The projects vary greatly in size and scope–from elevator renovations and installations to major, ADA-accessible renovations at Link Hall and in the JMA Wireless Dome.

“As CPDC, we take very seriously the need to incorporate enhanced access into all upgrades to current facilities and the design and construction of new facilities,” says Pete Sala, vice president and chief campus facilities officer. “I’m proud of the work our team has done this year to continue to prioritize accessibility and inclusivity throughout campus, knowing that we can and will do more to meet the needs of all campus community members.”

Accessible entry to Link Hall

Major projects this past year included the Allyn Innovation Center, which added accessible entries and an auditorium to Link Hall; complete renovations with comprehensive accessibility updates to two auditoria (101 and 102) in Newhouse; elevator installation and an accessible restroom at the Regent Theater at ���ϲ����� Stage; and the Phase 2 renovations at the JMA Wireless Dome, which have included Americans with Disabilities Act (ADA) improvements, such as widening of aisles to 48 inches, improving vomitory ramps, construction of new ADA seating platforms and railing replacements.

Accessible Newhouse auditorium

Ongoing residence hall renovations also give CPDC the opportunity to create more accessible spaces for students, said Sala. Renovations at Haven, Dellplain and Watson created rooms specifically designed for students with mobility needs. Bed shakers were installed at 727 South Crouse Ave. (formerly The Marshall), for rooms used by deaf students. Dellplain Hall is now home to the first low-stimulus room on campus, to be used by students who need a quiet place away from external stimuli.

CPDC was also proud to contribute to the renovation of 113 Euclid Avenue, the expanded home to the Native Student Program. Renovations to the building included a remodeled kitchen, elevator installation, accessible ramp and new sidewalk, updated fire alarm and sprinkler systems, new flooring and paint throughout the building, new doors and hardware, furniture upgrades, audio visual upgrades in conference rooms, and exterior refurbishment, paint and lighting. Additional highlights of the renovated space include the following:

• a culture room dedicated to revitalizing Indigenous languages and traditional regalia,
• fireplace lounge with beanbag chairs and
• Indigenous artwork pieces.

113 Euclid renovation

“‘Practice an inclusive understanding of accessibility’ is one of the five goals of the ,” says Vice President for Diversity and Inclusion Mary Grace A. Almandrez. “The ‘understanding of accessibility’ centers on the idea that people with disabilities experience no barriers to accessing or participating in a space, program or service. The incorporation of accessibility into the CPDC projects is one of the several examples of the University’s commitment to disability access.”

It is a job Baker didn’t even believe existed, but it’s the right position at the right time, she says. She’ll join a lab that is situated in the “hard sciences” (STEM and biology), but whose faculty decided they wanted to change the way they teach those subjects. The lab group is now focused on researching and exploring approaches to teaching that are equitable, accessible and inclusive for all students, especially for those who identify as neurodivergent, transgender and queer, Baker says.

That’s where she came in. The lab needed a qualitative researcher as a counterpart to its quantitative focus. Since most biology lab positions involve data crunching or taking samples, Baker says she is especially excited about this unique role.

Emilee Baker, a Ph.D. candidate in special education, is pursuing a unique postdoctoral research role in a biology lab.

“This job aligns with all of my vast and intersecting interests—education and learning, the environment and nature, qualitative research, writing, inclusive education, instruction, social justice issues, neurodiversity, disability and queerness,” she says.

During her time in the School of Education, Baker took advantage of many opportunities to position herself for the career she originally expected to have: assistant professor of inclusive education. She researched the program, a preservice teacher study away experience centering inclusive education and working with diverse students in New York City. She earned certificates of advanced study in and . She completed the Graduate School’s . She was a teaching assistant and a research assistant for the School of Education’s .

When the job market didn’t support her plans, Baker’s own neurodivergent behavior—anxiety—set in, she says. During the job-hunting process, “I was freaking out. People kept telling me I’d find the right position, though I was getting nervous. But I did end up finding what seemingly is going to be a perfect position for me.”

Summer Camp

Baker’s research for her dissertation, “Inclusive Environmental Education: Learning in Relation for Disabled, Genderqueer Youth,” bridges the gap between environmental and inclusive education and centers the voices of multiply marginalized youth learning in nature. As she searched for an environmental context for her work, she found it in a setting that perfectly aligned with her interests: a rare summer camp for queer and disabled students and students of color.

There, Baker was at ease with the students, and they shared a sense of comfort with her, in part because she divulged her own neurodivergent tendencies, she says. “I really understood and wanted to understand these kids and listen to them, and they sensed that, so they very much gravitated towards me,” she says.

The camp provided the kids with a vastly different learning experience than their typical school settings. “It was outdoors, away from families, school and support systems. The students were going through a lot personally, but they were still able to focus and learn in that inclusive and healing space, and that difference was transformative for them,” Baker says.

Formal Training

Baker says her highly interdisciplinary background, qualitative research experience and research with multiply marginalized students across K-12 and higher education earned her the spot in the biology lab. Associate Professor Sarah Eddy, who runs the lab, says she appreciates Baker’s formal training in education and her depth of knowledge. “What I have valued is the depth of knowledge graduates have developed, through their education Ph.D., in quantitative��methods, qualitative��methods and/or both educational theory and also critical theories. I appreciate how my projects are stronger when I partner with colleagues with formal training,” Eddy says.

Though Baker is still analyzing her dissertation findings, she hopes her research will lead to the questioning of arbitrary disability labels now used within K-12 schools, provide critical connections to schooling that takes place outside of formal education settings and reveal deeper meaning behind kids’ learning in relation to nature and STEM education, she says.

And while she’ll be conducting her lab projects remotely, Baker is satisfied that she won’t be working alone. Having new counterparts in a setting where she’s looked to for her unique strengths, skills and characteristics is exciting, she says.

“You can’t do research alone, let alone good research, and the most impactful experiences I’ve had at ���ϲ����� are in lab spaces and collective groups. Being able to focus on a research agenda will allow me to feel comfortable and content about the work I’m doing instead of feeling the ‘mad dash’ to do it all,” she says. “This is allowing me to dip my foot in to see if academia is still the world I want to be a part of, and it seems like this role will support whatever avenue I want to take.”

, an initiative of the Lawrence B. Taishoff Center for Inclusive Higher Education in the , offers a full four-year college experience for students with intellectual and developmental disabilities.

For the first time this fall, InclusiveU students were invited to participate in FYS 101—a significant step toward full campus inclusion.

“Students in the InclusiveU program contribute significantly to the fabric of our campus community, and they bring invaluable perspectives to the conversations that are at the heart of FYS 101,” says , associate provost for strategic initiatives in the Office of Academic Affairs, who oversees the First Year Seminar program. “Integrating our 27 first-year InclusiveU students into FYS 101 this fall just made sense—it is the right thing to do, and every single student present in these classrooms is benefiting from their presence.”

Leaders from FYS and InclusiveU assembled before the fall semester began to build mutual understanding of the InclusiveU program and the unique needs of its students. (Photo by Jimmy Luckman, associate director, FYS)

Since FYS 101 encourages learning, conversation and introspection on topics relevant to all incoming students at ���ϲ�����, incorporating InclusiveU students required no modifications to the curriculum.

“This is a class about diversity, equity, inclusion and accessibility (DEIA), so it’s just another identity we were able to add to the classroom conversations,” says Shannon Hitchcock Schantz G’21, director of FYS and a current lead instructor for the course. “Students are doing activities about their own identity and their transition to ���ϲ�����, and we’ve seen full participation from the InclusiveU students, sharing about their disabilities and their perspective on life.”

Brianna Shults, director of InclusiveU, says she sought out this partnership to broaden the participation of InclusiveU students in campuswide initiatives and offerings.

“These are students who want the opportunity to go to college and to be fully immersed in the culture, community and educational experience here at ���ϲ�����,” Shults says. “We know that all students need an introduction to the University, which is why FYS exists. To include our students in things that are already being done here usually just takes a few extra steps in education and preparation, and I think the FYS 101 team has done a phenomenal job of incorporating InclusiveU students into their classrooms and fully enveloping them into the curriculum.”

The partnership officially kicked off in August, when InclusiveU staff attended training sessions for all FYS 101 lead instructors and peer leaders to provide education and build mutual understanding. “We wanted our lead instructors and peer leaders to know the InclusiveU program, understand the intentionality behind including those students in FYS 101 and learn ways to further support these students in the classroom,” says Schantz.

First-year InclusiveU student Stavros Ioannidis shared how he has appreciated the opportunity to take FYS, saying, “I like the classmates I have who tolerate different opinions, the teachers who are willing to help me (and others) out and the creativity of the teachers. They expose us to things we may not seek out on our own.”

InclusiveU students benefit not only from the curriculum, but the relationships and networks they’re able to develop with FYS classmates. “This is a class that our students take really seriously, and they’re engaged with, and it’s been great to see that level of commitment,” says Shults. “I think this only builds the network our students have available to them and increases understanding among the larger student population of why InclusiveU is here and the purpose of the program.”

Lead instructor Maithreyee Dubé ’96, ’16, G’17 has enjoyed having an InclusiveU student in her section. “Zach [Kilga] has a great sense of humor, participates in small group discussions, is great at remembering names (and helps me remember when he recognizes the need!) and submits all his work—even anything I clearly state as extra,” Dubé says.

Maithreyee Dubé (kneeling front, toward the right) and her FYS 101 section visited La Casita Cultural Center during their week 4 shared experience, which involves visits and collaborations with various organizations across campus. (Photo courtesy of Maithreyee Dubé)

“As the largest, most inclusive program in the country, we are continually thinking about new ways we can give our students access to things they didn’t have access to before,” Shults says. “This is just an expansion of that. We want InclusiveU students to be able to do and achieve anything they want during their time here on campus.”

Titled “Spark Diversity, Equity, Inclusion and Accessibility,” the symposium included research, initiatives and creative work from presenters across the University. The daylong series of interactive workshops, presentations and posters represented the goals and themes contained in the .

“We have such exemplary work being done here to advance our DEIA efforts and it’s amazing to showcase that,” Vice President for Diversity and Inclusion Mary Grace Almandrez told the attendees of the inaugural DEIA symposium.

Hosted by the at the Schine Student Center, approximately 500 participants learned more about the University’s vision for navigating through a critical time in higher education following the Supreme Court’s recent rulings on race-conscious admissions programs. These decisions prevent colleges and universities from considering race as one of many factors in the admission of qualified applicants.

“We’ve received a lot of positive response about today, the first time we’ve done a DEIA symposium at the University. We received a lot more registrants than we initially planned for, which is indicative of the desire from our community to do more work like this. And the presenters and poster presentations were incredible. We have such exemplary work being done here to advance our DEIA efforts and it’s amazing to showcase that,” said , vice president for diversity and inclusion.

Among the day’s highlights was a keynote panel discussion titled “Undeterred: ���ϲ�����’s Unique Connection to Affirmative Action and Our Next Steps.”

The DEIA symposium keynote panel discussion featured panelists (from left to right): Chancellor Kent Syverud; Vice Chancellor, Provost and Chief Academic Officer Gretchen Ritter; and Senior Vice President and Chief Student Experience Officer Allen Groves. Associate Provost for Strategic Initiatives Marcelle Haddix moderated the discussion.

The candid conversation drew a full house to Goldstein Auditorium and featured panelists ; Vice Chancellor, Provost and Chief Academic Officer ; and Senior Vice President and Chief Student Experience Officer . Associate Provost for Strategic Initiatives moderated the discussion.

When asked how ���ϲ����� would respond to the Supreme Court rulings, Chancellor Syverud said it would rely on its strong, historical track record of serving diverse populations­ to navigate the changing environment.

“We’re going to have to lead in a savvy way. We’re going to have to be proactive and thoughtful and still be determined to be the diverse and inclusive place we’ve been at our best, and that’s going to require some harder work,” Chancellor Syverud told the audience.

Provost Ritter said ���ϲ����� has responded to the court’s rulings by altering its application process, encouraging future applicants to share more about the role that their background, race and culture have played in their lives when applying.

“We’re inviting applicants to tell us more about their story, their personal experiences, the challenges they’ve overcome and the discrimination they may have had to contend with. They can also talk about how this has shaped their commitments to society, to public impact and to public good,” said Provost Ritter. “As a university that prides itself on recruiting excellent students with a commitment to public good, those are the students who we want to have tell us their story, those are the students we want to recruit to ���ϲ�����.”

Provost Ritter added that the University is focusing more of its recruiting efforts on attracting lower-income students and first-generation college students, expanding its work with community-based organizations to remain diligent in its commitment to diversity and inclusion efforts.

Knowing that many current and prospective students from historically underrepresented populations feel excluded and marginalized following the rulings, Groves emphasized that these students will always feel seen, valued and supported by the University. He also encouraged faculty and staff members who work with students to engage in conversations with these populations, demonstrating empathy and a willingness to listen to and acknowledge the concerns they’re feeling.

Members of the campus community attend a presentation during the DEIA symposium at the Schine Student Center. (Photo by Angela Ryan)

“Engage our students about this and about the importance of being empathetic and learning empathy. One of the ways we help our students with belonging and connection and feeling welcoming to all is if each of us can help teach the importance of reaching across and having empathy,” Groves said. “Being willing to say ‘I know my lived experience isn’t yours, but help me understand that and help me be better.’ It sounds simple, but it’s actually hard for young people to have those conversations, and we need to facilitate those conversations.”

As they were leaving the symposium, many community members felt invigorated and energized to take the lessons learned and apply them to their school, college, department or residence hall. Almandrez said plans for a second symposium are already being discussed to build upon the momentum generated by the inaugural offering.

“The energy I felt today gives me hope that this isn’t the end of our conversations, this is just the beginning. We hope this sparks change throughout the campus,” Almandrez said.

Championed by the University’s Disability Access and Inclusion Council, the goal of this process is to ensure that the unique needs of individuals living with temporary or permanent disabilities receive timely and relevant assistance from emergency responders in the event of a campuswide or building-specific evacuation.

Instructions:

1. Log in to MySlice.
2. Locate the “Personal Profile” tile from the Student Home or Employee Home page.
3. Select “Evacuation Assistance Request” from the menu.
4. Ensure your addresses are correct; if not follow the instructions on the page to update them in MySlice.
5. Indicate the “Assistance Type” needed. Options include but are not limited to the following:
   • Manual or Motorized Wheelchair
   • Blind/Low Vision
   • Deaf/Hard of Hearing
   • Fragile Medical Condition
   • Noise and/or Crowd Sensitivity
   • May Need to Be Woken Up
   • Service/Emotional Support Animal
6. Enter the expiration date for your request if it is limited to a specific period of time.

Completing this process provides the Department of Public Safety (DPS) and/or Fire and Life Safety Services with advance awareness of an individual’s needs should an emergency situation arise. Those teams will always check the anticipated location(s) of a community member who has completed the form during an evacuation. Immediate assistance (i.e., if you are in a different campus location during a campus emergency) can always be requested by calling 315.443.2224 or via the .

As a reminder: In an emergency, the fastest and most efficient way to receive help from first responders is to call 911 (when off campus) or DPS (when on campus) and advise them of your present circumstances.

Further information about . For further guidance on navigating to and updating your MySlice Personal Profile, .

Members of the Center for Disability Resources staff. (Photo by Monika Mihajlovska)

Each year, the�� recognizes faculty and staff members for their work in advocating for students and supporting the center in its mission to empower students, enhance equity and provide a platform for innovation and inclusion.

This year the center received 43 nominations from students who wanted to acknowledge a faculty or staff member who made a difference in their academic lives.

“Elevating the voices of our students, along with promoting disability inclusion as everyone’s responsibility, is an important subtext to the awards,” says Paula Possenti-Perez, director of the Center for Disability Resources.

Many of the nominations had recurring themes: faculty and staff nominees provided guidance and support, were understanding and went above and beyond expectations to provide accommodations.

Since its inception in 2015, the center has honored individuals at an annual in-person event, except during the pandemic. “It’s a chance to gather and connect with faculty and staff from around the University and SUNY College of Environmental Science and Forestry at the end of each semester and celebrate the work and caring that everyone puts into their work,” says Possenti-Perez. “It is always moving when students share their experiences, and the nominated faculty and staff are given a rare and public opportunity to be acknowledged.��We often only hear the complaints, what went wrong, and not the good stuff like we do during this ceremony.”

The CDR staff hopes the awards are affirming and motivational to the rest of the community—and expand on the understanding that creating an inclusive and accessible environment is the responsibility of the entire campus and goes beyond compliance.

This year’s faculty and staff members being recognized are the following:

• Alec Barbour, acting instructor in the College of Visual and Performing Arts, for his understanding, patience and support of students enduring mental health challenges.
• Gabriela Bermudez, student success advisor in the College of Engineering and Computer Science, for her caring guidance and support of students in need of academic support.
• Emily Brown, assistant teaching professor in the College of Law, for guiding a student during a challenging situation, for listening and validating the student’s feelings and encouraging them to advocate for themselves and sharing the appropriate resources to do so.
• Brian Ehret, part-time forensic science instructor in the College of Arts and Sciences, for his passion to share knowledge about his field in a manner in which the students understand but also takes the extra steps to help accommodate those who need extra assistance and motivates them to succeed.
• Britt Eversole, assistant professor in the School of Architecture, for his respectful and clear communication with students and exceptional understanding of disability-related difficulties affecting student performance in the classroom.
• Jenny Gluck, retired associated chief information officer for academic services, for tirelessly working to advance accessibility for all University employees and students.
• Laura Lape, associate professor in the College of Law, for fostering a classroom environment where students with disabilities feel comfortable learning.
• Dana Olwan, associate professor in the College of Arts and Sciences, for her understanding, compassion and guidance for her students and taking the time to assist them with their struggles.
• Kathleen Roland-Silverstein, associate professor of applied music and performance in the College of Visual and Performing Arts, for encouraging and supporting students to overcome barriers posed by their disabilities.
• Mary Thompson, math instructor at SUNY ESF, for encouraging students who struggle to persevere in an understanding matter and creating a learning environment that was interesting, fun and made connections between the classroom and real-world examples.
• Bradley Gorham, chair of the communications department in the Newhouse School of Public Communications, for his support of all students by making education accessible to students who are struggling with illness, regardless of whether they have accommodations or not.

“It is exciting once again for ���ϲ����� to host a����during Disability Pride week. We will come together to honor the lived experience of disability and disability identity as a proud part of our full and diverse identities,” says William Myhill, director of disability access and ADA coordinator in the Office of Diversity and Inclusion.

The campus community is invited to participate in a variety of events, both on-campus and virtual, coordinated by the��,��,��, and the����in the Burton Blatt Institute to celebrate and learn from people with disabilities and their lived experiences.

The featured event on Wednesday, April 19, will be , Eddie Ndopu, described by��Time magazine��as��“one of the most powerful disabled people on the planet.”�� Ndopu is perhaps best known for his human rights advocacy with respect to advancing disability justice at the forefront of the international development agenda.

Some of the other events featured during this week include the following:

• Sunday, April 16:��
• Wednesday, April 19:��
• Wednesday, April 19:��
• Friday, April 21:��

“Disability Pride Week is a brilliant way for disabled students, staff and faculty to build community on campus, while simultaneously raising awareness for unaware nondisabled individuals,” says Alexis Wilner ’24, a drama major in the College of Visual and Performing Arts and a member of the disability event planning committee. “As a disabled student myself, I value the presence of such an event supported by University offices and organizations. Rather than simply saying that the University supports marginalized individuals, this is one of many ways that they have shown a commitment to accessibility and inclusion.”

“By attending and participating in Disability Pride Week events, we hope that members of our campus community develop a strong understanding of disability culture and recognize how vital disabled students’ sense of community and culture are to their positive identity formation,” says Carrie Ingersoll-Wood, director of the Disability Cultural Center. “By participation in events, we hope that our community members come to understand that by building a diverse, inclusive and vibrant campus, they will set a trajectory for celebrating and validating disability as global citizens in their future professional career spaces.”

In addition to the events planned for Disability Pride Week, the University community can visit the on the first floor of the Schine Student Center, for a schedule of events and information on campus resources related to disability, access and inclusion. Free T-shirts and other giveaways will also be available for those who stop by.

“We will be showing clips from current and historical videos related to disability pride and history,” says Christine Ashby, director of the Center on Disability and Inclusion in the School of Education. “Visitors will be invited to add a message or image to a legacy book we are creating to honor Judy Heumann and her leadership in disability rights advocacy and activism.” Heumann, who passed away on March 4, 2023, was an author, disability rights leader, founder of the World Institute on Disability, former assistant secretary of the Office of Special Education and Rehabilitation Services, former special advisor on disability rights for the U.S. State Department, and subject of the documentary “Crip Camp: A Disability Revolution.”

For more information and for resources that are available year-round, visit and the and for upcoming events.

Architectural rendering of the interior of the JMA Wireless Dome, illustrative of a future basketball game, as anticipated enhancements continue

“There is no doubting the enormous impact the JMA Wireless Dome Transformation Project is having on ���ϲ����� Athletics, the five teams that call this building home and the fans who enjoy visiting and cheering on the Orange,” says John Wildhack ’80, director of athletics. “There is a lot of exciting work ahead and still many details to confirm, but ���ϲ����� Athletics remains focused on providing an unmatched experience to our season ticket holders, donors and fans. As we continue to work through the revised seating map, we are committed to providing timely and transparent communication to our loyal supporters to ensure they continue to enjoy the level of service they have come to expect from the JMA Dome.”

Architectural rendering of the football field in the transformed JMA Wireless Dome

Today’s announcement represents the latest milestone in a multimillion-dollar, multiyear effort, which began in 2018, to reimagine the stadium experience. Since work commenced, the University has installed a new fixed roof, the largest center-hung video scoreboard in college sports and air conditioning. It has also invested significantly in accessibility updates, lighting and sound enhancements, and the concession experience.

“Our ongoing investments to create a state-of-the-art experience have been a pivotal component of the Campus Framework and demonstrates our commitment to aligning ���ϲ�����’s mission and vision with its physical spaces,” says Pete Sala, vice president, chief campus facilities officer and managing director of the JMA Dome. “I am thrilled to see this transformative project continue to deliver on this promise, and excited for what these enhancements will mean for current and future generations of Orange students, student-athletes, fans and visitors.”

Of course, one of the JMA Dome’s most consequential changes, beyond its physical appearance, is its name. Earlier this year, ���ϲ����� and JMA Wireless, announced a 10-year naming rights partnership, marking a historic collaboration that will elevate the digital infrastructure and provide fans and other users with the most advanced 5G wireless network. When complete, the JMA Dome will be one of the most technologically advanced and digitally connected stadiums of its kind. The University and JMA Wireless previously announced they expect this work to be done ahead of the start of the 2023 football season.

Upgraded chairback seating will be a key component of the second phase of transformation inside the JMA Wireless Dome.

As the transformation continues, ���ϲ����� is already looking to the future, with specific enhancements in mind. In particular, fans can expect to experience the introduction of new premium offerings, in-venue hospitality spaces, including the Kuhn Game Day Lounge presented by Hidden Level, and the eventual construction of Miron Victory Court, the latter of which will expand and redefine the JMA Dome’s footprint, connect it to the Barnes Center at The Arch and ultimately create a seamless navigational experience.

Phase two renovations and construction will begin in spring 2023 following Commencement and will be completed ahead of the 2024 football season. The University and ���ϲ����� Athletics will continue to provide updated information regarding the timeline of the renovation, seating and capacity changes, new ticket offerings and pricing as these plans are finalized.

For the most up-to-date information on the JMA Wireless Dome Transformation Project, visit . Alumni, fans and friends can visit the website to track construction progress, access seating and pricing updates, and sign up to receive notifications about the project.

About ���ϲ����� Athletics

���ϲ����� Athletics is in an era of growth and is committed to upgrading and improving its athletic facilities across campus with the goal of elevating both the student-athlete experience and the ���ϲ����� fan experience. These projects will have an immediate and lasting impact on the ���ϲ����� community, all 20 sports teams and 600-plus student-athletes.

About ���ϲ�����

���ϲ����� is a private research university that advances knowledge across disciplines to drive breakthrough discoveries and breakout leadership. Our collection of 13 schools and colleges with over 200 customizable majors closes the gap between education and action, so students can take on the world. In and beyond the classroom, we connect people, perspectives and practices to solve interconnected challenges with interdisciplinary approaches. Together, we’re a powerful community that moves ideas, individuals and impact beyond what’s possible.

The USGBC is a non-profit organization that promotes sustainability in building design, construction and operation. Its awards, given at events held in different regions throughout the country, honor excellence in high-performance and healthy buildings, environmental stewardship and community impact. The organization also sets the criteria for Leadership in Energy and Environmental Design (LEED) certifications, which aims to help building owners and operations be environmentally responsible and use resources efficiently.

The NVRC holds a LEED Gold certification, which isn’t given based upon any one criterion but instead looks at the larger picture, taking into account how the building is operated to reduce contribution to global climate change, enhance individual human health and enhance community quality of life, among other things.

“The NVRC is the most ADA accessible building on campus, one that will serve many generations of veterans in the years ahead,” says retired U.S. Army Col. Ron Novack, executive director for the Office of Veteran and Military Affairs, who also helped project manage the NVRC. “Looking forward, you’re going to see more and more green buildings on university campuses, so a lot of time and energy went into making sure the NVRC, from its design through the construction process and now its daily operation, took that to heart. We’re very appreciative of this recognition and I’m honored to be able to receive the award on behalf of ���ϲ�����.”

The NVRC is the central point for all things military and veteran related on campus. It also serves as an important link to local organizations that provide services for veterans and military families in the region. Designed by SHoP Architects, also recognized individually by the USGBC for their work on the NVRC, the building is the first to be constructed as part of ���ϲ�����’s .

To learn more about the NVRC and its tenants, visit .

Corinne Sartori

Sartori is part of the Libraries Information Technology team and works with application developers to create accessible systems and provide remediation for systems that don’t meet accessibility standards. She will be responsible for developing, maintaining and documenting accessibility best practices for current and future systems and content.

Prior to joining ���ϲ����� Libraries, Sartori worked as an IT Support Specialist at Colgate University. She graduated from ���ϲ����� in 2015 with a bachelor of science in information management and technology.

The virtual programming, which requires registration, includes the following:

• with Kate Corbett Pollack, Disability Cultural Center coordinator, Oct. 20, 3-4:30 p.m. ET
• with the Office of Diversity and Inclusion and the Center for Disability Resources, Oct. 22, 1-4 p.m. ET
• with attorney, writer, activist, consultant, sex worker and artist Katie Tastrom, MSW. Esq., Oct. 27, 6-7:30 p.m. ET

“Disability is an identity that is celebrated in our community; we fully embrace our disabilities and want others to do the same,” says Pollack. “In order for this to occur, people need an understanding of the issues that the disability community faces.”

The topics in the Disability Awareness Month programming not only cover core issues related to disability but also give participants tools for thinking about disabilities in new ways.

Issues impacting campus community members with a disability and accessibility are key areas of focus for the University. Recently, the Diversity, Access, and Inclusion Council was established to finalize recommendations that seek to remove all barriers for disabled people on campus.

“Ensuring that everyone has access to the full campus experience is essential and aligns with the principles of equity that our office promotes,” says Eboni Britt, executive director of strategic communications and initiatives for the Office of Diversity and Inclusion. “Disability Awareness Month, and the programming we are offering, will make participants think differently about disabilities and access, and that’s exactly what we want, a difference.”

Registration for the programming is required and can be accessed by visiting the . Communication Access Real-Time Translation, American Sign Language and captioning will be available during each of the sessions.

At the same time as the upgrade, MySlice’s security will be enhanced with Microsoft Two-Factor Authentication (also known as multi-factor authentication, or MFA).

As a result, MySlice users will need to ensure they have access to their multi-factor authentication methods, which they can manage at .

The refreshed, tile-based MySlice will feature increased mobile compatibility, accessibility and personalization. You can find information about the enhanced navigation and user experience, including screenshots, on the .

With more personalization options than ever before, the upgraded website will put the “My” in “MySlice.”

Every year, the who are nominated for their work in advocating for students and supporting the center in its mission to empower students, enhance equity and provide a platform for innovation and inclusion.

This year the center received 67 nominations—the highest ever—from students who wanted to acknowledge the faculty or staff member who made a difference in their academic lives.

Artwork done by Christina Papaleo, access counselor

These campus community members exemplify what it means to create a sense of community and inclusivity—especially in a time when everyone was stressed and had to be flexible in the time of COVID, says Paula Possenti-Perez, director of the Center for Disability Resources.

“This is a way of highlighting practices of inclusivity and diversity around disability. By elevating that recognition, it has meaning not only to the individual being recognized and the student but also to their department and the University about what’s important,” says Possenti-Perez.

The center, which began the recognition awards in 2015, typically hosts an annual in-person event but was unable to hold the event in 2020 and again this year. But the important work being done is always a reason to recognize those exemplary faculty and staff.

Kala Rounds and Christina Papaleo, both access coordinators with CDR, organize the annual recognition celebration and select the recipients from the nominees.

“When we review the nominations, we look for community members who support the mission and vision of our office and our focus on the social justice model—and emulate those values in their classroom or in their offices,” says Papaleo. “The center’s staff advocate for students on a day-to-day basis, but these campus members go above and beyond their regular duties, carrying the mission throughout campus.”

For example, some students mentioned in their nominations how a faculty or staff member checked in on them and followed up. Others who were nominated checked in with CDR staff to ask about the accommodation process to learn what the office does.

“Many students shared that faculty and staff really practiced empathy, and they took the time with students, recognizing this year in particular was really traumatic in many ways for students,” Papaleo says.

Many of the nominations had recurring themes: faculty and staff nominees were flexible during such a stressful time, were understanding and went above and beyond expectations to be accommodative, Rounds says.

“When I was reading through these nominations, I was really proud that the students were able to share their voices and proud of the faculty and staff as they are open to engaging and working with the student,” Rounds says. “That says a lot about the campus culture change on campus.”

The CDR staff hopes the awards are affirming and motivational to the rest of the community—and expand on the understanding that accessibility is the responsibility of the entire campus and goes beyond compliance.

“This event is helping to share that framework,” Rounds says. “This is our community, and we are all collaborators in this work.”

This year’s faculty and staff members being recognized are the following:

• Dessa Bergen-Cico, professor of public health in the Falk College of Sport and Human Dynamics, for delivering engaging content, ensuring students are aware of pressing issues involving social justice and substance abuse, and making all students feel accepted in her class.
• Joseph Godlewski, assistant professor in the School of Architecture, for being understanding about accommodations, ensuring students’ mental health was the priority and respecting students’ personal struggles.
• Jonathan French, assistant teaching professor of chemistry in the College of Arts and Sciences, for ensuring all students understood his materials and taking the time to explain concepts to students who were struggling.
• Joel Whitney, director of information technology in the College of Law, for always being willing to work with any students with an accommodation and being available at all hours.
• Beth Myers, Lawrence B. Taishoff Assistant Professor of Inclusive Education in the School of Education, for being an attentive listener and providing solutions to students, while also being an inspiration.
• Vanessa Rojas, assistant professor, SUNY College of Environmental Science and Forestry, for inspiring students through offering many extracurricular activities and assisting students with clear expectations and assignments.
• Richard Risman, teaching professor in the College of Law, for ensuring all students have the tools and skills needed to succeed and encouraging students through his actions and words.
• Nicholas Theisen, part-time instructor of languages, literatures and linguistics in the College of Arts and Sciences, for providing flexibility on deadlines and on alternative ways to submit projects.
• Jenn M. Jackson, assistant professor of political science, Maxwell School of Citizenship and Public Affairs and College of Arts and Sciences, for commitment to inclusion and accessibility through prioritizing students’ mental health and making lessons, assignments and class materials accessible through numerous mediums.
• Gregory Block, adjunct faculty member in the School of Information Studies, for taking the time to help students understand concepts while encouraging all students to develop an in-depth understanding of the subject outside the course requirements, and for his constant positivity.
• Kenneth Marfilius, assistant teaching professor of social work in the Falk College, for being understanding of students’ needs and cultivating an environment of acceptance.
• Stefanie Pilkay, assistant professor of social work in the Falk College, for going above and beyond to assist every student, creating new assignments that enhanced students’ overall learning and challenging students to think outside the box.
• Fatma Sonmez-Leopold, assistant teaching professor of finance in the Whitman School of Management, for encouraging and showing compassion toward students and making finance accessible for students who may be struggling.

For more information, visit page.

The committee, formed at the Chancellor’s request in April 2018, was composed of faculty, staff and students and issued its report and recommendations following the completion of a comprehensive review by an external contractor with deep expertise in the field. The audit examined the experiences of people with disabilities and University policies in the areas of academic support, student experience, administrative services, governance, organizational structure, policies and processes, culture and technology services.

“I have reviewed the report carefully and am impressed with the scope, thoroughness and constructive manner in which these recommendations are presented,” says Chancellor Syverud. “I want to thank Dean Masingila and Professor Schwartz for their leadership and the entire committee for their perseverance. They were asked to complete a difficult and broad scope of work. Furthermore, the pandemic disrupted operations just when the committee was finishing its work. I am grateful for the committee’s service and their delivery of a high-quality, valuable report that will be of great benefit to the University.”

The Chancellor has charged the Office of Diversity and Inclusion with working across the University to prioritize implementation of the committee’s recommendations, including appointing a Disability Access and Inclusion Council. Commensurate with other Universitywide advisory councils, this group will include faculty, staff and student representation and provide expertise and input to broader University groups working on the Diversity, Equity, Inclusion and Accessibility Strategic Plan and other initiatives. Council members will be formally announced by Aug. 1. Individuals interested in serving should contact the Office of Diversity and Inclusion at diversity@syr.edu.

“The Disability Access and Inclusion Council will provide a valuable, ongoing source of advice for the strategic plan and ongoing programs, adhering to the principle of ‘nothing about us without us’ and ensuring that a wide range of voices from the disability community are heard as we work to advance diversity, equity, inclusion and accessibility at ���ϲ�����,” says Chief Diversity and Inclusion Officer Keith A. Alford.

The Disability External Review Committee’s Phase Two report is divided into short-term, mid-term and long-term recommendations across several categories, including:

• Enhance faculty professional development on accessibility and inclusion;
• Provide advisors to facilitate students’ access to learning services;
• Provide faculty with technical, coaching and professional development support for accessible and inclusive teaching;
• Hire a director for the Disability Cultural Center and expand the Access Mentoring/Orange Recovery Community programs in student recruitment and alumni activities;
• Make administrative enhancements for the Office of Disability Access and Inclusion and the Center for Disability Resources, including assessment of and key metrics for programs and services;
• Add disability discrimination language to the Code of Student Conduct, the Faculty Manual and staff Performance Partnership documents;
• Continue to enhance the accessibility of ���ϲ����� websites in a systematic way;
• Include students with visible disabilities in marketing materials/videos;
• Ensure that navigation, maps and visitor guides for campus and the stadium are accessible and clear, enhancing wayfinding where necessary;
• Continue to develop, prioritize and implement a multi-year Physical Access Plan;
• Continue to enhance accessible purchasing and review process of the Accessibility ICT Policy Council to ensure that technology applications, products and services are accessible; and
• Launch the Disability Access and Inclusion Council, including undergraduate and graduate representatives from the newly formed Disability Student Advisory Council.

Center for Disability Resources’ Director Paula Possenti-Perez and Administrative Assistant Jamal Nelson in the center’s offices. Photo by Marilyn Hesler

Miguel Pica ’22 knows the important work the does to help students with disabilities meet their academic goals. He has been working with an access counselor at the center since he came to campus in 2019—and has found his personal success with their efforts.

Pica, who was medically retired from the U.S. Army after being injured on active duty, was concerned about completing his coursework on time, having enough time on exams and possibly being penalized or forced to drop a class for too many medically related absences.

Working with access counselor Michael Mazzaroppi, “we were able to develop a plan where I would have extended time for exams, quizzes and tests; use of a recording device in class; advance access to PowerPoints and negotiate an attendance modification plan between the professor, counselor and myself,” says Pica, a dual major in biology and history in the College of Arts and Sciences and the Maxwell School.

“Whatever concern or need I had, my access counselor would investigate and figure out what options we could pursue to better acclimate me to the classroom environment,” says Pica. “The work of the Center for Disability Resources has been very important to me and finding my success at ���ϲ����� by providing the assistance I need to perform well in the classroom.”

Miguel Pica

In its mission, the Center for Disability Resources, formerly known as the Office of Disability Services (ODS), empowers students, enhances equity and provides a platform for innovation and inclusion. The staff works to take away the environmental barriers that impact student learning, support faculty as they create inclusive classrooms and assist colleagues across campus to move toward universal design.

Along with the hands-on work, the Center for Disability Resources is committed to a larger purpose, changing the way people think about disability.

“We embrace the concept in our mission of disability as diversity,” says Paula Possenti-Perez, the center’s director. “Our work is both transactional and transformative, qualitative and quantitative in nature.”

For example, CDR offers Exam Services, which provides test proctoring for students who need certain testing accommodations. It’s a resource for faculty (as opposed to a service for students) to ensure every students’ needs are met and permits them to flourish in an inclusive, universally accessible environment—a standard that recognizes each person’s abilities and embraces diversity. “It’s not the student’s issue to resolve that the exam environment is problematic,” Possenti-Perez says.

The work of the staff—and the philosophy and mission behind their work—was the impetus behind its name change earlier this year. The change also reflects the center’s core values of social justice. “Our name has changed but our mission has not changed,” Possenti-Perez says.

The change follows a recommendation by the Disability External Review Committee, formed at the request of Chancellor Kent Syverud in 2018. The committee conducted an audit of disability services across the University and received approval to change the name as part of Phase One of the committee’s recommendations. Phase One recommendations were fully endorsed by Chancellor Syverud.

“���ϲ����� has a history around disability and inclusion, and I was hired in 2014 because of my perspective and philosophy around social justice and to help continue that work,” Possenti-Perez says.

A banner that reads “Be Kind” in American Sign Language in the hallway of the Center for Disability Resources. Photo by Marilyn Hesler

Possenti-Perez has advanced the mission of the center through collaboration with colleagues across campus. These collaborations include her roles as co-chair of the Diversity and Inclusion Council through the Office of Diversity and Inclusion, and as co-chair of the Disability Community Group. These two groups address disability access for students, faculty and staff across campus. She and her team work closely with the Office of Equal Opportunity, Inclusion and Resolution Services’ staff members William Myhill, interim ADA coordinator, and Melanie Domanico, EEO and accommodation specialist, and collaborate on such workshops as “Rethinking the Disability Paradigm,” which are designed to recognize and address ableism in higher education. The center also partners with such colleagues as Jenny Gluck, associate chief information officer, and Pam Thomas, accessibility analyst, who are outstanding allies in the work and in mitigating barriers related to technology in the learning environment, Possenti-Perez says.

“Our work extends to this level of collaboration specifically when working and advancing disability as diversity, recognizing the intersectionality of disability with other oppressed groups and moving forward to address how different students experience disability,” says Possenti-Perez.

Possenti-Perez also works with the Division of Enrollment and the Student Experience and such units as Admissions, the Dean of Students Office, the Center for Learning and Student Success, the Housing Office and the Office of First-Year and Transfer Programs to ensure new students are aware of how to access disability-related accommodations. Working with the University Senate, she provided an updated syllabus statement that invites students to engage with their faculty to discuss strategies and/or accommodations essential to their success. The statement centers the focus on instruction and course design rather than on a student’s impairment and is designed to invite dialogue.

The outreach work of the center and its staff has increased the number of students seeking access and disability-related support resources from 1,200 registered students to over 2,700, since Possenti-Perez began.

Several staff members with the Center for Disability Resources gather in the center’s lobby. From left are Administrative Assistant Jamal Nelson, Access Counselor Michael Mazzroppi, Associate Director Beth Heaton-Crawford and Director Paula Possenti-Perez. Photo by Marilyn Hesler

“We provide individual academic adjustments when environmental barriers cannot be eliminated and assistive technology that fosters independent, self-determined learners,” Possenti-Perez says. “Because of the commitment of the University, our office can provide a range of resources—we go beyond compliance.”

The center, in addition to federally mandated accommodations, provides advocacy, general support, academic assistance, some content tutoring, screenings for learning disabilities, psychoeducational evaluations, assistive technology training, note taking assistance and more.

For his first visit, Pica was accompanied by fellow student-veteran and then-president of the Student Veteran Organization Adam LeGrand, who took him to what is now the Center for Disability Resources to speak about how the center could help. “From being able to relate with someone with a TBI [traumatic brain injury] in service, he knew the challenges I may face regarding education,” says Pica, an advisor with the Peer Advisors for Veteran Education and secretary of the Student Veteran Organization.

The staff is genuine and empathetic—helping students acquire accommodations from scheduling an exam to finding a tutor or note taker or just needing a chat, Pica says. Most importantly, they let you know that you are not alone.

“Because of Adam connecting me to the Center for Disability Resources, I can still obtain an outstanding education, regardless of the challenges I face,” Pica says. “The CDR cares about your success and would do whatever they can, in their power, to assist you in being included in the classroom and obtaining your dreams.”

As part of the center’s goal to make their work seamless with student needs, its systems have gone entirely online over the past six years. A disability resource portal is available for students to begin the process of seeking accommodations. Being online has been especially helpful during the pandemic as students register online and can meet with their access counselors for their welcome meetings virtually.

Even with being online, the office still needs to consider any potential barriers in this time of the pandemic. “It changes how we are intentional with outreach,” Possenti-Perez says.

Along with Exam Services, the Center for Disability Resources, in addition to federally mandated accommodations, provides advocacy, general support, academic assistance, some content tutoring, screenings for learning disabilities, psychoeducational evaluations, assistive technology training, note taking assistance and more. Photo by Marilyn Hesler

In recognition of potential barriers during the COVID-19 pandemic, the University has established , which Possenti-Perez co-chairs with the interim ADA coordinator, to provide a way for students, faculty and staff to report or access issues related to the pandemic.

Even in this year of the 30th anniversary of the passage of the Americans with Disabilities Act, the work continues to ensure access and push to break through barriers.

What is success for the CDR? “The day we don’t we have to be here—that’s aspirational,” says Possenti-Perez, but it’s the little successes that are powerful every day in the work for students.

“It’s when faculty reach out to us and ask, ‘How do I create an inclusive classroom?’ That’s success when a faculty member is thinking about an inclusive educational environment and creating a learning space that provides a sense of belonging and is accessible from the start,” she says.

She also appreciates hearing from students.

“When students share their positive experiences in the learning and living environment—those are signs of success,” Possenti-Perez says. “When a student feels like they belong, that is success.”

“Increasing Access and Opportunity” is the October 2020 theme for the annual National Disability Employment Awareness Month (NDEAM). This year marks the 75th year of NDEAM lead by the U.S. Department of Labor (DOL) Office of Disability Employment Policy (ODEP). This year 2020 also celebrates the 30th anniversary of the Americans with Disabilities Act (ADA) and the 100th anniversary of Vocational Rehabilitation (VR).

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The expanded services are the result of Facilities Services’ commitment to improve access to campus during winter conditions, and conversations between Pete Sala, vice president and chief campus facilities officer, and William Myhill, interim Americans with Disabilities Act (ADA) coordinator. The two meet regularly to identify solutions for enhancing safe and equitable access to all facilities, services and activities for students, faculty, and staff with disabilities.

“It is so critical that we create an environment that is welcoming and accessible to all campus community members and visitors,” Myhill says. “This partnership with Facilities Services has been extremely productive, and will greatly benefit the University community as we all navigate challenging winter conditions. I appreciate all the work of the Facilities Services team to make sure our campus pathways, roads and entryways are safe and accessible.”

After a snowfall, the grounds staff clears snow and ice near student residences, bus stops and sidewalks to create a safe path to classes and other activities. As part of these enhanced services, snow removal staff have expanded hours to include a work shift beginning at 2 a.m. The earlier start allows additional time for snow removal and salt distribution.

“���ϲ����� is committed to providing students, faculty and staff with safe and equitable access to all facilities, services and activities,” Sala says. “Facilities Services staff have worked diligently to understand the needs of campus community members with disabilities and offers services to assist with navigating the campus landscape.”

Students, faculty and staff with a disability, who are in need of more immediate assistance with snow and ice removal, can contact Pat Carroll, grounds manager, at jpcarr02@syr.edu or 315.251.4992. Additionally, campus community members can contact Carroll directly to schedule personalized support, as well as discuss access needs, daily routes, class or office locations, and other activities.

An ongoing effort to provide heated campus sidewalks is also underway. Most recently, a new heated sidewalk between Smith Hall and Heroy Laboratory was installed. The heated sidewalks use environmentally friendly steam heat, and, when feasible, all new installations of sidewalks on campus are heated.

Sala invites the campus community to provide more feedback to assist with planning for the coming year. To offer feedback or suggestions, contact Facilities Services at 315.443.1234.

The webinars will help participants understand accessibility, put it into practice on the job and support the University’s efforts to ensure accessibility of documents, systems and communications across campus. Importantly, the skills learned in these workshops will help you realize in your work the University’s commitment to creating a more accessible, inclusive campus.

All sessions will be conducted online in Microsoft Teams from 1:30 to 3 p.m. Login information and links will be provided in the confirmation email upon registration.

The sessions are the following:

• Wednesday, July 10, Creating Accessible Documents in Microsoft Word
• Wednesday, July 17, Building Accessibility into Existing PDFs
• Wednesday, July 24, Creating Accessible PowerPoint
• Wednesday, July 31, Creating Accessible Forms

For more information and to register, visit ITS Accessibility Workshops.

Katherine Deibel

Katherine Deibel, ���ϲ����� Libraries inclusion and accessibility librarian, was a featured speaker at the on May 14 in Lexington, Kentucky. Deibel’s closing keynote presentation was titled “When You’re the Bridled Horse.”

OVGTSL’s Annual Conference was geared for technical service librarians facing resource challenges, choosing tools and identifying ways to make those tools discoverable to users. Deibel’s presentation topic was focused on how to do more with less and pushing the use of available resources while acknowledging hidden labors that impact effort and are based on individual diversity and life experiences. Using various perspectives and multiple examples, Deibel’s talk highlighted what actions, both technical and social, inclusion and accessibility librarians can do to support patrons and colleagues to promote greater inclusion and equity throughout libraries.

Deibel was invited to present to conference attendees based on her expertise and varied career in academia, working within and across many disciplines, including library technology, computer science, education, disability, design engineering, technology adoption and digital literacies. She has presented multiple times on a gamut of topics ranging across disciplines, teaching methods, accessibility, comics and library technologies.

Deibel earned a Ph.D. in computer science and engineering at the University of Washington in 2011 with a multidisciplinary study of the social and technological factors that hinder adoption of reading technologies among adults with dyslexia. At ���ϲ����� Libraries, she spearheads multiple efforts to raise disability access throughout libraries and the library community.

“It’s an honor to have one of our librarians present at the OVGTSL Annual Conference,” says David Seaman, University librarian and dean of libraries and interim dean of the School of Information Studies. “Kate is a tremendous resource to the Libraries and the entire University community. She is an outstanding advocate for inclusion and accessibility and has raised the bar for the services we provide.”

The workshops will help participants understand accessibility, put it into practice on the job and support the University’s efforts to ensure accessibility of documents, systems and communications across campus. All sessions will be held in Room 1116, 621 Skytop Road.

Workshop Schedule

• “Evaluating Your Website for Accessibility”
  • Thursday, Feb. 7, 1 to 4 p.m.
  • Wednesday, March 20, 9 a.m. to noon

• “Creating Accessible Documents in Microsoft Word and Adobe Acrobat DC”
  • Monday, Feb. 11, 1 to 4 p.m.
  • Thursday, March�� 28, 9 a.m. to noon

• “Accessible Documents: Building Accessibility Into Existing PDFs”
  • Wednesday, Feb. 27, 1 to 4 p.m.
  • Friday, April 5, 9 a.m. to noon

• “Video Captioning”
  • Thursday, March 7, 9 a.m. to noon

• “Creating and Delivering Accessible PowerPoint Presentations”
  • Thursday, Feb. 28, 1 to 4 p.m.
  • Monday, April 8, 1 to 4 p.m.

• “Creating Accessible Forms”
  • Wednesday, March 13, 9 a.m. to noon

• “Accessibility in the Procurement Process”
  • By request. Please contact the IT director or support team for your organization, or email accessibleIT@syr.edu to arrange training for your department or unit.

Seating is limited. There is high demand for this training, so registration is on a first-submitted, first-enrolled basis. Use the links below to register.

For workshop details and to register, visit the in .

For more information and assistance, ITS offers a growing variety of resources to ensure accessibility for all members of the University community. Visit the web page and check out the . has Accessibility Training and Tutorials among their online video courses, including how to make sites friendly to screen readers and assistive technology and how to use proper markup and web standards to make sites more accessible and search engine friendly.

The Southeast ADA Center, a project of the Burton Blatt Institute (BBI) at ���ϲ����� broadcasts the free online program, which focuses on the rights and responsibilities under the Americans with Disabilities Act (ADA). The program airs for 30-45 minutes on the first Wednesday of each month and is also available as a podcast on SoundCloud.

“Web Accessibility in a Nutshell” can be heard Wednesday, Feb. 6, from 1–1:30 p.m. [Eastern]. It will highlight the basics of web accessibility, including why it is important, the ADA and other laws, the Web Content Accessibility Guidelines (WCAG) and common barriers to web access. Discover some tips and best practices to help you get started in providing more accessible and usable web applications and digital materials to a diverse audience.

The podcast can be heard at�������Ի���.�� will be available. Learn more at��the website .

No registration is required. Listeners can submit questions, explore resources and the complete program schedule and connect to archived shows on or download podcasts from .

BBI Chairman Peter Blanck, left, meets with Ecuadorian President Lenín Moreno on Jan. 14, 2019. Moreno has used a wheelchair since he was shot in a robbery attempt in 1998.

On Jan. 14, ���ϲ����� Professor Peter Blanck, chairman of the Burton Blatt Institute (BBI) and the Global Universal Design Commission (GUDC), met with Ecuadorian President Lenin Moreno, the first lady and Ecuadorian ministers to develop collaborative programs toward an inclusive country for Ecuadorians with disabilities. Blanck also presented to the Ecuadorian and Quito City governments the first recognition in Ecuador of GUDC principles for universal design (UD, aka “Design for All”).

“It is a great privilege and honor on behalf of BBI and the GUDC to acknowledge the world leadership of President Moreno and many others in Ecuador to further the inclusion of people with disabilities into society,” Blanck says.

GUDC is a not-for-profit corporation established to develop Universal Design (UD) standards for buildings, products and services. GUDC is developing UD voluntary consensus standards for commercial and residential buildings, which will expand access to buildings for all people, regardless of physical stature and varying abilities.

BBI and GUDC have longstanding ties in Ecuador. Ecuadorian Ambassador to the United Nations Luis Gallegos Chiriboga is honorary chairman of the GUDC Board of Directors, and Ecuadorian leader Maria Teresa Donoso is a GUDC representative.

While in Ecuador, Blanck also will meet with Ecuador’s Minister for Total Life, which oversees inclusive services for persons with disabilities, older adults and children, and with Xavier Torres, president of the Ecuadoran National Council for Equality of Disabilities. Torres is a leader of disability rights in Ecuador and was representative of Ecuador and Latin America for the UN Committee for Surveillance of the Convention on the Rights of Persons with Disabilities.

On Jan. 18, Blanck will give a public address to celebrate the opening of the Metropolitan Convention Center of Quito, the first GUDC-certified building in Ecuador and Latin America. During this visit, Blanck will discuss future collaborations among Ecuador, BBI and GUDC with Minister of Tourism Rosy de Holguin, Quito Secretary of the Environment Veronica Arias, and former Quito Mayor Paco Moncayo.

In his public remarks, Blanck will promote accessible “tourism for all,” particularly for persons with disabilities and older adults to all parts of Ecuador. “Ecuador is a uniquely rich country in its natural beauty, from its beaches, to mountains and jungles, to the Galapagos Archipelago. I have been very lucky indeed to visit diverse cities, the Amazon and the amazing Galapagos Islands.”

The 21st annual conference will be held Monday, Nov. 12–Friday, Nov.16, and the virtual conference will be hosted in two locations in the Center for Science and Technology. Registration for local presentation of the conference is free; by Thursday, Nov. 8, 2018, for the sessions you plan to attend.

Accessing Higher Ground (AHG) focuses on the implementation and benefits of Accessible Media, Universal Design and Assistive Technology in university, business, and public settings. There is a strong focus on Universal Design, curriculum accessibility, incorporating accessibility into the procurement process, accessibility evaluations, and ADA and Section 508 compliance. Other topic areas cover legal and policy issues, video captioning, and expanded sessions for creating accessible math content.

One of the pre-conference sessions is a lab related to Accessible InDesign layouts for producing accessible PDFs and EPUBs. And, on Friday a main conference session focuses on making accessible content visually compelling, which will be of particular interest to graphic designers.

Presentation of the virtual AHEAD annual conference on the University campus is sponsored by the Office of Disability Services and Information Technology Services (ITS).

Who should attend?

If you create or manage content that must comply with the University’s this conference will be very helpful. The conference is intended for individuals who need to design or provide accessible Web, media, information resources and technology in the academic and business environment, including faculty and administrators interested in ADA & Section 508 compliance and faculty and other professionals who wish to ensure that their curriculum is accessible. In the past, audiences have included web designers, assistive technologists, ADA coordinators, human resource personnel, persons with disabilities, disability specialists, faculty, media specialists and programmers interested in accessibility and incorporating Universal Design into curriculum and information and communications technology.

About the virtual conference

AHG will stream sessions live from two tracks, all five days of the conference, including the pre-conference sessions on Monday and Tuesday. Main conference sessions start on Wednesday. For complete information, including session abstracts and schedule (Mountain time zone), visit the .

NOTE: ITS has arranged for group tickets which cover the presentation here on the University campus of all virtual pre- and main conference sessions. DO NOT register for the virtual conference on the AHG website, unless you want to participate as an individual, or from another location. Also, note that the times shown on the virtual conference website are Mountain Time. Events will be presented here on campus two hours later than shown on the conference website.

Questions? Send an email to ITS at accessibleIT@syr.edu, and we’ll get back to you as soon as we can. Please include your name and phone number in your email.

A public lecture titled, “Seeing the Whole Community: Serving Patrons with Print Disabilities Ages 0–100” will take place today from 4 to 5:30 p.m. in the Peter Graham Scholarly Commons at Bird Library (Room 114). Communication Access Realtime Translation (CART) will be provided.

A panel discussion on “Serving Patrons with Print Disabilities” will take place on Friday, Sept. 21, from 10 to 11:30 a.m. in Bird Library, Room 004. The panel will be moderated by Kate Deibel (���ϲ����� Libraries), and participants will include Jill Rothstein (New York Public Library), Nicole Westerdahl (���ϲ����� Libraries Special Collections Research Center) and John A. Mangicaro, (���ϲ����� MakerSpace).

Jill Rothstein has been chief librarian of the Andrew Heiskell Braille and Talking Book Library for three years, co-led the committee for serving children with special needs, and co-led inclusion and advocacy training for New York Public Library. She has presented at the National Library Service conference, Metro Libraries conference, and Harvard’s World Heritage Strategy Forum. Prior to this role, she sang and did silly dances for toddlers as a children’s librarian and then did not sing as much as a neighborhood branch manager.

The Issues in Digital Scholarship Forum seeks to explore how scholars in different fields engage digital technologies as the subject matter of their research, in their research methods, their collaborative work, and the systems through which their research is disseminated and preserved. It also explores the ways in which the libraries, the university and technology infrastructure can support these modes of scholarship and sustain their future.

The events are sponsored by the ���ϲ����� Libraries, the Library and Information Science Program at the School of Information Studies, ���ϲ����� Humanities Center and the Disability Cultural Center.

For more information, or if you need an accommodation in order to fully participate in this event, please contact Patrick Williams at jpwill03@syr.edu.

American Sign Language (ASL) interpretation and Communication Access Realtime Translation (CART) will be provided. For questions about accessibility or to request accommodations, contact the Equal Opportunity, Inclusion and Resolution Services (EOIRS) office at 315.443.4018 or email ada@syr.edu.

“Put simply,” Schwartz said, “the ADA requires a level playing field for everyone, deaf and hearing, and if something is going to be posted for the general public, it has to be captioned so that it is accessible to deaf people.”

is a course content accessibility plugin that allows instructors to understand and tackle accessibility in a way that benefits all students. Ally automatically runs all of a course’s documents through an accessibility checklist, searching for common accessibility issues. Using advanced machine learning algorithms, Ally also generates a wide range of alternatives to the instructor’s original document file, such as accessible PDF, Semantic HTML, audio, ePub and electronic Braille.

Sharon Trerise, IT Accessibility Analyst in Information Technology Services (ITS), says the University licensed Blackboard Ally in the summer and has piloted its implementation in a few courses since September. At first, it was introduced in the . Since then, a variety of professors across the university have expressed interest, including professors in the��. “We wanted to find a solution to make it easier for faculty to provide accessible course content to students and help them learn how to create accessible documents from the beginning,” Trerise says.

An important highlight of Blackboard Ally is that it is very simple to grasp. “This Blackboard tool was very easy to use. It easily created accessible options for documents I’m using,” says Assistant Professor of Music Education David H. Knapp. “The accessible options such as cleaner PDFs for optical character recognition (OCR) are useful to all students.” Once Ally has been turned on in a Blackboard course, there aren’t any additional steps for the instructors to implement the plugin.

Instructors will notice a change in the Blackboard they are accustomed to, once Ally is integrated into a course. “Faculty will see next to each document a visible indicator that looks like a speedometer or gauge,” Trerise says. The color of the indicator rates each document’s accessibility. A red indicator means it is not very accessible in its native format; yellow means it’s somewhat accessible, and green means the posted document meets most or all of the accessibility criteria. An instructor can then follow the steps outlined by Ally to enhance the accessibility of documents that have poor accessibility ratings.

Stephen Kuusisto, a University Professor in��Cultural Foundations of��Education in the School of Education, says, “As a blind faculty member, this is a good step forward for Blackboard. It puts the tools at the disposal of faculty who aren’t necessarily up to speed on accessible documents and course materials.”

Associate Professor Alan Foley, director of the Center on Human Policy, agrees. “I am glad to see that Bb has (finally) taken this step to improve the accessibility and universal design of its learning environment and the materials instructors put in Blackboard. I follow the principles of universal design for learning when I design and teach a class, and Ally gives me even greater capacity to do this.”

Not only are professors having a positive experience with Blackboard Ally, but students are also benefiting. Foley says, “My students were most excited about the ‘accessible versions’ feature, which offered them on-demand access to course readings I had posted as PDFs in alternative formats, including a downloadable audio version and an ePub version. This feature gave ALL my students access to course content in different formats and was widely used.” Foley notes that “students who need alt versions will have them at the same time as students who don’t need an alt version.”

���ϲ����� student Emmanuel Elia Mhewa concurs. “The introduction of Blackboard Ally has brought simple life for me.” Although he’s using Blackboard Ally in just one course, Mhewa said he can download materials in any format he wants. “I like materials in HTML format if I’m using my PC,” he says. “But MP3 is the best when I’m walking. Blackboard Ally allows me to choose my format.”

Trerise notes that ITS hasn’t seen any major drawbacks with the program yet, although it’s obviously in its early stages. For example, Kuusisto notes that he is “still a bit unimpressed by the��PDF converter, which isn’t quite fully reliable. But this is a step.”

In any case, Ally has helped students and instructors, providing for a more accessible and effective learning experience. “If professors take it seriously and modify their documents to make them accessible to their students, then it’s a win-win solution,” Trerise says.

For more information about Blackboard Ally visit Answers.syr.edu and search for . Faculty members who wish to have Ally turned on in their current Blackboard courses are invited to email their request to help@syr.edu.

“This policy will support the University’s ongoing and steadfast effort to enhance accessibility across campus,” Vice President for Information Technology and Chief Information Officer Samuel J. Scozzafava Jr. says. “Through improved technology and increased education, we hope to remove as many barriers as we can for individuals with disabilities. Each member of our campus community plays an important role in our efforts to enhance accessibility. We must all prioritize accessibility and leverage universal design as we update and create new web content, classroom materials and many other forms of digital content.”

Since April 2015, a broad-based University committee has been working to develop the policy, and in 2016, the Chancellor’s Workgroup on Diversity and Inclusion formally recommended adoption of a comprehensive policy. The policy was crafted with input from students, faculty, staff and senior leaders through direct outreach and a formal open comment period.

The new policy ensures that information and communication technologies used on campus are accessible to all members of the University community. It also requires that services, products and content acquired or created by the University on or after Jan. 1, 2018, must be accessible to individuals with disabilities, pursuant to the Web Content Accessibility Guidelines 2.0 AA standards.

Additionally, a new cross-campus working group has been created to develop a comprehensive remediation plan in response to a complaint filed with the U.S. Department of Education’s Office for Civil Rights (OCR). The working group is charged with assessing the University’s technology and current web properties. Like many other universities and colleges that have received OCR complaints, the University is working closely with OCR to remediate barriers to existing content and to put processes in place to ensure future content is fully accessible and compliant.

For more information on technology accessibility on campus, visit . To contact the ITS Accessibility Team, email accessibleIT@syr.edu or call 315.443.2677.

Over the past year, ���ϲ����� has made significant progress to enhance accessibility across campus—from academic buildings and residence halls to event programming and technology. (Photo by Steve Sartori)

Back on campus for the start of the 2017-18 academic year, students, faculty and staff will notice a variety of changes that are improving how they move around campus, participate in events and pursue their academic and research endeavors. Over the past year, ���ϲ����� has made significant progress to enhance accessibility across campus—from academic buildings and residence halls to event programming and technology. The focus on accessibility is the latest step in the University’s long history of advocacy for people with disabilities—both as a worldwide leader with experts in the field and as a place striving to ensure an inclusive community for everyone.

“We are committed to creating a more accessible, inclusive campus,” Chancellor Kent Syverud says. “Every person on campus should feel welcome, supported and empowered as part of our community. That should be reflected in our programs, events and facilities. We will be stronger as a community through our efforts to ensure every person has a place on our campus.”

That idea is a force across campus for making strides in the area of accessibility. Supported and encouraged by the Chancellor’s leadership in this area, various staff members and campus units have been constantly enhancing accessibility and leveling the field for all over the past year—through design, applications, construction, programming and other areas. Students, faculty and staff have been strong advocates for accessibility, working with the University administration.

Substantial steps have been taken through the recommendations of the Chancellor’s Workgroup on Diversity and Inclusion, established in 2015, to help advance accessibility and inclusion throughout campus.

The recommendations and their progress over the past year include the following:

• Establishment and distribution of a centralized budget for faculty/staff disability accommodations to help relieve individual schools and departments of costs. Aaron Hodukavich, director and ADA coordinator in the Office of Equal Opportunity, Inclusion and Resolution Services, says the funding has covered such items as American Sign Language interpretation, Communication Access Realtime Translation and furniture accommodations.
• Creation of a Universitywide policy on information and communication technology accessibility. The plan, which will mandate how electronic communications are created to enable full accessibility, is currently being worked on.
• Implementation of a comprehensive accessibility audit of all 9 million square feet of University spaces. Campus Planning, Design and Construction (CPDC) contracted with United Spinal Association to conduct an audit, which identified physical barriers to access on campus. “It gives us a road map to remove barriers across campus and in a way that prioritizes it for us,” says Joe Alfieri, CPDC director.

Kennedy Patlan ’18, a member of the Disability Cultural Center Advisory Board and the Campus Facilities Advisory Board, is encouraged by a greater recognition of issues relating to accessibility and enhanced lines of communication between students and the administration. “The administration is continuously��taking steps toward��identifying the issues, seeing��where challenges have existed in the past and has begun to proactively��work to fix those issues,” Patlan says.

Patlan has noticed the increasing number of speakers who speak on issues of accessibility and inclusion, the work to transform physical spaces and the promotion of accessibility features at campus events. She notes that the push for accessibility has been a collective effort—with students, faculty, staff and the administration. “It’s cool to see how students as self-advocates can be responsible for improving the lives of students that come next,” says Patlan, a Remembrance Scholar and a student in the , and the . “The campus is a place where people stick together and stick up for one another, and consistently work and strive to make campus a better place all the time—that’s inspiring and powerful.”

Students have also initiated programs and projects for greater accessibility on campus. The Student Association relaunched the Cycle Share Program this past spring with adaptive cycling equipment. Student programming, such as , led by the Disability Student Union, with assistance from the Disability Cultural Center, the Department of Recreation Services and community organization Move Along Inc., continues to draw awareness to the work of students in this area, specifically inclusive athletics.

“It’s evident that the University continues to advocate for those with and without disabilities. Within Student Association, we are strongly committed to these efforts as well, and we are eager to continue and expand upon programs such as Cycle Share as well as support new programs on campus that enhance inclusion and accessibility,” says Angie Pati ’18, vice president of the Student Association,��a member of the Renée Crown University Honors Program and senior class marshal. “As a rising senior, I am proud of our diverse Orange Family and the welcoming environment the ���ϲ����� campus fosters; I wish to see a world beyond graduation that fights for these same values, while recognizing that this battle is not yet over.”

Other progress in the area of accessibility on campus over the past year includes the following:

• Sixteen new ADA-accessible bathrooms at Day Hall, four ADA-accessible toilet rooms at Haven Hall and eight ADA-accessible bathrooms at DellPlain Hall have been constructed. A single-occupant accessible restroom has been completed in Schine Student Center; two others are being created in the Maxwell School and Huntington Hall.
• New uniform signage will be installed to identify all-gender, accessible, single-occupancy restrooms across campus. There are more than 700 single-occupancy restrooms on campus, including in residence halls.
• Through a collaborative effort between the (ODS) and CPDC, the University has purchased a variety of accessible classroom furniture, such as chairs and desks, to accommodate students.
• The University provided training in November 2016 to faculty and staff responsible for receiving and responding to requests for academic adjustments and/or aids made by students with disabilities.
• ���ϲ����� Libraries hired an inclusion and accessibility librarian. The new librarian, who will start in October, will help students and other constituents as they seek alternative, accessible formats for research and study.
• The Office of Disability Services has added a new counselor to help with service support coordination. This fall, ODS also launched a new Disability Resource Portal.

Diane Wiener, director of the , and her staff work closely with students, faculty, staff and the community to improve accessibility and remove barriers. “We’ve expanded our event menu and opportunities for people to participate in inclusive and adaptive sports and dance, music and other events,” says Wiener, who serves as co-chair of the University Council on Diversity and Inclusion and is a member of the Campus Facilities Advisory Board.

All major campus events also now indicate there is American Sign Language interpretation and Communication Access Realtime Translation available if needed and information on who to contact for additional accommodations. “People are coming to think of this as how we do business,” Wiener says. “That’s how it should be.”

With all the work being done on campus, Hodukavich says it makes all of their efforts worthwhile. “We are moving forward and there have been a lot of positive changes, but we’re not satisfied,” he says. “We continue to progress and identify further ways to enhance accessibility on campus.”

The effort stems from campus community members’ advocacy and the University’s commitment to advancing an open, inclusive environment. The restrooms provide private, safe and comfortable facilities, similar to what people have at home, and better support and meet the needs of trans communities and campus community members with young children.

The community’s engagement and input has guided the process throughout. Campus engagement sessions in the fall with students, faculty and staff helped to generate initial ideas for the designs. Following the campus engagement sessions, focus groups occurred��in February where community feedback was gathered on the initial concepts.

Pentagram—an independent design consultancy hired by the University to evaluate campus signage—applied the community’s feedback to create these final designs. Each design offers symbols that reflect the facilities available within each space and the accessibility of those spaces, which was identified as a priority during community and committee discussions.

To date, there are over 700 single-occupancy��restrooms on campus, with over 600 located in residence and dining areas. The University currently has 31 facilities in Main Campus academic and administrative buildings. Plans are in place to begin construction on three additional single-occupancy��restrooms over the summer.

Students, faculty and staff can vote and provide feedback now through May 15 for their preferred design. Once votes are tallied, the University will move forward in the final stages of producing and posting the new restroom signage.

Dear Colleagues,

The Office of Equal Opportunity, Inclusion, and Resolution Services (EOIRS) collaborates across all divisions of the University to build community and cultivate a culture of respect, safety, and equity that recognizes the value of diversity. We want to make you aware of a recent change in procedure related to faculty and staff workplace accommodations.

In its efforts to implement the recommendations from the Chancellor’s Workgroup on Diversity and Inclusion, the University created a central fund to assist sponsoring schools, colleges, and other responsibility centers and administrative support units with costs related to faculty and staff workplace accommodations.

As of September 1, 2016, ADA accommodation costs in excess of $5,000 annually will be charged to the University’s central fund.

To qualify for such funding:

1.�� EOIRS shall work with faculty or staff members to determine that a reasonable accommodation is required.
2.�� The cumulative accommodation expense incurred for each center or support unit must exceed an annual dollar threshold of $5,000. A journal entry will be initiated to transfer accommodation expenses above the established threshold to the central fund. The Office of Budget and Planning will track total expenses charged to the central funding source during fiscal year 2017.
3.�� Any request for expenses in excess of $20,000 will be transmitted by the ADA coordinator to the provost, the senior vice president and chief human resources officer, and the senior vice president and chief financial officer for joint consideration and approval.

This is a pilot program for the 2017 fiscal year, with appropriate changes made after an assessment at the end of the year.

If you have any questions about this funding or the budgeting process, please contact the Office of Budget and Planning at bplan@syr.edu. To request a disability workplace accommodation, please contact Dana Butler, leaves and disabilities accommodation coordinator, at butlerdl@syr.edu.

Sincerely,

Aaron Hodukavich
Director and ADA/503/504 Coordinator

• Creating Accessible Documents
• Creating and Delivering Accessible PowerPoint Presentations
• Creating Accessible Forms
• Evaluating Your Website for Accessibility
• Video Captioning

The workshops will help participants understand accessibility, put it into practice on the job and support the University’s efforts to ensure accessibility of documents, systems and communications across campus. Importantly, the skills learned in these workshops will help content owners comply with the soon-to-be-adopted Universitywide policy on information and communication technology (ICT) accessibility.

Sharon Trerise and Kara Patten from ITS’ Academic Services team will present the workshops. Each session has space for 12 participants. To request disability-related accommodations for any of these workshops, please contact the IT Accessibility Team at 315.443.2143 or email accessibleIT@syr.edu. Please submit requests for accommodations at least a week before the workshop you will attend. All workshops will be held in 001 Steele Hall.

Seating is limited, so register early! There is high demand for this training, so registration is on a first-submitted, first-enrolled basis. Use the links below to register.

.

Creating Accessible Documents in Microsoft Word and Adobe Acrobat DC

This workshop covers the process of creating accessible documents in Microsoft Word and Adobe Acrobat Pro DC. Upon course completion participants will be able to explain the importance of creating accessible documents and perform the steps necessary to create accessible Word and PDF documents.

The Creating Accessible Documents in Microsoft Word and Adobe Acrobat DC will be held on:

• Wednesday, Feb. 8, 9 a.m.-noon
• Tuesday, March 21, 1-4 p.m.

Creating and Delivering Accessible PowerPoint Presentations

��This hands-on workshop is ideal for anyone who creates presentation materials using Microsoft PowerPoint. In the workshop you will learn how to make PowerPoint slides accessible when presenting, creating, distributing or posting presentation materials.

The Creating and Delivering Accessible PowerPoint Presentations workshop will be held:

• Friday, Feb. 17,�� 9 a.m.-noon.
• Wednesday, March 29, 9 a.m.-noon

Creating Accessible Forms

��This hands-on workshop focuses on creating accessible online forms. The workshop will cover the ins and outs of creating accessible PDF, Frevvo, and WordPress forms.

The Creating Accessible Forms workshop will be held:

• Wednesday, March 1, 1-4 p.m.
• Tuesday, April 4, 9 a.m.-noon.

Evaluating Your Website for Accessibility

This hands-on workshop guides participants through the process of evaluating their current website for accessibility.

The Evaluating Your Website for Accessibility workshop will be held on:

• Thursday, March 9, 1-4 p.m.
• Wednesday, April 12, 9 a.m-noon

Video Captioning

��This two-part workshop is for anyone who manages, creates or maintains video content. Part 1 covers captioning basics and third-party services; the optional Part 2 covers DIY captioning.

The Video Captioning workshop will be held on:

• Friday, March 17, 9 a.m.-noon
• Thursday, April 27, 1-4 p.m.

.

Other topics

If you are interested in learning about ensuring the accessibility of online and mobile applications or other technology services, please send an email to accessibleIT@syr.edu with a description of your interest and with any questions. Your feedback will guide us in the development of future workshops.

For more information and assistance

��ITS offers a growing variety of resources to ensure accessibility for all members of the ���ϲ����� community. Visit the web page and check out the . ��Also, visit ITS’ Walk-in IT Accessibility Help Desk for consultation on related topics, including video captioning, remediation of your PDF, PowerPoint or Word documents to ensure accessibility, and identifying and fixing accessibility issues on your website. This service is available Mondays and Thursdays, 11 a.m. to 1 p.m. at the ITS Service Center, in room 1-227 Center for Science and Technology.

If you have any further questions about these workshops or other technology accessibility issues, please email accessibleIT@syr.edu or call 315.443.2677.

University Promenade with new ramp to gateway sign. Photo by Steve Sartori

One of the best places to capture a ���ϲ����� memory is at the flagship gateway sign below the Hall of Languages and Place of Remembrance. Students, family and friends often stop to snap photos in front of the iconic location with its polished stone work and towering building in the background.

The 11 steps above and the six below, however, keep that memorable location out of reach for many.

The University Promenade project is helping to change that—a heated ramp gently rising from the Promenade has been created to provide access to the site for everyone.

The ramp is just one of numerous accessibility improvement related projects that have been constructed this summer, with many more included in future planning and the Campus Framework.

More than $4.1 million in accessibility updates, combined with more than $9 million in investments in classroom enhancements this summer, await returning students—creating greater accommodations for learning and a connected experience for every member of the University community.

Accessible bathrooms were part of this summer’s work. Photo by Amy Manley

The accessibility projects are improving how people get around campus, as well as improving existing facilities that pre-date the Americans with Disabilities Act (ADA). In the campus buildings these upgrades typically focus on improving accessible entrances, auditorium seating accommodations and restroom facilities. The updates are also a crucial part of enhancing the overall classroom experience, which also included this summer substantial technological upgrades and enhancements to facilities made throughout the campus.

“It’s all part of the Campus Framework in creating an atmosphere in which everyone can participate,” says Joseph Alfieri, director of Campus Planning Design and Construction (CPDC). “These improvements are a physical manifestation of inclusion—making sure everyone can be where they need to be, to do what they need to do to succeed here.”

Increasing accessibility makes the entire campus more welcoming. Removing physical access barriers is among the initiatives the University is deploying as a result of the Chancellor’s Workgroup on Diversity and Inclusion’s short-term recommendations.

“The improvements reflect the University’s ongoing commitment to foster an inclusive environment on campus,” says Aaron Hodukavich, director and ADA coordinator in the Office of Equal Opportunity, Inclusion and Resolution Services. “When someone cannot access a part of a building or must go to a different floor to find an accessible bathroom, it can take away from their sense of belonging. These are positive steps to ensuring that everyone feels like they are part of our community.”

The ramp to the gateway sign is emblematic of changes taking place across campus.

“It’s very significant, and a great example of SU’s willingness to go beyond compliance to eliminate access barriers,” Hodukavich says. “The gateway sign is a popular location for photographs, especially during Commencement weekend. Most of our students remember their time at the University as the best years of their lives. It was important to us to make that opportunity available to everybody.”

Another aspect of the Promenade—the new pedestrian space that stretches from the Newhouse School complex to the Goldstein Alumni and Faculty Center—is the grading near the library, making it easier for wheelchairs.

“The grade has been brought up in front of library. It’s much more of a smooth experience from end to end with a concrete sidewalk instead of going over brick pavers,” Alfieri says. The grade along the Promenade has been made more level among the gathering areas and there are flush entrances to the Schine Student Center and Newhouse 3.

Another first for accessibility is the installation of a new elevator to serve Gifford Auditorium in Huntington Beard Crouse Hall (HBC). The prior elevator never served Gifford Auditorium so if someone was on the first or second floor of the building, they needed to go outside HBC, onto the breezeway and around the corner of the building to access the ADA entrance on the side of the building.

“The elevator reaches the auditorium level so it’s completely accessible,” Alfieri says. Accessible bathrooms have also been built in the basement and a single-occupant restroom is accessible on the first floor.

Other accessibility projects across campus include the following:

• Carnegie Library — Single-occupant accessible restroom
• Comstock Art — Single-occupant accessible restroom study underway
• DellPlain Hall — Eight accessible student restrooms (one on each floor), and two public single occupancy accessible restrooms
• Goldstein Student Center — Single-occupant accessible restroom to be constructed this fall
• Grant Auditorium — Teaching station replaced with accessible model, addition accessible seating location added, and elevator modernized
• Haven Hall — Eleven accessible student restrooms (one on each floor), and new entry doors with low-energy automatic operators
• Link Hall — Accessible entry to auditorium and accessible ramped entry, to be completed this fall
• Regent Theatre — Two accessible restrooms
• Schine Student Center — Door replacement/upgrades, including low-energy automatic door operators and new accessible entry on east side of building
• Women’s Building Dance Studio — Accessible ramp added

“Having improvements to access is not only essential but vital to everyone’s experience of a welcoming campus that expects and emphasizes the value and ethics of belonging,” says Diane R. Wiener, director of the Disability Cultural Center. “Students, faculty, staff, alumni and campus visitors with and without disabilities need to receive this message consistently and pragmatically, in myriad ways and through various modes of expression.”

A variety of technology upgrade projects were completed in classrooms. Photo by Amy Manley

A variety of technology upgrade projects were completed in classrooms, study spaces and teaching laboratories this summer. Combined, the Division of Information Technology Services (ITS) and Campus Planning, Design and Construction (CPDC) updated technology and academic spaces in more than a dozen buildings on campus, including Carnegie Library, the Center for Science and Technology, Crouse Hinds Hall, Eggers Hall, Hall of Languages, Heroy Geology Building, Link Hall, Lyman Hall, MacNaughton Hall, the Nancy Cantor Warehouse, the Physics Building, the Shaffer Art Building, Slocum Hall and White Hall.

“Providing a high-caliber environment that fosters learning, teaching and innovation is not only consistent with our Academic Strategic Plan, it’s also critical to attracting and retaining high-achieving students and world-class faculty scholars,” says Michele G. Wheatly, vice chancellor and provost. “The work being done this summer by ITS and CPDC will enhance the student experience, elevate classroom learning and teaching, and generate new opportunity for student and faculty researchers.”

The work includes audio and visual system upgrades; the installation of new smart teaching stations; complete technology overhauls; classroom and auditorium renovations; furniture replacements; classroom seating replacements; and the creation of new seminar rooms, meeting rooms and classrooms.

Samuel J. Scozzafava Jr., vice president for information technology and chief information officer, says ITS’s collaboration with CPDC allowed the University to execute an ambitious slate of improvements to provide accessible technologies and services that energize teaching and learning.

“Investments this summer include the design and construction of classrooms and new instructional spaces with cutting-edge equipment and capabilities for instruction and collaboration, and the development and deployment of multiple applications and services for academic success and operational excellence,” says Scozzafava.

Pete Sala, vice president and chief facilities officer, says the enhancements will have a direct impact on students, faculty and staff in teaching, learning and research. “To continue enhancing our academic offerings, it is critical that we constantly assess our spaces and evolve to meet the changing needs of our students and research faculty.”

In the long-term, a facility condition assessment is being done to inspect all of the University’s buildings and sites. The assessment, which began in April and will conclude in October, will include data on all 9 million square-feet of campus and help the CPDC strategize on the ongoing maintenance of buildings and facilities. It will also provide data on barriers to access to be able to prioritize the implementation of accessibility projects. The entire plan is expected to be completed over the winter.

“In the long-term, it will allow us to plan accessibility improvements in a more strategic manner,” Hodukavich says. “The majority of our campus was built prior to the ADA and when accessibility was mostly an afterthought, so this is very important. Our CPDC staff is an amazing group of professionals, and I am constantly impressed by their dedication to improving the campus experience for everyone.”

Accessing Higher Ground (AHG) focuses on the implementation and benefits of accessible media, universal design and assistive technology in the university, business and public setting. There is a strong focus on campus accommodation, universal design and curriculum accessibility. Other topics covered are legal and policy issues, including ADA and 508 compliance. The creation of accessible media and information resources, including Web pages and library resources, is a particular focus of the event.

Presentation of this conference on the SU campus is jointly sponsored by the Equal Opportunity, Inclusion and Resolution Services office, the Office of Faculty Development, the Office of Disability Services, the Disability Cultural Center, SU Libraries and Information Technology Services.

Who should attend?

This conference is intended for individuals who need to design or provide accessible Web, media, information resources and technology in the academic and business environment. In the past, audiences have included Web designers, assistive technologists, ADA coordinators, human resource personnel, persons with disabilities, disability specialists, faculty, media specialists and programmers interested in accessibility and incorporating universal design into curriculum and information and communications technology.

About the virtual conference

AHG will stream sessions live from all five days of the conference, one track during the pre-conference and two tracks during the main conference. For complete information, including session abstracts and schedule, visit the .

NOTE: ITS has arranged for group tickets, each of which covers the presentation of all virtual conference sessions on the SU campus. DO NOT register for the virtual conference on the AHG website, unless you want to participate as an individual, or from another location. Also, note that the times shown on the virtual conference website are Mountain Time. Events will be presented here on campus two hours later than shown on the conference website.

Questions? Send an email to Information Technology Services at accessibleIT@syr.edu and we’ll get back to you as soon as we can. Please include your name and phone number in your email.

Huntington Beard Crouse Hall

Most of the interior construction work will take place on the lower level, where Kittredge is located, and in the Gifford Auditorium lobby level above. The project illustrates some of the opportunities and challenges presented by the renovation of an older, “classic” building.

Kittredge needs a floor-to-ceiling makeover, which presents the opportunity to bring it up to current accessibility code standards by including accessible seating dispersed in the auditorium and installing assisted listening devices, among other things. Adjacent restrooms, currently inaccessible, will be expanded and designed to meet current code with the addition of a new accessible single-occupancy restroom.

A key component of the overall project is the installation of a new elevator to provide access to the Gifford Auditorium lobby, something the current elevator does not do. Because of stairs between the main entry and the Gifford lobby, someone using a wheelchair must go around the outside of the building and enter through a doorway from the courtyard between H. B. Crouse and the Hall of Languages to gain access to Gifford or the accessible restroom on that level.

The new elevator will provide suitable access, and will be easier to use: The cab of the elevator will be larger, with doors on both sides, and control panels in two locations, all improvements over the current one. However, the new elevator also presents a challenge: The dimensions of the elevator shaft will keep the cab five inches short of the optimal depth. Still the change, with state approval, will provide significantly enhanced access.

The University community will have an opportunity to learn more about the H.B. Crouse Comprehensive Improvement Project and to comment on it. Presentations are scheduled for noon on Wednesday, Nov. 19, in the Huntington Commons area, and at noon on Tuesday, Dec. 2, in Room 500 of the Hall of Languages. Joseph Alfieri of Campus Planning, Design and Construction, the senior project manager, will be the presenter.

To give people a chance to try out the dimensions of the new elevator, a mock-up of the cab has been constructed and will be placed in the Huntington Hall gathering area from Nov. 17-21, and in the HBC lower level lobby from Dec. 1-5.

The community will be able to provide feedback on any aspect of the project via email at hbcproj@syr.edu. The email address also will be posted on , the University’s accessibility web portal.

Members of a working group that has met to discuss the renovation project expressed their support for it and for the opportunity for people to provide feedback.

“I’m pleased and encouraged by the strong efforts being made by Campus Planning, Design and Construction, in partnership with many on campus, to amplify appropriate access and to create greater opportunities for communication across our campus community,” says Diane Wiener, director of the Disability Cultural Center and a research associate professor in the . “It’s important for people with and without disabilities to participate in decisions that affect us. I think it’s great that people have a chance to share their feedback in terms of their direct experience in how they engage with this space.”

Paula Possenti-Perez, director of the Office of Disability Services, says: “The Office of Disability Services applauds the efforts of ���ϲ����� and the Office of Campus Planning, Design and Construction to provide the opportunity for our community to participate and provide feedback regarding the HBC Comprehensive Improvement Project.” She called it “A model project that embraces accessibility and inclusion as a core component of the project—a project intentionally designed to look at access first.”

The renovations are scheduled to begin the day after Commencement and be completed by mid-August, 2015.

Other aspects of the project include:

• installation of fire service and sprinklers in the lower level and an upgrade to the building’s fire alarm system;
• construction of a ramped corridor on the lower level, which will provide convenient access to the new restrooms and allow for the removal of a metal ramp;
• installation of new lighting and flooring in public spaces on the lower level, as well as improvements to the Gifford Auditorium lobby; and
• integration of site work and landscaping in the outdoor courtyard between H.B. Crouse and the Hall of Languages.