Teach Access Grants

To accelerate the creation and delivery of accessibility-infused college curricula, Teach Access provides monetary awards to higher education faculty to develop curriculum enhancements that introduce the fundamental concepts and skills of accessibility into their existing courses.

2024 Teach Access Grant Winners

For the 2024-2024 academic year, 25 recipients will be awarded a $2,000 grant to support the creation and delivery of accessibility-infused college curricula.

  • Angela Thering, SUNY Buffalo State University
  • Bridget Marshall, University of Massachusetts Lowell
  • Catherine Beaton, Rochester Institute of Technology
  • Destini Kirkwood, Gray’s Harbor College
  • Donna Schnupp, Johns Hopkins University
  • Emily Whiting, Boston University
  • Evelyn Zayas, Rasmussen University
  • Heather Leavitt, Yavapai College
  • Herbert Lewis, Stony Brook University
  • Hongmin Li, California State University, Easy Bay
  • José Montañez Orengo, Inter American University of Puerto Rico, San Germán Campus
  • Katie Ducett, SUNY Cortland
  • Kristen Cole, San José State University
  • Lisa Dunkley, East Tennessee State University
  • Marie Frank, University of Massachusetts Lowell
  • Rua Williams, Purdue University
  • Sandra Watts, The University of North Carolina at Charlotte
  • Shari Lanning, Colorado State University
  • Shavonda Jackson, Alcorn State University
  • Shelley Stewart, Hillsborough Community College
  • Soyoung Choi, University of Illinois Urbana-Champaign
  • Suhasini Kotcherlakota, University of Nebraska Medical Center
  • Suparna Chatterjee, New Mexico State University
  • Susan Pramschufer, University of Maryland, College Park
  • Tim Gorichanaz, Drexel University
Teach Access Grants. Monetary awards to support educators teaching about accessibility in their courses. Two people looking at a computer screen.

Overview

To accelerate the creation and delivery of accessibility-infused college curricula, Teach Access will be providing direct awards to full-time, part-time, adjunct faculty, or instructional staff at US-based institutions of higher education (community colleges, two-year colleges/universities, and four-year universities). Awards of $2,000 each will be given to educators to develop modules, presentations, exercises or curriculum enhancements or changes that introduce the fundamental concepts and skills of accessible design and development into their existing courses.

The awards are intended to support ways for educators to incorporate teaching about accessibility into their existing courses, rather than requesting the creation of a completely new course.  To expand the impact of the awards, award recipients will be required to present their work at appropriate venues within their institutions as well as in the Teach Access Curriculum Repository. Awardees are also encouraged to present their innovative work at conferences, symposia, and workshops.

Teach Access is committed to equity and supporting a variety of faculty and institutions. Faculty from a Hispanic Serving Institution (HSI), Historically Black Colleges and University (HBCU), Community College (CC), and/or Tribal College and University (TCU) are highly encouraged to apply. 

Eligibility

Faculty members (full-time, part-time, or adjunct) or instructional staff who meet following criteria:

  • Have read our FAQs page
  • Instructor of an existing course in any field/discipline that can incorporate curricula designed to impact a student’s knowledge of fundamental accessibility concepts and skills and their ability to implement the principles of accessibility.
  • Instructor at a two- or four-year university or college in the United States or US Territory.
  • Preference will be given to instructors who have not received a past Teach Access Faculty Grant. If you are a previous grantee and you wish to receive consideration for this round of awards, you may submit an application for a different course than previously awarded.
  • Planning to teach this course in the 2024-2025 academic year. Teach Access reserves the right to rescind award funds if your course is not taught in this timeframe.

Educator Grant Funding and Support

Financial support for the awards is being provided through sponsorship from corporate partners of Teach Access. Award payments will funnel to educators through their universities and colleges fiscal office. Teach Access faculty grants do not allow the charge of any indirect institutional costs. Total funding may not exceed $2,000. These funds may be used in flexible ways to support staff salary and benefits, summer salary, extra-contract work, or student employees. Funds can also support materials and supplies, or other project expenses.

Outfitters4 (https://www.outfitters4.com/) operates as the finance department for Teach Access and will be managing the dispersal of funds.

Measuring Results

Upon completion of teaching the course(s) awarded a grant, awardees will provide summary reports on their curriculum development, student outcomes, institutional response, and the perceived effectiveness of their presentations as well as an evaluation of the faculty grant project and its effectiveness.
Pre- and post-testing of students’ knowledge about the subject matter will be required of award recipients, with Teach Access providing a small, basic set of key questions.

Required Activities and Deliverables

  • It is the expectation that course materials developed as a result of these awards will be accessible (following WCAG 2.1 standards) and made broadly available. Please see Teach Access’ resources for creating accessible courses.
  • Course materials will be posted to the Teach Access Curriculum Repository. Materials will be posted with a Creative Commons license allowing for use by other faculty, so long as proper citation has been given to the original author.
  • Award recipients will be required to show evidence that they have made at least one presentation of their new course components to other faculty and administrators within their institutions, via appropriate mechanisms such as faculty meetings, school-wide presentations, department meetings, central curriculum-sharing tools, or similar means.
  • Pre- and post-testing of student knowledge of accessibility information will be required of award recipients; Teach Access will provide the set of key questions about technology accessibility to be administered to students. Results of the tests will be made available to each grantee, and answers will be anonymous and will not be used to determine student grades for their respective courses.
  • Grant awardees will be required to submit a final report. This final report should include a description of your curriculum development, student outcomes, institutional impact, explanation of how you shared your curricular changes, and an evaluation of the project process and effectiveness. 

Limitations

  • Awards are not intended to require the development of completely new courses but rather innovative ways of incorporating the fundamentals into existing courses.
  • No institutional overhead or indirect costs will be allowed.
  • Proposals must include an explanation of how award funds will be spent, and award recipients will be expected to use the funds appropriately to further the mission of Teach Access.
  • These awards are intended for the introduction and promotion of accessibility knowledge in course content. It is not the intent of these funds to be used solely for the accessibility retrofit or remediation of existing instructional materials or content. Award recipients are expected to produce materials that conform to established accessibility standards. Please see Teach Access’ resources for creating accessible course content..
  • If award recipients do not teach the courses proposed for enhancement, do not administer the pre-/post-surveys, and/or fail to provide a final report Teach Access reserves the right to rescind the funds.

Criteria for Selection

Submissions will be judged on impact, outreach, sustainability, and evaluation plans. Faculty who have not taught accessibility topics in their courses before are particularly encouraged to apply.

In the past successful applications have included the following ideas into their course proposal in order to promote the learning of accessibility concepts and skills.

  • Inviting a speaker(s) to discuss or engage learners in topics related to inclusive design and development of technology
  • Development of curriculum for a subject matter/discipline not currently represented in the Teach Access Curriculum Repository.
  • Developing course goals, assignments, lectures, and/or activities that promote accessibility-infused college curricula
  • Curricular content that is easy to reproduce over time across different institutions (replicable and scalable)
  • Content that is intended to be used over multiple sections or multiple semesters Curricular content that is easy to reproduce over time across different institutions (replicable and scalable)
  • Faculty have articulated a plan to share accessibility-infused curricular resources with other instructors beyond their home institution

2023 Past Teach Access Grant Winners

For the 2023-2024 academic year, 19 recipients were awarded $1,000-$5,000 to support the creation and delivery of accessibility-infused college curricula.

  • Katherine Aquino, St. John’s University 
  • Nicole Brown, Western Washington University
  • Karen Caldwell, SUNY Potsdam
  • Pamela Cutter, Kalamazoo College
  • Tanya Darlington, Embry-Riddle Aeronautical University
  • Renata Endres, University of Illinois at Urbana-Champaign
  • Linqiang Ge, Columbus State University
  • Renuka Kumar, Community College of Baltimore County
  • Kevin Lin, University of Washington
  • Laurie Iunker, San Diego Mesa College
  • Luke Mashburn, Georgia Highlands College
  • Zapoura Newton-Calvert, Portland State University
  • Scott Ortolano, Florida SouthWestern State College
  • Ceceilia Parnther, St. John’s University
  • Diana Ruggiero, University of Memphis
  • JooYoung Seo, University of Illinois at Urbana-Champaign
  • Jeremy Shafer, Temple University
  • Tim Urness, Drake University
  • Reba Wissner, Columbus State University
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