Are you interested in new ideas to engage students in your class? The Center for Instructional Excellence (CIE) invites you to join us for an afternoon of game-based learning on Fri., April 24, 2-4 p.m. in LYLE 1160. Hear from Purdue instructors who will share practical, game‑based strategies to boost…
Are you interested in new ideas to engage students in your class? The Center for Instructional Excellence (CIE) invites you to join us for an afternoon of game-based learning on Fri., April 24, 2-4 p.m. in LYLE 1160. Hear from Purdue instructors who will share practical, game‑based strategies to boost student engagement. After the presentations, you may join a Q&A and networking session with presenters and CIE staff.
This event is open to all Purdue West Lafayette, Purdue in Indianapolis, and Purdue Polytechnic Statewide faculty, graduate students, postdocs, and staff. Complete this registration. Download and share this PDF flyer.
Questions may be emailed to Emma Callahan ejcallah@purdue.edu or Annika Kraft arkraft@purdue.edu
CIE is a member of Innovative Learning, Purdue’s hub approach to connect instructors in Indianapolis and West Lafayette to the resources they need to engage students, develop courses in any instructional modality, and enhance learning across the University. Other members include Libraries and the School of Information Studies and Purdue University Online. To learn more, visit www.purdue.edu/innovativelearning or email InnovativeLearningTeam@purdue.edu.
The Instructional Material System Project team has been honored with a 2026 Special Recognition Focus Award for its sustained, systemwide work to help Purdue instructors prepare for the Department of Justice’s updated digital accessibility requirements under ADA Title II. The award recognizes the team’s focus on practical support, steady communication, and cross-campus…
The Instructional Material System Project team has been honored with a 2026 Special Recognition Focus Award for its sustained, systemwide work to help Purdue instructors prepare for the Department of Justice’s updated digital accessibility requirements under ADA Title II. The award recognizes the team’s focus on practical support, steady communication, and cross-campus coordination as Purdue moves toward the April 24, 2026, compliance deadline.
Over the past academic year, the team from Indianapolis and West Lafayette, Northwest, and Fort Wayne campuses built a support ecosystem designed for busy instructors and course materials, which includes the Instructional Material ADA Readiness website, the Digital Instructional Materials – Accessibility Checklist, and ADA Title II Compliance FAQs. The team delivered a series of synchronous workshops to introduce requirements and demonstrate efficient, repeatable fixes; hosted daily drop-in help sessions where instructors could bring questions and receive real-time guidance; and developed an asynchronous ADA Title II training course to provide on-demand, step-by-step instruction for improving accessibility in documents, media, and Brightspace content.
The project team is engaging in a digital content remediation tool RFP—working through procurement requirements, vendor engagement, and implementation planning to roll out a solution that can scale across courses and campuses.
This work matters because accessibility is not only a legal expectation—it is a direct investment in student success. By helping instructors identify what to prioritize, how to remediate common issues, and where to get help fast, the team is reducing barriers for students who use assistive technologies and improving the learning experience for everyone. The Special Recognition Focus Award celebrates this commitment to inclusive teaching and the steady progress being made toward April 2026 readiness. Details on the award and other awardees can be found on the Current Year Focus Awards Recipients | Office for Civil Rights.
Need support? Instructors are encouraged to take advantage of available workshops, drop-ins, and the self-paced training course, and to use the Instructional Material ADA Readiness resources as they update course content.
For further questions and support at your campus, contact:
Purdue West Lafayette and Indianapolis: Innovative Learning, InnovativeLearningTeam@purdue.edu
Purdue Fort Wayne:
Purdue Northwest:
Purdue Global: Center for Teaching and Learning, askctl@purdueglobal.edu
Following a comprehensive evaluation process, Purdue University has selected Simple Syllabus as the system-wide syllabus management tool. The platform will support instructors and students across all campuses in the creating, distributing, and updating of course syllabi within the Brightspace learning management system. In response to instructor requests for a single point of access to efficiently and effectively develop syllabi, the selection of Simple Syllabus also reflects Purdue’s commitment to enhance academic quality and operational efficiency, while supporting compliance with evolving accreditation and state and federal guidelines. The tool provides 24/7 cloud-based…
Following a comprehensive evaluation process, Purdue University has selected Simple Syllabus as the system-wide syllabus management tool. The platform will support instructors and students across all campuses in the creating, distributing, and updating of course syllabi within the Brightspace learning management system.
In response to instructor requests for a single point of access to efficiently and effectively develop syllabi, the selection of Simple Syllabus also reflects Purdue’s commitment to enhance academic quality and operational efficiency, while supporting compliance with evolving accreditation and state and federal guidelines. The tool provides 24/7 cloud-based access, flexibility to include public- and student-facing content and ensure accessibility for all students and instructors.
Simple Syllabus was chosen for its robust feature set, including seamless integration with Brightspace, support for standardized content and branding, tiered permissions for department-level oversight, and analytics capabilities to support accreditation and accountability reporting. The tool enables collaborative syllabus creation and aligns with Purdue’s goals for digital transformation and excellence at scale.
The selection process included input from the project group and applied feedback from instructors who participated in live-streamed vendor sessions. This process ensured that the chosen solution meets the diverse instructional needs across Purdue West Lafayette and Indianapolis locations, Purdue Fort Wayne, and Purdue Northwest.
The project group anticipates integration of Simple Syllabus into the Brightspace learning management system by Fall 2026 and will include instructor input and feedback, along with training and resources to support use of the new tool.
Questions about the Simple Syllabus tool implementation can be directed to your campus contact:
The April 24, 2026, ADA instructional materials compliance deadline is approaching, and many instructors are asking the same question: “What changes will make the biggest difference the fastest?” The good news is that accessibility improvements are often highly repeatable. Below are common issues Purdue’s Instructional Material Readiness team sees in…
The April 24, 2026, ADA instructional materials compliance deadline is approaching, and many instructors are asking the same question: “What changes will make the biggest difference the fastest?” The good news is that accessibility improvements are often highly repeatable. Below are common issues Purdue’s Instructional Material Readiness team sees in courses—along with quick fixes you can apply right away. Details for these and others can be found on the Accessibility Checklist.
1.Missing or incorrect headings
Why it matters: Screen reader users rely on headings to scan and navigate. Headings also help everyone find information quickly.
Fast fix: Use built-in heading styles (Heading 1/2/3) in Word, PowerPoint, and Brightspace pages—don’t just bold or enlarge text.
2.Scanned PDFs (image-only text)
Why it matters: A scan can look readable but may be unusable for screen readers and hard to search, highlight, or copy.
Fast fix: Replace the scan with an accessible source file when possible.
3.Links that say “click here”
Why it matters: Screen readers often read links out of context. Generic link text forces students to guess where a link goes.
Fast fix: Rename links to describe the destination (e.g., “Week 3 Lab Instructions” or “Watch: Thermal Expansion Demo”).
4.Poor table structure
Why it matters: Tables without headers or with complex merges can be difficult to interpret with assistive technology.
Fast fix: Keep tables simple, use a clear header row, and avoid merged/split cells when you can. If the “table” is a layout design, use a different layout method instead.
5.Low color contrast / color-only meaning
Why it matters: Students with low vision or color-vision differences may not be able to read or interpret key information.
Fast fix: Increase contrast and add labels so meaning isn’t carried by color alone (e.g., “Correct/Incorrect” labels in addition to green/red).
6.Images without alt text (or unhelpful alt text)
Why it matters: If an image carries meaning, students need an equivalent text alternative.
Fast fix: Add concise alt text that conveys the image’s purpose. For complex visuals (graphs, diagrams), use a longer description nearby (caption, note, or linked explanation).
7.PowerPoint reading order issues
Why it matters: Slides can look fine visually but read in a confusing order with a screen reader.
Fast fix: Use built-in slide layouts, set a unique slide title, check reading order (Selection Pane/reading order tools), and run the accessibility checker.
8.Video captions exist but aren’t accurate
Why it matters: Auto-captions frequently miss technical terms, names, and acronyms—creating a barrier for students who rely on captions.
Fast fix: Prioritize your most-used videos first. Review captions for major errors and fix terminology and speaker meaning.
9.Math posted as images or screenshots
Why it matters: Screen readers generally can’t interpret a screenshot of an equation as math.
Fast fix: Use accessible math entry methods where possible (rather than screenshots). For complex cases, bring examples to ADA drop-ins for targeted guidance.
10.Brightspace pages with inconsistent structure
Why it matters: Long pages without headings, clear lists, or meaningful labels are difficult to navigate—especially with assistive technology.
Fast fix: Add headings, keep paragraphs short, use descriptive lists, and avoid pasting formatted content that breaks structure. See more details about these strategies and the Brightspace Accessibility Checker under “How do I check to see if my content on Brightspace is accessible?” on Purdue’s Brightspace documentation site.
Next steps: Visit the Instructional Material ADA Readiness webpage for checklists, FAQs, and current support information. If you want a structured walkthrough, the Brightspace ADA Accessibility Course provides step-by-step guidance.
For further questions and support at your campus, contact:
The Spatial Computing Hub Community of Practice is a monthly in-person collaboration working session that brings together Purdue developers, designers, and technologists. Participants have the opportunity to build immersive experiences with visionOS on Apple Vision Pro alongside colleagues. This community of practice meets once a month in the Spatial Computing Hub in Suite 2500 of Wang Hall. Our next meeting will be Friday, March 27, 1-3…
The Spatial Computing Hub Community of Practice is a monthly in-person collaboration working session that brings together Purdue developers, designers, and technologists. Participants have the opportunity to build immersive experiences with visionOS on Apple Vision Pro alongside colleagues. This community of practice meets once a month in the Spatial Computing Hub in Suite 2500 of Wang Hall. Our next meeting will be Friday, March 27, 1-3 p.m.
This open, peer-driven community is a space to explore spatial computing through shared learning, experimentation, and real-world development experience. Whether you are a student, instructor, or staff who is prototyping, refining production applications, or just getting started with visionOS and spatial computing, participants have opportunities to exchange ideas, discuss tools and design patterns, and learn from others working in this emerging space.
Activities may include informal discussions, demonstrations, and shared resources focused on XR development, with an emphasis on exchanging techniques, lessons learned, and successful approaches. If you’re interested in sharing your experience in developing spatial computing or interested in learning from others, join the community and help shape how immersive applications are designed and built for Apple Vision Pro at Purdue University. Questions may be emailed to Kevin O’Shea at koshea@purdue.edu.
For dates and times of upcoming sessions, please check the Purdue Events page and the Innovative Learning website.
The April 24, 2026, federal ADA digital instructional materials compliance deadline is fast approaching. As instructors across the Purdue system prepare their courses, many are asking the same practical questions: Where do I start? What actually needs to be done by April 24? How do I prioritize if I’m short on time? The good news: you do not need…
The April 24, 2026, federal ADA digital instructional materials compliance deadline is fast approaching. As instructors across the Purdue system prepare their courses, many are asking the same practical questions:
The good news: you do not need to tackle everything at once. Purdue has designed its ADA support resources to help instructors make steady, realistic progress—and support will continue beyond the federal deadline. Following is a 30‑day ADA readiness plan, paired with answers to the most common questions instructors are asking right now. See the Innovative Learning Instructional Material ADA Readiness webpage for these resources.
Goal: Know what matters most.
What to do: Review the materials students will use this term. Focus first on required instructional materials, not everything you’ve ever uploaded.
Support available
Question we’re hearing: Do I need to fix everything in my course all at once?
Answer: Start with the materials students actively need to complete the course first and then move to documents less seen. Prioritization is expected and supported.
Goal: Address the most common accessibility issues in your course materials.
What to do: See dropdown menus on the Digital Instructional Materials – Accessibility Checklist for specific help on how to:
Support available
Question we’re hearing: What if I didn’t create the content?
Answer: Instructors are responsible for ensuring the accessibility of materials they assign or use in their courses, even if they didn’t originally create them. Support teams can help you decide the next steps for each resource.
Goal: Improve accessibility for non‑text materials.
What to do: See dropdown menus on the Digital Instructional Materials – Accessibility Checklist for specific help with:
Support & reminders
Question we’re hearing: What about specialized content like math or diagrams?
Answer: Discipline‑specific strategies and examples are available and drop‑ins are a great place to get targeted guidance. The Purdue Department of Mathematics also offers suggestions for handwritten math text and diagrams.
Goal: Confirm readiness and reduce uncertainty about your prioritized materials.
What to do
Question we’re hearing: How will I know if I’m ‘done’?
Answer: By April 24, instructors should be able to demonstrate progress in digital accessibility for current instructional materials and know where to get help when questions arise.
Another common concern we’re hearing is about what comes next.
Here’s what instructors can expect:
If you haven’t started yet—or feel behind—you are not alone. The most important step right now is to start where you are, use the resources available, and reach out for support when you need it. Every step you take improves access for students and moves you closer to April 24 readiness.
Purdue has built a systemwide support network to help instructors succeed. For further questions and support at your campus, contact:
Purdue West Lafayette and Indianapolis: Innovative Learning, InnovativeLearningTeam@purdue.edu
Purdue Fort Wayne:
Purdue Northwest:
Purdue Global: Center for Teaching and Learning, askctl@purdueglobal.edu