Regis University is committed to creating a community of belonging for all students, staff, faculty, and guests by providing an accessible environment. The Accessibility Advisory Council (AAC) is dedicated to enhancing accessibility for all university community members, striving for equitable access to resources, services and learning opportunities. The AAC’s overarching focus is to promote knowledge, skill, institutional practices, and continuous improvement toward accessibility. The committee welcomes input, involvement, and support from all campus community members.
Accessibility Tip of the Month
To promote universal access and inclusion at Regis, we offer our Accessibility Tip of the Month:
March 2026: Microphones
"It's okay, I have a loud voice!"
This commonly given reason for skipping the microphone may be true, but even projected voices can be difficult to hear for people with hearing impairments or for those seated in the back of the room.
Using a microphone is a simple way to make meetings, events, and presentations more accessible to everyone. Many assistive technologies rely on microphones to work effectively. Built-in hearing aid components, such as T-coils, reduce background noise and echoes. Real-time or live captioning is also more accurate when audio is clear. Additionally, some newer technologies can even connect microphones directly to smartphones or hearing devices through Wi-Fi or Bluetooth. So even if your voice carries, use a microphone to make sure that your message reaches everyone in the room!
On April 9, 2025, Regis University hosted the first Accessibility Day on the Northwest Denver Campus. The video below was created as part of Accessibility Day to represent the diversity of disability experiences, including both visible and invisible* disabilities, among Regis employees and students.
*Invisible disabilities are not necessarily apparent from the outside and may include, but are not limited to, chronic illness, mental health conditions, autism spectrum disorders, learning disabilities and sensory or processing difficulties.
Jan. 2026: Accessible Fonts
Choosing an accessible font ensures your message reaches more people, with less effort, and supports inclusive, audience-friendly communication. Here are some tips for choosing accessible fonts:
Use familiar, widely available fonts like Arial, Calibri, Helvetica, Tahoma, Times New Roman or Verdana.
If a more custom font is desired, choose simple fonts over complex or decorative fonts.
Look for adequate spacing between characters and a distinct difference between the heights of capital and lowercase letters.
Avoid fonts with different characters that look very similar. For example, can your audience tell the difference between the o, e, a and c characters?
Serif fonts aren’t necessarily more accessible than sans serif fonts, and vice versa. Choosing the right font for your audience requires assessing their unique needs.
Other font-related accessibility issues to consider include:
Is there enough contrast between the background and the type? You can check this using the free WebAIM Contrast Checker.
Is the font size large enough, or can the audience increase the font size? Font size 14 is a good starting place for most documents.
Choose one text alignment - right, left, or center. Avoid fully justified text, which creates "rivers of white" that are difficult to read.
Dec. 2025: Holidays
Happy Holidays! Check back in the New Year for another accessibility tip from the Accessibility Advisory Council.
Nov. 2025: Please Complete Our Survey
Accommodation is not a one-time "fix." It requires ongoing feedback, collaboration and communication. For example, if you receive an accommodation letter for a student, it is best practice to check in on them a few times during the semester to ensure that their accommodations are working effectively.
Along those same lines, the Accessibility Advisory Council (AAC) likes to practice what it preaches. Please take three minutes to complete this short survey from the AAC. The council is seeking a better understanding of what accessibility resources people need and are aware of on campus. The survey closed on Dec. 1, 2025.
Oct. 2025: October is ADHD Awareness Month
The CDC estimates that 7 million U.S. children aged 3-17 (about 11.4%) have been diagnosed with ADHD at some point. This common form of neurodivergence can create accessibility challenges for both students and instructors. Check out this resource from CHADD for tips on accommodating ADHD in the classroom.
Sept. 2025: Many College Students with Disabilities Don't Seek Academic Support
Did you know that only about one-third of students report their disability to their four-year university (NCES)? By contrast, in high school, more than 90% of students with disabilities receive accommodations.
Why the difference? Research points to several reasons:
Students internalize stigma and fear being seen as unintelligent or lazy
Students want to establish an identity independent from their disability status
Students downplay or underestimate how important accommodations are for their academic success
Students have limited information regarding available disability services
Students are deterred by the high cost of diagnostic testing
Students don’t understand the importance of self-advocacy in navigating university-level accommodations
Considering these trends, take a moment to reflect before responding to an accommodation request. Consider how your own assumptions or biases may affect the student, faculty or staff member.
Aug. 2025: Call for New Members
You are invited to join the Accessibility Advisory Council (AAC)! We are seeking faculty and staff members who are passionate about making Regis accessible to everyone! We meet monthly for about an hour. Any additional time commitment is flexible. We are happy to provide training and education opportunities for new members. If you're interested, or just want to know more, please send an email to accessibility@regis.edu.</p
July 2025: Descriptive Links
Descriptive Links really help with navigation and can easily be created on Worldclass, in email, or in a word document. The most common accessibility problem is when we connect a hyperlink (underlined word) such as here (and attach the hyperlink to the word "here").
If the web address is simple, meaning it doesn't include a lot of slashes, numbers and symbols, then type the simplified web address with a preceding description that makes sense when read aloud. No need to include www. or .html.
June 2025: Autistic Pride
Did you know that Autistic Pride Day is celebrated every June 18? It is a global movement led by autistic people – celebrating identity, inclusion and pride. Learn more at autisticprideday.org.
In the U.S., an estimated one in 31 children is on the Autism Spectrum, while one in 45 adults is estimated to be autistic. Watch the video introducing Melissa Bosworth, assistant professor of Health Ethics and Leadership at Regis University, and a woman with autism. Learn about how she advocates for disability in her day-to-day life at both Regis and at home. Read the Regis News story and watch the video below.
May 2025: Color Contrast
When designing posters, flyers, slides, handouts or social media posts, it is important to consider color contrast, especially for people with color blindness. The most common types of color blindness make it hard to tell the difference between reds and greens, and the second most common types make it difficult to distinguish between blues and yellows. Color combos like red text on a green background can be impossible to read. Keep this particular combination in mind for the next winter holiday season! Not sure if your color combo has enough contrast? Just enter the hex values or RGB codes into the WebAIM Contrast Checker tool.
A good rule of thumb is to avoid using color alone to communicate important information. Use patterns, labels and bold text instead of or in addition to color. Also, use high-contrast combinations (like dark text and light background) to increase the readability of text. Online tools like Colblindor allow you to upload an image and check how your design looks to folks with color blindness, and they’re super helpful.
April 2025: Accessible Scanned Documents
Instructors and staff often scan book chapters to share with students and trainees. These scans are typically saved in JPEG format or other image-based files, which are inaccessible to screen readers.
At Regis University’s Northwest Denver campus, the Dayton Memorial Library provides scanners equipped with Optical Character Recognition (OCR) technology on the first and second (main) floors. All you need is a Regis email address, and you can email yourself a copy of your scanned document in an accessible PDF format.
To ensure your course materials are accessible for the Fall semester, plan ahead this summer before the library gets overwhelmed with requests.
March 2025: Inclusive Events: Addressing Administrative and Systemic Barriers
Administrative barriers represent a lack of support from leadership or resources to train staff. These barriers are complicated by institutional resources and power structures. Here are some ways you can help break down administrative barriers:
Clearly and regularly explain the resources you need and your rationale to your supervisors and other administrative personnel.
Invite leadership to inclusive events and use the events as an opportunity to discuss inclusivity.
Send positive feedback to administrators to show the impact of inclusive practices.
Systemic barriers include traditions, norms, rules and processes that prevent people with disabilities from participating in events. Taking down these barriers can have a long-lasting impact. Here are some ways to get started:
Consider the event itself: What activities are you planning? How are you encouraging people to learn and socialize? Are these methods inclusive and varied? Are you providing the opportunity to participate meaningfully in a variety of activities that require a wide range of abilities? Identify who your event "naturally" leaves out and consider correcting that.
Take a hard look at the rules for entry and participation in an event, and consider what role these rules play. Eliminate arbitrary rules, or rules that seem to keep only people with disabilities from participating.
Put people with disabilities in leadership and planning positions, both paid and volunteer. If you foster a collaborative environment for the planning and execution of the event, then working alongside people with disabilities will produce a more equitable and inclusive event.
Feb. 2025: Inclusive Events: Addressing Attitudinal and Physical Barriers
Students who participate in campus activities perform better and feel more satisfied with their university experiences. Inclusive campus activities improve the lives of students with disabilities by fostering cross-ability relationships that reduce isolation, improve social skills and build community. Professor Linda Heyne of Ithaca College claims that addressing attitudinal and physical barriers is essential for hosting inclusive events.
Attitudinal barriers include bias, assumption, stereotyping and resistance to change. These barriers can lead people to assume that people with disabilities cannot or will not want to participate. These barriers can be difficult to combat, but here are some ideas to get you started:
Train your staff and volunteers in inclusive practices and accommodations.
Encourage an open mindset and seek input/collaboration from people with disabilities.
Proactively communicate your commitment to inclusion. State in your marketing that accommodation is available. Include an accessibility statement on your event’s webpage and make sure the website itself is accessible for people using assistive technology. Make accessibility information easy to find.
Use inclusive language and imagery in your marketing. Feature positive representations of people with disabilities and avoid ableist language or assumptions about participation.
Physical barriers can be the most vexing for people with disabilities, and yet also the simplest to address. Here are some creative and considerate ways to address physical barriers:
Ensure that building entrances, doorways and space between tables are at least 36 inches wide so wheelchairs can move about easily. Also, provide places for people to rest, avoid locations with steep climbs or excessive stairs, remove tripping hazards from traffic areas, and provide extra transition time between activities. Provide non-physical ways to participate in activities.
Signage should be large and visible for all participants. Provide visual cues with oral directions and vice versa. Ensure that speakers use microphones, even if they think they speak loud enough for everyone to hear and always include closed captions on videos
Provide spaces that are free from loud noises, bright lights and strong scents. Consider eliminating these items from university-wide events and/or providing advanced notification to guests that they will be present.
While planning an event, identify where and who will provide specialized services, such as American Sign Language (ASL) interpretation and CART captioning services. Leave sufficient lead time – ASL interpreters, for example, need materials well in advance to prepare their translations.
Jan. 2025: Broken elevators? Broken doors?
This month's tip is short and sweet, but oh so important!
Have you noticed an automatic door not working as it should or an elevator not functioning properly? Broken items like these should be reported quickly so that students, faculty and staff with disabilities can continue to access all parts of campus.
During normal business hours, report broken equipment to Physical Plant.
If you need to request equipment to meet an accommodation, contact Auxiliary Services.
Dec. 2024:
Happy Holidays! Check back in the New Year for another accessibility tip from the Accessibility Advisory Council.
Nov. 2024: Accessible Emails
One major step toward a fully accessible campus is ensuring all community members can access information. Small changes can have a tremendous impact on students, faculty and staff who use screen readers and other text-to-talk technologies. These technologies benefit people with vision and audio impairments, non-native speakers or those with lower literacy, people with learning disabilities, and those with temporary impairments like concussions and migraines.
Creating Accessible Emails
Checking the accessibility of emails before sending them is extremely easy:
Click the three dots at the top-right of your new message.
Select “Check Accessibility.”
You’ll see a list of errors, warnings and tips on how to fix them.
If images are part of an email, such as the Regis University logo, alternative text (alt text) must be added. Follow these steps:
Right-click on the image.
Select "Add alternate text."
Type 1-2 sentences to describe the image and its context to someone who cannot see it. For the Regis logo, simply add "Regis University logo" to the alt text box.
Practice these tips today and work to incorporate them regularly into your daily routine!
Oct. 2024: Spirit of ADA
You might know that the Americans with Disabilities Act (ADA) prohibits discrimination and promotes equity, access and the civil rights of people with disabilities. Regis fully supports this law, but we also emphasize the spirit of ADA. This phrase means that we don't limit ourselves to what we are required to do based on ADA legal guidelines for "minimum standards of accessibility," rather, we aim to promote inclusive and disability-friendly practices across our community.
In other words, we consider how we create a welcoming environment for all our students, faculty and staff, that celebrates differences and uses our varied experiences as opportunities to expand what we know and do in this world. Oftentimes, invalidating attitudes toward disability increase the stress and uncertainty of people with disabilities. Adopting the spirit of ADA means approaching people with disabilities with respect, openness to conversation, and willingness to change.
We invite you to join us in reflecting on how we can embrace the spirit of ADA on our campus, at events, in our interactions with our peers and students, and in our classrooms.
