EIT Accessibility Audit Summer 2014 - University of Montana



TOC \o "1-4" \h \z \u Background PAGEREF _Toc392172054 \h 4Scope PAGEREF _Toc392172055 \h 5Methodology PAGEREF _Toc392172056 \h 5Qualifications of individuals participating in the EITA audit PAGEREF _Toc392172057 \h 5Dan Bowling, EITA task force PAGEREF _Toc392172058 \h 5Courtney Damron, EITA task force PAGEREF _Toc392172059 \h 6Lucy France, UM Legal Counsel PAGEREF _Toc392172060 \h 6Bernadine Gantert, EITA task force PAGEREF _Toc392172061 \h 6John Greer, EITA task force PAGEREF _Toc392172062 \h 6Zan Olsen, UM IT Accessible Technology Services PAGEREF _Toc392172063 \h 7Aaron Page, UM IT & UMOnline PAGEREF _Toc392172064 \h 7Janet Sedgley, EITA Coordinator PAGEREF _Toc392172065 \h 7Marlene Zentz PAGEREF _Toc392172066 \h 8Barb Seekins PAGEREF _Toc392172067 \h 8Announcements and Education PAGEREF _Toc392172068 \h 8Audit PAGEREF _Toc392172069 \h 9Campus Online Self-study forms PAGEREF _Toc392172070 \h 10Timelineof activities PAGEREF _Toc392172071 \h 10Compilation and Testing PAGEREF _Toc392172072 \h 12Observations/Data PAGEREF _Toc392172073 \h 13Online Survey PAGEREF _Toc392172074 \h 13Web sites PAGEREF _Toc392172075 \h 13Web site audit results: courses PAGEREF _Toc392172076 \h 14Document audit results: departments PAGEREF _Toc392172077 \h 15Document audit results: courses PAGEREF _Toc392172078 \h 15Document accessibility features PAGEREF _Toc392172079 \h 16Media audit results: departments PAGEREF _Toc392172080 \h 17Media audit results: courses PAGEREF _Toc392172081 \h 17Software audit results: PAGEREF _Toc392172082 \h 17University websites PAGEREF _Toc392172083 \h 18Websites with essential student functions PAGEREF _Toc392172084 \h 19Random review of UM websites PAGEREF _Toc392172085 \h 19Documents posted to webpages and websites PAGEREF _Toc392172086 \h 19Peripheral campus web servers PAGEREF _Toc392172087 \h 20Application processes PAGEREF _Toc392172088 \h 20Library services PAGEREF _Toc392172089 \h 20Acquisitions (Library purchases) PAGEREF _Toc392172090 \h 20Digital Collections and Institutional Repository Materials PAGEREF _Toc392172091 \h 21Interlibrary Loan PAGEREF _Toc392172092 \h 23Paw print PAGEREF _Toc392172093 \h 23Reserve PAGEREF _Toc392172094 \h 24Website PAGEREF _Toc392172095 \h 24Learning Management Systems PAGEREF _Toc392172096 \h 24Chat rooms and forums made accessible PAGEREF _Toc392172097 \h 24Description of Each Aspect of the Learning Management System PAGEREF _Toc392172098 \h 25Strategy for the Ongoing Accessibility of the Learning Management System: PAGEREF _Toc392172099 \h 25Access to classroom podiums and liquid crystal display devices PAGEREF _Toc392172100 \h 26Controllers: PAGEREF _Toc392172101 \h 27Podiums: PAGEREF _Toc392172102 \h 27Course registration software: Cyberbear PAGEREF _Toc392172103 \h 28Videos PAGEREF _Toc392172104 \h 28Personal response systems (“clickers”) PAGEREF _Toc392172105 \h 30Banking arrangements offered via websites and ATM access PAGEREF _Toc392172106 \h 30Next Step: Corrective Action Strategy PAGEREF _Toc392172107 \h 31Appendices PAGEREF _Toc392172108 \h 32Appendix A: Audit Forms PAGEREF _Toc392172109 \h 32Departments PAGEREF _Toc392172110 \h 32Documents (dept) PAGEREF _Toc392172111 \h 33Software/Hardware/Systems (dept) PAGEREF _Toc392172112 \h 34Hardware PAGEREF _Toc392172113 \h 36Web (dept) PAGEREF _Toc392172114 \h 37Media (dept) PAGEREF _Toc392172115 \h 38Instructional Materials PAGEREF _Toc392172116 \h 39Appendix B: UM Web site review process PAGEREF _Toc392172117 \h 42Appendix C: UM Web sites published with the new template PAGEREF _Toc392172118 \h 43Appendix D: Student critical web sites/functions PAGEREF _Toc392172119 \h 46Sites, Services and software PAGEREF _Toc392172120 \h 46Academic sites: PAGEREF _Toc392172121 \h 46Support sites: PAGEREF _Toc392172122 \h 46Central IT supported: PAGEREF _Toc392172123 \h 46Appendix E: Flash files on web server PAGEREF _Toc392172124 \h 47Appendix F: How websites were selected for random review PAGEREF _Toc392172125 \h 50Appendix G: Admissions – Hobsons software PAGEREF _Toc392172126 \h 51Background 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. 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. ScopeThe accessibility audit included the entire Missoula “Mountain” campus plus two remote campuses – Bitterroot College and Missoula College with a focus on educational and student-centered activities and materials. MethodologyThe 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 top-down 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 auditDan Bowling, EITA task forceDan 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 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: Damron, EITA task forceCourtney 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 CounselLucy 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 forceBernadine 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 forceJohn 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 Olsen, UM IT Accessible Technology ServicesZan 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 & UMOnlineAaron 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 CoordinatorJanet 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, 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: . Marlene Zentz Marlene is an Instructional Design Consultant and Accessibility Specialist for UMOnline at the University of Montana. Her biography is located at: 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 EducationIn 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. 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.AuditBefore 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 () 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 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 formsIn 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 activitiesSummer 2013: Implementation work including adjusting CSU gridsJuly 16, 2013: Complete grid July 22, 2013: Begin work on EIT websiteSeptember 3, 2013: Meet with University Relations regarding Accessible DocumentsSeptember/October 2013: Implementation of Read, Write, Gold October 29, 2013: Captioning BasicsNovember 21, 2013: Tech Associates Group (TAG) presentation about EITFirst 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 munications*Anthropology*Skype (Bitterroot) Tuesday, January 14thBusiness* Physics*English*Social Work*Chemistry*Geography*Psychology* (EITA group)GeosciencesHistoryMissoula CollegePharmacyEITA members reported to the following campus committees:Faculty Senate: Feb 13th, May 8thStaff Senate: Feb 12th, May 14thTAG: Fall 2013, May 20thAcademic officers: April 29thTechnical Partners: November, January & monthly April - JuneAdministrative departments visited:UCHR/PersonnelAdmissionsProvostProcurement/Business ServicesCurry Health ServicesCampus SafetyResidence LifeAthleticsIT’s Associate CIO groupAlumniTechnical personnel meetings:College of Humanities and SciencesForestryCompilation and TestingAfter 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 programsInstructional materials environments (such as Moodle and podiums in the classrooms) and the instructional materials produced through those environmentsDocumentsMediaSoftware and hardwareProcurementThe benchmarks for each category are listed in the Draft UM EITA Policy available on the UM Accessibility website: 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/DataOnline SurveyData 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 sitesWeb site audit results: departmentsPrograms and social media used on the websites of the reporting departments included: Social MediaFacebook 61.11%YouTube 22.22%Twitter 16.67%None 16.67%Blogs 11.11%Flickr 11.11%Pinterest 5.56%Instagram 5.56%ProgramsGoogle Calendar11.11%Vidyo5.56%Drupal5.56%StarRex5.56%eAccounts5.56%EMS Calendar5.56%MA5.56%EDS5.56%EDD5.56%MRBS5.56%Voyager5.56%EREs5.56%LibraryH3LP5.56%Adobe FormsCentral5.56%EventBrite5.56%Web site audit results: coursesIn the approximately 129-135 courses the following usage was reported: Synchronize:Skype3.88%Google Hangout0.78%Collaborate1.55%Moodle0.78%Blackboard0.78%Email0.78%None92.25%Social Media:Youtube2%PBWorks2%Tumblr1%Facebook1%Voyager1%1%Twitter1%Glendbow Museum1%Kainia Education1%Blackfoot Language Sites1%None91%Photo:Youtube8%Vimeo2%Moodle1%Camtasia Relay2%Ethnographic1%Video Online1%Videos of Patient Assessments1%1%Avid1%None88%Document audit results: departmentsSoftware used to create documents in the reporting departments included: SoftwareAccess5.88%Word88.24%Excel41.18%Publisher47.06%PowerPoint29.41%InDesign23.53%Photoshop5.88%Textworks5.88%Pages5.88%Adobe Acrobat41.18%Illustrator5.88%Graphs & ChartsUnfamiliar17.65%Rarely17.65%Sometimes11.76%Frequently5.88%Programs / ProcessesLatex5.88%Math symbols5.88%ASCII characters and symbols5.88%International Phonetic Alphabet5.88%Drafting5.88%Document audit results: coursesThe documents used by faculty include:None58.91%PDF17.83%Handouts/Lecture Notes10.85%Syllabus6.98%Homework4.65%Grading rubrics3.10%Study Guides2.33%Textbook1.55%Copies of Articles1.55%Purchased Student Package0.78%Additional documents usedNone74%Books6%Video2%Text Files2%Audio1%Lab Manual1%Guest Speaker Handouts1%Document accessibility featuresHeading and alt tag awareness of departmental personnel is indicated below:DepartmentalHeadingsAlt tagsDocumentsWebDocumentsWebYes5.88%66.67%11.76%55.56%No29.41%11.11%17.65%16.67%Sometimes11.76%5.88%In coursesHeading:Alttags:Charts:Yes: 2217%Yes: 2419%Yes: 108%No: 4434%No: 4636%No: 5039%Sometimes: 1411%N/A: 5946%Sometimes: 97%Converting Now: 43%N/A: 6047%N/A: 4535%Media audit results: departmentsThere 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 Length# audio recordings/average length% of videos that are captionedTotal # of Videos: 327Total # of Minutes: 275 minutesAverage Amt of Videos Captioned: 28.56Average Amt of Videos: 32.7Amt of Videos: 10Total # of Minutes: 25034Average Amount of videos: 1.625Average Length: 840.3 minutesAverage Length: 46.25 minutes# of departments: 15Media audit results: coursesOf 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: 1PC Computers: 4iClicker: 7Avid NewsCutter: 1Macintosh Computers: 2Moodle: 1Avid Symphony: 1Laptop: 1None: 121iNews: 1Voice Recorder: 1Mac OS X: 5DVD Player: 1Photoshop: 2Projector: 2Dreamweaver: 1Cameras: 1SFTP: 1Podium Hardware: 1Windows: 8Phet Simulations: 1Eclipse: 2None: 119Mac OS: 5Linux: 1iClicker: 2Adobe Reader: 1Office Products: 6PowerPoint: 1Movie Maker: 1iMovie: 1Prezi: 1Moodle: 1Enthought Canopy Python: 1Data Acquisition programs for use with DAQ devices: 1SPSS: 1None: 112External Photo sites utilized in courses includes:Youtube8%Vimeo2%Moodle1%Camtasia Relay2%Ethnographic1%Video Online1%Videos of Patient Assessments1%1%Avid1%None88%University websitesUniversity 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.Websites with essential student functionsAs 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 websitesA 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 websitesIn 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 image-based 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. Overall text-based (21.62%) and text-based and tagged documents (40.54%) added up to 62.16% of the documents.Peripheral campus web serversThere 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 processesThe application process starts at the Admissions web page () 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 servicesAcquisitions (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 MaterialsThis 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 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 ScholarWorksThe 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 ScholarWorksMany 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 (): 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 LimitsGeneral 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 sitesThird-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 charactersComplex images and PDF tables, including static images and those supported and detailed narrativesComplex math, physics, and chemical notationsLarge or complex tables, given a waiver based on consideration of:Importance of the documentSize and nature of intended audienceExpectation that disabled persons would need accessComplexity of the tableSize of the tableComplex dynamic visualizations, including: medical diagnostic and research imaging technologies, 3d-models, CAD, virtual environmentsScanned written or poor quality historical publications/materials scanned to a digital archiveArchived legacy filesTranslated 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 courseFor material that directly supports research for an in-progress courseFrom UM faculty, students, and staffGuidelines for Specific Document TypesDigitized 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 Digitized typed documentsTyped documents will be OCR’d and tagged by campus-administrated Abbyy Fine Reader software The library will provide rich descriptive metadata alongside each documentDigitized PhotographsDigitized images are provided as access-level JPG files according to best practices for digital collectionsThe library will provide rich descriptive metadata alongside each photographDigitized Audio filesWhen already available, an accessible typed transcript in PDF format will be included alongside the audio fileThe library will provide rich descriptive metadata alongside each itemThe Mansfield Library will work with campus IT to provide transcripts for audio files on demandDigitized Video files The Mansfield Library will work with campus IT to provide synchronized closed captioning for video filesThe library will provide rich descriptive metadata alongside each itemThird-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 LibraryThe library will provide rich descriptive metadata alongside each documentElectronic Theses and Dissertations (ETDs)Graduate School staff will provide information for students about how to create accessible documentsGraduate School staff will check ETDs for accessibilityThe library will provide rich descriptive metadata alongside each documentResearch DataResearchers are responsible for providing accessible research dataThe library will ask researchers to provide rich descriptive metadata for research dataInterlibrary LoanAll article requests from Mansfield Library owned print sources will scanned, OCR’d, and Tagged.Paw printIf 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.ReserveML 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.All scanned materials are OCR’d and Tagged as part of the conversion process.WebsiteThe 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 SystemsChat rooms and forums made accessibleForum 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 ():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.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 (). Description of Each Aspect of the Learning Management SystemA description of Moodlerooms’ Joule can be found and the Joule 2 Manuals website (). 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 () 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 () section of the Moodle Accessibility Collaboration Group website (), 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 () during a session titled, Moodle: Towards an Accessible and Open Design ().Members at University of Montana who were involved in developing this strategy include Marlene Zentz (), UMOnline Instructional Design Consultant and Accessibility Specialist, and 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 devicesThe 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 configurations of the central IT provided classrooms include the following components:Controllers:A consistent controllers was placed on all podiums up until this year: are three exceptions historically to the standard controller in ULH, NULH & ISB 110: will place a new controller summer 2014. This Controller is compatible with the TouchLink for iPad: : 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). 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 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: CyberbearAfter 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 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. VideosIn 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 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. 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 accessThe 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 . 4. If student wishes to have their funds direct deposited to an institution other than HigherOne, they must login to and request ACH transfer to another institution. 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 StrategyTo be completed and comprehensive report submitted no later than September 15, 2014.AppendicesAppendix A: Audit FormsDepartmentsDepartments: 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 243- of FormPlease 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)?YesIs this person an Access Partner (or wish to be)?Please send me more information on being an access partner.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:95254889500Documents (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 of FormPlease 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 CreationWhat software is used to create departmental documents? Examples: Word, Write, InDesign, PublisherWhat 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 informationTables that are used: (select all that apply)display dataTables that are used: (select all that apply)are appropriately tagged for accessibility.Specialized documentsIf 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 ()?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 off-campus individuals (Science Fair, Lecture series, etc.)FrequentlyHow frequently does your department provide documents for events that involve off-campus individuals (Science Fair, Lecture series, etc.)SometimesHow frequently does your department provide documents for events that involve off-campus individuals (Science Fair, Lecture series, etc.)RarelyFinal CommentsIf some of this information was new to you and you'd like help sorting through it, please tell us who to contact.3810010414000Software/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 of FormPlease 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 systemsPlease indicate the percentage of the number of computers with these operating systems in your department.MacintoshLinuxWindowsIf departmental users are unable to customize their settings on their work computer please explain how accessibility accommodations are provided.Standard Desktop softwareList all word processing software your department uses inlcuding Word or Write (Mac).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 systemsPlease 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).Assistive TechnologyPlease 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.)HardwarePlease 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 productsThank 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 of FormYour 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.)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 YesDoes your department or web editor use the web-based headings (h1, h2, h3) consistently and sequentially NoDoes your department web editor use alt tags (alternative text descriptions) for all non-design-element images? Does your department web editor use alt tags (alternative text descriptions) for all non-design-element images?YesDoes your department web editor use alt tags (alternative text descriptions) for all non-design-element images?NoPlease 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 of FormPlease 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 MaterialsThank 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 243-EITA.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 of FormPlease enter your name. Please fill and submit this form multiple times - once for each class you are teaching this semester.Course InformationSelect the semester(s) that the course is taughtPlease enter the course CRN, department and titleIs your course ... Is your course ...Fully onlineIs your course ...BlendedIs your course ...Face to Face course with supplementsIs your course ...Face to Face course without online componentPlease 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 - documentsWhat 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)Tables that are usedAre created accessiblyIf 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 ()?All courses - additional itemsPlease 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 sitesPlease 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 hardwareIf 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.Appendix B: UM Web site review processIn 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 ().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.Appendix C: UM Web sites published with the new templateSiteURLLaunchedOffice for Academic Enrichment - MCLL - 2014 - Latin American Studies - Philosophy International Friendship Program Allies - Family Medicine Residency of Western Montana Advisory Council Committee - DBS - School of Physical Therapy and Rehabilitation Sciencephysicaltherapy.health.umt.edu5/22/2014Health - College of Health Professions & Biomedical Scienceshealth.umt.edu5/22/2014Fraternity and Sorority Involvement - School of Public and Community Health Sciencespublichealth.health.umt.edu5/20/2014Health - School of Social Worksocialwork.health.umt.edu5/20/2014Health - Skaggs School of Pharmacypharmacy.health.umt.edu5/20/2014Health - Department of Pharmacy Practicepharmacypractice.health.umt.edu5/20/2014Commencement Semester Semester - School for Extended and Lifelong Learning - Cyberbear Research and Creative Scholarship College - Carnivores Classic Association - DBS - Field Station School - UMOnline - American Indian Gatewayumt.edu/provost/aig4/16/2014Map - Office for Civic Engagement Transportation Study Recognition - Anthropology Relations - Banner Support Educationumt.edu/financialeducation3/25/2014Cyberlab Misconduct Resources Audit President for Student Affairs Services - Public Safety - Testing Services - Trio - 2014 - Trio SSS - 2014 - Upward Bound - 2014 - Orientation Center - Premed and Marketingumt.edu/initiatives2/3/2014Global Leadership Initiative Foundation - SAIT Health Center - New - DBS - Flight Lab - Liberal Studies - Physics - South and Southeast Asian Studies - New - UC Student and Scholar Services Programs Card Center - Peace Corps Senate - Military Science - Admin and Finance Safety - Veteransumt.edu/veterans########Health - 2014 Skaggs Symposium Services Holiday - Campus Recreation Services - Griztix - UM Dining / Faculty Development Office - ASUM - Residence Life Arts (CVPA) Ethics and Public Affairs Program - MCO - Equal Opportunity Office Safety Survey Brand Guidelines and Creative Scholarship of Journalism of Law Relations - The Shirt Xli Accessibility Interest Group of Legal Counsel of the President Fair of Education and Human Sciences D: Student critical web sites/functionsSites, Services and softwareStudent 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 websiteCatalogAcademic PlannerNetID LookupUmt.edu/registrar AdmissionsGraduation forms / transcripts / dissertation submissionSupport sites:Bookstore (ordering)HousingGrizCard (adding money, etc.)Emergency Notification (Regroup)Refunds / Banking)CSO (replacing student jobs)Campus Safety / Security ReportsSexual Misconduct formsHealth Service / Curry Health Center / InsuranceBarrier ReportsCampus web directoryVeterans BenefitsStudent conduct codeGrizPrintLibrary (ordering, databases, etc)Central IT supported:Login.umt.eduChange password / security questioniTunesUAppendix E: Flash files on web serverumt.edu/catalog/flash/science.flvumt.edu/catalog/flash/pharmacy.flvumt.edu/catalog/flash/music.flvumt.edu/catalog/flash/biology.flvumt.edu/catalog/flash/legacy.flvumt.edu/memorialrow/imx/SATC/SATC_4_7.flvumt.edu/arabic/imx/videos/IPAFonts.flvumt.edu/homepage/_common/resources/imx/seetheads/flv/business.flvStored in Media directory (used elsewhere):/const_day.FLV/homepage/seetheads/amyandjulie.flv/homepage/seetheads/BBallGirls.flv/homepage/seetheads/BBallMens.flv/homepage/seetheads/Business.flv/homepage/seetheads/CampusLife.flv/homepage/seetheads/Chemistry.flv/homepage/seetheads/Dance.flv/homepage/seetheads/DodgeBallALT.flv/homepage/seetheads/FamilyWeekend.flv/homepage/seetheads/GrizCountry.flv/homepage/seetheads/Jamie.flv/homepage/seetheads/Kelli.flv/homepage/seetheads/KellyD.flv/homepage/seetheads/KenDial.flv/homepage/seetheads/Legacy.flv/homepage/seetheads/Lifestyles.flv/homepage/seetheads/Neal.flv/homepage/seetheads/Outtakes.flv/homepage/seetheads/PEASFarm.flv/homepage/seetheads/Pharmacy.flv/homepage/seetheads/PirateProductions.flv/homepage/seetheads/RecCenter.flv/homepage/seetheads/SmallGroup.flv/homepage/seetheads/Symphony.flv/homepage/seetheads/TunnelWalk.flv/homepage/seetheads/Tyler.flv/mmac/artisttalk_l_fendrich.flv/mmac/b_reintjes.flv/mmac/b_steele.flv/mmac/daly.flv/mmac/hood.flv/mmac/H_Cappadocia.flv/mmac/h_freedman.flv/mmac/J_Hale.flv/mmac/j_thompson.flv/mmac/leeson.flv/mmac/lfendrich.flv/mmac/MMAC_farr.flv/mmac/norman_steele.flv/mmac/n_erickson.flv/mmac/pate3_27_14.flv/mmac/rchacon_92612.flv/mmac/reintjes.flv/mmac/r_buswell.flv/mmac/r_chacon.flv/mmac/r_chacon_13.flv/mmac/sandberg_4_14_10.flv/mmac/tuck_dowdle3_18_14.flv/mmac/v_hedquist.flv/nfo.FLV/potumsearch/pres_forum.flv/president/dennison_commn.flv/president/Future_052610/Future of Higher Ed - part 1.flv/president/Future_052610/Future of Higher Ed - part 2.flv/president/lectures/Blight.flv/president/lectures/Colwell.flv/president/lectures/Hansen.flv/president/lectures/LaDuke.flv/president/lectures/Obrien.flv/president/lectures/robinson.flv/president/lectures/Rubin.flv/president/lectures/Walker.flv/president/mid_year_1_25_12.flv/president/mid_year_2_6_13.flv/president/sotu/presfull2.flv/president/sotu/SOTU2011a.flv/president/sotu/SOTU_10.flv/president/sotu/SOTU_2012.flv/president/sotu/stateoftheunion2008.flv/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/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.flvArchived:/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/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/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.flvAppendix F: How websites were selected for random reviewumt.edu/ +3Adamscenter – Griztix (64)3+30=34CreativePulse34 + 30 = 64Griztix = Adamscenter65 Grizvine64 + 30 = 94Memorialrow94 + 30 = 124Public safety154Trioub18Brand48Errors49Ethics48+30 = 78IT (Monday) or staging.umt.edu/it new78 + 30 = 108Orientation108 + 30 = 138Shift138 + 30 = 168VeteransAppendix G: Admissions – Hobsons softwareIt appears that a screen reader user can successfully complete the admissions application online, but there are some accessibility/usability issues:Only 1 heading provided on all pages through the application process. 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. 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. Text field to enter previous UM enrollment dates is unclear how it should be formatted” 1 text box is asking for 2 dates. Acronyms for student status are pronounced improperly by screen readers. Navigation menu does not indicate which page is currently selected. This would be less of an issue if more heading structure was provided. 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 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 currentlytaking 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. 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”. 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. I did not have any issues with the lookup tool for High Schools. ................
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