At Anne Arundel Community College (AACC), digital accessibility is more than a compliance issue; it is a vital component of our mission to offer high-quality, affordable, accessible, and innovative lifelong learning opportunities. According to the World Wide Web Consortium (n.d.), digital accessibility means that “websites, tools, and technologies are designed and developed so that people with disabilities can use them” (para. 6). From providing accurate captions for videos, enabling navigation without a mouse, and structuring documents for screen readers and for users who benefit from clear document organization, ensuring accessibility is foundational to student success.

In spring 2024, listening sessions across AACC revealed a need to expand our digital accessibility capacity through a common language, a consistent training curriculum, and greater institutional resources. In response, the college began to build capacity, harness the leadership of accessibility advocates, and foster innovation. Central to this work is the Accessibility Fellow program, a peer-based initiative that elevates faculty leadership, builds community, encourages cross-divisional collaboration, and drives sustainable progress.

Building a Strong Foundation: Training, Resources, and Collaboration

AACC began by aligning digital accessibility support and training from the Disability Support Services and the Innovation, Design, Engagement, and Accessibility teams. These efforts coalesced around the creation of shared terminology and consistent messaging. The campus groups agreed to utilize established accessibility standards, make materials accessible from the start, and continuously evaluate and improve our digital resources. The Information and Instructional Technology division developed a dedicated digital accessibility website that offers checklists and guides to support faculty and staff as they align their materials with accessibility standards. An interactive accessibility curriculum that equips participants with practical skills, such as creating accessible document structures, editing captions and transcripts, and describing images for accessibility, was also introduced. While year-round workshops provide ongoing support, AACC offers intensive professional development through its summer institutes and the winter Digital Accessibility Summit. These opportunities give faculty and staff focused time to deepen their knowledge, share experiences, and collaborate on solutions.

Faculty Leadership: The Accessibility Fellow Idea

The Accessibility Fellow program emerged from a recognized need to expand faculty support with limited staffing. During the COVID-19 pandemic, AACC’s small instructional design team faced the challenge of serving over 900 faculty members. Because of this large caseload, faculty discussed the idea of a faculty ambassador model. Although the proposed model was not implemented at the time, the concept resurfaced as the college prioritized digital accessibility.

Launched as a scalable and sustainable model, the Accessibility Fellow program empowers faculty to function as peer leaders and change agents. Fellows are trained to support colleagues, provide discipline-specific expertise, and serve as a first line of accessibility guidance. More complex inquiries are referred to instructional designers or digital accessibility architects. Accessibility Fellows commit to serve two academic years, including one semester devoted to training and three semesters dedicated to supporting faculty. Most fellows receive compensation through course releases or stipends. This institutional investment affirms the college’s commitment to student access and success and acknowledges the value of faculty’s time, engagement, expertise, and impact on student learning.

This peer learning model has extended the college’s capacity while creating a culture of collaboration and continuous improvement. Faculty often feel more comfortable approaching peers, and the expanded support has enabled the instructional design team to deliver more advanced and strategic training, such as how to leverage artificial intelligence.

Accessibility Fellows in the Sciences

In addition to developing typical digital accessibility skills, science faculty must also address more unique challenges, such as accessible scientific notation, text representations of complex images, and elaborate graphing. In the inaugural cohort, four Accessibility Fellows came from the sciences, many with prior experience based on developing materials for students who are blind or low vision. The experience of instructing these students underscored the importance of accessibility work for our faculty members. They realized how impactful it is for students who need this access and understood the importance of being prepared in advance. In the past, these Accessibility Fellows frequently rushed to modify documents and videos. Now, they aim to adopt a more proactive approach, making accessibility work second nature.

The Assistant Dean of Science set up a course coordinator model for accessibility work. The model prescribed that each science faculty member take ownership of making an introductory, high enrollment course accessible. This approach fostered peer learning and progressively built skills and confidence. Discussions of accessibility were built into department meetings and faculty-focused curriculum committees. Fellows emphasized the importance of providing discipline-specific examples of skills in their digital accessibility presentations. School leadership framed digital accessibility as a life skill, not a one-time task. Fellows and leadership emphasized that making materials accessible made them better for everyone. The headers that make a document usable for a screen reader can help the author with organization and assist sighted users with navigation, and 3D models, such as those of chromosomes created for students who are blind or low vision, can help all students learn. As one Fellow reflected, “Once I knew how to make headers in my document, it didn’t take me any longer—it’s just a new way of working.” As the Accessibility Fellows and faculty worked on their materials, they often discovered other ways they wanted to elevate their teaching. Accessibility may have been the reason to revisit an assignment or a video, but once there, Fellows and their peers were creating ever more innovative, inclusive, and accessible educational experiences.

Accessibility Fellows in Continuing Education and Workforce Development

In AACC’s School of Continuing Education and Workforce Development (CEWD), two Accessibility Fellows function as leaders, trainers, and peer experts alongside the school leadership. As CEWD delivers courses that range from Culinary and Heating, Ventilation, and Air Conditioning to English, instructors find that there is not always one answer to create accessible materials. Fellows, staff, and instructors have discovered that flexibility and creativity are essential, and the process is iterative. The school’s strategy to build its digital accessibility capacity revolves around learning, community building, evaluation, and application. To build community, CEWD has hosted a series of accessibility discussion groups, open labs for staff collaboration, and one-on-one consultations. The one-on-one sessions have proven effective in addressing accessibility issues and sharing solutions across the school. CEWD also celebrates instructors and staff efforts to make their materials accessible. Monthly all-staff meetings feature instructor-led microlearning sessions that highlight accessibility tools and practices. The school’s culture of transparency and empathy—championed by Fellows—has helped set realistic expectations and encouraged collaboration.

Accessibility reviews often spark deeper instructional questions. Instructors reflect on the purpose of diagrams or consider how to ensure that students imagine themselves reflected in course materials. This reflective process improves course design holistically, not just for students with disabilities, but for all learners.

Accessibility work is never truly finished. It is integrated into daily practices. It may become second nature, but it will not go away. To support long-term integration, CEWD has incorporated accessibility documentation into its curriculum management system. The review cycle allows for all active courses to be reviewed every three years. Between review cycles, faculty often iterate and adapt to what their students need. The culinary Fellows and faculty who have supported students who are blind or have low vision, for instance, stress the importance of flexibility and adaptability in implementing accessibility solutions. Incorporating accessibility into course design simply allows more students to access their material from the start, without requiring rushed efforts by faculty.

Sustaining Accessibility and Innovation

Accessibility Fellows across AACC meet regularly with instructional designers, educational technologists, and other accessibility stakeholders. These conversations foster trust, collaboration, and skill-building across disciplines and departments. The Accessibility Fellow program exemplifies the power of peer leadership, cross-divisional collaboration, and institutional commitment. By investing in professional learning, building a dedicated support network, and embedding accessibility into the fabric of teaching and learning, AACC is cultivating a sustainable, innovative, and inclusive future. As the work continues to evolve, one thing remains clear. Accessibility is not an add-on: It is integral to student, faculty, and staff engagement and success and equity in education.

Reference

World Wide Web Consortium Web Accessibility Initiative. (n.d.). Introduction to web accessibility. https://www.w3.org/WAI/fundamentals/accessibility-intro/#what

Resources

ADA National Network

ADA National Network Office for Civil Rights Video Series

Born Accessible

Center on Inclusive Software for Learning

CAST Center on Inclusive Technology & Education Systems

CAST Universal Design for Learning Guidelines

Described and Captioned Media Program

Digital Accessibility Checklists

Microsoft Accessibility Fundamentals Training

National Center on Accessible Educational Materials

National Federation of the Blind Accessibility Inclusion Fellowship Program

WebAIM

Web Content Accessibility Guidelines 2 Overview

Author: Megan Myers is Dean, Distance Education, at Anne Arundel Community College in Arnold, Maryland.

Contributors: Jason Ancona is Instructional Specialist; Kirsten Casey is Assistant Dean, Science; Erik Dunham is Professor, Visual Arts; Sandy Fox-Moon is Associate Professor, Biology; Donnisha Grant is Director, Hospitality, Culinary Arts, and Tourism Institute; Melissa Hawkins is Instructional Specialist; Susan Lamont is Professor, Biology; Kelly Livernoche is Instructor, Biology; Dana Marron is Assistant Dean, Continuing Education and Workforce Development; Brandi Shepard is Associate Professor, Architecture and Interior Design; and Julie Takacs is Associate Professor, Biology, at Anne Arundel Community College in Arnold, Maryland.

Opinions expressed in Member Spotlight are those of the author(s) and do not necessarily reflect those of the League for Innovation in the Community College.