Digital Accessibility Assistant

Digital Accessibility Assistant 

UWM’s Center for Advancing Student Learning (CASL) is hiring Digital Accessibility Assistants that can generate and remediate written content to be easily understood by all audiences. Our office supports UWM’s community by offering trainings, consultations, resources, and technology assistance for all university audiences. 

Have you ever opened a PDF on your phone and realized it was just a blurry, unsearchable scan of a page? Or tried to navigate a website where nothing was labeled correctly? For many people, especially those using assistive technology like screen readers, this can prevent them from being able to engage with their class materials. This position helps remove barriers to education and helps the university stay compliant with civil rights laws like the Americans with Disabilities Act (ADA). 

This job is designed to provide technical support through document remediation for all the colleges and schools at UWM. 

Required Qualifications 

• Active Undergraduate, Graduate, or PhD Student 
• Grade Point Average of 3.0 or higher 
• Record of completing assigned work tasks 
• Effective written and verbal communication skills 
• Experience with using Microsoft Teams, Word and PowerPoint effectively 
• Attention to detail when it comes to checking materials for consistency and accuracy 

Preferred Qualifications 

• Ability to meet deadlines 
• Proficiency with creating and editing materials within Adobe Acrobat software 
• Knowledge of Universal Design principles and accessibility standards 
• Exceptional interpersonal skills, including adaptability, self-discipline, and enthusiasm  

Primary Responsibilities 

We will provide training and guidance to get you started on document remediation and other responsibilities. Your day will involve: 

• Assisting with auditing and remediating digital content (PDFs, Word documents, videos, and other content) for accessibility 
• Remediating digital materials in CASL-managed repositories to meet WCAG 2.1 AA standards and university accessibility policies 
• Participating in professional development sessions as directed to stay up to date on accessibility tools, guidelines, and best practices 
• Identifying gaps and inefficiencies and recommend improvements to enhance accessibility practices 
• Helping instructors and staff when a document is too complex for them to fix on their own, such as materials with intricate layouts or STEM content. 
• Potentially working with personal health information through graphic, sensitive, or medical related imagery or descriptions within documents that may be distressing 
• Other duties as assigned 

Hours & Compensation 

Pay starts at $14.00/hour, with opportunities to increase pay as you master new technical skills. Expect a schedule of 10–20 hours per week. This is a needs-based position, but you may count on work through the end of the Fall semester; with the possibility of extension through the Spring semester. Initial period: Sep. 14 – Dec. 23 

Panther Edge Competencies 

• Critical Thinking — through analyzing complex or inaccessible documents to identify barriers and determine effective remediation strategies, using problem-solving and decision-making skills to ensure materials are usable for diverse audiences. 
• Tech Savviness — through developing digital literacy by responsibly using tools like Adobe Acrobat and Microsoft Office to remediate content and apply accessibility standards, adapting to evolving technologies and best practices. 
• Professionalism — through demonstrating ethical conduct and adaptability by supporting ADA compliance, collaborating with campus partners, meeting deadlines, and communicating professionally across varied academic environments. 

How to Apply 

To apply, please submit: 

• Cover Letter outlining your interest in accessibility and your weekly availability 
• Resume or CV which includes relevant work experience

You will not be interviewed without providing all forms of documentation

Questions 

Questions about the position may be addressed to Adam Fehring, Center for Advancing Student Learning (afehring@uwm.edu).