Sr. Web UI/ Accessibility SME

Job Summary Under the direct supervision of the Assistant Director of Instructional Design and Accessibility, the Instructional Accessibility Support Specialist will assist faculty and staff in the conversion and creation of accessible instructional materials to support inclusive course delivery. This position plays a vital role in ensuring compliance with accessibility standards such as WCAG 2.1 AA, ADA, and Section 508 by remediating digital content and promoting best practices in accessib

le course design. The incumbent will provide hands-on support through remediation services, one-on-one consultations, and training workshops for faculty and staff. They will also contribute to accessibility-related projects, coordinate daily tasks for student assistants, and support institutional reporting efforts through data collection and instructional material audits. ### Key Responsibilities * Course Material Remediation - Remediate digital instructional content (e.g., PDFs, Word documents,

PowerPoint slides, multimedia) to ensure compliance with WCAG 2.1 AA, Section 508, and ADA Title II accessibility standards. * Project Management - Coordinate remediation workflows and timelines for instructional materials across multiple courses and departments. Track incoming requests and monitor progress using shared project management tools (e.g., MS Planner, Team Dynamix, Trello, Airtable, Excel). * Coordinate daily operations for the student assistant support team - Assign and oversee daily tasks for student assistants supporting accessibility remediation and instructional support services. * Data Collection & Reporting - Conduct accessibility audits of instructional materials using LMS-integrated tools and manual review protocols to identify inaccessible content. * Training and Workshops - Design and facilitate training sessions for faculty and staff on accessible instructional materials, universal design for learning (UDL), and inclusive teaching strategies. ### Knowledge Skills and Abilities The ideal candidate will possess a strong ability to evaluate and remediate digital instructional materials such as PDFs, Word documents, presentations, and multimedia in alignment with accessibility standards like WCAG 2.1 AA. They will be adept at analyzing instructional content to identify and resolve issues related to structure, contrast, alternative text, and navigability, while clearly communicating technical accessibility concepts to non-technical audiences. This individual will design and deliver impactful training sessions on accessible course design and inclusive instructional practices, manage multiple projects with precision, and collaborate effectively with diverse campus stakeholders including faculty, Disability Services, instructional designers, and IT staff. They will also interpret and apply accessibility regulations and university policies, maintain comprehensive documentation and support resources, and handle confidential information in compliance with FERPA and institutional privacy standards. The candidate should demonstrate deep knowledge of digital accessibility standards (WCAG 2.1 AA, ADA Title II, Section 508), universal design for learning (UDL), and assistive technologies such as screen readers and text-to-speech software. Familiarity with instructional content formats, common accessibility challenges, and learning management systems (e.g., Canvas, Blackboard) is essential. They will be proficient in using accessibility remediation tools like Adobe Acrobat Pro, Microsoft Accessibility Checker, and Anthology Ally, and skilled in remediating various instructional file types. Strong communication and interpersonal skills are critical for developing training materials, conducting audits, and supporting faculty. Experience with project tracking tools and workflows will support their ability to coordinate remediation efforts and ensure timely, effective service delivery. Ability to communicate with an ethnically and culturally diverse campus community. Ability to follow all university policies, procedures, and guidelines including but not limited to safety, civility, information security, and non-discrimination policies and procedures. Ability to contribute to a positive university experience for each and every student and assist in achieving the university's commitment to a "vision of excellence." ### Education and Experience Equivalent to a bachelor's degree in Computer Science, Information Systems, Educational Technology, Communications, or related technical field and two years of related experience required. Preferred: • Equivalent to a bachelor's degree from an accredited four-year college or university in instructional technology, education, information systems, computer science, disability services, or a related field. • Demonstrated experience in the remediation of digital instructional materials for accessibility using tools such as Adobe Acrobat Pro, Microsoft Office, screen readers, or LMS-integrated accessibility tools. • Experience working in a higher education or public sector environment. • Knowledge of accessibility standards and guidelines (e.g., WCAG 2.1, ADA, Section 508). • Familiarity with universal design for learning (UDL) and inclusive pedagogy. • Experience conducting accessibility audits and using assistive technologies. • Experience with LMS platforms such as Canvas, Brightspace, Blackboard, or Moodle. ### Physical Summary * Sedentary work - Involves mainly sitting. Walking and standing are minimal. Lifting is limited to lightweight objects. (10 pounds or less). ### Department Instructional Technology Support Services ### Classification Accessibility Technologist II