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EIT Accessibility Audit Summer 2014

Background.............................................................................................................................................4

Scope.......................................................................................................................................................5

Methodology...........................................................................................................................................5

Qualifications of individuals participating in the EITA audit..............................................................5

Dan Bowling, EITA task force........................................................................................................5

Courtney Damron, EITA task force...................................................................................................6

Lucy France, UM Legal Counsel.....................................................................................................6

Bernadine Gantert, EITA task force.................................................................................................6

John Greer, EITA task force............................................................................................................6

Zan Olsen, UM IT Accessible Technology Services.......................................................................7

Aaron Page, UM IT & UMOnline......................................................................................................7

Janet Sedgley, EITA Coordinator....................................................................................................7

Marlene Zentz..................................................................................................................................8

Barb Seekins....................................................................................................................................8

Announcements and Education............................................................................................................8

Audit....................................................................................................................................................9

Campus Online Self-study forms.......................................................................................................10

Timelineof activities..........................................................................................................................10

Compilation and Testing....................................................................................................................12

Observations/Data.................................................................................................................................13

Online Survey.....................................................................................................................................13

Web sites.......................................................................................................................................13

Web site audit results: courses......................................................................................................14

Document audit results: departments...........................................................................................15

Document audit results: courses...................................................................................................15

Document accessibility features....................................................................................................16

Media audit results: departments.................................................................................................17

Media audit results: courses..........................................................................................................17

Software audit results:...................................................................................................................17

University websites............................................................................................................................18

Websites with essential student functions......................................................................................19

Random review of UM websites....................................................................................................19

Documents posted to webpages and websites................................................................................19

Peripheral campus web servers......................................................................................................20

Application processes........................................................................................................................20

Library services.................................................................................................................................20

Acquisitions (Library purchases)...................................................................................................20

Digital Collections and Institutional Repository Materials............................................................21

Interlibrary Loan............................................................................................................................23

Paw print........................................................................................................................................23

Reserve..........................................................................................................................................24

Website..........................................................................................................................................24

Learning Management Systems.........................................................................................................24

Chat rooms and forums made accessible.......................................................................................24

Description of Each Aspect of the Learning Management System................................................25

Strategy for the Ongoing Accessibility of the Learning Management System:..............................25

Access to classroom podiums and liquid crystal display devices.......................................................26

Controllers:....................................................................................................................................27

Podiums:........................................................................................................................................27

Course registration software: Cyberbear............................................................................................28

Videos................................................................................................................................................28

Personal response systems (“clickers”)..............................................................................................30

Banking arrangements offered via websites and ATM access...........................................................30

Next Step: Corrective Action Strategy...................................................................................................31

Appendices............................................................................................................................................32

Appendix A: Audit Forms...................................................................................................................32

Departments..................................................................................................................................32

Documents (dept)..........................................................................................................................33

Software/Hardware/Systems (dept)..............................................................................................34

Hardware.......................................................................................................................................36

Web (dept).....................................................................................................................................37

Media (dept)..................................................................................................................................38

Instructional Materials...................................................................................................................39

Appendix B: UM Web site review process........................................................................................42

Audit Report, June 27, 2014

Appendix C: UM Web sites published with the new template..........................................................43

Appendix D: Student critical web sites/functions..............................................................................46

Sites, Services and software...........................................................................................................46

Academic sites:..............................................................................................................................46

Support sites:.................................................................................................................................46

Central IT supported:.....................................................................................................................46

Appendix E: Flash files on web server................................................................................................47

Appendix F: How websites were selected for random review...........................................................50

Appendix G: Admissions – Hobsons software....................................................................................51


Background

In August of 2012, the University of Montana received notice of a complaint from the United

States Department of Education’s Office for Civil Rights (OCR). The OCR summarized the

complaint as follows:

OCR received a Complaint of disability discrimination against the University of Montana on May 4, 2012 (OCR Reference No. 10122118). The Complaint alleged that the University is discriminating against students with disabilities by using inaccessible electronic and information technology, including: inaccessible class assignments and materials on the learning management system, Moodle; inaccessible live chat and discussion board functions in the learning management system, Moodle; inaccessible documents that are scanned images on webpages and websites; inaccessible videos in Flash format, that are not captioned; inaccessible library database materials; inaccessible course registration through a website, Cyber Bear; and inaccessible classroom clickers.

(Item 1B, Resolution Agreement).

On March 7, 2014, the University entered into a Resolution Agreement with the Office for Civil

Rights.

This audit report is prepared in accordance with Resolution Agreement Items III.G. and IV.G.

which state as follows:

III. G. EIT Accessibility Audit: 1. By June 6, 2014, the University shall complete an accessibility audit of its EITs that will examine the accessibility and usability of the EITs provided by the University to students, prospective students, faculty, and staff who have disabilities. The audit shall examine various aspects of the University’s EITs, including but not limited to, University websites, documents posted to webpages and websites, application processes, library services, learning management systems, access to classroom podiums and liquid crystal display devices, course registration software, videos, and videos in Flash format, personal response systems (“clickers”) and banking arrangements offered to students, faculty, and staff, including website and ATM access.

2. The audit required by Section III.G.1. of this Agreement shall be conducted in a professional manner in consultation with an individual or individuals who is or are knowledgeable about access to EIT by students, faculty, and staff with disabilities. The audit will also be benchmarked by appropriate processes.


IV. G. Report about EIT Accessibility Audit. The report will include a copy of the audit, the name, title, and relevant qualifications of the individuals involved in the audit, the methods the University used to conduct the audit, and each EIT audited.

Scope

The accessibility audit included the entire Missoula “Mountain” campus plus two remote

campuses – Bitterroot College and Missoula College with a focus on educational and student-

centered activities and materials.

Methodology

The general approach was to widely disseminate information about EIT accessibility and to

request input from all levels of the campus community. This meant incorporation of both 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 audit

Dan Bowling, EITA task force

Dan Bowling is currently the Web/Database Administrator for the Division of Student Affairs.

He has 9 years of professional experience working with accessible web technologies in higher

education. His current position includes regularly evaluating web-based software for

accessibility, including a recent partnership with George Kerscher, an internationally acclaimed

accessibility expert, to evaluate an enterprise-level student conduct system.


Dan has provided many in-house training sessions to UM software developers regarding WCAG

2.0, and provides ongoing training to staff web editors on building accessible websites with the

university’s web content management system. Dan was also a featured conference speaker on the

topic of web accessibility at the Big Sky Developers Conference in 2012, and hosted a web

accessibility discussion session at the Missoula Accessibility Camp in 2013.

Dan’s resume is located at: http://seedandev.com/resume

Courtney Damron, EITA task 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 Counsel

Lucy is current the University’s legal counsel. From 2008 to 2013, she served as the Director of

Equal Opportunity & Affirmative Action. She has 20 years of experience practicing law and

much of that has been practicing in the areas of discrimination and employment law. She has

taught employment law as an adjunct professor at the University of Montana School of Law.

She has given numerous legal presentations and training sessions for practicing lawyers and

business managers on discrimination law. When she was in private practice, she gained

experience drafting and revising employment related policies and procedures for a wide variety

of business clients.

Bernadine Gantert, EITA task force

Bernadine Gantert has been employed in Disability Services for Students for almost 30 years.

She served as the main coordinator for the architectural accessibility audit completed in the

1990s and currently serves on the EITA task force.


http://seedandev.com/resume

John Greer, EITA task force

John Greer is Head, Technology & Systems Services of Mansfield Library. He is a member of

the EITA task force, a member of the IT Senate and the chair of the IT Senate’s Enterprise

systems http://www.umt.edu/committees/ITSenate.aspx.

Zan Olsen, UM IT Accessible Technology Services

Zan has a Bachelor’s degree in Computer Science from the University of Montana. He has

worked for MDAC for 1-2 years as a technology trainer. He worked as a programmer for 20

years in Enterprise Information Systems in the University of Montana’s Information Technology

Department. Since spring 2014, Zan has served as an Technical Accessibility Expert in

Accessible Technology Services. He brings years of personal and work experience in

accommodations, assistive technology and information technology and currently serves as

coordinator for the accessible technology procurement project.

Aaron Page, UM IT & 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 Coordinator

Janet has years of teaching and training experience in computer applications, communicating

with computers, and electronic publishing. She has been the computing and information services

help desk manager at the University so she has an intricate knowledge of the needs of users and

resources available at the University. She has managed other large scale projects related to

changes in campus technology. She has worked as a systems analyst supporting campus web

resources. For many years she worked with Disability Services for Students to maintain the

specialized technology for students with disabilities. She also assisted students to match their


http://www.umt.edu/committees/ITSenate.aspx

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:

http://www.linkedin.com/in/janetsedgley.

Marlene Zentz

Marlene is an Instructional Design Consultant and Accessibility Specialist for UMOnline at the

University of Montana. Her biography is located at:

http://www.educause.edu/members/marlene-zentz

Barb Seekins

Barb has been employed by the University since 1990. Her first positions were with the Rural

Institute on Disabilities as a Program Officer and Research Specialist responsible for closing out

the Montana Supported Employment Demonstration Project, a grant from the State of Montana,

and gearing up the newly funded MonTech program, a grant from NIDRR. In 1992 she was

hired as a Research Specialist to conduct the first ADA Self Evaluation and Transition Plan.

This was adopted in 1993. Since then she has been a member of the ADA/504 Team and Chair

since 2000. She has also been a member of the EIT Task Force and EIT working group since

their inceptions.

Announcements and Education

In order to begin the audit and self-study process, the EITA Task force first started to reach out

to individual departments informally, beginning in late 2013. The goal was to announce the

anticipated Resolution Agreement and audit to the campus community, and to help facilitate the

upcoming changes.

As the conversation developed and questions arose, EITA visited various departments in an

attempt to answer questions and provide education. EITA also sent out several notifications

announcing the study. The first query included a statement from the Chief Information Officer

(CIO) demonstrating support for the self-study/audit. EITA later sent out a statement referencing



http://www.linkedin.com/in/janetsedgley

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.

Audit

Before the audit officially began, the EITA coordinator provided particular departments with a

“pilot study” or test audit. This was intended to help departments prepare for the actual audit. Of

the seven or eight departments contacted, only few responded. Of those, two or three asked if

web forms were available and two were willing to participate in interviews and a group meeting

with faculty. The EITA staff used this information to refine and augment audit questions and to

develop web forms for the audit.

The informational webpage created for the audit featured a contact and comment page as well as

sections outlining, in detail, accessibility requirements and guidelines for web, media, documents

and software. In addition, EITA created an instructional materials audit form containing

questions about each of these areas, with the questions being tailored toward course usage. The

UM Accessibility page (http://www.umt.edu/accessibility) included buttons that lead directly to

the first departmental form (contact and comment page) and to the faculty’s instructional

materials form.

Before and during the audit, the EITA Coordinator and EITA task force members all worked to

widely disseminate information to the campus community about the audit requirement and the


http://www.umt.edu/accessibility

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 forms

In order to address department-specific issues, the EITA coordinator, Janet Sedgley, met with

several individuals from various departments and gathered general information about what

accessibility categories existed within departments. From December 2013 through early

February 2014, EITA researched accessible web-based survey options. EITA decided in late

January to use locally developed web forms from the University’s content management system.


In February EITA developed forms which were reviewed by the committee. The forms are listed

in Appendix A.

Timeline of activities

Summer 2013: Implementation work including adjusting CSU grids

July 16, 2013: Complete grid

July 22, 2013: Begin work on EIT website

September 3, 2013: Meet with University Relations regarding Accessible Documents

September/October 2013: Implementation of Read, Write, Gold

October 29, 2013: Captioning Basics

November 21, 2013: Tech Associates Group (TAG) presentation about EIT

First subgroup meetings:

The following subgroups met at least two times during the period beginning December 2013

through April 2014:

Accessibility Discussion for Developers (5) Software Standards Subgroup (6) Document Accessibility Subgroup (3) Instructional Materials Accessibility Subgroup (6) Web Content Accessibility (2) Student Survey (2) Procurement (5) Classrooms (2) Banking (2)

EITA Meetings of 2 hours each occurred December – June plus 3 additional 2-hour meetings on

(December 30, January 21 and June 23).

Departmental Meetings were held with the Department Chair, technical or front office staff or

faculty. Faculty meetings are starred below.

Communications* Anthropology* Skype (Bitterroot) Tuesday, January 14th Business* Physics* English* Social Work* Chemistry* Geography*


Psychology* (EITA group) Geosciences History Missoula College Pharmacy

EITA members reported to the following campus committees:

Faculty Senate: Feb 13th, May 8th Staff Senate: Feb 12th, May 14th

TAG: Fall 2013, May 20th

Academic officers: April 29th Technical Partners: November, January & monthly April - June

Administrative departments visited:

UC HR/Personnel Admissions Provost Procurement/Business Services Curry Health Services Campus Safety Residence Life Athletics IT’s Associate CIO group Alumni

Technical personnel meetings:

College of Humanities and Sciences Forestry

Compilation and Testing

After obtaining data and initiating the new UM Accessibility procurement process on May 1,

2014, EITA tested an array of educational materials in June 2014. The EITA coordinator utilized

UM IT Accessible Technology Services staff to compile and complete software and web testing.

The EITA Task Force confirmed both the process of testing and some testing results for some of

the software.


EITA had by this time set specific benchmarks for all testing during discussions and creation of

the proposed policy during summer 2013 through the early spring of 2014. The EITA task force

met several times to discuss and confirm standards and benchmarks for these categories:

Web sites, pages, and programs

Instructional materials environments (such as Moodle and podiums in the classrooms)

and the instructional materials produced through those environments

Documents

Media

Software and hardware

Procurement

The benchmarks for each category are listed in the Draft UM EITA Policy available on the UM

Accessibility website: http://www.umt.edu/accessibility.

Although the audit was developed around the EIT categories listed on the UM Accessibility

website, each of the concerns mentioned in the Resolution Agreement have been addressed

separately. Results are presented below following their order in the Resolution Agreement.

Observations/Data

Online 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 sites

Web 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%


http://www.umt.edu/accessibility

Flickr 11.11%Pinterest 5.56%Instagram 5.56%

ProgramsGoogle Calendar 11.11%Vidyo 5.56%Drupal 5.56%StarRex 5.56%eAccounts 5.56%EMS Calendar 5.56%MA 5.56%EDS 5.56%EDD 5.56%MRBS 5.56%Voyager 5.56%EREs 5.56%LibraryH3LP 5.56%Adobe FormsCentral 5.56%EventBrite 5.56%

Web site audit results: coursesIn the approximately 129-135 courses the following usage was reported:

Synchronize:Skype 3.88%Google Hangout 0.78%Collaborate 1.55%Moodle 0.78%Blackboard 0.78%Email 0.78%None 92.25%

Social Media:Youtube 2%PBWorks 2%Tumblr 1%Facebook 1%Voyager 1%Freeforums.net 1%Twitter 1%Glendbow Museum 1%Kainia Education 1%Blackfoot Language Sites 1%None 91%


Photo:Youtube 8%Vimeo 2%Moodle 1%Camtasia Relay 2%Ethnographic 1%Video Online 1%Videos of Patient Assessments 1%Screencast.com 1%Avid 1%None 88%

Document audit results: departmentsSoftware used to create documents in the reporting departments included:

SoftwareAccess 5.88%Word 88.24%Excel 41.18%Publisher 47.06%PowerPoint 29.41%InDesign 23.53%Photoshop 5.88%Textworks 5.88%Pages 5.88%Adobe Acrobat 41.18%Illustrator 5.88%

Graphs & ChartsUnfamiliar 17.65%Rarely 17.65%Sometimes 11.76%Frequently 5.88%

Programs / ProcessesLatex 5.88%Math symbols 5.88%ASCII characters and symbols 5.88%International Phonetic Alphabet 5.88%Drafting 5.88%

Document audit results: coursesThe documents used by faculty include:

None 58.91%PDF 17.83%Handouts/Lecture Notes 10.85%


Syllabus 6.98%Homework 4.65%Grading rubrics 3.10%Study Guides 2.33%Textbook 1.55%Copies of Articles 1.55%Purchased Student Package 0.78%

Additional documents usedNone 74%Books 6%Video 2%Text Files 2%Audio 1%Lab Manual 1%Guest Speaker Handouts 1%

Document accessibility featuresHeading and alt tag awareness of departmental personnel is indicated below:

Departmental

Headings Alt tagsDocuments Web Documents Web

Yes 5.88% 66.67% 11.76% 55.56%No 29.41% 11.11% 17.65% 16.67%Sometimes 11.76% 5.88%

In courses

Heading: Alttags: Charts:Yes: 22 17% Yes: 24 19% Yes: 10 8%

No: 44 34% No: 46 36% No: 50 39%

Sometimes: 14 11% N/A: 59 46% Sometimes: 9 7%

Converting Now: 4 3% N/A: 60 47%

N/A: 45 35%


Media audit results: departments

There is a wide variation between numbers of videos and average length of video used by departments. The results are skewed from the lack and variety of information.

# Videos/Average Length

# audio recordings/average length % of videos that are captioned

Total # of Videos: 327Total # of Minutes: 275 minutes Average Amt of Videos Captioned: 28.56

Average Amt of Videos: 32.7 Amt of Videos: 10Total # of Minutes: 25034

Average Amount of videos: 1.625

Average Length: 840.3 minutes

Average 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: 1 PC Computers: 4 iClicker: 7

Avid NewsCutter: 1 Macintosh Computers: 2 Moodle: 1

Avid Symphony: 1 Laptop: 1 None: 121

iNews: 1 Voice Recorder: 1

Mac OS X: 5 DVD Player: 1

Photoshop: 2 Projector: 2

Dreamweaver: 1 Cameras: 1


SFTP: 1 Podium Hardware: 1

Windows: 8 Phet Simulations: 1

Eclipse: 2 None: 119

Mac OS: 5

Linux: 1

iClicker: 2

Adobe Reader: 1

Office Products: 6

PowerPoint: 1

Movie Maker: 1

iMovie: 1

Prezi: 1

Moodle: 1

Enthought Canopy Python: 1Data Acquisition programs for use with DAQ devices: 1

SPSS: 1

None: 112

External Photo sites utilized in courses includes:

Youtube 8%Vimeo 2%Moodle 1%Camtasia Relay 2%Ethnographic 1%Video Online 1%Videos of Patient Assessments 1%Screencast.com 1%Avid 1%None 88%

University websites

University websites are closely scrutinized for accessibility whenever new templates are added.

The site is not allowed to “go live” until any accessibility issues have been resolved. Content

accessibility switches to departmental staff responsible when the site has been published. The

accessibility of the templates is the responsibility of Central IT web staff.


The sites that have received this intense focus are listed in Appendix C together with the date

that they were launched.

Websites with essential student functions

As was reported on May 16, 2014, the University identified a strategy to ensure that webpages

that provide essential student functions are accessible according to WCAG 2.0 Level AA

standard. The process of evaluating these sites is ongoing.

Random review of UM websites

A random review of UM websites found a preponderance of accessible sites. The review

included the following sites – listed below with comments:

Adamscenter / Griztix: Largely inaccessible. *CreativePulse: Empty header, imperfect alt-tagging, lack of semantic marking. *Grizvine: No issues. Memorialrow: Site has formatting issues. Within older template but HTML issues.

Headings are out of order and some are empty, alt tags are incomplete and, due to formatting issues, contrast is lacking for about a 1/3 of the text.

*Public safety: Inappropriate link text (“here”) and redundant alt text. *Trioub: No issues. *Brand: No issues. Ethics: No issues. *IT: No issues. *Orientation: No issues. Shift: Site has formatting issues however it is a legacy site and will be removed. *Veterans: Headers are out of order, an image is missing an alt tag, and popup windows

are used inconsistently.

Several sites marked above and created within our standard template include no title attributes

for iframes, a few forms and fields without labels and the lack of a download Adobe Reader link

on all pages that reference PDFs. These sites are marked with an asterisk above. These issues

can be addressed from Central IT while the remaining issues listed above will be address with

the individual users/site owners.

Documents posted to webpages and websites

In a recent simple file search review, 9507 Word documents, 13,035 pdfs and 810 excel files

were found on the central campus web server. A randomized quick review of these documents

found the following: Only one text document was saved as an image. A second was 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 servers

There is an ongoing effort to work with departments who maintain their own web servers. There

are only a few who serve public-facing websites from their own servers. Most departments who

do this are slowly switching such sites to central IT’s content management system and

maintaining web servers only for department specific academic and administrative activities.

Application processes

The application process starts at the Admissions web page (http://admissions.umt.edu) and

includes several off-site, hosted solutions including: Qualtrics and Hobsons. Site web pages are

created with Casacade content management system using UM’s standard template. These pages

are accessible at this time and with the current content according to manual testing by several

individuals, WAVE and Powermapper. The latter reports the issue of WCAG 2.4.5 “Multiple

Ways: More than one way is available to locate a Web page within a set of Web pages except

where the Web Page is the result of, or a step in, a process. (Level AA)” However, there is both

inline and menu navigation along with a search function for the entire UM site that works within

any subsites.

As far as the external sites used in the process, the Hobsons site was navigable but had some

accessibility/usability issues. Additional details are available in Appendix G.

There are additional application process that will be evaluated as the Corrective Action

Strategies report is compiled including one for graduate students,

Library services

Acquisitions (Library purchases)

All of our E-Resource vendors were sent a non-binding addendum asking them to consider the

Principles of Accessible Design in their product offerings. We also are working with Legal to

modify our draft license language to include a statement that the Provider will make reasonable

efforts to comply with the ADA act, 508, and WCAG ensuring that assistive technologies are

usable with their products.


http://www.w3.org/TR/WCAG20/#processdef

http://www.w3.org/TR/WCAG20/#set-of-web-pagesdef

http://www.w3.org/TR/WCAG20/#webpagedef

http://admissions.umt.edu/

Digital Collections and Institutional Repository Materials

This section refers to digital content that is not in use as instructional material for a course at the

University of Montana. These non-course materials include digitized historical documents as

well as third-party documents received from publishers, faculty, and students that are hosted in

Mansfield Library’s digital collections or institutional repository platforms. The Library digitizes

thousands of documents every year and receives hundreds of third-party documents.

Digitized Content Hosted in Montana Memory Project (MMP)

MMP is not hosted by the University. It is an important statewide project to which the Library

contributes digital content. The software underlying MMP is called CONTENTdm, and it is

accessible according to Section 508 standards. Library staff follows standard procedures to

make the digital content that they contribute to MMP as accessible as possible. This means that

they upload descriptive metadata for every single digitized item and that they utilize upload

methods within the software that maximize accessibility for display and navigation.

Digitized Content Hosted in ScholarWorks

The library hosts digitized content in an institutional repository (IR). The IR software is

accessible. The content that the library digitizes and/or hosts in the IR comes from a variety of

sources and arrives in a variety of discrete file types. The Library provides information to IR

contributors about how to create and produce accessible documents in the IR’s policy

documentation and FAQ.

Guidelines for Documents Hosted in MMP and ScholarWorks

Many of these documents cannot be made sufficiently accessible in an electronic format.

According to federal guidelines on the U.S. Department of Health & Human Services web site

(http://www.hhs.gov/web/508/accomodation):

The U.S. Department of Health & Human Services web site also identifies examples of content

that may be appropriate for an Accessibility Accommodation:

Exclusions and 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 sites Third-party licensed PDF documents from medical and scientific journals (and

conference proceeding documents)(if no-cost accessible versions cannot be linked to elsewhere on the Web)


http://www.hhs.gov/web/508/accomodation

Multilingual PDF documents using non-Western characters Complex images and PDF tables, including static images and those supported and

detailed narratives Complex math, physics, and chemical notations Large or complex tables, given a waiver based on consideration of:

Importance of the document Size and nature of intended audience Expectation that disabled persons would need access Complexity of the table Size of the table

Complex dynamic visualizations, including: medical diagnostic and research imaging technologies, 3d-models, CAD, virtual environments

Scanned written or poor quality historical publications/materials scanned to a digital archive

Archived legacy files Translated files (presented in a language other than English)

The above-listed document examples are precisely the kinds of materials that are digitized and

hosted by the Library in MMP and ScholarWorks.

Therefore, Library staff will make every effort to make the documents posted to MMP and

ScholarWorks as accessible as possible given current staffing and financial resources according

to the information below. Furthermore, specific items will be made fully accessible or an

equivalent alternative format available upon request. The Library will prioritize requests:

For material that is assigned reading for an in-progress course

For material that directly supports research for an in-progress course

From UM faculty, students, and staff

Guidelines for Specific Document Types

1. Digitized handwritten documents:

Handwritten documents cannot be adequately OCR’d; when already available, an

accessible typed transcript in PDF format will be included with the handwritten

document

The library will provide rich descriptive metadata alongside the document

2. Digitized typed documents


Typed documents will be OCR’d and tagged by campus-administrated Abbyy Fine

Reader software

The library will provide rich descriptive metadata alongside each document

3. Digitized Photographs

Digitized images are provided as access-level JPG files according to best practices for

digital collections

The library will provide rich descriptive metadata alongside each photograph

4. Digitized Audio files When already available, an accessible typed transcript in PDF format will be included

alongside the audio file The library will provide rich descriptive metadata alongside each item The Mansfield Library will work with campus IT to provide transcripts for audio files

on demand

5. Digitized Video files The Mansfield Library will work with campus IT to provide synchronized closed

captioning for video files The library will provide rich descriptive metadata alongside each item

6. Third-party documents (Publisher’s PDFs and student work) Publisher’s PDFs will be made fully accessible on request according to ARL’s Code

of Best Practices In Fair Use For Academic and Research Libraries, p. 22 [26]: “When fully accessible copies are not readily available from commercial sources, it is fair use for a library to (1) reproduce materials in its collection in accessible formats for the disabled upon request”

Students will be responsible for providing accessible documents to the Library The library will provide rich descriptive metadata alongside each document

7. Electronic Theses and Dissertations (ETDs) Graduate School staff will provide information for students about how to create

accessible documents Graduate School staff will check ETDs for accessibility The library will provide rich descriptive metadata alongside each document

8. Research Data Researchers are responsible for providing accessible research data The library will ask researchers to provide rich descriptive metadata for research data


Interlibrary Loana. All article requests from Mansfield Library owned print sources will scanned, OCR’d,

and Tagged.

Paw printa. If Mansfield Library material doesn’t come through Reserve or ILL and a UM user

requests that print or media material be made accessible, they will be referred to DSS.

Reservea. ML Course Reserve Material services will no longer provide an electronic course system.

ML Course Reserve Material services will continue to convert print course materials into digital format for instructors and to host traditional print and media items used by students in courses. The Reserve form, for traditional print and media items, has will be amended to ask the instructor if they have been informed if a student in their course has requested an accommodation for visual reasons.

b. All scanned materials are OCR’d and Tagged as part of the conversion process.

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 Systems

Chat rooms and forums made accessible

Forum accessibility:

An accessible view for the Advanced Forum in Moodlerooms’ Joule was developed in 2013 and

made available with the December 2013 Release. See the quote below from the Joule 2

December 2013 Release Notes ( http://kb.moodlerooms.com/node/613 ) :

Advanced Forum

Printing/Export: All posts for a forum can be printed or exported to a csv file.

Furthermore the export can be refined to just a specific user, discussion or both.

Accessible View: Moodlerooms has added a completely accessible view of the forum to

better support browsers with and without a screenreader. Improvements include a simple

editor for posting (by default), a significant reduction in the amount of necessary page


http://kb.moodlerooms.com/node/613



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 ( https://tracker.moodle.org/browse/MDL-37962 ) .

Description of Each Aspect of the Learning Management System

A description of Moodlerooms’ Joule can be found and the Joule 2 Manuals website

(http://kb.moodlerooms.com/joule-2-manuals). Teacher, Administrator, and Student Manuals can

be found here.

Strategy for the Ongoing Accessibility of the Learning Management System:

During the summer of 2013, an international Moodle Accessibility Collaboration Group was

formed by the University of Montana, the University of Illinois, and Moodlerooms to address the

accessibility of the open source system, Moodle. Since Moodle is the foundation upon which

Moodlerooms is built, this was a critical first step towards making Moodlerooms accessible. The

group has members (http://collaborate.athenpro.org/group/moodle/members/) from Moodle HQ

(including Moodle founder, Martin Dougiamas), Moodlerooms, North Carolina State University,

the California State University system, and many other institutions in the U.S., the U.K., and

Australia.


http://collaborate.athenpro.org/group/moodle/members/

http://collaborate.athenpro.org/group/moodle/members/

http://kb.moodlerooms.com/joule-2-manuals

https://tracker.moodle.org/browse/MDL-37962

https://tracker.moodle.org/browse/MDL-37962

The group meets bi-weekly in Blackboard Collaborate to discuss accessibility solutions and

future accessibility direction for core Moodle. These discussions are recorded and made publicly

available in the Teleconferences (http://collaborate.athenpro.org/group/moodle/teleconferences/)

section of the Moodle Accessibility Collaboration Group website

( http://collaborate.athenpro.org/group/moodle/ ) , which is maintained by Marlene Zentz at the

University of Montana and Hadi Rangin and the University of Illinois. The Mailing List for this

group is active and documents ongoing communication among group members.

Current goals for the group include 1) improving the accessibility of existing components in

Moodle and 2) exploring how centralized accessible design best practices can be integrated into

the processes of a distributed open source development environment. This work was formally

presented in March, 2014 at the 29 th Annual International Technology and Persons with

Disabilities Conference (http://www.csun.edu/cod/conference/2014/sessions/index.php/public/

website_pages/view/1) during a session titled, Moodle: Towards an Accessible and Open Design

( http://www.csun.edu/cod/conference/2014/sessions/index.php/public/presentations/view/380 ) .

Members at University of Montana who were involved in developing this strategy include

Marlene Zentz (http:// www.educause.edu/members/marlene-zentz ) , UMOnline Instructional

Design Consultant and Accessibility Specialist, and Robert Squires

( http://www.educause.edu/members/robert-squires ) , Director of Instructional Design and

Technical Support for UMOnline, School of Extended & Lifelong Learning.

UM’s Electronic and Information Technology Accessibility Task Force has supported the

development of this group and has been informed about its ongoing accessibility efforts to

impact the University of Montana and other universities around the nation.

Access to classroom podiums and liquid crystal display devices

The University of Montana started a centralized electronic classroom project through IT in 2009.

Technology for presentation, including a podium with computers, projectors and controls, was

added to approximately 20 classrooms each summer. There are currently 93 classrooms with

this technology with a final goal of 165 classrooms. These were to be completed by the summer


http://www.educause.edu/members/robert-squires

https://www.linkedin.com/profile/view?id=45279526&snapshotID=125330441&authType=name&authToken=oo8R&goback=.nmp_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1&trk=NUS-body-member-name&sl=NPU_REG%3Be8de8bbe3079108985117a8f49151b3c%3B-1%3Bactivity%3A5853598392668487680%3B


http://www.csun.edu/cod/conference/2014/sessions/index.php/public/presentations/view/380

http://www.csun.edu/cod/conference/2014/sessions/index.php/public/presentations/view/380

http://www.csun.edu/cod/conference/2014/sessions/index.php/public/website_pages/view/1




http://collaborate.athenpro.org/group/moodle/

http://collaborate.athenpro.org/group/moodle/

http://collaborate.athenpro.org/group/moodle/teleconferences/

http://collaborate.athenpro.org/group/moodle/teleconferences/

of 2015 but lack of funding has slowed completion of the project. Further information about the

existing classrooms can be found at http://www.umt.edu/it/services/media/classroomtech.php.

The configurations of the central IT provided classrooms include the following components:

Controllers: A consistent controllers was placed on all podiums up until this year:

http://www.extron.com/product/product.aspx?id=mlc226ipdvplus&s=5

There are three exceptions historically to the standard controller in ULH, NULH & ISB

110: http://www.extron.com/product/product.aspx?id=tlp710mv&s=5

IT will place a new controller summer 2014. This Controller is compatible with the

TouchLink for iPad: http://www.extron.com/product/product.aspx?id=tlp350mv&s=5

Podiums: Classroom podiums contain a computer and cords within the podium. The screen is usually

attached to a swinging arm on the side of the podium. The control switches are used across the

back of the top of the podium. In 3 of the 93 installations the podium screen is a touch screen

attached to the front of podium. The Link Lectern from Spectrum Industries Inc. is used in all

rooms (except ULH & NULH).

http://www.spectrumfurniture.com/products/productDetail.cfm?pc=1&psc=82&prod=1103

All podiums have casters for mobility. The first year lecterns are the 42” high model, but all

others are 36” tall.

The podiums and controllers were reviewed by EITA task force members and ATS staff. The

podium casters allow the podiums to be adjusted for side access. In addition, the new controllers

being placed this summer (2014) allow for iPad access and several iPads will be available for

semester rental by faculty starting in the fall of 2014. Both of these factors provide

accommodation for individuals in wheelchairs.

For individuals with low vision or blindness, the iPad interface will announce the buttons as they

are touched on the screen. The desired button is activated when someone releases touch after

hearing the button announced. An approach for providing a Braille schematic of the older

controllers’ buttons has been developed. The only mechanism available to create Braille on

campus is a manual ribbon option. Manually creating Braille labels for approximately 15

buttons on each of the 93 controllers should be accomplished with a digital brailler. We are

prototyping the schematic while requesting funds.

All controllers are configured to provide closed captioning automatically.


http://www.spectrumfurniture.com/products/productDetail.cfm?pc=1&psc=82&prod=1103

http://www.extron.com/product/product.aspx?id=tlp350mv&s=5

http://www.umt.edu/it/services/media/classroomtech.php

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: Cyberbear

After evaluating a cross section of pages we found the majority of the page content was fairly

accessible. Issues included: tables used for layout and incorrectly ordered headings. Forms had

good labels and seemed to flow logically.

The use of tables for layout is probably the main problem including some tables were nested in

other tables. All of the navigation and the search functionality reside in tables. Transparent

spacer images are used, these images have alt tags such as “transparent image” and “tab corner

right.”

There is no heading 1 on the page. In general headings are used sparingly and seem to be more

for style that for function creating incorrectly ordered headings throughout. There were also

several skip links that were hidden using display:none, some of these links had existing anchors

but one that was on each page “skip to top” did not have an associated anchor.

Each link has multiple event handlers associated with it (onblur, onfucus, onmouseout,

onmouseover) that sets the window status of the browser. This is a strange behavior because this

functionality is only supported by Opera. More information about window status is at

http://www.w3schools.com/jsref/prop_win_status.asp

A student screen reader user also reviewed Cyberbear and reported that:

Cyberbear is actually fairly accessible, given its all-text nature. Cyberbear has no heading structure on nearly every page/module. Cyberbear does not use ARIA in any manner to improve navigation. Difficulties with course lookup/registration for a screen reader user may be caused by

the lack of <th> column headers in Cyberbear's tables.


Videos

In order to make video content available to campus, some years ago, IT provided screen

recording software (Camtasia Relay and Camtasia Studio) to campus. Individual professors and

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 access

The ATMs dedicated to the HigherOne refund cards have headphone jacks and Braille added to

buttons. These are visible in the photographs of these ATMs that are shown below.

A student and who uses a screen reader reported the following about the refunds process.

I am familiar with the process for refunds/financial aid. Here is a rundown:

1. Students apply for FAFSA and/or scholarships from various locations. These funds are automatically deposited in the student’s Cyberbear account. Creating a positive balance. 2. Student's registration bill is automatically deducted from the Cyberbear account. If the resulting balance is negative, student must pay this amount before due date. If result is positive, this amount is transferred to HigherOne as a refund.


3. Students receive a HigherOne UM Debit Card, which they MUST register on www.umdebitcard.com. 4. If student wishes to have their funds direct deposited to an institution other than HigherOne, they must login to www.umdebitcard.com and request ACH transfer to another institution.

From an accessibility perspective, it gets difficult from Step #3 on, because you must begin interacting with HigherOne's online system - which is significantly more difficult to interact with than Cyberbear. Step #4 is impossible for a fully blind screen reader user or a keyboard-only user (as far as I know) because there is no way to expand the menu to access the ACH transfer option without using a mouse. On top of that, you MUST enter in your card number in order to not get disconnected from their phone system - which can be difficult for someone that cannot simply read the card number on the fly.

Next Step: Corrective Action Strategy

To be completed and comprehensive report submitted no later than September 15, 2014.

Appendices

Appendix A: Audit Forms

Departments

Departments: Please also fill out the documents, media, software and web forms. Faculty: Please fill out an Instructional Materials form for each course you teach.

Thank you for your help in completing the self-study/audit of campus detailed in the Resolution Agreement. Our late Spring 2014 focus is completing the data gathering. We will be sharing the results late summer. If you have specific questions before that time, don't hesitate to call 243-EITA.

Please enter the information for the person who will best serve as initial and main contact for

the Electronic & Information Technology self-study. You can complete these forms or request that someone from the EIT Accessibility Task Force can

work with you to fill out the questionnaire together.

You can complete these forms or request that someone from the EIT Accessibility Task Force can work with you to fill out the questionnaire together.Please contact me.

Is this person an Access Partner (or wish to be)?


http://www.umdebitcard.com/

http://www.umdebitcard.com/

Is this person an Access Partner (or wish to be)?Yes

Is this person an Access Partner (or wish to be)?Please send me more information on being an access partner.

Your Name (if different from above): (required)

Your title: If you wish to have an individual from the EIT Accessibility Task Force offer departmental

workshops, please indicate preferred dates, times, number of people and any additional information.

Best days or dates and times: Number of people you'd like to include (and information about any audience-specific topics or

approaches requested). Do you have a meeting room in your area that will accommodate computer training and

discussion? Or do you wish us to find a location?

Additional comments:


Documents (dept)


Please enter your name.

Enter your department. We do not expect this information, however, if you know that something is inaccessible, please

put an asterisk* after the process, name or product.

Standard Document Creation

What software is used to create departmental documents? Examples: Word, Write, InDesign,

Publisher What percentage of your staff consistently uses these accessibility features when creating

documents?

Are heading styles used to make document sections?

Are these headings always used sequentially? (Heading 2 styles used for subsections of areas started with Heading 1's; Heading 3 styles used

for subsections of areas started with Heading 2s; etc.)

Are Alt tags (alternative text explanations) consistently added to images? Tables that are used: (select all that apply)

Tables that are used: (select all that apply)display information

Tables that are used: (select all that apply)display data

Tables that are used: (select all that apply)are appropriately tagged for accessibility.

Specialized documents

If your department use mathematical, chemical, linguistic or other special characters and symbols ...

what program(s) or processes are used. (Or enter None) If departmental staff produce graphs and charts are they familiar with making charts and graphs

accessible (http://accessibility.psu.edu/charts)?


How frequently does your department provide documents for events that involve off-campus individuals (Science Fair, Lecture series, etc.)

How frequently does your department provide documents for events that involve off-campus individuals (Science Fair, Lecture series, etc.)Frequently

How frequently does your department provide documents for events that involve off-campus individuals (Science Fair, Lecture series, etc.)Sometimes

How frequently does your department provide documents for events that involve off-campus individuals (Science Fair, Lecture series, etc.)Rarely

Final Comments

If some of this information was new to you and you'd like help sorting through it, please tell us who to contact.

Software/Hardware/Systems (dept)



Please enter your department. We do not expect this information, however, you can put an asterisk* after processes, software

or products that you know have accessibility problems. We hope the following questions help bring to mind the software, hardware and systems your

department uses.

Operating systems

Please indicate the percentage of the number of computers with these operating systems in your department.

Macintosh

Linux

Windows


If departmental users are unable to customize their settings on their work computer please

explain how accessibility accommodations are provided.

Standard Desktop software

List all word processing software your department uses inlcuding Word or Write (Mac).

List all budgetary & accounting software including Banner, GrizMart or Excel.

List any database programs that your department uses including Access, MS SQL or mySQL.

Please list any presentation software your department uses including Powerpoint.

Do you use any student records processes including Banner, Degree audit, or Academic Planner?

If so, please list or explain. Please list any timecard or tracking systems that you use in your department.

List any document management software systems such as SharePoint or Alfresco.

List any statistical programs that your department uses.

Please list any registration systems that you use including 25 Live or IT Shortcourse.


Additional software and software systems

Please indicate any email systems used in the department besides that provided by the

University. Please list the social media that your department uses for non-academic uses.

Please indicate how your department uses external storage options (such as Google drive and

Dropbox).

Assistive Technology

Please name and/or describe any assistive technology used by faculty, staff or student within your departmental offices. (A missing answer on these two items will indicate that assistive

technology is not currently being used.) Please describe how users of this assistive technology are supported by your department or

other campus individuals.)

Hardware

Please list the name of any scanners in your department that aren't configured with an OCR

scanning options. (We'll help find directions for these scanners.) Please list any other hardware that is involved in departmental EIT processes or products

Thank you for sharing this information. Please list anything that hasn't been asked about that is

unique to your department.

Web (dept)

Departments: Please also fill out the documents, media, software and web forms.


Faculty: Please fill out an Instructional Materials form for each course you teach.

Your name: (required)

Department: (required) Please enter the names of the web-editing staff in your department: (required)

What web content management system or editor does your department use? (You do not need to list the Cascade Content Management System.)

Does your department or web editor use the web-based headings (h1, h2, h3) consistently and sequentially

Does your department or web editor use the web-based headings (h1, h2, h3) consistently and sequentially Yes

Does your department or web editor use the web-based headings (h1, h2, h3) consistently and sequentially No

Does your department web editor use alt tags (alternative text descriptions) for all non-design-element images?

Does your department web editor use alt tags (alternative text descriptions) for all non-design-element images?Yes

Does your department web editor use alt tags (alternative text descriptions) for all non-design-element images?No

Please list the social media that is used on your website. Please describe any programs that are used on your websites or web pages.

If you need support to learn how or to utilize any of these features, please indicate what kind of support would be the most useful for your department (for example, workshops on general web


accessibility, handouts on what assistive technology is used to make web pages accessible).

Additional comments or questions?

Media (dept)



Department: Consider your website, administrative and non-academic processes when answering the

questions on this page. Please estimate how many videos (and average length) or how many minutes of video are used.

Please estimate how many audio recordings (and average length) or how many minutes of audio

are used.

Captioning: Please estimate what percentage of your videos are captioned. Audio descriptions. Please estimate what percentage of your videos are audio described.

Transcripts: Please estimate what percentage of your audio recordings have been transcribed.

List any suggestions you have for how your department can be supported to provide these features.

Instructional Materials

Thank you for your help in completing the self-study/audit of campus detailed in the Resolution Agreement. Our late Spring 2014 focus is completing the data gathering. We will be sharing the results late summer. If you have specific questions before that time, don't hesitate to call 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 much.


Please enter your name. Please fill and submit this form multiple times - once for each class you are teaching this

semester.

Course Information

Select the semester(s) that the course is taught

Please enter the course CRN, department and title Is your course ...

Is your course ...Fully online

Is your course ...Blended

Is your course ...Face to Face course with supplements

Is your course ...Face to Face course without online component

Please list any Learning Management System that you use for this course. Please list any webinar software you use (Collaborate is what is available through Moodle).

Face-to-Face Classroom courses

(For classroom-taught courses only) Please list any technology used in the classroom than the central IT-provided podiums (for example: clickers, iPads, laptops, projectors, Smart phones,

etc.)

Please list any electronic lab resources used in your course.


All courses - documents

What type of documents do you supply in your course?

Please list any other type of document used. Are heading styles used to create sections in the document and are they used in a sequential

(Heading 1 once in document, heading 3 sections contained in heading 2 sections, etc)

Do all images have alt tags and do all charts, graphs and other figures explained. Tables that are used

Tables that are usedDisplay data (not just organize information)

Tables that are usedAre created accessibly

If your department use mathematical, chemical, linguistic or other special characters and

symbols ... What programs do they use to create these documents? What document formats are they

provided in? Are you familiar with making charts and graphs accessible (http://accessibility.psu.edu/charts)?

All courses - additional items

Please list any synchronous communication software that you use (such as Skype, Facetime,

chat) Please list any photo storage or video sites used (include which captioning process you use.)

Please list any additional social media sites or programs used for the course. Please list any additional web sites used in the course such as MyITLab, MyMathLab, publisher

provided sites


Please indicate how many videos or audio recordings you use in this course along with how many of them already have captioning (videos) or transcripts (audio).

All courses - software and hardware

If you use clickers or other electronic polling methods, please list the software or hardware

used. If software is a central component of the course, please indicate the OS and software used.

Please list any other hardware or electronic/digital equipment used in the course.


Appendix B: UM Web site review process

In order to test web pages for accessibility, EITA administered both automated and manual

testing. The manual testing was essential, in order to ensure that the results are pertinent to

people. For example, an automated test can determine whether an image has an alternative text

description but it can’t confirm whether that description is accurate, helpful or relevant to a

human being. UM websites are reviewed using the Website Accessibility Conformance

Evaluation Methodology (WCAG-EM) 1.0 (http://www.w3.org/TR/WCAG-EM/).

Sites are first reviewed by IT/web expert following the WCAG-EM protocol and the established

WCAG 2.0 Standards AA Level.

A staff expert reviews site.

Users from among our DSS-registered students will also provide input (as well as can be

accomplished during the summer).

Results will be compiled by IT staff within the Web Technology Services (WTS) or

Accessible Technology Services (ATS) sections and shared with the departments

responsible.


http://www.w3.org/TR/WCAG-EM/

Appendix C: UM Web sites published with the new template

Site URL LaunchedOffice for Academic Enrichment http://www.umt.edu/ae/ 6/16/2014

SFD - MCLL - 2014 http://cas.umt.edu/mcll 6/12/2014

SFD - Latin American Studies http://cas.umt.edu/las/ 6/5/2014

SFD - Philosophy http://cas.umt.edu/phil/ 6/5/2014

Missoula International Friendship Program http://mifp.org/ 6/1/2014

News http://news.umt.edu/ 6/1/2014

UM Allies http://www.umt.edu/umallies/ 6/11/2014Health - Family Medicine Residency of Western Montana http://fmrwm.health.umt.edu/ 6/2/2014

Diversity Advisory Council http://umt.edu/dac/ 6/2/2014

Web Committee http://www.umt.edu/webcommittee 6/2/2014

SFD - DBS http://cas.umt.edu/dbs/ 5/22/2014

Health - School of Physical Therapy and Rehabilitation Science physicaltherapy.health.umt.edu 5/22/2014

Health - College of Health Professions & Biomedical Sciences www.health.umt.edu 5/22/2014

Fraternity and Sorority Involvement http://life.umt.edu/fsi/ 5/22/2014Health - School of Public and Community Health Sciences publichealth.health.umt.edu 5/20/2014

Health - School of Social Work socialwork.health.umt.edu 5/20/2014

Health - Skaggs School of Pharmacy pharmacy.health.umt.edu 5/20/2014

Health - Department of Pharmacy Practice pharmacypractice.health.umt.edu 5/20/2014

Commencement http://www.umt.edu/commencement 5/9/2014

Summer Semester http://www.umt.edu/summer 5/6/2014

Winter Semester http://www.umt.edu/winter 5/6/2014

SELL - School for Extended and Lifelong Learning http://www.umt.edu/sell/ 5/6/2014

AF - Cyberbear http://cyberbear.umt.edu/ 5/6/2014

Undergraduate Research and Creative Scholarship http://umt.edu/ugresearch/ 5/5/2014

Missoula College - Carnivores Classic http://umt.edu/carnivoresclassic/ 5/2/2014

Admissions http://admissions.umt.edu/ 4/30/2014

Retirees Association http://umt.edu/retirees/ 4/28/2014

SFD - DBS - Field Station http://cas.umt.edu/departments/dbs/fieldstation/ 4/24/2014

Graduate School http://umt.edu/grad/ 4/22/2014

SELL - UMOnline http://umonline.umt.edu/ 4/22/2014

SFD - American Indian Gateway umt.edu/provost/aig 4/16/2014

Map http://www.umt.edu/map 4/15/2014

SFD - Office for Civic Engagement http://www.dhc.umt.edu/oce/ 4/11/2014

UM Transportation Study http://www.umt.edu/transportation/study 4/11/2014

Employee Recognition http://umt.edu/employeerecognition/ 4/10/2014

SFD - Anthropology http://cas.umt.edu/anthropology 4/8/2014


University Relations http://www.umt.edu/urelations/ 4/8/2014

Registrar http://www.umt.edu/registrar/ 4/7/2014

AF - Banner Support http://umt.edu/bannersupport/ 4/3/2014

DiverseU umt.edu/diverseu/ 4/2/2014

Financial Education umt.edu/financialeducation 3/25/2014

Cyberlab http://www.umt.edu/cyberlab 3/24/2014

Sexual Misconduct Resources http://umt.edu/sexualmisconduct/default.php 3/21/2014

OpenSimpplle http://www.umt.edu/opensimpplle 3/19/2014

GrizVine http://www.umt.edu/grizvine 3/18/2014

Internal Audit http://www.umt.edu/iaud/ 3/14/2014

Vice President for Student Affairs http://umt.edu/vpsa/ 3/11/2014

Internship Services http://umt.edu/internships/ 3/10/2014

AF - Public Safety http://umt.edu/publicsafety/ 3/7/2014

Alumni http://www.grizalum.org/ 3/7/2014

SA - Testing Services http://umt.edu/testing/ 3/5/2014

SFD - Trio - 2014 http://www.umt.edu/trio 3/5/2014

SFD - Trio SSS - 2014 http://www.umt.edu/triosss 3/5/2014

SFD - Upward Bound - 2014 http://www.umt.edu/trioub 3/5/2014

Admissions - Orientation http://umt.edu/orientation/ 2/28/2014

Diversity http://umt.edu/diversity/ 2/10/2014

Mansfield Center http://www.umt.edu/mansfield/ 2/10/2014

Health - Premed http://premed.health.umt.edu/ 2/7/2014

Initiatives and Marketing umt.edu/initiatives 2/3/2014

Global Leadership Initiative http://umt.edu/gli/ 1/31/2014

UM Foundation http://supportum.org/ 1/29/2014

Montanan http://montanan.umt.edu/ 1/28/2014

SA - SAIT http://life.umt.edu/sait/default.php 1/27/2014

Curry Health Center - New http://www.umt.edu/curry-health-center/ 1/24/2014

SFD - DBS - Flight Lab http://cas.umt.edu/departments/dbs/flightlab/ 1/24/2014

SFD - Liberal Studies http://cas.umt.edu/liberalstudies/ 1/24/2014

SFD - Physics http://cas.umt.edu/physics/ 1/24/2014

SFD - South and Southeast Asian Studies - New http://cas.umt.edu/ssea/ 1/24/2014

SA - UC http://life.umt.edu/uc/ 1/22/2014

Foreign Student and Scholar Services http://life.umt.edu/fsss/ 1/15/2014

International Programs http://umt.edu/international-programs/ 1/13/2014

Griz Card Center http://life.umt.edu/GCC/ 1/10/2014

SA - Peace Corps http://umt.edu/peace-corps/ 1/10/2014

GrizCam http://umt.edu/grizcam/ 1/8/2014

Staff Senate http://umt.edu/staffsenate/ 1/8/2014

SFD - Military Science http://cas.umt.edu/militaryScience/ 1/7/2014


AF - Admin and Finance http://umt.edu/adminfin/ ########

Student Safety http://umt.edu/safety/ ########

SA - Veterans www.umt.edu/veterans ########

Health - 2014 Skaggs Symposium http://2014skaggssymposium.health.umt.edu/ ########

Career Services http://umt.edu/career/ 12/4/2013

IT Holiday http://www.umt.edu/it/holiday/ 12/3/2013

SA - Campus Recreation http://umt.edu/crec/ ########

Disability Services http://www.umt.edu/dss ########

AF - Griztix http://umt.edu/griztix/ ########

SA - UM Dining http://life.umt.edu/dining/ ########

Provost / Faculty Development Office http://umt.edu/provost/ ########

SA - ASUM http://life.umt.edu/asum/ ########

SA - Residence Life http://life.umt.edu/rlo/ 11/8/2013

UM Arts (CVPA) http://umt.edu/umarts/ 11/6/2013

Mansfield Ethics and Public Affairs Program http://umt.edu/ethics/ 11/5/2013

CFC - MCO http://www.climate.umt.edu/ 11/1/2013

President - Equal Opportunity Office http://umt.edu/eo/ ########

Campus Safety Survey http://umt.edu/safe-campus-survey/ ########

UM Brand Guidelines http://umt.edu/brand/ ########

Research and Creative Scholarship http://www.umt.edu/research/ ########

School of Journalism http://jour.umt.edu/ ########

School of Law http://www.umt.edu/law/ 10/8/2013

University Relations - The Shirt http://www.umt.edu/theshirt/ 9/30/2013

Montana Xli Accessibility Interest Group http://umt.edu/accessibility_group/ 9/27/2013

Office of Legal Counsel http://umt.edu/legalcounsel/ 9/26/2013

Office of the President http://umt.edu/president/ 9/26/2013

Tech Fair http://umt.edu/it/techfair/ 9/9/2013

Web/Cascade http://umt.edu/web/ 9/6/2013

College of Education and Human Sciences http://coehs.umt.edu/ 9/5/2013


Appendix D: Student critical web sites/functions

Sites, 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 website Catalog Academic Planner NetID Lookup Umt.edu/registrar Admissions Graduation forms / transcripts / dissertation submission

Support sites: Bookstore (ordering) Housing GrizCard (adding money, etc.) Emergency Notification (Regroup) Refunds / Banking) CSO (replacing student jobs) Campus Safety / Security Reports Sexual Misconduct forms Health Service / Curry Health Center / Insurance Barrier Reports Campus web directory Veterans Benefits Student conduct code GrizPrint Library (ordering, databases, etc)

Central IT supported: Login.umt.edu Change password / security question iTunesU


Appendix E: Flash files on web server


umt.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.flv

Stored 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.flv

Archived:

/catalog/12_13/flash/science.flv/catalog/12_13/flash/pharmacy.flv/catalog/12_13/flash/music.flv/catalog/12_13/flash/biology.flv/catalog/12_13/flash/legacy.flv/catalog/10_11/flash/science.flv/catalog/10_11/flash/pharmacy.flv/catalog/10_11/flash/music.flv/catalog/10_11/flash/biology.flv/catalog/10_11/flash/legacy.flv/catalog/08_09/graduate/flash/science.flv/catalog/08_09/graduate/flash/pharmacy.flv/catalog/08_09/graduate/flash/music.flv/catalog/08_09/graduate/flash/biology.flv/catalog/08_09/graduate/flash/legacy.flv/catalog/08_09/flash/science.flv/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.flv


Appendix F: How websites were selected for random review


www.umt.edu/ +3 Adamscenter – Griztix (64)3+30=34 CreativePulse34 + 30 = 64 Griztix = Adamscenter65 Grizvine64 + 30 = 94 Memorialrow94 + 30 = 124 Public safety154 Trioub18 Brand48 Errors49 Ethics48+30 = 78 IT (Monday) or staging.umt.edu/it new78 + 30 = 108 Orientation108 + 30 = 138 Shift138 + 30 = 168 Veterans


http://staging.umt.edu/it_new

http://www.umt.edu/

Appendix G: Admissions – Hobsons softwareIt appears that a screen reader user can successfully complete the admissions application online,

but there are some accessibility/usability issues:

1. Only 1 heading provided on all pages through the application process.

a. When a screen reader user presses Save & Continue, they are forced back to the

top of the page and must navigate back to the content using arrow keys. Down

Arrow must be pressed 38x before returning to text fields.

b. Current page title should be a heading above the form fields. Example: on

Personal Information page the text “Personal Information” before the form fields

should be a heading.

2. Text field to enter previous UM enrollment dates is unclear how it should be formatted” 1

text box is asking for 2 dates.

3. Acronyms for student status are pronounced improperly by screen readers.

4. Navigation menu does not indicate which page is currently selected.

a. This would be less of an issue if more heading structure was provided.

5. Academic Honors page has an unusual order for Academic Honors, Advanced Level

Course, Position/Recognition: : 1, 6, 2, 7, 3, 8, 4, 9, 5, 10

6. HS Self-Report is unclear as to what it is exactly asking for. “List all the classes you have

passed, as well as the courses you are currently

taking or plan to take while in high school.” Is this page asking for grades or course titles? If

course titles, why are form fields labeled “English Term 1”, “Math Term Two”, etc? There

are also form fields “9th Grade Courses”, “10th Grade Courses”, “11th Grade Courses”, and

“12th Grade Courses” – and I am unsure what these fields want as well.

7. Lookup tool for selecting a previously attended college has no help information for its

text fields. Example: State field does not state whether or not it should be entered as

initials “MT” or full-name “Montana”.

a. Country field seems to cause issues. When I entered “United States” as the

country I could not find any search results. Removing “United States” from the

Country field resolved the lookup issues.

b. I did not have any issues with the lookup tool for High Schools.
