Creating excellent learning experiences for each student

The Center for the Advancement of Faculty Excellence (CAFE) has now completed its 4th year in support of the Cal Poly Pomona (CPP) Champions for Accessibility and Inclusivity (CHAI) project. CHAI serves as a model in CPP’s long-standing commitment to accessibility. The CHAI project identifies faculty from CPP’s academic colleges to serve as representatives in their own college for accessibility, inclusivity, and quality assurance. The goal is to create a faculty-to-faculty approach of promoting awareness of best practices and a focus on continuous improvement, with direct help from a team of expert instructional designers.  

The CHAI program continues to recognize accessibility heroes and to help other faculty become heroes. Our purpose has been to create a network of empathy, both towards students who benefit from Universal Design for Learning and accessible course materials, and towards faculty who provide those materials. 

The driving force of the CHAI project is creating excellent learning experiences for each student. We believe that the joy of learning, the freedom to grow, and the benefits of education are basic human rights at a university. CHAI embodies the values that accessibility and high-quality instruction are fundamental tools in making these rights a reality.

Our proposal aligns with the California State University Online Course Services (CSU-OCS) goals to: 

• Apply principles of Universal Design for Learning, accessibility, and equity in online courses toward greater success of all students, including those with disabilities. 
• Create a network of faculty, staff, and administrators informed of the various quality assurance factors, tools, and resources that enable effective online teaching and learning. 

CAFE assists faculty in making course materials accessible. Our goal is that every faculty member who works with us is introduced to quality assurance principles, receives support for using quality assurance resources for any course format, and is introduced and supported to use best practices for Universal Design for Learning, accessibility, and inclusivity in all instructional materials.

CAFE identified 8 faculty members across 7 of our colleges to be an “Accessibility Champion:”

• Don B. Huntley College of Agriculture 
• Collins College of Hospitality Management 
• College of Business Administration 
• College of Environmental Design 
• College of Engineering 
• College of Letters, Arts, and Social Sciences 
• College of Science 

Many of the individuals selected had previously worked with CAFE around the topics of accessibility, inclusivity, and quality assurance. Each of our designated Accessibility Champions demonstrates accessibility, Universal Design for Learning, and quality assurance best practices through their own courses. To be an Accessibility Champion for one of our colleges, final selections are often based on our experience with these individuals and/or recommendations from the deans, associate deans, and department chairs of each college, and former CHAI champions

Workshop Offerings
Beginning November 2022 through April 2023, 6 synchronous workshops were presented by our Accessibility Champions, sharing best practices for accessibility, Universal Design for Learning (UDL), and quality assurance.

Additionally, 4 guided versions of CAFE’s online Fundamentals of Accessibility eCertificate course in Canvas were facilitated by our Champions. These asynchronous experiences provided instruction and materials to incorporate best accessibility and UDL practices. This program also created an online community in which participants could share their own experiences and discuss emerging practices for classroom inclusion.

Workshop Attendance
Low workshop attendance remains an issue. However, these workshops have nonetheless provided faculty with accessibility, quality assurance, and Universal Design for Learning awareness and skills to create accessible and inclusive course content. Experience has shown that smaller group settings allow for more open and in-depth discussions and higher-quality training. 

Participants Responses
8 of 12 faculty participants across 4 guided Fundamentals of Accessibility eCertificate courses in Canvas completed all assigned work, including Modules populated with instructional materials and Quizzes, receiving a digital certificate. 

• Feedback from participants completing an included survey indicated affirmative answers to the following questions: 
  • After completing this course, do you feel more confident with making your instructional materials more accessible?
  • Did your Ally score improve as a result of this course? 
  • Is it clear how creating a Universally Designed for Learning course would benefit all your students? 
  • How has your participation in this Accessibility eCertificate course changed your perceptions of accommodations and accessible course content?
    
    
• Participant testimonials: 
  • “The course was a great intro to understanding what it means to say that you have an [accessible] class! The [resource] links were also helpful.”
  • “I believe I have a better understanding of the principles of accessibility and will be able to apply them into my instructional materials more efficiently.”
  • “Yes, it is clear that creating a Universally Designed for Learning (UDL) course would benefit all students and I strongly support this aspect. It is a teaching approach that seeks to provide multiple ways for students to access information, demonstrate their understanding, and engage with the learning process.”  
  • “... now I know I can go through the simple steps in the CANVAS instructions for [PowerPoint] and word when making my course materials, plus I hadn't used the accessibility checking in these formats before, which is so easy to go through and address flagged things.”
  • “I guess there's a whole world of [accessibility] changes we can make that I'd love to learn about, including teaching styles for different neurotypes etc. But this was a fantastic intro with very practical outcomes for me” 
  • “... I currently have a 67% course accessibility score which I think will be greatly improved even just when I take the simple step of replacing [PDFs] with [PowerPoints] for my lecture slides! The other things I intend to do (over time) is to update my slides and assignment documents (ppt and word) according to what I've learned, which will help too.” 
  • "Honestly, it's made me realize that there are very easy things I can do to get started with accessibility, so I feel empowered to learn more and to improve. Before the course, the world of making my course accessible felt so huge and difficult to get started on...”  
  • “Yes, I have learned a lot [throughout] this course. I am confident with making my material more accessible.”  
  • “My participation throughout this course has enhanced my awareness of making the course. It can help students to get access to the materials quickly.” 
  • “After completing this course, I am more confident creating accessible instructional materials. I know where to find information to make the materials accessible if I forget how to. By applying the knowledge and skills gained in the course, I can create a more inclusive learning environment that accommodates the needs of all students, including those with disabilities.”
  • “Overall, the Accessibility eCertificate course can help me develop a deeper understanding of accessibility and the importance of creating accessible course content. By implementing the strategies and techniques learned in the course, educators can make their online courses more inclusive and accessible to all learners. This can lead to a more equitable and effective learning environment for students with disabilities and improve the overall learning experience for all students.”
  • “... I followed the Ally instructions and was able to increase the accessibility of my documents to 100%.”

• All 8 of our Champions achieved Ally scores of 90% or higher for at least one course, with the average score being 93%.  

  • 4 out of 8 of our Champions facilitated accessibility, UDL, and QA workshops.

    5 out of 8 of our Champions facilitated a guided version of our Fundamentals of Accessibility eCertificate course for their college.

  • Champions attended monthly meetings with other Champions and CAFE staff to discuss progress, issues, and ideas to better implement the program. Recordings of each meeting were made available to those who could not attend.

  • Our Champions sent college outreach messages – initially drafted by CAFE staff but tailored by Champions to each college needs– to their respective college faculty.  

The responsibilities of our Accessibility Champions included:

• Offering accessibility and quality assurance workshops that address each college’s specific concerns. Accessibility Champions could choose amongst the following options to best fit their needs and the needs of their college each semester (Fall 2022 and Spring 2023):
  
  
  • Option 1: One (1) 50-minute Accessibility and one (1) 50-minute Quality Assurance workshop (or combined 1½-2 hours).
    
    

    Option 2: Two-four (2-4) 15-20 minute presentations held during your college's department meetings and creation of two (2) 10-15 minute self-contained, asynchronous instructional videos covering the topics of your choice: Accessibility, Inclusivity, Quality Assurance, etc.
    
    

    Option 3: Facilitate a 2-3 week guided version of CAFE’s asynchronous Fundamentals of Accessibility eCertificate course through Canvas, including email blasts calling for participants, embedding a recorded “welcome” video, sending relevant communications/reminders for participants, and hosting a weekly synchronous Zoom meeting for Q&A.
    
    

CAFE anticipated that being an Accessibility Champion requires at least 30 hours over the academic year, resulting in about three hours per month. More hours may be required if our Champion’s course materials need more work to reach the Ally score of 90%.

CAFE supported the CHAI project by providing:

• Enhanced student assistance and instructional design support for any of their classes
• Train-the-trainer and logistical support for the college-based workshops
• Outreach messages that Champions can customize
• 1:1 support with CAFE’s “Accessibility eCertificate” Canvas Course.
• Attendance and participation at workshops.
• Campus recognition via outlets such as the CAFE newsletter and other workshop offerings from CAFE
• 2022/23 Champions received professional development funds of $1,500 (partially supported by the Chancellor’s Office) upon completion of the following: 
  • $500 - Any time during the academic year upon achieving an overall Ally score of 90% or greater for a single course
  • $1,000 - Achievable at the end of Spring 2023 upon completion of other activities (must be completed in time for fiscal year deadline)

Self-Enroll Courses

Fundamentals of Accessibility eCertificate course in Canvas: 
All students should have the joy of learning, the freedom to grow, and the benefits of education! Accessibility of course materials and Universal Design for Learning helps make that vision a reality. In this self-paced, self-enrollable certificate course, get background and practical strategies, and also develop empathy for the needs of all students. 

Access CAFE’s Fundamentals of Accessibility eCertificate course

Intro to Teaching with Canvas:For those new to Canvas or those looking for a refresher, the self-enroll Introduction to Teaching with Canvas course allows participants to walk through basic steps for using Canvas. 

Access CAFE’s Intro to Teaching with Canvas course

“CHAI reminded me of the importance of making files and course websites accessible so that all students had the same opportunity to learn the content I was teaching as well as planning class sessions for active learning. I was encouraged by the colleagues that were also interested in learning more about how to have students actively engaged in their learning and how to make files and websites accessible.”

“I have heard the saying, ‘Walk a mile in someone else’s shoes' many times in the past, but I did not completely appreciate it until joining the CHAI team. On the CHAI team, I got a better understanding of the impact of Accessibility & Inclusivity on students. It gave me a much better understanding of the challenges that are experienced. I also learned in many cases, making simple changes to a class design can have a profound impact on a student’s learning.”

“As a CHAI representative for our college, I learned so much about accessibility and how I can be intentional about making my courses accessible, raising awareness about course accessibility, and having the opportunity to advocate for this in our college. Our CAFE staff were amazing in facilitating this process! They provided easy to use email templates, PowerPoint presentations, as well as being accessible to us throughout the academic year. I am grateful to have had this opportunity and I hope to keep learning, developing and advocating for accessibility in higher education!”

“Enjoyed the program! CHAI inspired faculty to embrace universal design principles and make their course materials accessible to all students, leveling the playing field for everyone. Being part of the CHAI project was like joining a league of extraordinary educators and experts. The sense of empathy and understanding towards students benefiting from accessible materials was incredible. Together, we formed a network of superheroes, with capes made of empathy, fighting against barriers to education.
CHAI not only made learning fun and engaging but also taught us the true essence of creating an equitable and inclusive environment. It's safe to say that I came out of the program enlightened, ready to spread the joy of learning and the power of accessibility to those around me. Cheers to CHAI, where the power of education and the spirit of inclusivity truly shine!”

“I really enjoyed being the College of Engineering CHAI Champion as I got to learn how to incorporate accessibility and inclusivity into my engineering courses. I found it very encouraging to see faculty share the same passion for making their course content accessible for students with disabilities and creating welcoming environments for all.”

“By participating in CHAI, I have become a more empathetic and mindful instructor. The e-certificate course and meetings with other CHAI champions provided me with new tools and ideas to improve the accessibility of my courses. CHAI also showed that making our courses more accessible would not require much additional effort. I learned more about the tools and functions of Canvas, and it became fairly intuitive to ensure my content was accessible. The e-certificate exercises that simulated different disability experiences was also extremely insightful as it made me very aware of unintentional biases in how I design my classes. As I created my lesson plan - and even configured the physical layout of my classroom - I would think back to what I experienced during that simulation and tried to make adjustments to create a more inclusive environment. While I know I still have a lot to learn, CHAI provided an important foundational space for me to continue to improve the accessibility of my future courses.”

Lead: Zahra Sotoudeh, Campus OSC Lead for the CHAI program

Supporting Campus Partners:

• Director of the Center for the Advancement of Faculty Excellence
  • Victoria Bhavsar
• Instructional Designers: 
  • April Dawn
  • Eric Davis
  • Thomas Jenkins
  • Donya Rahimi
• Multimedia Developer
  • Richard Feldman

Administrative Coordinator:  Carla Tetreault