, June 27, 2014
Page 23
Paw print
a. If Mansfield Library material doesn’t come through Reserve or ILL and a UM user
requests that print or media material be made accessible, they will be referred to DSS.
Reserve
a. ML Course Reserve Material services will no longer provide an electronic course system.
ML Course Reserve Material services will continue to convert print course materials into
digital format for instructors and to host traditional print and media items used by
students in courses. The Reserve form, for traditional print and media items, has will be
amended to ask the instructor if they have been informed if a student in their course has
requested an accommodation for visual reasons.
b. All scanned materials are OCR’d and Tagged as part of the conversion process.
Website
The library website currently meets WCAG Level II standards and is in the process of being
migrated to the campus CMS which will help ensure that standard in the future. Monthly
document accessibility scans are being run on any new materials posted to Course Reserves and
content authors notified when documents have been found to be inaccessible.
Learning Management Systems
Chat rooms and forums made accessible
Forum accessibility:
An accessible view for the Advanced Forum in Moodlerooms’ Joule was developed in 2013 and
made available with the December 2013 Release. See the quote below from the Joule 2
December 2013 Release Notes (http://kb.moodlerooms.com/node/613):
Advanced Forum

Printing/Export: All posts for a forum can be printed or exported to a csv file.
Furthermore the export can be refined to just a specific user, discussion or both.

Accessible View: Moodlerooms has added a completely accessible view of the forum to
better support browsers with and without a screenreader. Improvements include a simple
editor for posting (by default), a significant reduction in the amount of necessary page
reloads, and significant improvements to the layout, navigation and general usability. We
would like to extend a special thanks to Aaron Page, Marlene Zentz and Robert Squires
of the University of Montana, the National Federation of the Blind, and the Moodle
Accessibility Collaboration Group for their collaboration in this project.
Audit Report, June 27, 2014
Page 24

Latest News Integration: We have extended the Latest News block to allow it to create
Advanced Forums instead of Core Forums in newly created courses. This will provide
clients with the ability to have completely accessible forums until the enhancements can
be made to the Core Forums.
Chat accessibility:
The chat function now provides an accessible message notification function. Chat settings allow
users to select the “Beep when popup notification is displayed” function so that both
notifications occur simultaneously. Quicktime does not need to be installed in Firefox for the
beep to play; Firefox is the browser recommended by both Moodlerooms and the UMOnline. See
the closed ticket in Moodle Tracker (https://tracker.moodle.org/browse/MDL-37962).
Description of Each Aspect of the Learning Management System
A description of Moodlerooms’ Joule can be found and the Joule 2 Manuals website
(http://kb.moodlerooms.com/joule-2-manuals). Teacher, Administrator, and Student Manuals can
be found here.
Strategy for the Ongoing Accessibility of the Learning Management System:
During the summer of 2013, an international Moodle Accessibility Collaboration Group was
formed by the University of Montana, the University of Illinois, and Moodlerooms to address the
accessibility of the open source system, Moodle. Since Moodle is the foundation upon which
Moodlerooms is built, this was a critical first step towards making Moodlerooms accessible. The
group has members (http://collaborate.athenpro.org/group/moodle/members/) from Moodle HQ
(including Moodle founder, Martin Dougiamas), Moodlerooms, North Carolina State University,
the California State University system, and many other institutions in the U.S., the U.K., and
Australia.
The group meets bi-weekly in Blackboard Collaborate to discuss accessibility solutions and
future accessibility direction for core Moodle. These discussions are recorded and made publicly
available in the Teleconferences (http://collaborate.athenpro.org/group/moodle/teleconferences/)
section of the Moodle Accessibility Collaboration Group website
Audit Report, June 27, 2014
Page 25
(http://collaborate.athenpro.org/group/moodle/), which is maintained by Marlene Zentz at the
University of Montana and Hadi Rangin and the University of Illinois. The Mailing List for this
group is active and documents ongoing communication among group members.
Current goals for the group include 1) improving the accessibility of existing components in
Moodle and 2) exploring how centralized accessible design best practices can be integrated into
the processes of a distributed open source development environment. This work was formally
presented in March, 2014 at the 29th Annual International Technology and Persons with
Disabilities Conference
(http://www.csun.edu/cod/conference/2014/sessions/index.php/public/website_pages/view/1)
during a session titled, Moodle: Towards an Accessible and Open Design
(http://www.csun.edu/cod/conference/2014/sessions/index.php/public/presentations/view/380).
Members at University of Montana who were involved in developing this strategy include
Marlene Zentz (http://www.educause.edu/members/marlene-zentz), UMOnline Instructional
Design Consultant and Accessibility Specialist, and Robert Squires
(http://www.educause.edu/members/robert-squires), Director of Instructional Design and
Technical Support for UMOnline, School of Extended & Lifelong Learning.
UM’s Electronic and Information Technology Accessibility Task Force has supported the
development of this group and has been informed about its ongoing accessibility efforts to
impact the University of Montana and other universities around the nation.
Access to classroom podiums and liquid crystal display devices
The University of Montana started a centralized electronic classroom project through IT in 2009.
Technology for presentation, including a podium with computers, projectors and controls, was
added to approximately 20 classrooms each summer. There are currently 93 classrooms with
this technology with a final goal of 165 classrooms. These were to be completed by the summer
of 2015 but lack of funding has slowed completion of the project. Further information about the
existing classrooms can be found at http://www.umt.edu/it/services/media/classroomtech.php.
The configurations of the central IT provided classrooms include the following components:
Audit Report, June 27, 2014
Page 26
Controllers:

A consistent controllers was placed on all podiums up until this year:
http://www.extron.com/product/product.aspx?id=mlc226ipdvplus&s=5

There are three exceptions historically to the standard controller in ULH, NULH & ISB
110: http://www.extron.com/product/product.aspx?id=tlp710mv&s=5

IT will place a new controller summer 2014. This Controller is compatible with the
TouchLink for iPad: http://www.extron.com/product/product.aspx?id=tlp350mv&s=5
Podiums:
Classroom podiums contain a computer and cords within the podium. The screen is usually
attached to a swinging arm on the side of the podium. The control switches are used across the
back of the top of the podium. In 3 of the 93 installations the podium screen is a touch screen
attached to the front of podium. The Link Lectern from Spectrum Industries Inc. is used in all
rooms (except ULH & NULH).
http://www.spectrumfurniture.com/products/productDetail.cfm?pc=1&psc=82&prod=1103
All podiums have casters for mobility. The first year lecterns are the 42” high model, but all
others are 36” tall.
The podiums and controllers were reviewed by EITA task force members and ATS staff. The
podium casters allow the podiums to be adjusted for side access. In addition, the new controllers
being placed this summer (2014) allow for iPad access and several iPads will be available for
semester rental by faculty starting in the fall of 2014. Both of these factors provide
accommodation for individuals in wheelchairs.
For individuals with low vision or blindness, the iPad interface will announce the buttons as they
are touched on the screen. The desired button is activated when someone releases touch after
hearing the button announced. An approach for providing a Braille schematic of the older
controllers’ buttons has been developed. The only mechanism available to create Braille on
campus is a manual ribbon option. Manually creating Braille labels for approximately 15
buttons on each of the 93 controllers should be accomplished with a digital brailler. We are
prototyping the schematic while requesting funds.
All controllers are configured to provide closed captioning automatically.
In addition, at Missoula College the majority of instructional class rooms have a computer with
monitor, on a table or on a moveable “multimedia cart”, attached to a ceiling mounted data
Audit Report, June 27, 2014
Page 27
projector. Exceptions include 2 rooms with standard UM podium and controller (as discussed
above), 4 rooms with wood podium (manufactured by Iron Wood) and no controller and 12
rooms with interactive Smart Boards.
There are an additional 10-15 existing rooms for which no information was made available and 3
new classrooms whose configuration is not yet determined. The EIT Corrective Action Strategy
will have further information about monitoring and providing accessibility in all UM technology
classrooms.
Course registration software: Cyberbear
After evaluating a cross section of pages we found the majority of the page content was fairly
accessible. Issues included: tables used for layout and incorrectly ordered headings. Forms had
good labels and seemed to flow logically.
The use of tables for layout is probably the main problem including some tables were nested in
other tables. All of the navigation and the search functionality reside in tables. Transparent
spacer images are used, these images have alt tags such as “transparent image” and “tab corner
right.”
There is no heading 1 on the page. In general headings are used sparingly and seem to be more
for style that for function creating incorrectly ordered headings throughout. There were also
several skip links that were hidden using display:none, some of these links had existing anchors
but one that was on each page “skip to top” did not have an associated anchor.
Each link has multiple event handlers associated with it (onblur, onfucus, onmouseout,
onmouseover) that sets the window status of the browser. This is a strange behavior because this
functionality is only supported by Opera. More information about window status is at
http://www.w3schools.com/jsref/prop_win_status.asp
A student screen reader user also reviewed Cyberbear and reported that:




Cyberbear is actually fairly accessible, given its all-text nature.
Cyberbear has no heading structure on nearly every page/module.
Cyberbear does not use ARIA in any manner to improve navigation.
Difficulties with course lookup/registration for a screen reader user may be caused by
the lack of <th> column headers in Cyberbear's tables.
Videos
In order to make video content available to campus, some years ago, IT provided screen
recording software (Camtasia Relay and Camtasia Studio) to campus. Individual professors and
Audit Report, June 27, 2014
Page 28
departments may have created videos before that time. However, most recordings historically
were professional recordings provided through UM’s Mansfield Library.
Making video content accessible has proved to be a complex task, since the videos are produced
by multiple individuals and stored in a variety of locations in a variety of formats. Although the
campus survey didn’t always indicate which methods were used to produce videos, a wide
variety of options are used across campus.
Videos were originally stored on campus servers until the campus stopped providing video
storage. Since then, most videos have been stored on iTunesU or on YouTube. A few captioned
videos are stored on a paid Screencast account for students who are identified to need it. Videos
used as a part of a large campus training project during the summer of 2012, required more video
bandwidth than campus servers would allow—so they had to be stored using an authenticated
video solution on the Amazon cloud with closed captioning provided. This now remains an
option for use by campus.
Not all of these options provide perfect player accessibility. However, the issue and discussion
of accessible players has abated with the change from campus-based server to external ones and
the advent of HTML5.
Captioning has also been a large part of making video content accessible. Until the summer of
2011, captioning wasn’t a common practice on campus. At that time, IT developed and initiated
common captioning practices. Then, as a volunteer IT project in the spring of 2012, the
university began providing captioning for courses without an identified student. In January 2013,
IT and Disability Services for Students (DSS) funded the first free-of-charge general captioning
options for campus. Then, early in 2013, captioning support appeared on UMOnline, IT and
DSS. Currently IT and DSS continue to caption videos for other departments.
The number of flash (.flv) files stored on UM’s central webserver is shown in Appendix G. The
flash files occur in largely 3 categories: archived, on the soon-to-be-replaced catalog site and in
three departmental sites. Archived files are not in use and any flash files on the catalog site have
been deleted during the change to the new template. The three remaining sites and three separate
flash files (umt.edu/memorialrow/imx/SATC/SATC_4_7.flv;
umt.edu/arabic/imx/videos/IPAFonts.flv; and
umt.edu/homepage/_common/resources/imx/seetheads/flv/business.flv) have been discussed
with the respective site owners.
Audit Report, June 27, 2014
Page 29
Education through the self-study has increased awareness of captioning. UMOnline has
provided professors with the code for activating HTML5 versus flash for inclusion in Moodle
links. The overwhelming numbers of videos are currently stored in locations that do not support
flash files. These efforts will continue and will be outlined in the Corrective Action Strategy.
Personal response systems (“clickers”)
The University of Montana is moving toward the use of accessible clickers. In the past, the
approach to clicker usage has been inconsistent and left to the discretion of faculty. Faculty
members in turn frequently selected the clicker that accompanies a text without examining its
accessibility, rather than make a separate clicker selection. There has been no coordination or
management of these choices.
To counteract this tendency, the textbooks department has stocked a consistent type of clicker –
the “Iclicker.” In addition, this spring, UMOnline and IT’s ATS developed a working
relationship with the IClicker organization. While we strengthen the presence of IClickers on
campus, we recognize that additional accessible clickers are being developed. The EIT
Corrective Action Strategy will have further information about a joint effort underway to
promote consistent use of accessible and affordable remote response systems campus wide.
Banking arrangements offered via websites and ATM access
The ATMs dedicated to the HigherOne refund cards have headphone jacks and Braille added to
buttons. These are visible in the photographs of these ATMs that are shown below.
A student and who uses a screen reader reported the following about the refunds process.
I am familiar with the process for refunds/financial aid. Here is a rundown:
1. Students apply for FAFSA and/or scholarships from various locations. These
funds are automatically deposited in the student’s Cyberbear account. Creating a
positive balance.
2. Student's registration bill is automatically deducted from the Cyberbear
account. If the resulting balance is negative, student must pay this amount before
due date. If result is positive, this amount is transferred to HigherOne as a refund.
3. Students receive a HigherOne UM Debit Card, which they MUST register on
www.umdebitcard.com.
4. If student wishes to have their funds direct deposited to an institution other than
HigherOne, they must login to www.umdebitcard.com and request ACH transfer
to another institution.
Audit Report, June 27, 2014
Page 30
From an accessibility perspective, it gets difficult from Step #3 on, because you
must begin interacting with HigherOne's online system - which is significantly
more difficult to interact with than Cyberbear. Step #4 is impossible for a fully
blind screen reader user or a keyboard-only user (as far as I know) because there
is no way to expand the menu to access the ACH transfer option without using a
mouse. On top of that, you MUST enter in your card number in order to not get
disconnected from their phone system - which can be difficult for someone that
cannot simply read the card number on the fly.
Next Step: Corrective Action Strategy
To be completed and comprehensive report submitted no later than September 15, 2014.
Appendices
Appendix A: Audit Forms
Departments


Departments: Please also fill out the documents, media, software and web forms.
Faculty: Please fill out an Instructional Materials form for each course you teach.
Thank you for your help in completing the self-study/audit of campus detailed in the Resolution
Agreement. Our late Spring 2014 focus is completing the data gathering. We will be sharing the
results late summer. If you have specific questions before that time, don't hesitate to call 243EITA.

Please enter the information for the person who will best serve as initial and main contact for

the Electronic & Information Technology self-study.
You can complete these forms or request that someone from the EIT Accessibility Task Force can
work with you to fill out the questionnaire together.
You can complete these forms or request that someone from the EIT Accessibility Task
Force can work with you to fill out the questionnaire together.Please contact me.

Is this person an Access Partner (or wish to be)?
Is this person an Access Partner (or wish to be)?Yes
Is this person an Access Partner (or wish to be)?Please send me more information on being
an access partner.
Audit Report, June 27, 2014
Page 31

Your Name (if different from above): (required)


Your title:
If you wish to have an individual from the EIT Accessibility Task Force offer departmental
workshops, please indicate preferred dates, times, number of people and any additional
information.


Best days or dates and times:
Number of people you'd like to include (and information about any audience-specific topics or

approaches requested).
Do you have a meeting room in your area that will accommodate computer training and
discussion? Or do you wish us to find a location?

Additional comments:
Documents (dept)


Departments: Please also fill out the documents, media, software and web forms.
Faculty: Please fill out an Instructional Materials form for each course you teach.

Please enter your name.


Enter your department.
We do not expect this information, however, if you know that something is inaccessible, please
put an asterisk* after the process, name or product.
Standard Document Creation

What software is used to create departmental documents? Examples: Word, Write, InDesign,
Publisher
Audit Report, June 27, 2014
Page 32

What percentage of your staff consistently uses these accessibility features when creating
documents?

Are heading styles used to make document sections?


Are these headings always used sequentially?
(Heading 2 styles used for subsections of areas started with Heading 1's; Heading 3 styles used
for subsections of areas started with Heading 2s; etc.)


Are Alt tags (alternative text explanations) consistently added to images?
Tables that are used: (select all that apply)
Tables that are used: (select all that apply)display information
Tables that are used: (select all that apply)display data
Tables that are used: (select all that apply)are appropriately tagged for accessibility.
Specialized documents

If your department use mathematical, chemical, linguistic or other special characters and
symbols ...


what program(s) or processes are used. (Or enter None)
If departmental staff produce graphs and charts are they familiar with making charts and graphs
accessible (http://accessibility.psu.edu/charts)?
How frequently does your department provide documents for events that involve off-campus
individuals (Science Fair, Lecture series, etc.)

How frequently does your department provide documents for events that involve offcampus individuals (Science Fair, Lecture series, etc.)Frequently
How frequently does your department provide documents for events that involve offcampus individuals (Science Fair, Lecture series, etc.)Sometimes
How frequently does your department provide documents for events that involve offcampus individuals (Science Fair, Lecture series, etc.)Rarely
Audit Report, June 27, 2014
Page 33
Final Comments

If some of this information was new to you and you'd like help sorting through it, please tell us
who to contact.
Software/Hardware/Systems (dept)


Departments: Please also fill out the documents, media, software and web forms.
Faculty: Please fill out an Instructional Materials form for each course you teach.

Please enter your name.


Please enter your department.
We do not expect this information, however, you can put an asterisk* after processes, software
or products that you know have accessibility problems.
We hope the following questions help bring to mind the software, hardware and systems your
department uses.

Operating systems

Please indicate the percentage of the number of computers with these operating systems in
your department.

Macintosh

Linux


Windows
If departmental users are unable to customize their settings on their work computer please
explain how accessibility accommodations are provided.
Standard Desktop software

List all word processing software your department uses inlcuding Word or Write (Mac).
Audit Report, June 27, 2014
Page 34

List all budgetary & accounting software including Banner, GrizMart or Excel.

List any database programs that your department uses including Access, MS SQL or mySQL.

Please list any presentation software your department uses including Powerpoint.

Do you use any student records processes including Banner, Degree audit, or Academic Planner?

If so, please list or explain.
Please list any timecard or tracking systems that you use in your department.

List any document management software systems such as SharePoint or Alfresco.

List any statistical programs that your department uses.

Please list any registration systems that you use including 25 Live or IT Shortcourse.
Additional software and software systems

Please indicate any email systems used in the department besides that provided by the

University.
Please list the social media that your department uses for non-academic uses.

Please indicate how your department uses external storage options (such as Google drive and
Dropbox).
Audit Report, June 27, 2014
Page 35
Assistive Technology


Please name and/or describe any assistive technology used by faculty, staff or student within
your departmental offices. (A missing answer on these two items will indicate that assistive
technology is not currently being used.)
Please describe how users of this assistive technology are supported by your department or
other campus individuals.)
Hardware

Please list the name of any scanners in your department that aren't configured with an OCR

scanning options. (We'll help find directions for these scanners.)
Please list any other hardware that is involved in departmental EIT processes or products

Thank you for sharing this information. Please list anything that hasn't been asked about that is
unique to your department.
Web (dept)


Departments: Please also fill out the documents, media, software and web forms.
Faculty: Please fill out an Instructional Materials form for each course you teach.

Your name: (required)


Department: (required)
Please enter the names of the web-editing staff in your department: (required)

What web content management system or editor does your department use? (You do not need
to list the Cascade Content Management System.)
Audit Report, June 27, 2014
Page 36

Does your department or web editor use the web-based headings (h1, h2, h3) consistently and
sequentially
Does your department or web editor use the web-based headings (h1, h2, h3) consistently
and sequentially Yes
Does your department or web editor use the web-based headings (h1, h2, h3) consistently
and sequentially No

Does your department web editor use alt tags (alternative text descriptions) for all non-designelement images?
Does your department web editor use alt tags (alternative text descriptions) for all nondesign-element images?Yes
Does your department web editor use alt tags (alternative text descriptions) for all nondesign-element images?No


Please list the social media that is used on your website.
Please describe any programs that are used on your websites or web pages.

If you need support to learn how or to utilize any of these features, please indicate what kind of
support would be the most useful for your department (for example, workshops on general web
accessibility, handouts on what assistive technology is used to make web pages accessible).

Additional comments or questions?
Media (dept)


Departments: Please also fill out the documents, media, software and web forms.
Faculty: Please fill out an Instructional Materials form for each course you teach.
Audit Report, June 27, 2014
Page 37

Please enter your name.



Department:
Consider your website, administrative and non-academic processes when answering the
questions on this page.
Please estimate how many videos (and average length) or how many minutes of video are used.

Please estimate how many audio recordings (and average length) or how many minutes of audio
are used.


Captioning: Please estimate what percentage of your videos are captioned.
Audio descriptions. Please estimate what percentage of your videos are audio described.

Transcripts: Please estimate what percentage of your audio recordings have been transcribed.

List any suggestions you have for how your department can be supported to provide these
features.
Instructional Materials
Thank you for your help in completing the self-study/audit of campus detailed in the Resolution
Agreement. Our late Spring 2014 focus is completing the data gathering. We will be sharing the
results late summer. If you have specific questions before that time, don't hesitate to call 243EITA.
Please fill and submit this form multiple times - once for each class you are teaching this
semester.
We will be sharing the results late summer. If you have specific questions before that time, don't
hesitate to call 243-EITA. Thank you very much.


Please enter your name.
Please fill and submit this form multiple times - once for each class you are teaching this
semester.
Course Information

Select the semester(s) that the course is taught


Please enter the course CRN, department and title
Is your course ...
Audit Report, June 27, 2014
Page 38
Is your course ...Fully online
Is your course ...Blended
Is your course ...Face to Face course with supplements
Is your course ...Face to Face course without online component


Please list any Learning Management System that you use for this course.
Please list any webinar software you use (Collaborate is what is available through Moodle).
Face-to-Face Classroom courses

(For classroom-taught courses only) Please list any technology used in the classroom than the
central IT-provided podiums (for example: clickers, iPads, laptops, projectors, Smart phones,
etc.)

Please list any electronic lab resources used in your course.
All courses - documents

What type of documents do you supply in your course?


Please list any other type of document used.
Are heading styles used to create sections in the document and are they used in a sequential
(Heading 1 once in document, heading 3 sections contained in heading 2 sections, etc)


Do all images have alt tags and do all charts, graphs and other figures explained.
Tables that are used
Tables that are usedDisplay data (not just organize information)
Audit Report, June 27, 2014
Page 39
Tables that are usedAre created accessibly

If your department use mathematical, chemical, linguistic or other special characters and

symbols ...
What programs do they use to create these documents? What document formats are they

provided in?
Are you familiar with making charts and graphs accessible (http://accessibility.psu.edu/charts)?
All courses - additional items

Please list any synchronous communication software that you use (such as Skype, Facetime,

chat)
Please list any photo storage or video sites used (include which captioning process you use.)


Please list any additional social media sites or programs used for the course.
Please list any additional web sites used in the course such as MyITLab, MyMathLab, publisher

provided sites
Please indicate how many videos or audio recordings you use in this course along with how
many of them already have captioning (videos) or transcripts (audio).
All courses - software and hardware

If you use clickers or other electronic polling methods, please list the software or hardware

used.
If software is a central component of the course, please indicate the OS and software used.

Please list any other hardware or electronic/digital equipment used in the course.
Audit Report, June 27, 2014
Page 40
Audit Report, June 27, 2014
Page 41
Appendix B: UM Web site review process
In order to test web pages for accessibility, EITA administered both automated and manual
testing. The manual testing was essential, in order to ensure that the results are pertinent to
people. For example, an automated test can determine whether an image has an alternative text
description but it can’t confirm whether that description is accurate, helpful or relevant to a
human being. UM websites are reviewed using the Website Accessibility Conformance
Evaluation Methodology (WCAG-EM) 1.0 (http://www.w3.org/TR/WCAG-EM/).
Sites are first reviewed by IT/web expert following the WCAG-EM protocol and the established
WCAG 2.0 Standards AA Level.

A staff expert reviews site.

Users from among our DSS-registered students will also provide input (as well as can be
accomplished during the summer).

Results will be compiled by IT staff within the Web Technology Services (WTS) or
Accessible Technology Services (ATS) sections and shared with the departments
responsible.
Audit Report, June 27, 2014
Page 42
Appendix C: UM Web sites published with the new template
Site
URL
Office for Academic Enrichment
http://www.umt.edu/ae/
6/16/2014
SFD - MCLL - 2014
http://cas.umt.edu/mcll
6/12/2014
SFD - Latin American Studies
http://cas.umt.edu/las/
6/5/2014
SFD - Philosophy
http://cas.umt.edu/phil/
6/5/2014
Missoula International Friendship Program
http://mifp.org/
6/1/2014
News
http://news.umt.edu/
6/1/2014
UM Allies
Health - Family Medicine Residency of Western
Montana
http://www.umt.edu/umallies/
6/11/2014
http://fmrwm.health.umt.edu/
6/2/2014
Diversity Advisory Council
http://umt.edu/dac/
6/2/2014
Web Committee
http://www.umt.edu/webcommittee
6/2/2014
SFD - DBS
http://cas.umt.edu/dbs/
5/22/2014
Health - School of Physical Therapy and
Rehabilitation Science
physicaltherapy.health.umt.edu
5/22/2014
Health - College of Health Professions &
Biomedical Sciences
www.health.umt.edu
5/22/2014
Fraternity and Sorority Involvement
Health - School of Public and Community Health
Sciences
http://life.umt.edu/fsi/
5/22/2014
publichealth.health.umt.edu
5/20/2014
Health - School of Social Work
socialwork.health.umt.edu
5/20/2014
Health - Skaggs School of Pharmacy
pharmacy.health.umt.edu
5/20/2014
Health - Department of Pharmacy Practice
pharmacypractice.health.umt.edu
5/20/2014
Commencement
http://www.umt.edu/commencement
5/9/2014
Summer Semester
http://www.umt.edu/summer
5/6/2014
Winter Semester
http://www.umt.edu/winter
5/6/2014
SELL - School for Extended and Lifelong Learning
http://www.umt.edu/sell/
5/6/2014
AF - Cyberbear
http://cyberbear.umt.edu/
5/6/2014
Undergraduate Research and Creative Scholarship
http://umt.edu/ugresearch/
5/5/2014
Missoula College - Carnivores Classic
http://umt.edu/carnivoresclassic/
5/2/2014
Admissions
http://admissions.umt.edu/
4/30/2014
Retirees Association
http://umt.edu/retirees/
4/28/2014
SFD - DBS - Field Station
http://cas.umt.edu/departments/dbs/fieldstation/
4/24/2014
Graduate School
http://umt.edu/grad/
4/22/2014
SELL - UMOnline
http://umonline.umt.edu/
4/22/2014
SFD - American Indian Gateway
umt.edu/provost/aig
4/16/2014
Map
http://www.umt.edu/map
4/15/2014
SFD - Office for Civic Engagement
http://www.dhc.umt.edu/oce/
4/11/2014
UM Transportation Study
http://www.umt.edu/transportation/study
4/11/2014
Employee Recognition
http://umt.edu/employeerecognition/
4/10/2014
Audit Report, June 27, 2014
Launched
Page 43
SFD - Anthropology
http://cas.umt.edu/anthropology
4/8/2014
University Relations
http://www.umt.edu/urelations/
4/8/2014
Registrar
http://www.umt.edu/registrar/
4/7/2014
AF - Banner Support
http://umt.edu/bannersupport/
4/3/2014
DiverseU
umt.edu/diverseu/
4/2/2014
Financial Education
umt.edu/financialeducation
3/25/2014
Cyberlab
http://www.umt.edu/cyberlab
3/24/2014
Sexual Misconduct Resources
http://umt.edu/sexualmisconduct/default.php
3/21/2014
OpenSimpplle
http://www.umt.edu/opensimpplle
3/19/2014
GrizVine
http://www.umt.edu/grizvine
3/18/2014
Internal Audit
http://www.umt.edu/iaud/
3/14/2014
Vice President for Student Affairs
http://umt.edu/vpsa/
3/11/2014
Internship Services
http://umt.edu/internships/
3/10/2014
AF - Public Safety
http://umt.edu/publicsafety/
3/7/2014
Alumni
http://www.grizalum.org/
3/7/2014
SA - Testing Services
http://umt.edu/testing/
3/5/2014
SFD - Trio - 2014
http://www.umt.edu/trio
3/5/2014
SFD - Trio SSS - 2014
http://www.umt.edu/triosss
3/5/2014
SFD - Upward Bound - 2014
http://www.umt.edu/trioub
3/5/2014
Admissions - Orientation
http://umt.edu/orientation/
2/28/2014
Diversity
http://umt.edu/diversity/
2/10/2014
Mansfield Center
http://www.umt.edu/mansfield/
2/10/2014
Health - Premed
http://premed.health.umt.edu/
2/7/2014
Initiatives and Marketing
umt.edu/initiatives
2/3/2014
Global Leadership Initiative
http://umt.edu/gli/
1/31/2014
UM Foundation
http://supportum.org/
1/29/2014
Montanan
http://montanan.umt.edu/
1/28/2014
SA - SAIT
http://life.umt.edu/sait/default.php
1/27/2014
Curry Health Center - New
http://www.umt.edu/curry-health-center/
1/24/2014
SFD - DBS - Flight Lab
http://cas.umt.edu/departments/dbs/flightlab/
1/24/2014
SFD - Liberal Studies
http://cas.umt.edu/liberalstudies/
1/24/2014
SFD - Physics
http://cas.umt.edu/physics/
1/24/2014
SFD - South and Southeast Asian Studies - New
http://cas.umt.edu/ssea/
1/24/2014
SA - UC
http://life.umt.edu/uc/
1/22/2014
Foreign Student and Scholar Services
http://life.umt.edu/fsss/
1/15/2014
International Programs
http://umt.edu/international-programs/
1/13/2014
Griz Card Center
http://life.umt.edu/GCC/
1/10/2014
SA - Peace Corps
http://umt.edu/peace-corps/
1/10/2014
Audit Report, June 27, 2014
Page 44
GrizCam
http://umt.edu/grizcam/
1/8/2014
Staff Senate
http://umt.edu/staffsenate/
1/8/2014
SFD - Military Science
http://cas.umt.edu/militaryScience/
1/7/2014
AF - Admin and Finance
http://umt.edu/adminfin/
########
Student Safety
http://umt.edu/safety/
########
SA - Veterans
www.umt.edu/veterans
########
Health - 2014 Skaggs Symposium
http://2014skaggssymposium.health.umt.edu/
########
Career Services
http://umt.edu/career/
12/4/2013
IT Holiday
http://www.umt.edu/it/holiday/
12/3/2013
SA - Campus Recreation
http://umt.edu/crec/
########
Disability Services
http://www.umt.edu/dss
########
AF - Griztix
http://umt.edu/griztix/
########
SA - UM Dining
http://life.umt.edu/dining/
########
Provost / Faculty Development Office
http://umt.edu/provost/
########
SA - ASUM
http://life.umt.edu/asum/
########
SA - Residence Life
http://life.umt.edu/rlo/
11/8/2013
UM Arts (CVPA)
http://umt.edu/umarts/
11/6/2013
Mansfield Ethics and Public Affairs Program
http://umt.edu/ethics/
11/5/2013
CFC - MCO
http://www.climate.umt.edu/
11/1/2013
President - Equal Opportunity Office
http://umt.edu/eo/
########
Campus Safety Survey
http://umt.edu/safe-campus-survey/
########
UM Brand Guidelines
http://umt.edu/brand/
########
Research and Creative Scholarship
http://www.umt.edu/research/
########
School of Journalism
http://jour.umt.edu/
########
School of Law
http://www.umt.edu/law/
10/8/2013
University Relations - The Shirt
http://www.umt.edu/theshirt/
9/30/2013
Montana Xli Accessibility Interest Group
http://umt.edu/accessibility_group/
9/27/2013
Office of Legal Counsel
http://umt.edu/legalcounsel/
9/26/2013
Office of the President
http://umt.edu/president/
9/26/2013
Tech Fair
http://umt.edu/it/techfair/
9/9/2013
Web/Cascade
http://umt.edu/web/
9/6/2013
College of Education and Human Sciences
http://coehs.umt.edu/
9/5/2013
Audit Report, June 27, 2014
Page 45
Appendix D: Student critical web sites/functions
Sites, Services and software
Student essential functions will be designations as to whether they are:
 web sites with static page content only (Websites only),
 sites with document or web-based forms (Web forms),
 web sites or functions that are hosted and maintained locally (FL), or
 web sites or functions that are hosted externally (FE).
These designations will be used when determining reviewing staff expertise levels.
Academic sites:









Cyberbear (registration, payments, grades and transcripts)
Student email (UMConnect)
Financial aid website
Catalog
Academic Planner
NetID Lookup
Umt.edu/registrar
Admissions
Graduation forms / transcripts / dissertation submission
Support sites:















Bookstore (ordering)
Housing
GrizCard (adding money, etc.)
Emergency Notification (Regroup)
Refunds / Banking)
CSO (replacing student jobs)
Campus Safety / Security Reports
Sexual Misconduct forms
Health Service / Curry Health Center / Insurance
Barrier Reports
Campus web directory
Veterans Benefits
Student conduct code
GrizPrint
Library (ordering, databases, etc)
Central IT supported:



Login.umt.edu
Change password / security question
iTunesU
Audit Report, June 27, 2014
Page 46
EIT Accessibility Audit Summer 2014
/mmac/b_reintjes.flv
/mmac/b_steele.flv
/mmac/daly.flv
/mmac/hood.flv
umt.edu/catalog/flash/science.flv
/mmac/H_Cappadocia.flv
umt.edu/catalog/flash/pharmacy.flv
umt.edu/catalog/flash/music.flv
/mmac/h_freedman.flv
umt.edu/catalog/flash/biology.flv
/mmac/J_Hale.flv
umt.edu/catalog/flash/legacy.flv
/mmac/j_thompson.flv
umt.edu/memorialrow/imx/SATC/SATC_4_ /mmac/leeson.flv
7.flv
/mmac/lfendrich.flv
umt.edu/arabic/imx/videos/IPAFonts.flv
/mmac/MMAC_farr.flv
umt.edu/homepage/_common/resources/i /mmac/norman_steele.flv
mx/seetheads/flv/business.flv
/mmac/n_erickson.flv
/mmac/pate3_27_14.flv
Stored in Media directory (used
/mmac/rchacon_92612.flv
elsewhere):
/mmac/reintjes.flv
/const_day.FLV
/mmac/r_buswell.flv
/homepage/seetheads/amyandjulie.flv
/mmac/r_chacon.flv
/homepage/seetheads/BBallGirls.flv
/mmac/r_chacon_13.flv
/homepage/seetheads/BBallMens.flv
/mmac/sandberg_4_14_10.flv
/homepage/seetheads/Business.flv
/mmac/tuck_dowdle3_18_14.flv
/homepage/seetheads/CampusLife.flv
/mmac/v_hedquist.flv
/homepage/seetheads/Chemistry.flv
/nfo.FLV
/homepage/seetheads/Dance.flv
/potumsearch/pres_forum.flv
/homepage/seetheads/DodgeBallALT.flv
/president/dennison_commn.flv
/homepage/seetheads/FamilyWeekend.flv
/president/Future_052610/Future of Higher
/homepage/seetheads/GrizCountry.flv
Ed - part 1.flv
/homepage/seetheads/Jamie.flv
/president/Future_052610/Future of Higher
/homepage/seetheads/Kelli.flv
Ed - part 2.flv
/homepage/seetheads/KellyD.flv
/president/lectures/Blight.flv
/homepage/seetheads/KenDial.flv
/president/lectures/Colwell.flv
/homepage/seetheads/Legacy.flv
/president/lectures/Hansen.flv
/homepage/seetheads/Lifestyles.flv
/president/lectures/LaDuke.flv
/homepage/seetheads/Neal.flv
/president/lectures/Obrien.flv
/homepage/seetheads/Outtakes.flv
/president/lectures/robinson.flv
/homepage/seetheads/PEASFarm.flv
/president/lectures/Rubin.flv
/homepage/seetheads/Pharmacy.flv
/president/lectures/Walker.flv
/homepage/seetheads/PirateProductions.flv
/president/mid_year_1_25_12.flv
/homepage/seetheads/RecCenter.flv
/president/mid_year_2_6_13.flv
/homepage/seetheads/SmallGroup.flv
/president/sotu/presfull2.flv
/homepage/seetheads/Symphony.flv
/president/sotu/SOTU2011a.flv
/homepage/seetheads/TunnelWalk.flv
/president/sotu/SOTU_10.flv
/homepage/seetheads/Tyler.flv
/president/sotu/SOTU_2012.flv
/mmac/artisttalk_l_fendrich.flv
/president/sotu/stateoftheunion2008.flv
Appendix E: Flash files on web server
/president/UMConvo_Jan_25_10.flv
/provost/awards_2_9_12.flv
/provost/a_mckwown2_7_13.flv
/provost/best_cure9_30_11.flv
/provost/bridges12_5_12.flv
/provost/cas_pd_225.flv
/provost/classroom10_11_13.flv
/provost/const_day_11.flv
/provost/const_day_12.flv
/provost/c_pastore.flv
/provost/deans_rt11_19_10.flv
/provost/design_learning10_20_11.flv
/provost/dfls_s_miller.flv
/provost/displaced_workers.flv
/provost/d_sonntag.flv
/provost/fdo_baker9911.flv
/provost/feedback11_2_2012.flv
/provost/ftc2_15_2013.flv
/provost/generation_gap10_28_11.flv
/provost/getting_pub11_5_10.flv
/provost/grants2_16_11.flv
/provost/g_smith.FLV
/provost/info_literacy3_7_13.flv
/provost/innovation_design11_12_10.flv
/provost/jsf9_28_2012.flv
/provost/j_stanford.flv
/provost/largelect_91611.flv
/provost/love_fear10_22_10.flv
/provost/media2_16.flv
/provost/mentoring2_8_2013.flv
/provost/mohr.FLV
/provost/national_profile.flv
/provost/neh2_29_12.flv
/provost/nfo.FLV
/provost/nfs_grad_ students.flv
/provost/nfs_proposal_criteria.flv
/provost/pdfls_nichols.flv
/provost/penfield9_23_11.flv
/provost/ppm10_17_12.flv
/provost/ppm10_24_12.flv
/provost/p_koehn.flv
/provost/r15_area_2_9_2012.flv
/provost/revision11_2_2012.flv
/provost/rubrics11_2_2012.flv
Audit Report, June 27, 2014
/provost/r_callaway.flv
/provost/studentadvising10_6_10.flv
/provost/sv9_14_12.flv
/provost/syllabi_rt.flv
/provost/s_clouse.flv
/provost/s_penfield.flv
/provost/s_taplin.flv
/provost/teaching9_27_2013.flv
/provost/teachingnaked10_01_10.flv
/provost/tell_me11_2_11.flv
/provost/tenuresession9_15_10.flv
/provost/tenure_promt_91411.flv
/pts/dc/ctg-cisco1.flv
/pts/dc/ctg-cisco2.flv
/pts/dc/ctg-cisco3.flv
/pts/dc/ctg-cisco4.flv
/pts/dc/dc_p1.flv
/pts/dc/dc_p2.flv
/pts/dc/dc_p3.flv
/pts/dc/dc_p4.flv
/pts/dc/dc_p5.flv
/pts/gli_summit.flv
/pts/h_naughton.flv
/pts/penfield.flv
/pts/XLi1.flv
/pts/XLi2.flv
Archived:
/catalog/12_13/flash/science.flv
/catalog/12_13/flash/pharmacy.flv
/catalog/12_13/flash/music.flv
/catalog/12_13/flash/biology.flv
/catalog/12_13/flash/legacy.flv
/catalog/10_11/flash/science.flv
/catalog/10_11/flash/pharmacy.flv
/catalog/10_11/flash/music.flv
/catalog/10_11/flash/biology.flv
/catalog/10_11/flash/legacy.flv
/catalog/08_09/graduate/flash/science.flv
/catalog/08_09/graduate/flash/pharmacy.flv
/catalog/08_09/graduate/flash/music.flv
/catalog/08_09/graduate/flash/biology.flv
/catalog/08_09/graduate/flash/legacy.flv
/catalog/08_09/flash/science.flv
Page 48
/catalog/08_09/flash/pharmacy.flv
/catalog/08_09/flash/music.flv
/catalog/08_09/flash/biology.flv
/catalog/08_09/flash/legacy.flv
/catalog/09_10/flash/science.flv
/catalog/09_10/flash/pharmacy.flv
/catalog/09_10/flash/music.flv
Audit Report, June 27, 2014
/catalog/09_10/flash/biology.flv
/catalog/09_10/flash/legacy.flv
/catalog/11_12/flash/science.flv
/catalog/11_12/flash/pharmacy.flv
/catalog/11_12/flash/music.flv
/catalog/11_12/flash/biology.flv
/catalog/11_12/flash/legacy.flv
Page 49
Appendix F: How websites were selected for random review
3
3+30=34
34 + 30 = 64
65
64 + 30 = 94
94 + 30 = 124
154
18
48
49
48+30 = 78
78 + 30 = 108
108 + 30 = 138
138 + 30 = 168
www.umt.edu/ +
Adamscenter – Griztix (64)
CreativePulse
Griztix = Adamscenter
Grizvine
Memorialrow
Public safety
Trioub
Brand
Errors
Ethics
IT (Monday) or staging.umt.edu/it new
Orientation
Shift
Veterans
Audit Report, June 27, 2014
Page 50
Appendix G: Admissions – Hobsons software
It appears that a screen reader user can successfully complete the admissions application online,
but there are some accessibility/usability issues:
1. Only 1 heading provided on all pages through the application process.
a. When a screen reader user presses Save & Continue, they are forced back to the
top of the page and must navigate back to the content using arrow keys. Down
Arrow must be pressed 38x before returning to text fields.
b. Current page title should be a heading above the form fields. Example: on
Personal Information page the text “Personal Information” before the form fields
should be a heading.
2. Text field to enter previous UM enrollment dates is unclear how it should be formatted” 1
text box is asking for 2 dates.
3. Acronyms for student status are pronounced improperly by screen readers.
4. Navigation menu does not indicate which page is currently selected.
a. This would be less of an issue if more heading structure was provided.
5. Academic Honors page has an unusual order for Academic Honors, Advanced Level
Course, Position/Recognition: : 1, 6, 2, 7, 3, 8, 4, 9, 5, 10
6. HS Self-Report is unclear as to what it is exactly asking for. “List all the classes you have
passed, as well as the courses you are currently
taking or plan to take while in high school.” Is this page asking for grades or course titles? If
course titles, why are form fields labeled “English Term 1”, “Math Term Two”, etc? There
are also form fields “9th Grade Courses”, “10th Grade Courses”, “11th Grade Courses”, and
“12th Grade Courses” – and I am unsure what these fields want as well.
7. Lookup tool for selecting a previously attended college has no help information for its
text fields. Example: State field does not state whether or not it should be entered as
initials “MT” or full-name “Montana”.
a. Country field seems to cause issues. When I entered “United States” as the
country I could not find any search results. Removing “United States” from the
Country field resolved the lookup issues.
b. I did not have any issues with the lookup tool for High Schools.
Audit Report, June 27, 2014
Page 51