Roles and Responsibilities for Digital Accessibility

All employees are expected to create and share digital content that meets accessibility and quality standards outlined in this manual. 

Employees who create or distribute digital materials must: 

• Use built-in accessibility checkers in Microsoft Office, Adobe, and Canvas. 
• Use structured headings and readable formatting. 
• Provide alternative text for images and graphics. 
• Use descriptive hyperlinks. 
• Ensure sufficient color contrast and readable fonts. 
• Confirm accessibility before distributing documents or posting content. 
• Link accessible web content when possible, rather than attaching files. 
• Caption video and multimedia when required. 
• Accessibility must be incorporated as content is created, not added after distribution whenever possible. 

Faculty have a critical role in ensuring accessible instructional materials and learning environments. 

Faculty are expected to: 

• Use Canvas in ways that support accessibility and navigation. 
• Ensure uploaded documents and presentations are accessible. 
• Caption instructional video and multimedia. 
• Use structured headings and lists in course content. 
• Verify accessibility prior to student use each term. 
• Update materials as they are revised or reused. 

Accessibility must be integrated into course design and instructional practice. 

When new technologies or tools are introduced into instruction, accessibility must be considered in adoption and use. 

Staff who create or distribute digital content for students, employees, or the public must ensure content meets accessibility and quality standards. 

This includes employees responsible for: 

• Student communications 
• Reports and forms 
• Website updates 
• Marketing and outreach materials 
• Training and professional development materials 
• Event and program information 

Staff must ensure that: 

• Documents and attachments are accessible before sending. 
• Emails follow accessible formatting practices. 
• Public-facing materials meet accessibility standards. 
• Web content is structured and readable. 
• Multimedia includes captions when required. 

Information must be presented directly in accessible formats rather than through attachments. 

Supervisors and department leaders support accessibility standards within their areas. 

Leaders must: 

• Reinforce accessibility expectations. 
• Support employee participation in training. 
• Encourage use of accessible templates and tools. 
• Prioritize accessibility for high-impact content. 
• Address accessibility questions or concerns within teams. 
• Promote continuous improvement. 

Accessibility must be incorporated into regular workflow and content review processes. 

Employees responsible for maintaining recurring or high-visibility content (such as web pages, program materials, or institutional documents) serve as content owners. 

Content owners must: 

• Review materials periodically for accessibility. 
• Update legacy materials as they are revised. 
• Ensure new content meets current standards. 
• Coordinate updates when accessibility issues are identified. 

Maintaining accessible content is an ongoing process rather than a one-time review. 

EICC is responsible for: 

• Providing guidance and standards for accessible content. 
• Offering training and support to employees. 
• Providing accessible technology tools when possible. 
• Reviewing and improving digital accessibility practices. 
• Addressing accessibility barriers when identified. 
• Supporting continuous improvement. 

Accessibility is an institutional priority connected to student success, access, and content quality. 

All employees who create, post, or distribute digital content are responsible for: 

• Using accessible formatting and structure. 
• Using accessibility tools provided within software. 
• Reviewing content prior to distribution. 
• Updating materials when revised. 
• Seeking assistance when needed. 

Accessibility must be considered during content creation rather than after distribution whenever possible. 

Faculty have a central role in ensuring instructional accessibility. 

Faculty are responsible for: 

• Creating accessible Canvas content. 
• Using structured headings and readable formatting. 
• Ensuring uploaded documents are accessible. 
• Captioning required instructional video. 
• Reviewing course materials each term. 
• Using the Canvas Accessibility Checker. 
• Providing accessible materials prior to student use. 

Accessibility must be integrated into course preparation and updates. 

Staff who create documents, communications, or digital materials are responsible for: 

• Creating accessible Word, PowerPoint, and PDF documents. 
• Using descriptive links and clear formatting. 
• Ensuring accessible email and attachments. 
• Posting accessible public content. 
• Running accessibility checkers before distribution. 
• Updating materials when revised. 

Accessibility must be incorporated into routine workflow and document preparation. 

Supervisors and managers are responsible for: 

• Reinforcing accessibility expectations. 
• Supporting staff participation in training. 
• Encouraging use of accessible templates and tools. 
• Addressing accessibility concerns when identified. 
• Supporting continuous improvement. 

Supervisors must ensure accessibility practices are integrated into departmental operations. 

Employees responsible for public-facing content must: 

• Ensure web pages meet accessibility standards. 
• Confirm documents posted publicly are accessible. 
• Ensure images include alt text. 
• Confirm videos include captions. 
• Review content prior to publication. 
• Update content as standards evolve. 

Public-facing accessibility supports institutional quality and compliance. 

Marketing and communications teams must: 

• Create accessible digital and print-ready content. 
• Ensure public communications meet accessibility standards. 
• Caption video and multimedia. 
• Provide accessible templates when possible. 
• Support accessible web and digital communication practices. 

Accessible communications support clarity, engagement, and professionalism. 

Information Technology and related support teams must: 

• Support accessibility features within supported platforms. 
• Provide guidance on accessible technology tools. 
• Assist with platform configuration when applicable. 
• Support accessibility improvements as systems evolve. 

Accessibility considerations must be included in technology planning and implementation. 

Designated offices or teams supporting training and development must: 

• Provide accessibility training. 
• Maintain guidance and reference materials. 
• Offer support for content creators. 
• Update training as standards evolve. 

Training helps ensure consistent practices across the college. 

When accessibility issues are identified: 

• Employees must address issues when possible. 
• Questions must be directed to appropriate support areas. 
• Departments must work collaboratively to resolve barriers. 
• Updates must be made as content is revised. 

Accessibility improvements must be addressed in a timely and supportive manner. 

Accessibility practices will continue to evolve as: 

• Technology changes 
• Standards are updated 
• Tools improve 
• Institutional practices develop 

Employees are encouraged to: 

• Stay informed 
• Participate in training 
• Update materials as revised 
• Support consistent practices 

Accessibility supports clarity, usability, and student success across all areas of EICC.