New Resources! Digital Accessibility Training and Accessible Syllabus Templates

On-Demand PD: Digital Accessibility and ADA Title II

Learn more about digital accessibility requirements under Title II of the Americans with Disabilities Act (ADA) and how they apply to instructional materials. In this recorded session, Dr. Alicia Drelick, the Faculty Fellow for Digital Accessibility and Inclusive Practices, introduces the Web Content Accessibility Guidelines (WCAG) 2.1 Level AA standard and discusses practical approaches to making digital course materials more accessible. Recorded October 30, 2026 | Slide Deck.

Accessible Syllabus Templates and Instructions for Using Templates

New accessible syllabus templates are available to help faculty create clear, well-organized, and accessible course syllabi. Choose the template that best fits your course, customize it to meet your course and program requirements, and follow the accompanying instructions to maintain accessibility as you make changes.

Inclusive Teaching Resource

Looking for inclusive teaching support? Check out our Inclusive Teaching Resource.

This tool was developed by members of the Rowan University Committee on Promoting and Supporting Inclusive Teaching, Scholarship, and Professional Development.

This self-assessment resource is intended to support instructors at Rowan University in integrating equitable and inclusive practices into their teaching. 

The Inclusive Teaching Resource attends to the following principles of inclusive teaching:

Student-centered learning:

Student-centered learning supports student success. Student-centered learning assumes that the main purpose of education is student learning, growth, and well-being. The entire educational experience (including content, activities, and assignments) is designed with students and their unique and shared learning goals in mind. 

Appreciation of difference:

Appreciating difference means acknowledging and valuing students’ and instructors’ varied individual experiences and backgrounds. This includes recognition that every individual interacts with and is affected by systems of privilege and disadvantage differently. Regardless of who is in the learning community, exploring the experiences and contributions of people with a diversity of backgrounds and perspectives enriches everyone’s learning. 

Mutual respect and belonging: 

Mutual respect and belonging are necessary for creating equitable and supportive learning environments. Individuals are consistently seen, heard, and valued. Instructors and students engage with one another in ways that foster community.

Student agency:

Education is most transformative when students have the power to make informed decisions about their learning. Despite the assumed roles of instructor and student, power is shared, and both instructors and students have a voice in the learning process. Centering students and student agency is particularly important. 

Inclusive Pedagogy Database

This database is designed as a crowd-sourced exchange for Rowan Faculty to access and share resources that support inclusive teaching strategies. 

To view submitted resources, go to the database. (You will need your Rowan credentials to sign in.)

The database is still under development, and we would welcome your contributions. If you find an excellent article, website, book, video, or even social media account that other faculty might find valuable, please complete our Google form to submit a resource. (You will need your Rowan credentials to sign in.) 

Updated 11/9/26