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Web Accessibility in Higher Ed: Influence ~ Explore ~ Learn

NERCOMP - June 12th, 2017

Online evaluation link: bit.ly/nercomp_access17

#NercompPDO2

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Welcome and Housekeeping

Add questions, comments or share resources:

https://tinyurl.com/nercomp-accessibility

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Presenters

Melba Acevedo, Director Instructional Technology & Online Learning, NECC

Ellen Freeman, Teaching and Learning Applications Coordinator, Colby College

Michael Harris, Information Architect & Accessibility Lead, Yale University

Lisa Sawin, Director of User Experience & Digital Strategy, Yale University

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Agenda

9 - 9:15	Introduction
9:15 - 9:30	Keynote
9:30 - 10	Understanding Accessibility Standards
10 - 10:10	Break
10:10 - 10:40	Where is your institution now?
10:40 - 10:55	Screen Reader Demonstration
10:55 - 11:30	Talking about Accessibility

11:30 - 12:30	Lunch
12:30 - 1:30	Panel Discussion
1:30 - 1:40	Break
1:40 - 2	Afternoon Activity 1: Elevator Pitch
2 - 2:15	Accessibility Resources
2:15 - 2:45	Afternoon Activity 2: Bringing It Home
2:45 - 3	Wrap-up and evaluation

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Outcomes

Influence the culture, values, and priorities at your institution, to build buy-in for a more accessible experience, and understand how to align accessibility strategy and budget.

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Outcomes

Explore how different campuses are managing compliance around accessibility including remediation planning, resourcing, training, awareness, policy development and governance.

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Outcomes

Learn the resources available to support accessibility work, including testing, checklists, online resources, and ways to stay up-to-date and engaged with the broader community working on this effort.

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Keynote: What do we mean by “Accessibility”?

What is accessibility?
How does accessibility affect the digital campus?
How does accessibility benefit us all?
Why is digital accessibility challenging?
What are elements of a higher-ed strategy for accessibility?

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What is accessibility?

The way we build websites presents real barriers to disabled people.

Digital accessibility is the design and development of websites and web applications to allow for full access to our Digital Campus.

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How does accessibility affect the digital campus?

The LMS you choose and the content faculty create there
The course registration software, whether vended or home-grown
The website presenting information on financial aid or student jobs or student clubs
The library’s database search tools and digital collections
The videos used in online courses
And so much more!

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How does accessibility benefit all?

Pushing a stroller along city sidewalks is easier in 2017 than 1967. Like accommodations for people with physical disabilities, digital accessibility benefits us all:

Accessible websites are easier to navigate and understand
Captions improve search engine ranking
Color contrast increases legibility in bright sunlight

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Why is digital accessibility challenging?

Physical accessibility is managed differently than digital accessibility because so many people can alter our digital campus

A professor embeds a YouTube video in a course site.
An administrative assistant uploads a PDF calendar to the department website.
A student updates the club page for an upcoming event.

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What are elements of a higher-ed strategy for accessibility?

Procurement
Training
Remediation
Governance

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Understanding Accessibility Standards

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What Is Disability?

Visual
Auditory
Cognitive / Neurological
Motor
Speech

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Assistive Technology

Visual Disabilities: �Screen readers, braille refreshers, screen magnifiers, high contrast mode

Motor Disabilities: �Keyboards, track balls, voice activated software, mouth sticks

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Assistive Technology

Auditory: Captions and descriptive transcripts

Cognitive and Neurological: Alternative stylesheets, screen readers (again!)

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WCAG

Web Content Authoring Guidelines
“A stable, referenceable, technical standard” - �Web Accessibility Initiative (WAI)
WCAG 1.0 - 1999
WCAG 2.0 - 2008
WCAG 2.1 - 2018(??)

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WCAG

61 Testable Criteria
12 Guidelines
4 Principles: Perceivable, Operable, Understandable, Robust
Levels of Conformance: A, AA, and AAA
In general, aim for AA compliance (meet all A and AA criteria)

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WCAG 2.0 Principles At a Glance:

Principle 1: Perceivable - Information and user interface components must be presentable to users in ways they can perceive.

Provide text alternatives for non-text content.
Provide captions and other alternatives for multimedia.
Create content that can be presented in different ways, including by assistive technologies, without losing meaning.
Make it easier for users to see and hear content.

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Principle 1: Perceivable

Provide text alternatives for non-text content.

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Principle 1: Perceivable

Make it easier for users to see and hear content.

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WCAG 2.0 Principles At a Glance:

Principle 2: Operable - User interface components and navigation must be operable.

Make all functionality available from a keyboard.
Give users enough time to read and use content.
Do not use content that causes seizures.
Help users navigate and find content.

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Principle 2: Operable

Make all functionality available from a keyboard.

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Principle 2: Operable

Help users navigate and�find content.

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WCAG 2.0 Principles At a Glance:

Principle 3: Understandable - Information and the operation of user interface must be understandable.

Make text readable and understandable.
Make content appear and operate in predictable ways.
Help users avoid and correct mistakes.�

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Principle 3: Understandable

Help users avoid and correct mistakes.

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WCAG 2.0 Principles At a Glance:

Principle 4: Robust - Content must be robust enough that it can be interpreted reliably by a wide variety of user agents, including assistive technologies.

Maximize compatibility with current and �future user tools.

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Principle 4: Robust

Maximize compatibility with �current and future user tools.

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ARIA

ARIA: Accessible Rich Internet Application

“a way to make Web content and Web applications more accessible to people with disabilities. It especially helps with dynamic content and advanced user interface controls developed with Ajax, HTML, JavaScript, and related technologies.”
ARIA 1.0: 2014; ARIA 1.1: October 2016 (Candidate Recommendation)
Can aid in page navigation structures
Required for complex interactions and user interfaces that require scripting, such as pop-ups and drag-and-drops.

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ARIA

Providing page landmarks helps in the same way that skip links do.

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ARIA

ARIA provides information about roles, states, �and labels (but JavaScript is also required!)

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ARIA

Rules:

Don’t use ARIA (unless you have to)
Don’t change native semantics (unless you have to)
All ARIA controls must be keyboard accessible
Don’t use ARIA to hide visually focusable elements
All ARIA elements must have an accessible name

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Summary

Many kinds of disabilities, and many kinds of assistive technology
Governing Standards: WCAG 2.0 and ARIA
Aim to comply with WCAG 2.0 A and �AA standards
ARIA for interactivity

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Break

9 - 9:15	Introduction
9:15 - 9:30	Keynote
9:30 - 10	Understanding Accessibility Standards
10 - 10:10	Break
10:10 - 10:40	Where is your institution now?
10:40 - 10:55	Screen Reader Demonstration
10:55 - 11:30	Talking about Accessibility

11:30 - 12:30	Lunch
12:30 - 1:30	Panel Discussion
1:30 - 1:40	Break
1:40 - 2	Afternoon Activity 1: Elevator Pitch
2 - 2:15	Accessibility Resources
2:15 - 2:45	Afternoon Activity 2: Bringing It Home
2:45 - 3	Wrap-up and evaluation

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Where is your institution now?

Where is your institution at now?
What does institutional accessibility maturity look like?
Debrief from pre-workshop survey

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Three Ways to Think about Maturity

Resource Maturity: Do individual employees (designers, developers, and content editors) incorporate accessibility into their daily job responsibilities?
Team / Process Maturity: Do teams consistently produce accessible products and use accessibility as a criteria in evaluating their own work?
Support Maturity: Do accessibility specialists routinely provide the appropriate amount of support throughout the institution?

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Resource Maturity

Qualities of Immature Resources:

Inconsistent performance
Low buy-in, morale, communication
Deflecting responsibility
Unclear performance objectives or feedback
Lacking skills needed
Unawareness of role responsibilities
Lack of knowledge or access to tools

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Resource Maturity

Qualities of Mature Resources:

Consistent performance
Commitment to implementing standards
Appropriate ownership
Clear performance objectives and feedback
Sufficient subject matter expertise
Clarity of role responsibilities
Familiarity with and access to appropriate tools

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Resource Maturity

Do content editors put alt text in their images and use proper heading hierarchy? Do they know that they are supposed to? Do they know how to?
Do developers know how to write accessible code? Do they know how to perform basic accessibility checks on their work? Do they have prerequisite HTML, CSS, and JS background knowledge?
Do designers know how to design for color blindness? Do designers design with a strong sense of heading hierarchy?

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Team / Process Maturity

Qualities of Immature Teams / Responsibilities

Reliance on talented individuals
Ad hoc processes and standards
Performance is inconsistent
Stakeholders aren’t engaged on relevant projects
Work isn’t monitored or validated
Unclear how to increase resource maturity
Inability to report to leadership
Managers don’t buy in

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Team / Process Maturity

Qualities of Mature Teams / Responsibilities

Reliance on defined and well-understood processes
Documented standards
Performance is consistent
Stakeholders are engaged on relevant projects
Work is monitored and validated
Clear ways to increase resource competency and expectations
Ability to report to leadership
Managers do buy in

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Team / Process Maturity

How do teams evaluate their work, and is accessibility included in those criteria?
Do teams have an agreed-upon set of accessibility checks, and methods or tools to perform them?
Have teams agreed on an accessibility standard?
Can teams anticipate patterns in accessibility challenges, approaches, and solutions across projects?
Are stakeholders aware of the need for accessibility?
Can the team report on outstanding issues, their status, and their estimated time to completion?
Do managers make accessibility part of the team culture?

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Support Maturity

Qualities of Immature Accessibility Support

Accessibility review and consultation isn’t offered as a service
Accessibility specialists don’t exist within an organization
Mismatch between supply and demand for accessibility specialists
Specialists don’t have systematic ways of supporting resource and team maturity
No one is driving cultural change within the institution as a whole
Critical institution-wide stakeholders (procurement, senior leadership, general council) are not involved

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Support Maturity

Qualities of Mature Accessibility Support

Accessibility review and consultation are offered as a service
Organizations have individuals for whom accessibility is their primary responsibility
Accessibility specialist supply and demand are managed
Specialists offer training, workshops, etc. or facilitate access to third party training
Specialists promote awareness and adoption of accessibility best practices
Critical institution-wide stakeholders are engaged

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Support Maturity

If teams have an accessibility question, whom do they go to?
Does the institution accessibility training as part of onboarding for relevant new employees?
Does the institution offer recurring training?
Is there a standard, repeatable procurement process to make sure that vendor products are accessible?

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Support Maturity

Do requests for accessibility consultation have a predictable intake processes, deliverables, etc?
Does the institution have an internal communications strategy about accessibility?
Are accessibility specialists seen as owning accessibility, or empowering others to own it?

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Survey Results and Debrief

10 Questions

What are your expectations of this workshop?

What is the one thing that you would most like to learn during the workshop?

Do you feel confident supporting accessibility at your institution with the knowledge that you have? Please be specific whether you have had formal training or have learned by doing.

What is your institution’s maturity level?

If someone contacted you about an accessibility issue with a website at your institution, what would you do about it?

How are you managing compliance around accessibility?

What concerns you the most about working toward accessibility?

How do you obtain accessibility tools?

Do you have allies on your campus or at other institutions that form a support network for your accessibility work?

Please share additional comments or questions.

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Screen Reader Demonstration

Bruce Howell

Accessibility Services Manager

Bruce Howell joined the staff at The Carroll Center for the Blind in July of 2012. He is a graduate of Colgate University and previously enjoyed a long career in Retail Banking prior to coming to The Carroll Center.

In his current role, Bruce has primary responsibility for business development and project management. He works with clients to help them to identify and articulate their digital accessibility challenges and assigns Carroll Center resources to best meet those client needs.

Bruce serves as the primary contact with clients throughout these evaluation or testing projects. He facilitates interaction between The Carroll Center team and the client. He is a proficient user of some of the Assistive Technologies which the Accessibility Services team uses to conduct testing and evaluation of websites and other digital content.

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Talking about accessibility to various audiences

Getting Started
Leadership
Faculty
Staff
Procurement and vendors

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Common denominators

Have an institutional, digital accessibility vision and mission
Leverage institutional values
Connect vision to the institution’s strategic plan
Use social networks and expand them
Create a strategic plan
Communicate ¹⁰

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NECC Vision Statement

NECC seeks to embody the fundamental academic principles of equity and accessibility by striving to provide to the broadest possible audience, regardless of impairment or disability, equal access to the college’s programs, services, events, and activities.

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NECC Vision Statement (continues)

To this aim, we seek to promote an inclusive academic environment by incorporating design concepts that remove or reduce barriers to both current and emerging technologies. This ongoing institutional effort deepens our appreciation for diversity and cultural inclusion.

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Culture Change: A Continuum

Then

Retroactive upon request
Design assumes homogeneity
Many students do not disclose
Accommodations time consuming
Accommodation or medical model

Now

Creates flexible design usable by all
Design anticipates diversity - inclusion
Disclosure of disability not required
Proactive, time-saving design
Universal design or social justice model

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Reactive & Remediation

Proactive & Purposeful

versus

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Proactive

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Reactive

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Talking about accessibility to leadership

Why is action required?

Addresses legal compliance
Mitigates risk (reputational, legal and financial)
Aligns with your mission
Being proactive lets us set our own process, timeline, and agenda
Builds an inclusive environment

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Talking about accessibility to faculty

Include faculty in social networks and build relationships
Find the early adopters and champions around campus
Engage in peer to peer conversations: Communicate

Faculty respected by their peers

Illustrate examples of students who benefit from accessible course materials
10% effort

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The Butterfly Effect

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Talking about accessibility to staff

Build collaborative relationships and inter-departmental connections
Identify champions and advocates - trusted allies
Emphasize learning opportunities and professional development
Implicit and explicit learning opportunities�Ex. Tech Talks and social gatherings
Keep strengthening relationships and build trust: communicate

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Talking about accessibility to procurement & vendors

In order to increase access to our institution for students, faculty, and staff with disabilities, we must hold vendors accountable for accessible products and services.

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VPAT - a tool for communicating accessibility status.

VPAT = Voluntary Product Accessibility Template

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Requests for Proposal and Contracts

Get language holding vendors accountable for accessibility in your institution's procurement templates.

Current state of conformance
Method of evaluation - tools, frequency
Timeline for full conformance
Agreement to fix issues raised

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Helpful questions for assessing accessibility maturity

Do you assess your product for compliance with WCAG 2.0 Level AA?
If yes, how do you assess for compliance with WCAG AA, ie do you use automated tools, a checklist, expert review, user testing, review with a screen reader such as JAWS?
At what points in the design and development process do you assess for compliance with WCAG AA?
If your product is not compliant, can you provide a VPAT aligned to the WCAG AA requirements?
If your product is not compliant, do you have a roadmap to achieving compliance?

Lead: Lisa

• Do you assess your product for compliance with WCAG 2.0 Level AA?

o Good answer: Yes.

o Bad answer: No.

• If yes, how do you assess for compliance with WCAG AA, ie do you use automated tools, a checklist, expert review, user testing, review with a screen reader such as JAWS?

o Good answer: A combination of many methods or a reliance on an outside expert.

o Bad answer: A reliance only on automated testing.

• At what points in the design and development process do you assess for compliance with WCAG AA?

o Good answer: Frequent assessment throughout a project’s lifecycle.

o Bad answer: Immediately prior to launch.

• If your product is not compliant, can you provide a VPAT aligned to the WCAG AA requirements?

o Good answer: Yes.

o Bad answer: No, or our VPAT is aligned to Section 508.

• If your product is not compliant, do you have a roadmap to achieving compliance?

o Good answer: A roadmap with dates for delivery of all identified issues

o Bad answer: No, or a roadmap which is not specific and measurable

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Lunch

9 - 9:15	Introduction
9:15 - 9:30	Keynote
9:30 - 10	Understanding Accessibility Standards
10 - 10:10	Break
10:10 - 10:40	Where is your institution now?
10:40 - 10:55	Screen Reader Demonstration
10:55 - 11:30	Talking about Accessibility

11:30 - 12:30	Lunch
12:30 - 1:30	Panel Discussion
1:30 - 1:40	Break
1:40 - 2	Afternoon Activity 1: Elevator Pitch
2 - 2:15	Accessibility Resources
2:15 - 2:45	Afternoon Activity 2: Bringing It Home
2:45 - 3	Wrap-up and evaluation

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Panel Discussion: Higher Ed Accessibility Success Stories

Rob Eveleigh�Five College EIT Accessibility Coordinator
David Lewis�Accessibility Manager, Boston College
Lance Hidy �Professor of Art and Accessible Media Specialist, Northern Essex CC
Susan Martin�Director of Learning Accommodations, Northern Essex CC
Katherine Wahl�Usability/Accessibility Consultant, MIT

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Questions for the Panel Members

Please share a brief history of the web accessibility initiatives at your institution.
What are you or your institution currently focusing in regards to web accessibility?
Who are your allies and/or champions at your institution?
What resources and processes do you believe are necessary to start addressing accessibility campus wide?
What resources would you like to have available at your disposal to improve the accessibility at your campus?
What advice would you share with the audience about approaching campus-wide compliance?

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Boston College Web Accessibility

NERCOMP 2017

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History - Boston College

2010 - 2011: Initial meetings between ITS, Diversity Office and OMC to discuss web accessibility. Plan developed with general 5 year goals
2012: Involved experts from Carroll Center for the Blind - evaluated site - provided training and seminar - began remediation of web templates
2013: Consultation with BC UDL expert - advisory committee, task force, vision statement
2014: Purchased Compliance Sheriff - began user training - remediation responsibility on editors
2015 -2016: Redesign of site, accessibility upfront, less content, fewer users
2017: Redesign continues, accessibility now part of process

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Accessible Media �at Northern Essex Community College

Susan Martin, Director, Learning Accommodation Center

Lance Hidy, Accessible Media Specialist

NERCOMP, June 12, 2017, Norwood, MA bit.ly/nercomp_access17

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1. History

2013—Formal cross-sectional team learned about accessible media and made recommendations to college leaders.

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2. Current focus for web accessibility

Currently systematizing compliance efforts outlined in charter
Raising awareness, explaining the need
New Accessible Media Specialist

Currently systematizing compliance efforts outlined in charter:

Website redesign to Level AA WCAG , new vendor-pushed accessibility

Operationalizing our Accessible Media Procurement Policy and Procedure

IT Master Plan - accessibility goals

Developing Internal expertise for evaluating and housing Vendor accessibility documents and plans ( i.e.; VPATS- Voluntary Product Accessibility Templates, accessibility plans and timelines )

Operationalizing our Closed Captioning Policy and Procedure.

Training departments and individuals on accessible media/ Adobe Acrobat software/ JAWS

Maintaining Accessible Media in new Strategic Goals and Academic master Plan & metrics

Consistent inclusion of accessibility in new online courses (Quality Matters, ITeach, BB ALLY)

Emphasis on raising awareness and why do we need to make our media accessible?

Around campus, Professional Day, Social Justice Values (ie; Fair, New employee Orientation)

Standing committees, posters and banner being developed

Faculty stipend project, one on one with Faculty as needed

Developing role of new Accessible Media Specialist Learning Accommodation Center and Center for Instructional Technology.

Responsibilities, priorities, Works with both Learning Accommodation Center that has a student focus, and with Instructional Technology Center that has a faculty focus.

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3. Who are allies and/or champions?

VP for Academic & Student Affairs
Learning Accommodation Center—serves students
Center for Instructional Technology—serves faculty
Professional Development Office
Web development team
Student Services staff
Standing Committees: ADA Access; Compliance; Executive
Online faculty
Employees who have a family member with a disability
Current & former students with disabilities

Currently systematizing compliance efforts outlined in charter:

Website redesign to Level AA WCAG , new vendor-pushed accessibility

Operationalizing our Accessible Media Procurement Policy and Procedure

IT Master Plan - accessibility goals

Developing Internal expertise for evaluating and housing Vendor accessibility documents and plans ( i.e.; VPATS- Voluntary Product Accessibility Templates, accessibility plans and timelines )

Operationalizing our Closed Captioning Policy and Procedure.

Training departments and individuals on accessible media/ Adobe Acrobat software/ JAWS

Maintaining Accessible Media in new Strategic Goals and Academic master Plan & metrics

Consistent inclusion of accessibility in new online courses (Quality Matters, ITeach, BB ALLY)

Emphasis on raising awareness and why do we need to make our media accessible?

Around campus, Professional Day, Social Justice Values (ie; Fair, New employee Orientation)

Standing committees, posters and banner being developed

Faculty stipend project, one on one with Faculty as needed

Developing role of new Accessible Media Specialist Learning Accommodation Center and Center for Instructional Technology.

Responsibilities, priorities, Works with both Learning Accommodation Center that has a student focus, and with Instructional Technology Center that has a faculty focus.

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4. What resources and processes are necessary to start addressing accessibility campus-wide?

Commitment at the top
Get the union on board
Leadership team
Awareness campaigns
User-friendly technology

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5. What resources would we like to have at our disposal to improve accessibility?

Adequate staffing
Funds for training staff & faculty
More state-wide purchasing for cost savings
Data collection on implementation of accessibility and its effects

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6. Advice for approaching compliance?

If accessibility can be shown to improve retention and employment, then increased funding should follow.
Run dual campaigns for Awareness of Disabilities, and for Universal Design for Learning
Faculty have legitimate concerns, so listen to what the union has to say.

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Design by Lance Hidy, Northern Essex Community College

This information graphic shows a series of pointing hands representing Federal Americans With Disability laws, college presidents, college administration, college staff, all pointing to an icon of a mortarboard hat that represents college faculty. Underneath the hat are a giant question mark, and a list of three main concerns that faculty and their union have. These concerns are faculty workload, the union contract, and academic freedom. The existing union contract was negotiated under the older model of providing learning accommodations retroactively, on a case-by-case basis to students who have registered with the Learning Accommodation Center. The new Universal Design model requires much more work by the faculty to learn new skills such as creating tagged documents, and posting accessible course materials in a learning management system such as Blackboard. By requiring changes to the ways course content is delivered, some faculty feel that their academic freedom is being infringed too. Until these challenges are resolved, it will be very difficult to fully enlist faculty cooperation in making face-to-face courses, and many hybrid courses, compliant with federal accessibility law.

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Presented by Susan Martin and Lance Hidy�Northern Essex Community College�Campuses in Haverhill and Lawrence, Massachusetts��NERCOMP, June 12, 2017, Norwood, MA �Here is the link to the online evaluation page: �bit.ly/nercomp_access17�

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Break

9 - 9:15	Introduction
9:15 - 9:30	Keynote
9:30 - 10	Understanding Accessibility Standards
10 - 10:10	Break
10:10 - 10:40	Where is your institution now?
10:40 - 10:55	Screen Reader Demonstration
10:55 - 11:30	Talking about Accessibility

11:30 - 12:30	Lunch
12:30 - 1:30	Panel Discussion
1:30 - 1:40	Break
1:40 - 2	Afternoon Activity 1: Elevator Pitch
2 - 2:15	Accessibility Resources
2:15 - 2:45	Afternoon Activity 2: Bringing It Home
2:45 - 3	Wrap-up and evaluation

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Afternoon Activity: Elevator Pitch

Develop and practice giving accessibility talking points
Report back to whole group
Share with everyone

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Accessibility Resources Webpage at Colby College

Online Courses (MOOCs), Training
Workshops, Conferences, and Webinars
Online Tools
Networking
Listservs

Visit for a full list of recommended resources: http://www.colby.edu/acits/accessibility-resources/

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Share Your Favorite Resources

https://tinyurl.com/nercomp-accessibility

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Just getting started?

Visit Web Accessibility Initiative https://www.w3.org/WAI/

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Introduction to Accessibility Site at w3.org

Content:

What is Web Accessibility
Why Web Accessibility is Important
Making the Web Accessible
Making Your Web Site Accessible
Evaluating the Accessibility of a Web Site

Web resource: https://www.w3.org/WAI/intro/accessibility

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Web Accessibility Perspectives

Resource: https://www.w3.org/WAI/perspectives/

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Available Checklists

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Tools

WCAG Tool Search
Automated Checkers
Color Contrast Checkers
HTML Validation
W3C Markup Validation Service
Evaluation Tools

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Blogs for Light Reading!

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NERCOMP

Resource: https://nercomp.org/search-results/?q=accessibility

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EDUCAUSE

Resource: https://www.educause.edu/search?q=accessibility

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Conferences

Paris Web (Web Design)

Generate (Conference for Web Designers)

CSUN (Assistive Technology Conference)

AHEAD (Association on Higher Ed and Disability)

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Tutorials

Resource: https://www.w3.org/WAI/tutorials/

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Resource: http://www.3playmedia.com/resources/webinars/

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Free Online Courses

Accessibility: Designing and Teaching Courses for All Learners

Resource: https://www.canvas.net/browse/empirestate/empirestate-buffalostate/courses/accessibility-designing-teaching

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Afternoon Activity: Bringing It Home

Plan next steps at your home institution
Reflect on key takeaways
Brainstorm and share ideas

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Afternoon activity: Bringing It Home

Silent brainstorming (5 minutes)

Write on sticky notes - one idea per sticky
Topics: Next steps at your home institution and/or key takeaways

Small group discussion (15 minutes)

Take turns at poster board
Place ideas in appropriate quadrant and share your thoughts

Large group discussion (10 minutes)

Representative from each group shares common threads

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Wrap-up and evaluations

Online evaluation link: bit.ly/nercomp_access17