After Bowdoin students spent an entire year of predominately remote learning, it was discovered that some thought, as far as classes went, it was the most accessible year ever, impacting their level of engagement and learning. These students expressed hope that some of the accessible teaching strategies faculty implemented in their remote classes would continue when classes met in person again. This session reflects on the strategies and tools that contributed to classes being more accessible during the past year, what we learned from conversations with students and faculty, and how this feedback is informing digital accessibility decisions, support, tools, and programming at Bowdoin.
