Creating Accessible Content: Academic Course Content

Support

• Academic content:  Center for Excellence in Teaching and Learning (CETL) 
• Website, social and university communication content: Web Operations
• Instructional technology, supported tools and software: IT and Support Services

Instructor Responsibilities

Instructors are expected to help ensure that course content is accessible to all students. This includes:

• Using accessible formats for core course materials, including syllabi, readings, presentations and assignments
• Using built-in accessibility checkers in Microsoft Office before sharing materials
• Providing accurate captions for required video content and transcripts for audio-only content
• Ensuring images, charts and diagrams include meaningful text alternatives
• Organizing content using clear structure, including headings, lists and properly formatted tables
• Using descriptive link text that clearly explains the destination or action
• Reviewing third-party content for accessibility before sharing it with students
• Providing alternative access or contacting support when accessibility cannot be ensured

Accessibility Best Practices

Use Accessible Formats

• Use accessible Word, Excel, Powerpoint or HTML content when possible instead of PDFs
• When PDFs are necessary, ensure they are properly structured and accessible
• Use built-in accessibility checkers before distributing materials

Use Clear Structure

• Use headings, lists and tables correctly to organize content
• Avoid relying on bold text, larger font or color alone to show structure or importance
• Use meaningful headings to help students navigate content more easily

Images and Visual Content

• Provide meaningful alternative text for images that convey information
• Provide text descriptions or other equivalents for charts, graphs and diagrams
• Do not rely on color alone to communicate important information

Video and Audio

• Provide accurate captions for video content
• Provide transcripts for audio-only content
• Ensure third-party media includes captions or accessible alternatives before assigning it
• When visuals convey essential information, provide audio description or another equivalent explanation

Links

• Use descriptive link text that explains the destination or action
• Avoid vague phrases such as “click here” or “learn more”
• Check links regularly to make sure they work

Assessments and Activities

• Provide clear instructions for assignments, discussions and activities
• Allow for accommodations when timed activities are used
• Avoid activities that depend only on drag-and-drop or other interactions without accessible alternatives
• Consider whether students using assistive technology can complete the activity successfully

STEM, Equations and Complex Content

• Use accessible equation editors rather than images of equations whenever possible
• Provide text alternatives or data tables for complex visuals
• Ensure that symbols, notation and diagrams can be understood by students using assistive technologies

Support

To request training or learn more about available opportunities, contact the appropriate area:

• Academic content:  Center for Excellence in Teaching and Learning (CETL) 
• Website, social and university communication content: Web Operations
• Instructional technology, supported tools and software: IT Support and Services