Creating Accessible Syllabi at Fresno State: A Comprehensive Guide

Crafting an accessible syllabus is a crucial step in ensuring an inclusive learning environment at Fresno State. An accessible syllabus benefits all students, including those with disabilities. Fresno State is committed to providing equal access to education and requires instructors to create accessible course materials. This guide will provide a comprehensive overview of how to create accessible syllabi, making use of the resources available at Fresno State.

Fresno State's Commitment to Accessibility

Fresno State is dedicated to creating an inclusive and accessible campus environment for all students. This commitment extends to all aspects of the learning experience, including course materials like syllabi. By prioritizing accessibility, the university aims to provide equal educational opportunities for students with diverse learning needs.

Accessibility is the degree to which something is available to as many people as possible. In the context of course syllabi, accessibility means ensuring that the document is usable by individuals with disabilities, including those who use screen readers, have visual impairments, or have other learning disabilities.

Utilizing the Accessible Syllabus Template

The Office of Undergraduate Studies provides an accessible syllabus template each semester. This template serves as a foundational tool for instructors in designing accessible syllabi. The template is designed to meet accessibility standards and incorporates best practices for creating documents that are easily navigable and understandable for all students.

The accessible syllabus template ensures that the document is structured in a way that is compatible with assistive technologies, such as screen readers. The template includes proper heading structures, alternative text for images, and other features that enhance accessibility.

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Resources and Support from Designers

Fresno State offers support from designers who can help instructors make their syllabi accessible. These designers possess the expertise to transform existing syllabi into accessible documents or provide guidance on creating new syllabi that meet accessibility standards from the outset.

Designers can assist with a variety of tasks, including:

Ensuring proper formatting and structure.
Adding alternative text to images and graphics.
Verifying the document’s compatibility with screen readers.
Advising on the use of accessible fonts and color contrast.

By leveraging the expertise of designers, instructors can ensure that their syllabi are accessible to all students, regardless of their learning needs.

Leveraging Canvas Accessibility Report

Canvas, the learning management system used at Fresno State, includes an Accessibility Report feature. This tool allows instructors to identify resources within their course that may require attention to improve accessibility. By running the Accessibility Report, instructors can pinpoint specific elements of their syllabus that need to be modified to meet accessibility standards.

The Accessibility Report can identify issues such as:

Missing alternative text for images.
Insufficient color contrast.
Improper heading structures.
Inaccessible tables.

By addressing the issues identified in the Accessibility Report, instructors can proactively improve the accessibility of their syllabi and other course materials.

Best Practices for Syllabus Accessibility

Beyond utilizing the accessible syllabus template and the Canvas Accessibility Report, there are several best practices that instructors can follow to create accessible syllabi.

Font Selection and Formatting

The choice of font and formatting plays a significant role in the accessibility of a syllabus. Fonts like Arial and Verdana are recommended for their readability and compatibility with screen readers. Complex or decorative fonts (serif-type fonts) are not recommended, as they can be difficult to read, especially for individuals with visual impairments or learning disabilities.

In addition to font selection, proper formatting is essential. This includes:

Using a consistent font size throughout the document.
Employing clear and concise language.
Using sufficient white space to improve readability.
Avoiding excessive use of italics or bold text.

Alternative Text for Images

Alternative text (alt text) is a textual description of an image that is presented to users who cannot see the image. This is particularly important for students who use screen readers, as the screen reader will read the alt text aloud, providing the user with information about the image.

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When adding images to a syllabus, it is crucial to provide meaningful and descriptive alt text. The alt text should accurately convey the content and purpose of the image. For example, if an image illustrates a particular concept, the alt text should describe that concept.

Heading Structures

Proper heading structures are essential for creating accessible documents. Headings provide a hierarchical organization of the content, making it easier for users to navigate the document and understand the relationships between different sections.

When creating a syllabus, use headings (H1, H2, H3, etc.) to organize the content into logical sections and subsections. Ensure that headings are used in a consistent and hierarchical manner. For example, the main title of the syllabus should be an H1 heading, major sections should be H2 headings, and subsections should be H3 headings.

Color Contrast

Sufficient color contrast between text and background is crucial for readability. Individuals with visual impairments may have difficulty reading text if there is not enough contrast between the text and the background.

When selecting colors for a syllabus, ensure that there is sufficient contrast between the text color and the background color. A contrast ratio of at least 4.5:1 is recommended for normal text, and a contrast ratio of at least 3:1 is recommended for large text.

Tables

Tables should be structured in a way that is accessible to screen readers. This includes:

Using simple table structures.
Providing column headers.
Avoiding merged or split cells.
Ensuring that the table has a descriptive caption.

Links

Links should be descriptive and provide users with information about the destination of the link. Avoid using generic link text such as "click here." Instead, use link text that accurately describes the content of the linked page.

For example, instead of saying "Click here to visit the course website," say "Visit the course website for more information."

Reviewing Automatically Captioned Videos

Review automatically captioned videos to ensure accuracy and correct errors. While automated captioning technology has improved significantly, it is not always perfect. It is essential to review automatically generated captions to ensure that they accurately reflect the spoken content of the video.

If errors are found in the captions, they should be corrected. This can be done using the caption editing tools available in Canvas or other video platforms.

Providing Syllabi in Alternative Formats

Instructors should be prepared to provide syllabi in alternative formats for students requiring them. This may include providing the syllabus in large print, Braille, or an electronic format that is compatible with assistive technologies.

To ensure that syllabi are available in alternative formats, instructors should:

Create syllabi in a digital format (e.g., Word document or PDF).
Use accessible formatting techniques.
Be prepared to provide the syllabus in other formats upon request.
Contact the Services for Students with Disabilities (SSD) office for assistance in providing alternative formats.

Converting Summer Syllabi

Convert summer syllabi by October 31st. This deadline ensures that all course materials are accessible to students in a timely manner.

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