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Organizational Capacity Assessment: Instructional Environment

Page One

Thank you for your interest in this assessment.

This assessment is adapted from a rubric created by Sue Kroeger and Melanie Thornton in collaboration with members of the Advisory Group on Disability Access and Inclusion at Middlebury College (2016–2017).
If you have questions or comments, please contact Melanie Thornton at mthornt@uark.edu.

Sue Kroeger, Ed.D.
University of Arizona

Melanie Thornton, M.A., CPACC
University of Arkansas
 
Instructions

The greatest value of this assessment often comes from the conversations it sparks among members of the campus community. For that reason, we encourage you to complete it with colleagues whenever possible.

If you would like an initial sense of where your institution stands and are uncertain about how to answer a question, choose the lower rating. For checklist items, leave any item unchecked if you are unsure whether it applies.

Providing your name and email address is optional. If you choose to provide your email address, you will receive a copy of your responses by email.

Your responses are confidential and will not be shared with anyone.
1. LEADERSHIP/COMMITMENT: What is the level of campus commitment to course design that is accessible and inclusive and reduces the need for individual accommodations? *This question is required.
UnawareSome awareness / Not a high priorityHighly aware / PrioritizesKeeps up with latest trends
2. LEADERSHIP/COMMITMENT: Is there at least one high-level champion who takes pride in ensuring course content is accessible campus-wide? *This question is required.
No high level champion for access existsA champion exists but has limited influenceA single champion exists who uses influence regularlyMultiple champions exist at upper levels of management and use their influence regularly
3. COMMUNICATION / MARKETING: How regularly does leadership communicate the commitment to accessible course design and inclusive instructional practices? *This question is required.
NeverSporadicallyRegularlyOften
4. COMMUNICATION / MARKETING: How prominent is communication about responsibility and commitment to inclusive educational practices? *This question is required.
Not seen by most stakeholdersSeen by stakeholders in reaction to specific events, otherwise does not come from high level leadershipClearly communicated as a commitment, communicated by leadershipEmbedded in strategic plans and other organizational plans, external stakeholders can see that it is a commitment
5. ASSESSMENT / ACCOUNTABILITY: Do faculty assessment measures include questions related to accessible and inclusive course design? *This question is required.
Course accessibility is not addressedCourse accessibility or disability is included with a broader questionThere is a single question about accommodations or accessibilityMore than one question in the assessment addresses disability and accessibility
6. ASSESSMENT / ACCOUNTABILITY: Are processes in place to proactively ensure accessibility of course content? *This question is required.
No processes are in placeCourse assessment for accessibility is available on a voluntary basisQuality assurance measures are employed for courses in some colleges, departments or for general education courses onlyQuality assurance measures that include accessibility are employed with all courses
7. ASSESSMENT / ACCOUNTABILITY:  Can an instructional designer or representative of disability services access course management system directly to remove barriers within courses? *This question is required.
There are no instructional designers and disability services have no access to online coursesInstructional designers have access but do not typically prioritize accessibilityInstructional designers have access and will grant it to disability services personnel upon requestInstructional designers and disability services employees have full access to courses when a need arises to address barriers to access
8. RESOURCE ALLOCATION: How would you describe the allocation of resources to provide faculty development related to disability access and inclusion in course design? *This question is required.
Organization does not allocate adequate capacity and resourcesSome resources are allocated but not nearly enough.Resources are allocated but fall short of the need.Organization plans for, ensures capacity and allocates sufficient resources
9. RESOURCE ALLOCATION:  Does the organization provide adequate resources to support the need for accommodations when students encounter barriers to access? *This question is required.
Disability office has to make do with a very small budgetResources are available to the disability office but if additional funds are needed, the staff has to make a case to get more fundsResources are provided to meet the needs of accommodations but pressure is placed on disability resource staff to reduce costsThe cost of accommodations is seen as the cost of doing business and funds are available whenever needed
10. KNOWLEDGE / SKILLS: How would you characterize the knowledge of faculty development personnel or disability resource professionals on the campus in the area of inclusive instructional design? *This question is required.
No one tasked with these skillsLearning as they goSolid foundationLeading edge, keeping pace with national trends
11. KNOWLEDGE / SKILLS: How many faculty are well-versed in inclusive teaching practices? *This question is required.
Few, if anyA small minorityA good number spread across campusThe majority of faculty
12. POLICY / PRACTICE ALIGNMENT: Does the organization have policies in place that address commitment to accessible and inclusive instructional design? *This question is required.
No related policiesPolicies established in reaction to problemsWell thought out and coordinated policiesPolicies developed though coordinated effort that reflects campus culture
13. POLICY / PRACTICE ALIGNMENT: If there are policies, how do day-to-day practices align with policy? *This question is required.
No related policiesPractices out of sync with policy - no method for ensuring complianceMost practices are consistent with policyPolicy and practices are in strong alignment
14. TRAINING / CONSULTATION: How would you describe training and professional development opportunities on your campus related to accessible course design? *This question is required.
Faculty development is either not available or does not incorporate elements related to accessible design.Faculty development occasionally includes information about accessible course design.Faculty development on accessible course design is offered separately from other faculty development by the disability resource office personnel.Principles of accessible course design are infused into other faculty development efforts.
15. CAMPUS CULTURE: Where does the responsibility for accessible course design lie? *This question is required.
Policies place the responsibility fully on the disability resource office and the student.Most faculty consider the student or the disability office as being primarily responsible for access.A growing number of faculty are seeing access as a shared responsibility.Most faculty understand ensuring access to their course instruction is a part of their role.
16. CAMPUS CULTURE: How would you describe they way most people on your campus see the accessible instruction? *This question is required.
Access is something special needed by a very few people.Access is a matter of compliance with legal requirements.Access is a civil rightAccess is a matter of social justice and a part of the campus culture.
17. Auditing Check Points:
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