Embracing the Future of Inclusive Education

We are thrilled to invite you to the annual Inclusion by Design Summit, a special event dedicated to fostering an inclusive future in education. Hosted by the Universal Design Center (UDC) at MC, this summit is more than just a virtual conference; it is a vibrant space for communal learning, sharing, and growth. Mark your calendars for April 12, 2024, and prepare to be part of a transformative experience.

What Makes This Summit Unique?

Interactive Workshops: Dive deep into a series of interactive workshops designed to enrich your understanding and practical skills in inclusive design. These sessions promise to be both enlightening and engaging, offering hands-on experience in crafting accessible digital and physical environments.

Speed Session: Experience the dynamic and rapid-fire nature of our speed session. These concise yet insightful presentations are designed to keep you engaged, providing a whirlwind of knowledge on inclusive design practices.

Networking Opportunities: The Inclusion by Design Summit offers a fantastic opportunity to connect with like-minded professionals who are equally passionate about promoting inclusivity in all aspects of life and work. Expand your network and collaborate with peers who are dedicated to making a difference.

Our Mission

At the heart of the Inclusion by Design Summit is our commitment to embracing and championing inclusive design practices. We aim to provide participants with the tools and knowledge necessary to integrate these critical practices into their own environments. The summit will cover a range of topics, from theoretical foundations to practical applications, ensuring that everyone takes home valuable lessons in the pursuit of navigating the future of inclusive education.

Be Part of the Movement

This bi-annual event is a cornerstone for professionals, educators, designers, and technologists dedicated to navigating and shaping the future of inclusive education. By joining us, you contribute to a significant movement, ensuring that inclusivity remains at the forefront of instruction, design, and technology.

Don’t miss this chance to be part of a community that is setting the benchmark for inclusivity in education. Together, we can make a lasting impact, paving the way for a future where education is accessible, equitable, and inclusive for all.

Join us at the Inclusion by Design Summit and help shape the future of inclusive education.

Elevating Every Voice Through Universal Design for Learning

In the dynamic landscape of education, ensuring that our curricula reflect and respect the diversity of student voices and experiences is not just a goal—it’s a necessity. Universal Design for Learning (UDL) offers a powerful framework for educators to create inclusive learning environments that cater to all learners. In this article, we’ll explore practical tips and tricks for using UDL to support an inclusive curriculum design that truly reflects all voices.

Start with a Clear Understanding of UDL Principles

UDL is based on three core principles: providing multiple means of engagement, representation, and action & expression. These principles guide educators in offering diverse and flexible learning opportunities that accommodate the varied ways students interact with content, demonstrate knowledge, and stay motivated.

Practical Tips for Incorporating UDL in Your Curriculum

Diversify Your Content Representation: To ensure your curriculum speaks to every student, diversify the ways you present information. This includes using a mix of text, audio, video, and interactive materials. For instance, when teaching historical events, combine textbook readings with documentaries, podcasts, and virtual reality experiences to cater to different learning preferences.

Offer Choice in Demonstration of Knowledge: Allow students to express what they’ve learned in multiple ways. Instead of limiting assessments to traditional tests and essays, consider options like presentations, portfolios, blog posts, or even creative projects. This approach not only accommodates different learning styles but also empowers students to use their strengths.

Engage Students in Meaningful Ways: Engagement is key to learning. Incorporate activities that connect with students’ interests, backgrounds, and goals. Use thematic units that reflect diverse cultures and perspectives. Encourage student-led discussions and projects that allow them to explore subjects that matter to them.

Scaffold and Support: Not all students will navigate your curriculum with the same ease. Include scaffolding techniques such as graphic organizers, outlines, and glossaries. Offer regular feedback and opportunities for revision to help students understand and improve their work.

Regularly Solicit Student Feedback: One of the most effective ways to ensure your curriculum is inclusive is by asking your students directly. Regular feedback sessions can help you understand what works, what doesn’t, and how students feel about the diversity and inclusivity of the content.

Reflect and Revise: Inclusivity is an ongoing process. Dedicate time to reflect on your curriculum and teaching practices. Are all voices being heard and respected? Is there unconscious bias in your material? Continuous revision in response to these reflections and feedback will help you create a more inclusive curriculum.

Incorporating UDL into curriculum design is a step toward creating educational experiences that acknowledge and value the diversity of student experiences and ways of learning. By applying these practical tips, educators can move closer to achieving a truly inclusive curriculum that not only reflects all voices but also empowers every student to succeed.

Remember, the journey towards inclusivity is a collaborative one. Share your experiences and strategies with colleagues at the Inclusion by Design Summit, and together, let’s enrich our educational practices for the benefit of all learners.

In the evolving landscape of education, creating classrooms that empower all students is not just a goal—it’s a necessity. Inclusive pedagogies offer a pathway to transform educational environments into spaces where every student’s strengths, interests, and experiences are recognized and leveraged to enhance the learning experience. Here are practical tips and strategies for educators aiming to foster a more inclusive and dynamic classroom.

Understanding and Leveraging Student Diversity

Identify and Utilize Student Strengths: Begin by discovering what each student brings to the table. Employ various methods like surveys, discussions, and observations to uncover the unique strengths and interests of your students. Tailor lesson plans to incorporate these insights, making the content more relevant and engaging for each learner.

Create Collaborative Learning Opportunities: Move beyond traditional teaching models by facilitating opportunities for students to co-create knowledge. This can be achieved through project-based learning, where students contribute their ideas and perspectives, enriching the learning material and deepening their engagement with the subject.

Foster a Culture of Reflection: Integrate self-reflection exercises that encourage students to contemplate their learning processes, challenges, and successes. Such practices not only promote critical thinking and self-awareness but also empower students to take ownership of their educational journey.

Encourage Active Participation: Design activities that require students to learn from one another, such as group projects, peer teaching, and open discussions. This approach validates the experiences and voices of all students, cultivating a classroom environment that respects and embraces diversity.

Diversify Your Curriculum: Ensure that your curriculum includes a wide range of perspectives by incorporating teaching materials that reflect various cultures, histories, and experiences. This not only fosters a sense of inclusion but also prepares students to thrive in a diverse world.

Rethink Assessment Strategies: Recognize the limitations of traditional assessments and explore alternative methods that allow students to showcase their knowledge in ways that align with their individual strengths and learning styles. Consider portfolios, creative assignments, or presentations as more holistic and inclusive forms of assessment.

Embracing inclusive pedagogies is an essential step toward creating educational spaces that uplift every student. By actively engaging with students’ unique backgrounds, promoting participatory learning, and adapting teaching methods to be more inclusive, educators can unlock a richer, more effective learning experience for all. This approach not only benefits students academically but also supports their development as confident, capable, and compassionate members of society.

Learn more at Dr. Angela Lanier’s Summit presentation.

Creating a Culture of Inclusion for All at the Inclusion by Design Summit
Get ready to embark on a journey towards a more inclusive future in education! Join us on April 12, 2024, for the annual Inclusion by
Design Summit hosted by the Universal Design Center (UDC) at MC.
This event is not just another virtual conference – it’s a communal learning, sharing, and growing space!
Visit the Inclusion by Design Summit’s webpage for more information.

Embrace Universal Design for Learning (UDL)

• Implement diverse teaching methods: Include a mix of lectures, interactive activities, visual aids, and hands-on learning to cater to different learning preferences and needs.
• Offer materials in various formats: Provide course materials, readings, and assignments in multiple accessible formats, such as digital text that can be read by screen readers, videos with captions, and transcripts for audio materials.

Leverage Technology for Accessibility

• Use Blackboard Ally to support accessibility: Leverage Ally to automatically measure the accessibility of PDF, Word, OpenOffice, HTML or PowerPoint files uploaded to Blackboard. 
• Incorporate assistive technologies: Encourage the use of text-to-speech software, screen readers, speech recognition software, and other assistive technologies that can aid students in their learning processes.

Foster an Inclusive Classroom Environment

• Promote an open communication policy: Encourage students to communicate their needs and accommodations early in the semester. Make it clear that you are willing to work with them to ensure their success.
• Regularly review and adjust teaching practices: Be open to feedback from students with disabilities and ready to adjust teaching methods or materials to better accommodate their needs.

Stay Informed and Seek Support

• Participate in ADA training and workshops: MC offers training sessions and workshops on ADA compliance and how to create accessible learning environments. Take advantage of these resources to stay informed about best practices.
• Collaborate with the Disability Support Services (DSS): The DSS office at MC is an invaluable resource for faculty and staff. They can provide guidance on accommodations, assistive technologies, and strategies for teaching students with disabilities.

Implement Proactive Accessibility Measures

• Design courses with accessibility in mind from the start: When planning your course, consider accessibility issues that might arise and address them in your course design.
• Conduct accessibility checks on digital content: Use available tools to check the accessibility of your digital materials and make necessary adjustments.

Adhering to the ADA and fostering an inclusive educational environment is a shared responsibility that enriches the entire MC community. By implementing these tips and strategies, faculty and staff can contribute to a supportive, accessible, and inclusive learning environment where all students have the opportunity to succeed. Remember, inclusivity and accessibility are not just about removing barriers; they’re about creating a community where every student is valued and empowered.

“Crip Camp: A Disability Revolution,” a documentary that premiered on Netflix in 2020, embarks on an enlightening journey through the lives of disabled campers who found their voice at Camp Jened, a summer camp in New York tailored for teens with disabilities. Directed by Nicole Newnham and Jim LeBrecht, the latter a former camper himself, the film not only captures the transformative experience of the campers but also traces their path to becoming pivotal figures in the disability rights movement. As we celebrate this month’s focus on the Americans with Disabilities Act (ADA), “Crip Camp” emerges as a compelling narrative that encapsulates the essence of the fight for accessibility and equality.

As we embark on a new academic semester, it’s a moment to reflect and build upon the remarkable strides made in Universal Design for Learning (UDL) at MC. Across the college, UDL has been a beacon of change, advocating for learning environments where every student’s potential can be realized, regardless of their unique background or learning style. 

The journey so far has been inspiring. Last semester, more and more faculty embraced UDL principles, developing more adaptable and inclusive teaching methods. This movement is not just about academic accessibility; it’s a broader commitment to recognizing and valuing diversity in our classrooms. 

Our ongoing task is to sustain and enhance this momentum. At the start of this semester, let’s continue to innovate and refine our approaches. This means further diversifying our teaching materials, embracing varied methods of student engagement, and offering flexible assessment options. 

This semester, let’s reinforce our commitment to inclusivity. By maintaining a focus on UDL, we ensure that our educational environments remain dynamic and responsive to all students’ needs. Every effort we make is a step towards a more equitable and successful academic experience for everyone. 

Join us in reinforcing this path of inclusivity, where success is not just a possibility but a reality for every student. Let’s keep the momentum of Universal Design going, making our classrooms a model of accessibility and inclusiveness. 

Learn more about UDL from our Universal Design Center. 

As educators, one of our paramount goals is to build a robust sense of belonging among our students. WDCE Professor Philip Bonner’s innovative approach last semester illuminated the profound impact of ‘Inclusion by Design’ in achieving this goal. By thoughtfully integrating Universal Design for Learning (UDL) principles into his course structure, Professor Bonner not only enhanced academic accessibility but also fostered a deeper connection between students and our college community. 

Inclusion by design goes beyond mere accommodation; it’s about proactively creating a learning environment where every student feels valued, understood, and supported. This approach is vital in a diverse institution like ours, where students’ backgrounds, abilities, and learning styles vary widely. By embracing UDL principles, we can ensure that our teaching methods, course materials, and class activities address the diverse needs of all students, thereby reinforcing their sense of belonging and engagement.  

Below is a checklist based on Professor Bonner’s successful implementation of UDL, tailored for you to use as a guide in your courses: 

UDL Checklist for Enhancing Student Belonging and Connection 

Inclusive Syllabus Design: 

• Use language that is welcoming and clear. 
• Clearly outline course objectives, expectations, and accessibility resources. 

Diverse Learning Materials: 

• Provide materials in various formats (e.g., text, audio, video) accessible to all. 

Varied Teaching Methods: 

• Employ a mix of teaching strategies to cater to different learning styles. 

Feedback and Assessment Methods: 

• Utilize diverse assessment methods and provide constructive feedback. 

Student Engagement and Interaction: 

• Encourage active participation and peer-to-peer learning. 

Office Hours and Support: 

• Clearly communicate your availability and encourage students to seek support. 

Continuous Improvement: 

• Regularly gather and act on student feedback to enhance the learning experience. 

Community Building: 

• Foster activities that connect students to the broader MC community. 

Accessibility and Accommodations: 

• Ensure each student with an approved accommodation is afforded full access as outlined in their Accommodation Letter from Disability Support Services. 

Cultural Competency: 

• Include culturally diverse materials and promote inclusive discussions. 

Implementing these strategies can significantly impact our students’ academic and personal growth. Let us all strive to create an environment where every student feels a strong sense of belonging, which is essential for their success and well-being. Let’s make MC a beacon of inclusive and transformative education. 

MC continues to lead the way with its unwavering commitment to cultural competence and inclusion. By integrating Universal Design for Learning (UDL) principles, the college ensures that every student, regardless of background or learning style, has the opportunity to thrive and succeed. 

Understanding Cultural Competence and Inclusion 

Cultural competence at MC is about recognizing and honoring the rich tapestry of diversity within the student body. It involves understanding the cultural, social, and linguistic factors that influence students’ learning experiences. Inclusion, on the other hand, is the practice of creating an environment where all students feel valued and have equal access to learning opportunities. 

Benefits for Students 

The benefits of this approach are multifaceted. Students from diverse backgrounds feel seen and heard, fostering a sense of belonging. This inclusivity leads to improved academic performance, higher levels of engagement, and better overall well-being. Moreover, students graduate with a deeper understanding and appreciation of diversity, which is an invaluable skill in today’s globalized world. 

Tips and Tricks to Increase Cultural Competence and Inclusion 

• Diversify Course Content: Include materials that reflect the experiences and perspectives of various cultural groups. 
• Encourage Multilingualism: Celebrate the linguistic diversity of students and incorporate multilingual resources where possible. 
• Inclusive Participation: Create classroom dynamics where every student feels comfortable contributing, regardless of their cultural background. 
• Cultural Awareness Training: Provide faculty and staff with training to enhance their understanding and sensitivity towards cultural differences. 
• Student Feedback Loop: Regularly seek feedback from students about their classroom experiences to make continuous improvements. 
• Foster Peer Connections: Encourage peer-to-peer learning and support networks among students from different backgrounds. 

Making MC a Place for Everyone to Belong and Succeed 

Montgomery College’s adoption of UDL and its focus on cultural competence is more than a policy; it’s a commitment to making education equitable and accessible. By acknowledging and addressing the diverse needs of its student population, MC creates a nurturing environment where every student can find their place and realize their potential. 

Through these efforts, MC is not just educating students; it’s preparing them to be culturally competent leaders of tomorrow. The college remains dedicated to this mission, continually evolving its practices to ensure that every student not only belongs but also thrives and succeeds. 

Learn more about these efforts through our partners in the Office of Equity and Inclusion. 
 

Dr. Paul Miller, professional development director for ELITE, and co-founder and co-chair of MC’s Universal Design Center has been accepted to the 2024 Teach Access Faculty Fellowship Program. 

Teach Access, a national nonprofit, recently announced its 2024 Faculty Fellowship Program cohort, of 20 fellows from 19 institutions nationwide. The Teach Access Fellowship Program engages educators and administrators to create purposeful communities of action for teaching accessibility and advocating for it. Over the course of a year, Fellows are supported in learning how accessibility informs their practice, in teaching about it to others, and in strategizing for embedding it into the curriculum. 

Fellows will learn from leading experts in accessibility and inclusion, develop and implement innovative approaches to teaching accessibility in their course(s), and collaborate with other educators to further advocacy, support, and work for teaching accessibility. This mentorship includes guidance from professionals in academia and industry, so Fellows can equip learners to build toward an inclusive world. 

Teach Access aims to reach 1 million students by 2030 and recently shared their 2023 Impact Report noting they have reached more than 415,000 students since 2018. Additional free programs and resources for students and educators are available. For more information visit their website. 

Welcome to the Fall 2023 Semester!

On behalf of the Universal Design Center (UDC), we warmly welcome you to the start of a new academic year. As the leaves begin to turn and the crispness of fall settles in, we are reminded of the exciting opportunities that lie ahead for us in this academic journey.

The Universal Design Center remains committed to promoting an inclusive and accessible learning environment. Our mission is to ensure that our campus remains adaptable and accommodative for everyone, regardless of ability or background.

The Universal Design Center is not just a service; it is a community. Our success is dependent on each one of you embracing and promoting the principles of Universal Design in your respective departments and spheres of influence. By doing so, we are ensuring that every student has an equal opportunity to succeed.

Please mark your calendars for our Inclusion by Design Summit on November 3rd. This event will be a confluence of ideas, experiences, and innovations in the realm of accessibility.

Lastly, we urge you to remember: every time you choose inclusivity, you make a difference. Let’s continue to collaborate and make our college a shining beacon of accessible and inclusive education.

For any queries, suggestions, or feedback, please feel free to drop by ELITE or send us an email at udc@montgomerycollege.edu. Let’s make this semester the best one yet!

Elevating Inclusivity: The Universal Design at Montgomery College

In the diverse landscape of MC, approximately 20% of our student population grapple with a disability. The call for robust accessibility measures has been heard, yet the pace of transformation remains uneven. At MC we are breaking barriers with innovative measures as we strive to achieve a deeper sense of belonging for our students and employees.

For students with disabilities, the road to academic success is often laden with hurdles. From outdated facilities to gaps in technological support, the challenges are manifold. Moreover, misunderstandings and biases, often stemming from lack of awareness, can unintentionally ostracize these students.

A revealing study from 2015, led by Barbara Hong, elucidates this predicament. Many students, upon revealing their need for academic accommodations, felt undermined by the very educators meant to uplift them.

Strategies for Inclusivity at Montgomery College

Championing Flexible Educational Practices: The times demand adaptive education. Montgomery College strives to provide synchronous and asynchronous learning modalities, ensuring accessibility for all. But our mission goes beyond mere online sessions; our materials aim for universal accessibility.

Prioritizing Holistic Staff Training: We believe in a proactive, informed campus community. Our comprehensive training programs empower our staff, fostering a culture of empathy, understanding, and genuine support.

Enhancing Campus Support Services: The UDC is not just about meeting standards; it’s about setting them. From tailored support services to interactive workshops, we’re dedicated to understanding and addressing our students needs.

As we forge ahead, MC stands firm in its commitment to redefining academic inclusivity. Together, let’s envision and enact a campus where diversity is not just acknowledged but celebrated, ensuring every student thrives in an environment designed for all.

Joint Dear Colleague Letter from the DOJ and DOE

Earlier this summer, the U.S. Department of Education’s Office for Civil Rights (OCR) and the U.S. Department of Justice (DOJ) issued a letter regarding the Departments’ ongoing efforts to address barriers that prevent people with disabilities from participating in online services, programs, and activities that colleges, universities, and other postsecondary institutions make available to students and the public. The letter can be found at OCR’s Digital Accessibility webpage and DOJ’s Disability Rights Cases page. Read Joint Dear Colleague Letter from the DOJ and DOE.

Start the Semester with Accessibility in Mind

Ensuring an accessible learning environment should be a priority as we start a new semester. A few steps taken during the initial weeks of the semester can lead to a positive experience for our diverse student body. Use this checklist to stay ahead:

Instructional Materials:

• Confirm that all course materials are available and accessible.

Video Reviews:

• Double-check any videos you’re employing this semester to ensure the accuracy of their captions.
• Remember, ELITE and UDC are always available for assistance or guidance.

Syllabus Distribution:

• Distribute your accessible syllabus to students in both print and digital formats.
• Highlight the implemented accessibility tools and welcome students to share feedback or concerns.

Digital Housekeeping:

• Keep your Blackboard or other learning platforms tidy by ensuring only current semester files and modules are visible.
• Guide students on where to locate essential resources, assignments, and reading materials.

Content Descriptions:

• Emphasize the importance of providing detailed descriptions for any new images or links you integrate as the semester progresses.

Ally Integration:

• Utilize Blackboard Ally to offer alternative formats of course materials.
• Promptly tackle any accessibility concerns or issues students bring to light.

Ongoing Education:

• Advocate for upcoming training sessions centered on accessibility.

Open Door Policy with the UDC:

• Foster a culture where students and faculty feel comfortable approaching the UDC with any questions or feedback about accessibility.

Ensuring accessibility from the beginning lays the foundation for an inclusive learning experience throughout the semester. Let’s make it a priority! All the best as you navigate this exciting academic period.

Universal Design 101: Fostering Access & Inclusion

Demystifying Universal Design

Confused by the term “universal design” and its implications? Today, let’s unravel its true essence and its significant impact on the world around us.

What is Universal Design?

According to the Centre for Excellence in Universal Design, universal design refers to the innovative planning of environments so that they can be accessed, understood, and used to the fullest extent by all individuals, irrespective of their age or abilities. This approach encompasses inclusive or barrier-free design, focusing on diverse needs and abilities.

Why Is It Essential?

The essence of universal design lies in the creation of environments that seamlessly cater to the diverse needs and abilities of children, parents, seniors, individuals with illnesses or disabilities, and others. This thoughtful approach ensures everyone’s needs are met comprehensively.

The Pillars of Universal Design

The concept, pioneered by Ronald Mace, a wheelchair user, architect, and industrial designer, rests on seven fundamental principles developed in 1997:

• Equitable Use: Ensuring the design is beneficial and appealing to individuals with varied abilities.
• Flexibility in Use: Accommodating a wide array of individual preferences and abilities.
• Simple and Intuitive Use: Ensuring the design’s ease of use and understanding for all users.
• Perceptible Information: Effectively conveying necessary information to the user.
• Tolerance for Error: Minimizing hazards and the adverse consequences of unintended actions.
• Low Physical Effort: Ensuring the design can be used efficiently, comfortably, and with minimum fatigue.
• Size and Space for Approach and Use: Providing appropriate size and space for all users.

The Imperative of Universal Design

Universal design stands as a beacon of inclusivity and accessibility. Accessible and inclusive community spaces like schools, libraries, and parks ensure everyone’s complete and equal participation.

As the world grapples with an aging population, the relevance of universal design, catering to emerging mobility, vision, and hearing challenges, will only amplify. It is crucial for ensuring that everyone can continue to be an active member of their community and realize their fullest potential.

Join the Universal Design Movement

Ready to contribute to creating a universally accessible and designed world?

Join MC’s Universal Design Center (UDC) in working together in designing a college community for everyone. Your involvement and support are paramount in achieving this essential goal. Together, let’s make a significant difference today, ensuring that environments, products, and communications are accessible and understandable to everyone, transcending age, ability, or status.

“MC’s UDC is steadfast in promoting universal and inclusive design, ensuring comprehensive access and understanding for all. Join us in this meaningful journey. Together, let’s design a world for everyone.” Dr. Paul Miller, Co-Chair of MC’s UDC

Examples of Universal Design: The Curb-Cut Effect

Universally designed spaces and products, such as sidewalk ramps, automatic doors, and flat panel light switches, permeate our daily lives, enhancing accessibility for everyone.

The “curb-cut effect” (see image below) refers to the idea that designs and innovations that are initially meant to benefit individuals with disabilities can end up benefiting a much broader group of people. The term comes from the actual curb cuts (or curb ramps) that are built into sidewalks to make them accessible for individuals who use wheelchairs. Although curb cuts were designed with wheelchair users in mind, it turns out they also benefit parents with strollers, workers with carts, travelers with luggage, and numerous other people.

In a broader sense, the curb-cut effect refers to the concept that when you create an environment that is accessible and inclusive for people with disabilities, everyone benefits. This idea is central to the philosophy of universal design, which argues for creating products, buildings, and environments that are as accessible as possible to all people, regardless of their age, ability, or status.

The curb-cut effect can be observed in many other design adaptations and technologies as well. For example, features such as closed captioning and voice-activated virtual assistants, originally created to assist people with hearing or visual impairments, are now widely used and enjoyed by people without such impairments.

New Law Affects Accommodations in the Classroom – Review and Respond

A modification to the procedure of the College’s Equal Education Opportunity and Non-Discrimination Policy (41002) is being considered at this time. The College community is invited to review the proposed changes and provide feedback by visiting the P&P webpage, where such proposals are posted from time to time (scroll to the bottom). Feedback must be submitted by close of business on Friday, October 6, 2023.

Background

In May 2023, Governor Wes Moore signed into law HB923, legislation that addresses several higher education topics, including accommodations for religious beliefs. The new law requires “reasonable alternative accommodations for missing an examination or other academic requirements due to an excused absence… if the student’s sincerely held faith-based or religious belief or practice affects the student’s ability to take an examination as scheduled or meet any other academic requirement.”

Montgomery College has provided such accommodations to students for some time and those have been codified in our Procedure 41002CP.

The new legislation also requires colleges to provide space on campus for students to accommodate faith-based or religious practices. Montgomery College has had serenity spaces on campuses for some time.

What is new

The law requires a grievance procedure to report noncompliance with the law.

Proposed changes

The changes in the draft (starting at line 282) create a process to report noncompliance and, more importantly, clarify how students should request an accommodation, how a faculty member should consider the request, and add an appeal process for students if their request is denied. Please note that there are several other minor changes (at lines 87, 206, 226, 252, 269, and 276).

Your feedback will be reviewed by the President’s Cabinet and others, and then final changes will be recommended to the president. Recall that changes in policy are taken to the Board of Trustees for its consideration. Changes in procedure are addressed by the president.

If you have any questions, please contact planning@montgomerycollege.edu.

Implementing Universal Design on Campus

In this era of profound transformation, MC is in the throes of unprecedented change. Now more than ever, the College community is evolving and adapting to align with global shifts, multifaceted trends, and the unique needs of a contemporary cohort of students.

Unforeseen global occurrences such as the pandemic, burgeoning mental health concerns, and an intensified call for diversity, equity, inclusion, and sense of belonging are intertwining with the possibilities of emergent technologies and innovative learning methods, steering a storm of transformation. This change paves the path for a redefined commitment from MC to holistically support students, enhancing the overall campus ambiance for the better.

Holistic Approach for a Comprehensive Student Experience

These circumstances collectively contribute to an amplified emphasis on holistic design, a paradigm focusing on crafting environments that are universally accessible and functional for everyone, beyond boundaries of age, capability, or status. This approach is gaining traction, leading to modifications and continued upgrades of outdated infrastructure to align with the standards set by the Americans with Disabilities Act and to optimize their usability and efficiency, making them more appealing to students.

A core element of this transformative journey is the integration of student well-being, diversity, equity, inclusion, and technological advancements on campus.

Student Well-being

The mental and emotional welfare of students has ascended as a paramount concern, with numerous students grappling with mood disorders and depression. The impetus is now on academic institutions to bolster their focus on the health and well-being of their students, carving out a more supportive educational environment. Check out the SHaW center to see how MC is supporting students’ well-being.

Amplifying Diversity, Equity, and Inclusion

There is a surge in initiatives aimed at increasing diversity, equity, and inclusion to render a more balanced, nurturing, and inclusive campus environment. Efforts are concentrated on crafting comfortable and inclusive spaces for all students, significantly augmenting their mental, social, and physical welfare. Visit MC’s Student Life to learn more.

Technological Infusion

The incorporation of innovative technologies is revolutionizing the learning landscape, offering students enhanced access to information and more effective learning methodologies. Despite certain challenges, technology is fostering a more cohesive, integrated, and comprehensive educational experience. Visit the Digital Learning Centers to learn more about MC’s technological supports.

Innovative Design Strategies for a more Inclusive MC

Emphasizing Inclusive Design

Crafting a learning environment that is universally accessible and inclusive is fundamental. Initiatives like revamping the TPSS library space to ensure seamless navigation and accessibility demonstrate a commitment to tackling inclusivity and accessibility challenges head-on.

Fostering Community Building

Designing spaces that bolster social interaction and community building play a critical role in enhancing students’ sense of belonging and self-belief. Projects that involve students in the design process, like the Student Government Association (SGA) and the Student Activities Board, ensure the creation of spaces that truly resonate with the student community, reflecting their values and aspirations.

Boosting Collaboration

Spaces that stimulate collaboration and interaction are pivotal in enriching the educational journey. MC is embracing design elements that encourage students to converge, collaborate, and innovate together, further enriching their learning experience. Check out MC’s STEM Ambassadors as an example of collaboration.

Establishing Multi-Functional Learning Environments

Ensuring flexibility in learning environments is key to adapting to the rapidly evolving needs of students and educational paradigms. MC is focusing on creating adaptable, multi-functional spaces that cater to a diverse range of learning styles and requirements providing experiential learning opportunities to students. Check out the MBI Cafe as an example of this work.

Enhancing the Overall Experience

MC is channeling efforts into revamping and renovating campus facilities to provide an elevated, inclusive, and holistic student experience. By integrating various elements like sustainability, aesthetic appeal, and enhanced programming, campuses are transforming into spaces that not only fulfill academic needs but also contribute to the overall growth, well-being, and development of every student.

Embracing these innovative strategies unequivocally signals MC’s unwavering commitment to transcending traditional boundaries, paving the way for the development of facilities and spaces that holistically support and nurture every facet of a student’s life on campus.

Fall Inclusion by Design Summit

On November 3, 2023, Montgomery College’s Universal Design Center (UDC) will host it’s bi-annual Inclusion by Design Summit.

This summit is envisioned as a concentrated space for productive discourse, designed for those who believe that education, in all its facets, should be accessible to everyone.

Participants can look forward to a day filled with Interactive Workshops. These sessions, meticulously curated, will delve into the nuances of inclusive design practices, offering practical takeaways. The Speed Session, meanwhile, promise to be both enlightening and efficient, catering to the modern professional’s pace, and offering insights on creating environments that welcome all.

But the summit isn’t just about learning; it’s also about connecting. Attendees will have opportunities to expand their professional circles, meeting peers and experts equally passionate about driving inclusivity in academic and work environments.

A highlight promises to be the segment with our Keynote Speaker, Dr. Jingrong Pearl Xie – an individual with deep roots in the inclusive design movement, who will share Experiences, Barriers, and Challenges for Engaging International Students in STEM.

The UDC mission with this summit is clear: to spread inclusive design practices that integrate seamlessly into various educational environments, paving the way for a future where every individual, regardless of their background or abilities, has an equal seat at the educational table.

Learn more and register…

Empowering Instructors with Practical Tech Tools for Universal Design (UD) & Universal Design for Learning (UDL)

Enhancing Education with Tailored Technological Approaches
MC has always prided itself on fostering a culture of inclusivity. Our instructors stand at the forefront of this endeavor. With the growing emphasis on Universal Design (UD) and Universal Design for Learning (UDL), our educators are armed with tools to make classrooms more accommodating. Here are some actionable technological implementations that our instructors can employ to cater to the diverse needs of their students.

A Quick Dive into UD and UDL:
In essence, UD aspires to create environments, products, and services that everyone can use, irrespective of their abilities. UDL, an extension of UD in education, focuses on tailoring instructional materials and methods to the individual needs of students.

MC’s Instructor-Driven Tech Recommendations:

Interactive Content Creation: Leverage Tools to create content that offers varied modes of representation, such as videos, animations, and interactive quizzes.

Flexible Lecture Recording: Record and share lectures, allowing students to revisit lessons at their own pace or access them if they missed a class.

Dynamic Presentation Tools: Utalize platforms that allow presentations to be more engaging with real-time quizzes, polls, and interactive discussions embedded within.

Incorporate Captioning and Subtitles: Take advantage of software that automatically captions lectures, this benefs both the hearing impaired and those for whom English is a second language.

Customizable Assignment Deadlines: Consider the use of flexible deadlines, accommodating students with varied schedules and needs.

Diverse Assessment Methods: Evaluate students through multiple avenues like oral presentations, multimedia projects, and collaborative assignments.

Accessible Document Formats: Utallize universally accessible document formats and provide training on creating such content, ensuring all students can access and engage with materials.

Feedback and Annotation Tools: Leverage tools that allow real-time feedback on student assignments, helping them guide their students more effectively.

Virtual Office Hours: Utilize TEAMs to hold virtual office hours, making faculty more accessible to online and distant learners.

By utalizing these methods, MC reiterates its commitment to an inclusive learning environment. We understand that when our educators are equipped, our students flourish. We continue to urge instructors to share their experiences, novel ideas, and feedback, ensuring that we keep evolving in the right direction.

Learn more about tools and resources to support your efforts.

MC’s Commitment to Web Accessibility

Efforts aligned with Federal mandates to ensure digital inclusivity.

Upholding its commitment to ensuring an inclusive environment for all, MC articulates its dedication to Web Accessibility through its Policy 66004, Information and Communication Technology Accessibility. This policy not only showcases the College’s commitment to making IT resources accessible to everyone, especially those with disabilities, but also solidifies its obligation to remain compliant with relevant Federal laws.

With the rise of digital platforms in education, WordPress websites hosted on the MC Blogs server play a significant role. Hence, it’s imperative that these sites adhere to the Web Content Accessibility Guidelines (WCAG) Level AA. This globally recognized standard ensures digital content is accessible to individuals with a wide range of disabilities.

Leading by example, the Web Team in OIT, spearheaded by Tim Lantz and Marc Bolea, is diligently striving to align the main College website with the WCAG guidelines. But the initiative doesn’t stop there. The College is empowering all web administrators by providing them with essential tools to ensure their sites are equally compliant.

A major step in this direction is the introduction of the “Site Improve” platform to the College’s web administrators. This dynamic tool not only identifies accessibility challenges but also points out other website improvement areas, such as broken links and typographical errors.

To ensure seamless adoption of these accessibility practices, the College is organizing a special orientation session. The session, led by Accessibility Analyst, Seyi Odumosu, will focus on familiarizing participants with web accessibility and the strategies to address WCAG criteria. Moreover, a detailed walkthrough of the “Site Improve” platform will be presented, enabling administrators to identify key focus areas and monitor their progress.

Nell Feldman, a prominent figure leading this initiative, has received accolades for her exemplary leadership in ensuring web accessibility compliance. Reinforcing the importance of this drive, the US Department of Justice, Office of Civil Rights, recently highlighted their intent to intensify enforcement against higher educational institutions that don’t prioritize digital accessibility. Their “Dear Colleague Letter on Online Accessibility at Postsecondary Institutions” further spells out these expectations.

The College’s decision to invest in Site Improve emphasizes its proactive approach to addressing potential compliance risks. As the College’s Director of ADA Compliance notes, “With leaders like Nell at the helm and the unwavering commitment of the College community, we are well-positioned to champion web accessibility.”

Purchasing Technology: Navigating the Digital Landscape

In our current era of rapid digital evolution, MC is committed to staying abreast of technological advancements. Whether it’s hardware, software, or innovative solutions, the demand for technology is surging across various departments.

Why Consult the Office of Information Technology (OIT)?

The OIT is here to help guide this digital transformation. It’s not just about buying technology; it’s about ensuring that every purchase aligns with our college’s vision of student and employee empowerment, data protection, and seamless user experience. Before you even think of making a purchase, we recommend contacting OIT. Not only do they have the expertise to guide you, but they are also the gatekeepers ensuring that each request matches the College’s strategic direction and standards.

Steps in the Technology Acquisition Process:

Initial Consultation with OIT: Begin by discussing the business case and filling out either the Software or Hardware Request Form. It’s essential to verify if the College already possesses a similar solution to your need.

Materials & Risk Review: The IT Security and Compliance team steps in at this juncture, ensuring that the proposed technology adheres to security and accessibility standards.

Types of Assessments:

• Security Assessment: Ensuring data confidentiality, integrity, and availability.
• Accessibility Assessment: Ensuring every member of the College community can use the technology without barriers.

Estimated Timing: Anticipate a feedback window of 15 business days after the IT Security and Compliance team receives the necessary documents. This timeline doesn’t include potential vendor processing times, which can sometimes stretch to 30 days.

Assessment Report: This detailed report will encompass the findings, recommendations, risks, and possible remediation actions.

Legal Review: The Procurement Office collaborates with the Office of General Counsel to ensure that any contracts protect Montgomery College’s interests.

Contract Award: Once everything checks out, the Procurement Office will finalize the purchase with a purchase order, signaling the vendor to commence work.

Purchasing technology is no small feat. It’s a journey filled with procedures, assessments, and collaborations. However, with the OIT by your side and the processes laid out, Montgomery College ensures that every tech acquisition is strategic, safe, and value-driven. Remember, it’s not just about the technology; it’s about enhancing the MC experience.

Learn more about Purchasing Technology

Navigating the Future of Inclusive Education at the Inclusion by Design Summit

On November 3, 2023, the Universal Design Center (UDC) successfully hosted the much-anticipated Inclusion by Design Summit, an event dedicated to fostering inclusive practices in education. With more than 160 participants from 50 different institutions, this summit was not just a meeting of minds but a collaborative opportunity, aiming to steer the course of inclusive education towards a brighter future.

The day was marked by a series of interactive workshops that provided the attendees with in-depth insights into inclusive design practices. These hands-on sessions were designed to not only impart knowledge but also to refine the participants’ skills in creating accessible digital and physical learning environments.

Participants were also treated to rapid, yet profoundly insightful, speed sessions. These quick-fire presentations were a testament to the event’s commitment to keeping the discourse dynamic and engaging, ensuring that every moment was an opportunity for growth and learning.

The highlight of the event was the guest speaker session, where Dr. Jingrong Pearl Xie, an esteemed expert in the field, shared her extensive knowledge and firsthand experiences. This discussion was not only enlightening but also inspiring, reinforcing the collective commitment to inclusive design.

The UDC’s mission to embrace and champion inclusive design practices was palpable throughout the summit. By providing the necessary tools and knowledge, the summit empowered each participant to integrate these practices into their respective domains.

The success of the Inclusion by Design Summit has paved the way for the next bi-annual event, which will be held on April 12, 2024, coinciding with Grilled Cheese Day! This quirky alignment serves as a reminder that inclusivity can be celebrated in all facets of life, even in the simplest of pleasures.

Join us as we continue to shape the future of inclusive education. With the collective effort of educators, designers, and technologists, we can ensure that inclusivity remains at the forefront of instruction and design. Together, we are not just designing for the present but are actively navigating towards a more inclusive future.

Universal Design in Architecture: A Case Study from MC’s Takoma Park/Silver Spring Campus

As MC continues with its significant construction projects at the Takoma Park/Silver Spring Campus, it’s an opportune moment to reflect on the principles of Universal Design (UD) in architecture and how they are being integrated into contemporary educational environments.

Universal Design: An Overview
Universal Design in architecture is a concept that emphasizes creating buildings and spaces accessible and functional for everyone, regardless of age, disability, or other factors. It’s about considering the diverse needs of all users from the outset.

Applying UD Principles: The Catherine and Isiah Leggett Building
The ongoing construction of the Leggett Building provides an interesting case study. While the current focus is on asphalt paving and landscaping, the bigger picture includes ensuring ease of access and navigation for all students and staff. Features like wide corridors, ramps alongside stairs, and tactile indicators for the visually impaired will significantly contribute to a universally accessible environment.

Library/Resource Center Renovation: A Model of Inclusivity
The renovation work at the campus library in the Resource Center is another key area where UD principles are relevant. Renovations will address the needs of a diverse student body by incorporating adjustable lighting for those with vision impairments, ergonomic furniture for better accessibility, and intuitive layouts that help everyone navigate the space with ease.

In Conclusion
The integration of Universal Design in the ongoing and future projects at MC is not just about compliance with standards; it’s about building an inclusive community where everyone’s needs are recognized and met. As these projects develop, they stand as a testament to the college’s commitment to accessibility and inclusivity.

Our Achievements in Campus Accessibility and Inclusion

At MC, our journey towards creating a more accessible and inclusive campus has been marked by continual progress and dedication. Over time, we’ve implemented a series of initiatives that reflect our deep commitment to supporting every member of our campus community.

Evolution of Our Campus Infrastructure:
Initially, our focus was on making physical spaces accessible. This led to the installation of ramps and automatic doors across campuses, a crucial step in ensuring our buildings were welcoming to all. Additionally, we enhanced the navigability of our pathways, ensuring they remain clear and accessible.

Classroom Enhancements for Inclusivity:
As we evolved, our attention turned to the learning environment. Classrooms were outfitted with adaptive furniture, including adjustable desks and seating, to accommodate students of varying abilities. We also embraced technological advancements, integrating assistive technology, to support all students.

Digital Accessibility and Online Resources:
With the digital age, we recognized the need to make our online presence inclusive. MC’s website is continuously audited (e.g., annual 10 page audit) and improvements are made frequently to meet the Web Content Accessibility Guidelines (WCAG), ensuring it is accessible to all users. Moreover, we are enhancing our digital materials with features like alternative text for images and user-friendly navigation, making online learning and resources more accessible.

Cultural Shift towards Inclusivity:
Led by the Universal Design Center (UDC), awareness and inclusivity became a cornerstone of our approach. We launched extensive training programs on Universal Design, Universal Design for Learning, and Accessibility, fostering a campus culture rich in empathy and understanding. Additionally, our diversity and inclusion workshops, offered through the Office of Equity and Inclusion and ELITE have played a vital role in educating our community about various needs and promoting inclusive communication practices.

Feedback-Driven Continuous Improvement:
Central to our progress has been the input from our community. The establishment of the UDC, has been instrumental in guiding our efforts. We’ve maintained open channels for feedback, ensuring that our initiatives are responsive and meet the needs of our community. As we continue to learn, improve, and adapt, our aim remains steadfast: to make MC a beacon of inclusivity and accessibility in higher education.

Web Content Accessibility Guidelines 2.2 Released by W3C

In a significant advancement for digital accessibility, the Web Accessibility Initiative (WAI) and the Accessibility Guidelines Working Group (AG WG) have proudly released the Web Content Accessibility Guidelines (WCAG) 2.2 as a World Wide Web Consortium (W3C) Recommendation. This latest iteration enriches the existing framework with nine new Success Criteria, building on the 17 added in WCAG 2.1 and those established in WCAG 2.0.

WCAG 2.2 focuses on enhancing web content accessibility for a broader spectrum of disabilities, including visual, mobility, hearing, and cognitive impairments. These additional criteria emphasize improving navigation, content discovery, and functionality operation through multiple input methods, not just keyboards. This version also ensures that webpages are predictable in their functioning and assists users in avoiding and correcting errors. Moreover, WCAG 2.2 introduces ‘Stories of Web Users,’ a resource providing real-world context to the Success Criteria.

Sachin Pavithran, Executive Director of the U.S. Access Board, lauded the W3C’s efforts, emphasizing the importance of industry consensus standards that are both practical and unambiguous. He praised the W3C and AG WG for their inclusive and transparent approach in developing these guidelines.

Marking the end of the WCAG 2 series, WCAG 2.2 represents the culmination of years of dedicated effort. Attention now shifts to WCAG 3, which is currently in draft form and aims to evolve into a W3C Standard in the coming years.

The AG WG’s mission extends to ensuring web content is accessible to individuals with disabilities. The U.S. Access Board has been instrumental in the development of WCAG 2.0 and its subsequent versions, contributing to supportive materials and testing rules that align with federal standards. Board Accessibility Specialists play a key role in ensuring web content is universally accessible.

A notable integration of these guidelines is seen in the Board’s Revised Section 508 Standards, which incorporate WCAG 2.0 to guarantee that information and communication technology (ICT) used by federal agencies is accessible to people with various disabilities. These standards apply to all digital documents and non-web applications.

In support of Section 508, the Board offers technical assistance, expert advice via email (508@access-board.gov), free webinars on best practices, training, and resources in collaboration with the General Services Administration. All these efforts are geared towards creating an inclusive digital landscape, ensuring equal access for all, including those with disabilities.

Modified from the US Access Board artcile titled “W3C WCAG 2.2 Now Available“

Global Accessibility Awareness Day (GAAD)

GAAD is a unified day where we think, talk, and learn about digital access and inclusion.

Visit GAAD Website