0:00:01.717,0:00:04.313
(Michael Young) We are committed to [br]the notion that everyone should have

0:00:04.313,0:00:06.909
an opportunity to participate in [br]higher education

0:00:06.909,0:00:09.506
whether it be from the [br]learning perspective,

0:00:09.506,0:00:11.946
or the research perspective, [br]

0:00:11.946,0:00:14.386
or an opportunity to work here[br]at this institution.

0:00:14.386,0:00:16.826
We benefit from that because we get[br]to enjoy the talents and the skills

0:00:16.826,0:00:20.486
of those people who come in, [br]and also their perspective,

0:00:20.535,0:00:24.815
which in many cases will be different[br]from the perspective of others on campus.

0:00:24.835,0:00:28.835
So accessibility becomes a very[br]important value at the university.

0:00:44.941,0:00:48.265
(Tracy Mitrano) We're a leading [br]university globally.

0:00:48.265,0:00:51.589
We want the best talent in the world[br]for our students, our staff,

0:00:51.589,0:00:54.914
and our faculty. And we want to [br]be sure if that talent has a disability

0:00:54.918,0:00:57.958
that they know that we are a[br]welcoming community.

0:00:58.427,0:01:02.509
(Pablo Molino) We're competing [br]with other prestigious

0:01:02.509,0:01:06.591
and highly accomplished institutions.[br]We want to make sure that we can target

0:01:06.591,0:01:10.674
the right candidates to join our community[br]regardless of their disability status.

0:01:12.837,0:01:17.637
(Pete Siegel) We want to do everything [br]we can to ensure that they have

0:01:17.695,0:01:21.297
the same access to smart faculty, [br]to fellow students,

0:01:21.297,0:01:24.899
and to the resources at UC Davis.

0:01:24.899,0:01:27.561
(Edward Ray) In fact, [br]we genuinely believe that

0:01:27.561,0:01:30.223
excellence is achieved through diversity

0:01:30.223,0:01:32.887
and that a commitment [br]to equity and inclusion

0:01:32.887,0:01:37.048
really enriches each of our lives.

0:01:37.048,0:01:41.210
(Linda Cahill) It would be inconceivable [br]not to have a social conscience, at least,

0:01:41.372,0:01:45.982
and be completely committed to making[br]our resources at Barry University

0:01:46.089,0:01:49.189
accessible to all students.

0:01:49.778,0:01:53.970
(Edward Ray) We believe that the use [br]of technology can be very powerful.

0:01:53.970,0:01:58.162
It connects people to each other,

0:01:58.162,0:02:01.776
but it also enhances their [br]learning capabilities;

0:02:01.776,0:02:05.390
it increases what they can do through[br]their research and creative work;

0:02:05.390,0:02:09.006
it really makes it possible for them to [br]have a more powerful impact in the world

0:02:09.166,0:02:14.551
and that's basically what we're all about.

0:02:14.666,0:02:17.856
And we want that to be true [br]for every member of our community

0:02:17.915,0:02:25.985
regardless of limitations, of physical, [br]spacial, time or other dimension.

0:02:26.767,0:02:27.987
(Hernan Londono) As an IT professional,

0:02:28.020,0:02:34.880
sometimes some of us concentrate in [br]the technical side of the house only

0:02:34.902,0:02:39.022
and we forget that finally [br]the technology is to serve the people.

0:02:39.090,0:02:42.312
(Michael Young) What the university[br]offers and makes available

0:02:42.312,0:02:45.534
has to be offered to everybody.

0:02:45.534,0:02:48.756
We can't afford to waste the talents [br]or the brilliance or the minds of anybody

0:02:48.794,0:02:53.604
and making things accessible allows [br]everybody to engage in the university.

0:02:53.645,0:02:58.545
Equal opportunity is a part of our value[br]system, but it's also required by law.

0:02:58.596,0:03:02.336
(Pete Siegel) Compliance is extremely [br]important. Compliance is the law.

0:03:03.000,0:03:06.650
But that isn't the motivator [br]for most of us at universities.

0:03:06.699,0:03:12.659
Our motivation has always been[br]to provide easily accessible tools,

0:03:12.712,0:03:15.482
excellent experiences for our students

0:03:15.506,0:03:19.366
and really to give them the sense that[br]this is a place they want to be,

0:03:19.384,0:03:21.924
a place they want to learn, [br]a place where they can thrive.

0:03:31.122,0:03:34.462
(Michael Young) Universal design is a very[br]powerful concept because what it means is

0:03:34.492,0:03:40.252
we look at the issue of accessibility[br]at the outset rather than buying something

0:03:40.273,0:03:44.003
or engaging something, or developing [br]something that we have to retrofit.

0:03:44.020,0:03:46.460
Which not only makes it cheaper [br]and more efficient,

0:03:46.460,0:03:48.900
it likely makes it much better in terms[br]of both the quality of the product

0:03:48.900,0:03:51.341
and the accessibility to those...

0:03:51.375,0:03:54.325
all the people that we want [br]to be able to use it.

0:03:54.367,0:03:56.941
(Tracy Mitrano) I think the other direction [br]

0:03:56.941,0:03:59.515
that colleges and universities[br]could and should take is

0:03:59.515,0:04:02.366
to think about accommodation[br]

0:04:02.366,0:04:05.217
as really the beginning of the[br]conversation about disability.

0:04:05.217,0:04:08.068
It was the appropriate measure[br]that was taken

0:04:08.068,0:04:10.152
in the Americans with Disabilities Act

0:04:10.152,0:04:12.238
that was passed in 1990

0:04:12.238,0:04:15.366
and that's well over a generation ago.

0:04:15.401,0:04:19.748
I think now we really have to think less [br]about how we're going to measure

0:04:19.748,0:04:24.095
specifically this accommodation [br]or that accommodation

0:04:24.095,0:04:28.444
and recognize that we can make [br]accessibility open and available

0:04:28.474,0:04:32.114
so that individual staff, faculty [br]or students

0:04:32.114,0:04:35.754
do not have to go to get an accommodation.

0:04:35.754,0:04:39.411
It will be automatically available [br]in the webpage that they visit,

0:04:39.411,0:04:43.068
in the device that they use.

0:04:43.068,0:04:45.292
(Brady Deaton) We envision a campus[br]that has a concept of universal design

0:04:45.292,0:04:47.516
in all aspects of information technology,[br]that a student is not impeded in any way,

0:04:49.780,0:04:54.542
but in fact, that technology is utilized [br]not only directly by those who benefit

0:04:54.542,0:04:59.304
because of certain challenges [br]they may have,

0:04:59.304,0:05:04.066
but also is illustrative to [br]the broader student body

0:05:04.094,0:05:06.434
and to the faculty and to alums[br].

0:05:06.434,0:05:08.774
about what an inclusive learning [br]environment is.

0:05:08.774,0:05:11.074
(Pete Seigel) We have some things[br]we have to learn

0:05:11.074,0:05:13.374
in order to move into[br]accessibility space,

0:05:13.374,0:05:15.675
but the basic goals and the basic values[br]are things we already know and love.

0:05:15.704,0:05:18.094
Then we bring in things like [br]universal design,

0:05:18.094,0:05:21.488
the notion that if we design things[br]well right from the start,

0:05:21.488,0:05:24.882
they actually aren't more expensive.

0:05:24.882,0:05:28.276
This is something that we can fit[br]into even our very, very tight budgets.

9:59:59.000,9:59:59.000
(Eileen McDonough) We make a great effort[br]in our graduate

9:59:59.000,9:59:59.000
and our undergraduate counsel to make sure[br]that faculty and deans are aware that

9:59:59.000,9:59:59.000
in program design, in offering [br]a new major,

9:59:59.000,9:59:59.000
that they take into account that [br]

9:59:59.000,9:59:59.000
they might have to have specialized [br]software available,

9:59:59.000,9:59:59.000
and they have to build that [br]into their program development.

9:59:59.000,9:59:59.000
And then to certainly just be aware[br]of all the different ways

9:59:59.000,9:59:59.000
that students can learn,

9:59:59.000,9:59:59.000
to help faculty and deans understand [br]the concept of universal design.

9:59:59.000,9:59:59.000
(Gerry Hanley) The first step really[br]needs to be an assessment

9:59:59.000,9:59:59.000
of where we are, so we can[br]then inform our planning process,

9:59:59.000,9:59:59.000
develop plans, implement a project,

9:59:59.000,9:59:59.000
and then really assess the results of it.

9:59:59.000,9:59:59.000
(Pablo Molino) Key to our approach [br]to making sure that

9:59:59.000,9:59:59.000
our campus and our technology is[br]accessible to people with disabilities,

9:59:59.000,9:59:59.000
is to ensure we do this by design.

9:59:59.000,9:59:59.000
This is not an afterthought that we do [br]after we have implemented a new classroom.

9:59:59.000,9:59:59.000
Instead, this is something that we do[br]

9:59:59.000,9:59:59.000
from the initial conception [br]of a new project or idea.

9:59:59.000,9:59:59.000
The same way we do this for privacy [br]and security, [br]

9:59:59.000,9:59:59.000
we do this for accessibility.

9:59:59.000,9:59:59.000
(Bruce Maas) It is less costly, [br]in the long run,

9:59:59.000,9:59:59.000
to be thinking through the issues[br]of accessibility comprehensively.

9:59:59.000,9:59:59.000
Therefore, having a plan for accessibility[br]insures that from the beginning

9:59:59.000,9:59:59.000
we think through our issues with regard[br]to the delivery of our services.

9:59:59.000,9:59:59.000
Doing so in a strategic way means that we[br]can hold down costs over the long haul

9:59:59.000,9:59:59.000
and actually deliver better services in the bargain.

9:59:59.000,9:59:59.000
(Brady Deaton) It is very important that [br]a university follows

9:59:59.000,9:59:59.000
a policy and a process

9:59:59.000,9:59:59.000
that is a can-do kind of process.

9:59:59.000,9:59:59.000
It assumes that we are going to [br]undertake the investments that we need,

9:59:59.000,9:59:59.000
we're going to demonstrate the values[br]that we need,

9:59:59.000,9:59:59.000
that not only address the needs of[br]students who may be challenged with vision

9:59:59.000,9:59:59.000
or hearing or other disabilities,

9:59:59.000,9:59:59.000
but also draw on the technology [br]that is not only exciting

9:59:59.000,9:59:59.000
for those people who are [br]developing the technology,

9:59:59.000,9:59:59.000
it's intellectually exciting, it provides [br]new jobs for that matter,

9:59:59.000,9:59:59.000
and it stimulates learning [br]in so many parts of the university.

9:59:59.000,9:59:59.000
So that attitude of the university[br]administration, [br]

9:59:59.000,9:59:59.000
as well as faculty and staff and students,[br]becomes very, very important

9:59:59.000,9:59:59.000
because everyone gains from this. [br]It's a win-win situation.

9:59:59.000,9:59:59.000
(Tracy Mitrano) A policy really is an [br]important way to go, [br]

9:59:59.000,9:59:59.000
because it will focus everyone's attention.

9:59:59.000,9:59:59.000
It's also probably the way that [br]you have to go now

9:59:59.000,9:59:59.000
that there are legal pressures [br]on higher education in this area.

9:59:59.000,9:59:59.000
The second thing I would say about policy [br]is there are really two types in general.

9:59:59.000,9:59:59.000
One is a policy that you have [br]because you have a law,

9:59:59.000,9:59:59.000
for example, the Family Education Rights [br]Privacy Act Policy.

9:59:59.000,9:59:59.000
So you want to be clear and sure that [br]

9:59:59.000,9:59:59.000
you're going to have compliance[br]on your campus.

9:59:59.000,9:59:59.000
There's another kind of policy [br]that I would call aspirational policy

9:59:59.000,9:59:59.000
and maybe accessibility [br]fits a little bit in both

9:59:59.000,9:59:59.000
but you most certainly [br]can err on the aspirational side.

9:59:59.000,9:59:59.000
An aspirational policy is something [br]you establish for your institution

9:59:59.000,9:59:59.000
as a path moving towards something, [br]moving forward.

9:59:59.000,9:59:59.000
It does not have to have one hundred[br]percent compliance

9:59:59.000,9:59:59.000
because it's really a direction [br]that you're setting strategically

9:59:59.000,9:59:59.000
for your institution.

9:59:59.000,9:59:59.000
(Gerry Hanley) I'd say another critical [br]aspect around our strategy is

9:59:59.000,9:59:59.000
a shared governance strategy.

9:59:59.000,9:59:59.000
Because education is [br]a shared responsibility

9:59:59.000,9:59:59.000
0:09:25.980,0:09:32.980[br]across faculty, staff, students, venders,[br]all of us working together have to share in

9:59:59.000,9:59:59.000
0:09:34.389,0:09:41.389[br]that responsibility. Now, a shared governance[br]process means if you are responsible in delivering

9:59:59.000,9:59:59.000
0:09:42.189,0:09:48.240[br]the service, then you have an opportunity[br]to share in governing how we're going to

9:59:59.000,9:59:59.000
0:09:48.240,0:09:52.629[br]manage the implementation of these services.[br](Brady Deaton) The administrators of the university

9:59:59.000,9:59:59.000
0:09:52.629,0:09:57.949[br]must reflect the values that demonstrate the[br]importance of this to the learning environment

9:59:59.000,9:59:59.000
0:09:57.949,0:10:00.779[br]and it has to be built in then to every aspect[br]of what we do.

9:59:59.000,9:59:59.000
0:10:00.779,0:10:04.139[br](Michael Young) Right now we have a number[br]of projects and initiatives underway at the

9:59:59.000,9:59:59.000
0:10:04.139,0:10:09.269[br]UW in which we're testing new technologies.[br]Accessibility is an important consideration

9:59:59.000,9:59:59.000
0:10:09.269,0:10:13.079[br]in these evaluations. Many of the vendors[br]we work with have completed

9:59:59.000,9:59:59.000
0:10:13.079,0:10:18.569[br]Voluntary Product Accessibility Templates[br]or VPATs, which offer a checklist of accessibility

9:59:59.000,9:59:59.000
0:10:18.569,0:10:23.649[br]criteria and vendors' self-assessment as to[br]how well they meet those criteria. It's a

9:59:59.000,9:59:59.000
0:10:23.649,0:10:28.269[br]good starting point, but we go beyond that[br]to ask a vendor specific questions and to

9:59:59.000,9:59:59.000
0:10:28.269,0:10:33.569[br]test their products with respect to accessibility.[br](Gerry Hanley) We begin with our vendors saying

9:59:59.000,9:59:59.000
0:10:33.569,0:10:40.569[br](a) this is not only important, that this[br]is required for working with the CSU. Every

9:59:59.000,9:59:59.000
0:10:42.309,0:10:48.990[br]student who comes into our institution, we[br]have to provide equally effective access to

9:59:59.000,9:59:59.000
0:10:48.990,0:10:55.860[br]those services and you are a partner in delivering[br]those services to us. So we will tell you

9:59:59.000,9:59:59.000
0:10:55.860,0:11:02.860[br]what we need and then we will help you inform[br]your staff, educate your staff, provide them

9:59:59.000,9:59:59.000
0:11:03.930,0:11:10.699[br]some consultation and guidance in partnership[br]with us, so you can deliver the successful

9:59:59.000,9:59:59.000
0:11:10.699,0:11:13.370[br]service for us.[br](Pat Burns) So we work with our vendors to

9:59:59.000,9:59:59.000
0:11:13.370,0:11:19.180[br]try to put pressure on them to make things[br]accessible. We actually have a purchasing

9:59:59.000,9:59:59.000
0:11:19.180,0:11:26.180[br]process where we work through and ask the[br]issues about accessibility for software and

9:59:59.000,9:59:59.000
0:11:26.490,0:11:31.529[br]hardware that we buy as well.[br](Bruce Maas) Individual efforts really need

9:59:59.000,9:59:59.000
0:11:31.529,0:11:37.879[br]to be able to scale well. If we go about things[br]in an ad hoc approach, one by one, we're not

9:59:59.000,9:59:59.000
0:11:37.879,0:11:43.910[br]likely to get the same results as if we work[br]together as a community in higher education,

9:59:59.000,9:59:59.000
0:11:43.910,0:11:48.990[br]to work with vendors to improve accessibility[br]for everyone with regard to the products that

9:59:59.000,9:59:59.000
0:11:48.990,0:11:55.269[br]are offered. That's a much more pragmatic[br]approach rather than institution by institution.

9:59:59.000,9:59:59.000
0:11:55.269,0:12:02.269[br](Gerry Hanley) Making accessibility a priority[br]in their development roadmap is going to be

9:59:59.000,9:59:59.000
0:12:02.300,0:12:09.300[br]driven by the market demand. And if an institution[br]never says a word, the vendor isn't going

9:59:59.000,9:59:59.000
0:12:11.059,0:12:17.269[br]to do anything about it. So if we begin to[br]communicate our demands collectively, then

9:59:59.000,9:59:59.000
0:12:17.269,0:12:20.490[br]the vendor will recognize the market value[br]of accessibility.

9:59:59.000,9:59:59.000
0:12:20.490,0:12:26.670[br](Joel Hartman) As we acquire IT resources,[br]we have to embed accessibility in our contracts.

9:59:59.000,9:59:59.000
0:12:26.670,0:12:31.019[br]As we develop resources, we have to employ[br]universal design in our thinking about how

9:59:59.000,9:59:59.000
0:12:31.019,0:12:35.930[br]to make these resources available and we have[br]to continue to monitor students to see if

9:59:59.000,9:59:59.000
0:12:35.930,0:12:42.930[br]we're really delivering to them the resources[br]in a form that they can actually use.

9:59:59.000,9:59:59.000
0:12:43.309,0:12:50.309[br](Michael Young) Accessibility requires effort[br]on the part of everyone in the higher education

9:59:59.000,9:59:59.000
0:12:53.610,0:12:59.209[br]community - faculty, staff, technology vendors.[br]If we all do our part, our institutions can

9:59:59.000,9:59:59.000
0:12:59.209,0:13:04.529[br]provide everyone with an equal opportunity[br]to participate. And we all benefit from the

9:59:59.000,9:59:59.000
0:13:04.529,0:13:07.709[br]perspectives of a diverse group.[br](Hernan Londonono) Having that peace of mind

9:59:59.000,9:59:59.000
0:13:07.709,0:13:12.959[br]that we are doing all we can to provide an[br]accessible campus is -- gives us a lot of

9:59:59.000,9:59:59.000
0:13:12.959,0:13:17.670[br]pride and we feel very happy about what, what[br]we do.

9:59:59.000,9:59:59.000
0:13:17.670,0:13:22.199[br](Linda Cahill) Why wouldn't we make our campus[br]accessible to students with disabilities and

9:59:59.000,9:59:59.000
0:13:22.199,0:13:27.439[br]why wouldn't we do everything we could to[br]see the technology is accessible to our students?

9:59:59.000,9:59:59.000
0:13:27.439,0:13:32.490[br](Tracy Mitrano) The spirit of what has made[br]higher education the jewel in the crown of

9:59:59.000,9:59:59.000
0:13:32.490,0:13:36.939[br]American society is part and parcel of the[br]message of accessibility.

9:59:59.000,9:59:59.000
0:13:36.939,0:13:43.139[br](Ed Ray) Every way in which we touch the lives[br]of others, whether it's in the classroom,

9:59:59.000,9:59:59.000
0:13:43.139,0:13:50.139[br]the laboratory, through live performances,[br]through events on campus, we want everyone

9:59:59.000,9:59:59.000
0:13:50.170,0:13:57.170[br]who comes here and creates those experiences[br]to be as fully engaged and as fully benefited

9:59:59.000,9:59:59.000
0:14:00.290,0:14:07.290[br]by the activity as possible. And that simply[br]can't be done if people have artificial challenges

9:59:59.000,9:59:59.000
0:14:08.179,0:14:09.889[br]or barriers to try to overcome.

9:59:59.000,9:59:59.000
0:14:09.889,0:14:16.319[br](Ed Ray) I would say to those out there who[br]are just getting started or maybe struggling

9:59:59.000,9:59:59.000
0:14:16.319,0:14:23.319[br]to figure out how to use technology to advance[br]accessibility on their campuses that there's

9:59:59.000,9:59:59.000
0:14:23.629,0:14:25.549[br]no such thing as a bad time to start.