Featured Accessibility Champion: Dr. Rhoden-Trader

 Dr. Rhoden-Trader is a Professor of Criminal Justice in the College of Behavioral and Social Sciences’ Criminal Justice department at Coppin State University.

"I pride myself on ensuring that I provide my scholars with optimum learning opportunities… that was the impetus for me really delving in.”

What inspired you to begin incorporating digital accessibility into your teaching practices?

About two years ago, during a college meeting, faculty were divided into three groups based on accessibility performance. I landed in the “middle-tier” group—not failing, but not meeting the university’s expectations. I didn’t like being there. I take pride in adhering to policies and making sure my students have the best possible learning opportunities. That moment was my turning point. I began revising my course materials immediately to improve my accessibility scores.

Was there a particular moment or student interaction that made accessibility feel urgent or personal to you?

Around the same time, I had a student in my research methodology course who was visually impaired and needed a document reader. While the student hadn’t followed all required steps for accommodations, our conversation—along with input from the accessibility office—opened my eyes to why headings, proper reading order, and accessible formatting are so important.

It became something real for me… to ensure that there is equal access to everybody who desires to learn. If equipped with the right tools, they should have access."

It also made me think about students with dyslexia or other learning disabilities. Accessibility wasn’t just a policy—it was about real people with real needs.

How has your understanding of accessibility evolved over time?

I’ve grown from simply “following the rules” to becoming an advocate and steward. Accessibility is part of diversity, equity, and inclusion—it’s about ensuring access in all aspects of learning. This perspective has been shaped by my students, my teaching experiences, and even my daughter’s work with students who have learning disabilities.

Can you share a specific example of how you’ve made your course more accessible?

I’ve updated all my course materials—especially my PowerPoints—using accessibility tools like Anthology Ally more effectively, thanks to technical assistance from the I.D.E.A team members here at Coppin. When we moved to Blackboard Ultra, I saw it as an opportunity to make accessibility part of my course design from the ground up.

My Ally scores have steadily improved: three of my courses reached 95–96%, and with a few quick fixes, I pushed them to about 98%.

How have students responded to your accessibility efforts?

I’m am now confident that my course materials are now accessible, so accessing content is not a barrier for students. Overall, I’ve had very few accessibility-related concerns, and students can focus on engaging with the material and meeting the course requirements.

What role do you think faculty play in building a culture of accessibility on campus?

Faculty are stewards and beacons and we owe it to our students to provide optimum learning opportunities.

Accessibility is a federal mandate and a shared responsibility. Once you commit to it, the benefits—for both faculty and students—are lasting. You are providing more opportunities for students to absorb the content of your course.

What are your accessibility goals for the upcoming semester or academic year?

I plan to review all my courses this fall to maintain high accessibility scores. One course is currently at 92%, and I want to raise it. For online classes, where students have fewer opportunities to interact directly with the professor, providing clarity, access, and ease is critical for their success.

Featured Accessibility Champion: Professor Carolyn Eberly

Professor Carolyn Eberly is an Assistant Professor in the College of Health Professions, Health Information Management Department at Coppin State University.

“If you are taking the time to create content, make sure it is accessible to all learners.

What inspired you to begin incorporating digital accessibility into your teaching practices?

I was receiving more accommodation requests from students who needed alternative methods for accessing course content. This made me reflect on how my materials could better meet the needs of all learners from the start.

Was there a particular moment or student interaction that made accessibility feel urgent or personal to you?

While working on my doctoral courses, I faced my own accessibility challenges—difficulty reading scanned documents because of early signs of cataracts. Until surgery, I need to use larger print, and this experience gave me first-hand insight into how critical it is for content to be accessible.

How has your understanding of accessibility evolved over time?

The seminars and messaging from Coppin’s IT and instructional technology teams have been invaluable. They’ve helped me see that accessibility isn’t just about compliance—it’s about ensuring materials are usable for all learners, including those who may never request formal accommodations.

Can you share a specific example of how you’ve made your course more accessible?

I use Blackboard’s built-in tools to check my content for accessibility each term, copying materials from the most recent semester and ensuring everything still meets accessibility standards.

What tools or strategies have been most helpful to you in creating accessible content?

Blackboard’s Ally accessibility checker is the tool I use most often. It flags potential issues, explains why they matter, and provides step-by-step guidance for fixing them—making accessibility much easier to integrate into my everyday workflow.

How have students responded to your accessibility efforts?

Students haven’t directly told me they use these features, but I refer to the Blackboard analytics and Ally usage reports to see how they’re interacting with the content. I’ve also noticed many prefer to listen to content rather than read it.

What role do you think faculty play in building a culture of accessibility on campus?

It’s common for faculty to feel that making content accessible takes too much time. If we can shift that mindset, I believe more instructors will commit to ensuring their materials work for all learners.

How can departments better support faculty in this work?

Reducing teaching loads and committee obligations would give faculty more time to focus on preparing and reviewing their course content for accessibility.

What advice would you give to a colleague who’s just getting started?

If you’re taking the time to create content, make sure it’s accessible to all learners. It’s better to have fewer materials that work for everyone than a larger quantity that leaves some students out.

What are your accessibility goals for the upcoming semester or academic year?

To continue ensuring that all of my course content is accessible. I regularly use Blackboard’s Ally tool and Accessibility Course Reports to monitor and improve my materials.

Featured Accessibility Champion: Dr. Patience Ebuwei

Dr. Patience Ebuwei is an Assistant Professor in the College of Health Professions, Health Information Management Department, at Coppin State University.

Accessibility isn’t just a ‘nice-to-have’—it’s an essential part of course design.

What inspired you to begin incorporating digital accessibility into your teaching practices?

I started focusing on digital accessibility teaching practices after attending several training sessions on accessibility at Coppin State University.  The instructional technology team highlighted that making courses accessible is important and relevant for all learners.  As technology became more central to learning, I realized that inaccessible digital course materials could unintentionally create barriers for some students. 

For example, using the wrong color for emphasis or font sizes could impede a student's learning.  This awareness, combined with experiences, motivated me to intentionally design my courses with accessibility in mind.  Over time, I realized that small design choices—like adding captions, using clear layouts, or providing alternative formats—can make a big difference in student learning.  By adopting accessible tools, formats, and teaching strategies, I’m not only complying with best practices but making my course accessible to all learners.

Was there a particular moment or student interaction that made accessibility feel urgent or personal to you?

Yes, there was a moment that stands out.  A student had told me that the font (size 12) that I used in a particular assignment was too small, and that if it would be possible for me to increase the font size.  I did, and I got another email from a student, thanking me for increasing the font size; Hearing that made me realize that accessibility isn’t just a “nice-to-have”—it’s an essential part of course design. 

How has your understanding of accessibility evolved over time?

Over time, my understanding of accessibility has grown through consistent attendance at trainings,  using a different lens, and seeing it as performance improvement based on students' feedback, and this has changed my course design philosophy.  Now, I see it as creating learning experiences that embrace the diverse ways students interact with course content.  

In a nutshell, it’s about being proactive, building courses by keeping learners in mind, so they are accessible to all students.  This shift has made my teaching more inclusive, flexible, and empathetic.

“I wish my professors would stop questioning my accommodations. I’m not trying to ‘milk the system.’ I know I’m responsible for doing the work—but it’s exhausting having to justify my right to reasonable access.”

1. Can you tell me about a time when you felt your disability was not accommodated in the academic setting?

During my freshman year my professor at denied my accommodation for extended time. The Office of Accessibility, later told me he never even signed off on my accommodations, until I disputed this issue well into the semester. Once I emailed both the chair and the dean, the professor called me and told me my accommodation was unfair to the other students so he will not accommodate it. Then I had to email all the way up to the VP of academic affairs to explain the situation and that instance was modified. Then later in the semester he denied another accommodation, but I never addressed it, because I was also working a full time job, and did not have time to email five different people to correct a situation that never should have happened on top of my studies and work.

2. How do you feel the academic environment could be more inclusive for students with disabilities?

The first step towards the fight against academic ableism is education which goes hand in hand with reducing stereotypes and stigmas. The second step is inclusive practices like accessible designs and features. The last step is institutions holding themselves accountable when professors and design/technology break ADA.

3. Have you ever felt like your academic needs were not taken seriously or dismissed by a teacher or staff member?

Yes. See response to number 1.

4. In your experience, what accommodations have been the most helpful for you in the academic setting?

I try to refrain from using my accommodations because sometimes trying to utilize my accommodations is not worth the headache of backlash from the professor. However, classroom breaks would be the most helpful to me.

5 .How do you feel about the level of accessibility and support you receive from the academic institution?

Most professors have an understanding of ADA but others do not. The Office of Accessibility, is very helpful and organized, however they are not given, or have shown the ability/power to stop the institution from breaking ADA. It’s sad the institution takes so long to address these issues, because students don’t always have the ability to advocate for themselves so extensively. Inherently all the time we spend on challenging the law being broken takes away from our studies and is very disheartening.

“The best professors are the ones who ask, ‘What do you need to succeed in this course?’ That small question changes everything.”

These aren’t isolated experiences. National data* shows that disabled students are more likely to feel isolated, less supported by instructors, and more uncertain about disclosing their needs. But when faculty lead with empathy and flexibility, student success improves.

*National Disability Center for Student Success. (2025). Access leads to achievement: A national report on disabled college student experiences. Institute for Education Sciences, U.S. Department of Education. https://nationaldisabilitycenter.org/resources/national-report/

📝Preview the Questions Before You Share

Below are the reflection questions included in the submission form. You are welcome to review them in advance and think about what you'd like to share. You can answer as many or as few as you'd like, and you may respond in writing or by uploading an audio or video recording—whichever method feels right for you.

1. Can you describe a time when your disability was or was not accommodated in a digital or online academic setting (e.g., Blackboard, video lectures, online tests, etc.)?
   (This reframing opens the door for both positive and negative examples while focusing on digital accessibility.)

2. What digital course experiences at Coppin have made you feel included, supported, or empowered as a student with a disability?
   (New – invites positive testimony directly.)

3. What challenges, if any, have you faced accessing course materials or using academic technology (e.g., PDFs, online videos, course websites, Blackboard, eBooks)?

4. Which digital accommodations or accessibility features have been the most helpful to you?
   (e.g., captions, extended time, alternative file formats, assistive tech compatibility)

5. Have you ever felt that your academic needs were misunderstood, questioned, or dismissed by a professor or staff member? What happened?

6. How could faculty or the institution better support accessibility and inclusion in digital learning environments?

7. Have you experienced any ableist comments, assumptions, or attitudes—whether online or in person? If so, how did you respond or cope with the situation?

8. Is there anything else you'd like to share about your experience with accessibility at Coppin—positive or otherwise?
   (Open-ended for anything not captured above.)

• May we share your story on the Digital Accessibility Hub?
  ☐ Yes, anonymously (default)
  ☐ Yes, with my name included
  ☐ No, please keep my submission private

• Would you be open to being contacted for a future accessibility spotlight or interview?
  ☐ Yes
  ☐ No

1. Digital Accessibility Foundations

Badge Outcome: Build essential knowledge of accessibility in digital spaces.
Learn web and document accessibility principles, Universal Design for Learning (UDL) concepts, and how accessibility benefits all learners.
Skills & Knowledge Gained:

• Identify how individuals with disabilities interact with digital environments

• Understand core accessibility guidelines (WCAG, ADA)

• Apply UDL concepts in digital teaching and content creation

• Recognize accessible course material components

• Locate and use accessibility resources

2. Digital Accessibility Planning

Badge Outcome: Develop actionable plans to improve accessibility in your courses or department.
Gain strategies to identify barriers, prioritize changes, and implement improvements.
Skills & Knowledge Gained:

• Conduct accessibility audits of materials or workflows

• Create a practical action plan

• Facilitate accessibility-focused conversations

• Prioritize resources and changes needed

• Establish an accessibility-forward culture

3. Digital Accessibility Application

Badge Outcome: Apply advanced accessibility strategies to real course content.
Get hands-on experience remediating documents, creating accessible multimedia, and improving course structures in Blackboard Ultra.
Skills & Knowledge Gained:

• Remediate Word, PowerPoint, and PDF files for accessibility

• Create accessible course and communication materials

• Apply captioning and transcription strategies

• Use tools like WAVE and Anthology Ally for evaluation

• Share accessibility improvements within your department

1. Digital Accessibility Foundations

Badge Outcome: Build essential knowledge of accessibility in digital spaces.
Learn web and document accessibility principles, Universal Design for Learning (UDL) concepts, and how accessibility benefits all learners.
Skills & Knowledge Gained:

• Identify how individuals with disabilities interact with digital environments

• Understand core accessibility guidelines (WCAG, ADA)

• Apply UDL concepts in digital teaching and content creation

• Recognize accessible course material components

• Locate and use accessibility resources

2. Digital Accessibility Planning

Badge Outcome: Develop actionable plans to improve accessibility in your courses or department.
Gain strategies to identify barriers, prioritize changes, and implement improvements.
Skills & Knowledge Gained:

• Conduct accessibility audits of materials or workflows

• Create a practical action plan

• Facilitate accessibility-focused conversations

• Prioritize resources and changes needed

• Establish an accessibility-forward culture

3. Digital Accessibility Application

Badge Outcome: Apply advanced accessibility strategies to real course content.
Get hands-on experience remediating documents, creating accessible multimedia, and improving course structures in Blackboard Ultra.
Skills & Knowledge Gained:

• Remediate Word, PowerPoint, and PDF files for accessibility

• Create accessible course and communication materials

• Apply captioning and transcription strategies

• Use tools like WAVE and Anthology Ally for evaluation

• Share accessibility improvements within your department

What is “Keyboard Compatibility”?

All functionality must be usable with the keyboard. That is, users can access and move between links, buttons, forms, and other controls using the Tab key and other keystrokes. Websites should not require a mouse; for example, pop-up calendars should also let users type in a date.

Who depends on this feature?

• People with physical disabilities who cannot use the mouse.
• People who are blind, and cannot see the mouse pointer on the screen.
• People with chronic conditions, such as repetitive stress injuries (RSI), who should limit or avoid use of a mouse.

What is “Colors with Good Contrast”?

Colors must have sufficient contrast, for example, between the text color and the background color. This includes text on images, icons, and buttons. Also colors used to convey information on interactive elements, diagrams, maps, and other types of content must be distinguishable.

Who depends on this feature?

• People with low contrast sensitivity, which is common in older people.
• People who cannot distinguish between certain colors (often called “color blindness”).

What are the additional benefits?

• Content works in different lighting conditions, such as sunlight and glare.
• Content is easier to read by everyone, including those who do not have specific visual conditions.

What are “Video Captions”?

Captions are a text form of audio information in video and animations. This includes the words that are spoken, who is speaking when it is not evident, and important sounds like music, laughter, and noises. Captions must be synchronized with the visual content to contextualize them.

Who depends on this feature?

• People who are deaf and cannot hear the audio.
• People who are hard of hearing and cannot hear some of the content.
• People with cognitive and learning disabilities who need to see and hear the content to better understand it.

What are the additional benefits?

• Content can be used in loud environments where you cannot hear the audio.
• Content can be used in silent environments where you cannot turn on sound.
• Content can be better understood by people hearing and seeing the information, for example, people who are less fluent in the language spoken.
• Content can be read rather than watched, which is easier and quicker for some people.
• Content in text form, such as caption files and transcripts, can be better indexed by search engines.
• Content can be used without needing to download video files, for example, to save data on mobile.

What is “Customizable Text”?

Some users need to be able to change the way text is displayed so that they can read the text. This includes changing the size, spacing, font, color, and other text properties. When users change these properties, no information or functionality should be lost, and the text should re-flow so users don’t have to scroll horizontally to read sentences. Text customization is more than the zoom functionality, which only changes the text size.

Who depends on this feature?

• People with low vision who are not using screen magnification software.
• People with some forms of dyslexia and other cognitive and learning disabilities who need a particular presentation of text to read it.

What are the additional benefits?

• Content is more adaptable to smaller and larger screen sizes.
• Content is more adaptable to personal preferences and comfort.
• Content is more adaptable when translated, since words and sentences are different lengths in different languages.

What is “Clear Layout and Design”?

The different parts of a web page must be easy to locate and identify. This includes navigation menus, links, and text sections. These should be at predictable locations and consistently identified. Also form labels and instructions have to be clearly associated with their controls.

Who depends on this feature?

• People with low vision who are using screen magnification and only see a portion of the screen at a time.
• People with cognitive and learning disabilities who need clarity and consistency to orient themselves on a website.

What are the additional benefits?

• Content is more usable for people who are new to the particular website or application.
• Content is more usable for people who are not confident using computers and the web.
• Content is more usable for mobile device users who are seeing it on smaller screens, especially if they are in a hurry or distracted.
• Content and functionality is easier to locate and identify by most users.

What is “Text to Speech”?

Many computers and mobile devices today have built in text-to-speech software. Some people with disabilities, including people who are blind, use specialized software called screen readers. Screen readers provide important functionality such as navigating through headings, speaking image alternatives, and identifying internal and external links. They can also highlight the text as it is being read aloud for people to see and hear the content at the same time. Content must be coded properly so that all of the functionality of the text-to-speech software works with the content.

Who depends on this feature?

• People who are blind and cannot see what is on the screen.
• People who have partial sight (often legally blind) and cannot see certain types of content.
• People with dyslexia and other cognitive and learning disabilities who need to hear and see the text to better understand it.

What are the additional benefits?

• Content can be read aloud for people who cannot read the written language.
• Content can be read aloud for people who prefer to listen, for example, while multi-tasking.

What are “Notifications and Feedback”?

Users need to know what is going on, and get appropriate feedback during interaction. For example, users need confirmation messages when actions are completed, such as when forms are submitted. Also, error messages must provide clear directions rather than confuse users.

Who depends on this feature?

• People with some cognitive and learning disabilities, who may be easily confused by unexpected behavior and unclear error messages.
• People with partial sight and blindness, who rely on notifications, instructions, and errors messages to understand the context and interactions.

What are the additional benefits?

• Content is more usable for people who are new to the particular website or application.
• Content is more usable for people who are not confident using computers and the web.
• Content is less confusing and daunting to everyone, regardless of skills.

What is “Understandable Content”?

Content must be easy to follow and understand for many users. For most content, this means simply avoiding overly complex sentences and jargon, and providing clear layout and design. For some complex content such as medical information, separate, easy-to-read information may be necessary.

Who depends on this feature?

• People with learning disabilities who cannot understand complex sentence structures and vocabulary.
• People with cognitive disabilities who have difficulty focusing on long passages of dense text.

What are the additional benefits?

• Content is more usable for people with lower language skills, such as people who are not fluent in the language of the website and people with low literacy.
• Content is easier to understand by users who are not familiar with the topic.
• Content is easier to skim, and get an overview of the information.

What is “Speech Recognition”?

Speech recognition can be used for dictating text in a form field, as well as navigating to and activating links, buttons, and other controls. Most computers and mobile devices today have built-in speech recognition functionality. Some speech recognition tools allow complete control over computer interaction, allowing users to scroll the screen, copy and paste text, activate menus, and perform other functions.

Who depends on this feature?

• People with physical disabilities who cannot use the keyboard or mouse.
• People with chronic conditions, such as repetitive stress injuries (RSI), who need to limit or avoid using the keyboard or mouse.
• People with cognitive and learning disabilities who need to use speech rather than to type.

What are the additional benefits?

• Content works for people with temporary limitations, such as a broken arm.
• Content is more usable for people who prefer to speak rather than type, for example, while multi-tasking.

What is “Large Links, Buttons, and Controls”?

The area for clicking and tapping controls must be large enough for people to activate them. This includes links, buttons, checkboxes, and other controls. Small controls, and controls that are placed too close to each other, are difficult for many people to use. This is particularly relevant on mobile devices with small screens.

Who depends on this feature?

• People with physical disabilities who have reduced dexterity.

What are the additional benefits?

• Content is more usable on touch screens, especially on smaller mobile devices.
• Content is more usable for people who are not experienced with the mouse or touch-pad on the computer they are using.
• Content is more usable in situations where the device cannot be held steady.