William
McHenry

Baseline Cidiscape audit showed a 64% average accessibility score across the college's master courses. Surveys exposed an awareness-to-skill gap: instructors and staff knew accessibility mattered but lacked confidence fixing Canvas content.

Mapped each gap to a delivery mode: live workshops for context, UDOIT training for hands-on remediation, and a microlearning newsletter for spaced reinforcement.

Built facilitator guides, UDOIT-in-Canvas walkthroughs, and a newsletter template maintainable at scale, all anchored to specific WCAG 2.1 AA success criteria and the ADA Title II deadline.

Phased rollout across departments, partnering with chairs for protected meeting time. The microlearning cadence kept accessibility visible without new commitments from faculty.

Cidiscape tracked remediation pacing, and Kirkpatrick L1 and L2 feedback informed iteration. Outcome: 64% → 77% across 498 master courses; Summer 2026 masters at 89%; 79% of issues resolved in live Fall 2026 sections.

Front-end analysis and an SME intake discussion with two HVAC instructors new to course development. The old course leaned on research papers, but the job is a service call.

Rebuilt the course around one complete residential service call, one module per week, with module titles following the phases of the call. Every graded performance gets a practice attempt with feedback first.

Nine modules (0 to 8), each with a discussion, an applied assignment, and a quiz, plus student field worksheets and measurable rubrics with countable thresholds. Screened about 180 videos and kept only those with real captions.

Delivered a pilot readout to Career and Workforce Development leadership and handed the course off for the second eight-week Fall 2026 term.

An AI-assisted review pass before hand-off caught and fixed eight defects (quiz totals, rubric mismatches, weak distractors). Course quality review and student results will shape how the model extends across the AHR program.

Faculty had expertise worth sharing, but it was uncoordinated and invisible to most instructors.

Started from the outcomes the college needed (stronger course quality, shared internal expertise) and worked backward to a series of instructor-led sessions.

Session templates and facilitator guides, with Learning Walks classroom observations extending engagement beyond single events.

Contributed to 300+ attendances across 25 CLT sessions from February to September 2026, in person and online.

Attendance patterns plus Kirkpatrick L1 and L2 feedback shaped the Spring 2026 calendar.

UDOIT scan data and CLT support questions kept surfacing the same problems: heading structure, alt text, and link text. The gap wasn't motivation; it was a missing pre-publish habit.

Compressed those fixes into a routine an instructor can run in about three minutes before publishing a page, designed for on-the-job behavior change (Kirkpatrick Level 3) rather than a one-time workshop.

Five short lessons in Rise 360 with knowledge checks and a downloadable reference card. Planned in Storyline, then redesigned for Rise when Storyline couldn't be installed on work computers. Every asset meets the WCAG 2.1 AA bar the course teaches.

Published through Articulate for zero-install access, so instructors can take it between classes.

The measure of success is the routine showing up in practice: fewer recurring heading, alt-text, and link issues in course accessibility scans.