Congratulations to the 2026 Awardees!

Learn about the digital accessibility work each of the awardees has done to deserve this recognition.

Assistant Director for Digital Communications and Outreach
VP Student Life Marketing, Communications and Outreach

Katie is recognized for her work in Student Life Marketing and Communications (and previously in the College of Arts and Sciences) where she:

• Led large-scale accessibility improvements (e.g., auditing 29+ websites) and ensures accessible digital experiences for tens of thousands of students, with lasting, sustainable outcomes.
• Serves as a trusted authority and liaison, translating accessibility policy into practical application and consistently championing accessibility in all projects.
• Trains, mentors, and supports colleagues across departments, empowering others to independently create and maintain accessible content.
• Embeds accessibility into everyday workflows, shifting it from a compliance task to a shared, normalized responsibility campus-wide.
• Combines deep expertise with approachability, integrity, and dedication—making her a go-to resource and role model who inspires others to prioritize accessibility.

Interim Administrative Director
Jacobs School of Medicine and Biomedical Science Office of Medical Education

Carrie is recognized for her work in the JSMBS Office of Medical Education where she:

• Improved accessibility across medical education by reviewing and remediating course materials, assessments, and digital resources, including work spanning 15+ courses and benefiting a significant portion of students.
• Serves as a key accessibility leader within the medical school, addressing highly specialized areas such as clinical and OSCE accommodations using best practices.
• Acts as a bridge between faculty, curriculum teams, and accessibility offices, making requirements understandable and implementation achievable across departments.
• Integrates accessibility into curriculum processes in alignment with EIT policy, ensuring equitable access for all learners—especially in high-demand clinical settings.
• Known for responsiveness, thoroughness, and individualized support; empowers faculty and staff while serving as a reliable, guiding resource for accessibility efforts.

Associate Director of Communications
School of Engineering and Applied Sciences, Marketing, Communications and Outreach

Sarah is recognized for her work in the School of Engineering and Applied Sciences where she:

• Led comprehensive accessibility audits of thousands of digital assets, remediating or removing inaccessible content and improving templates, policies, and overall compliance.
• Serves as Web Accessibility Lead for SEAS, driving strategy, aligning with evolving regulations (including ADA Title II), and embedding accountability into digital practices.
• Provides workshops, consultations, and hands-on support; partners across departments and organizes expert-led sessions to build accessibility knowledge across faculty and staff.
• Strengthened long-term compliance by updating internal policies, onboarding processes, and training requirements, while evaluating third-party tools for accessibility.
• Fosters a culture where accessibility is a shared responsibility by mentoring staff, translating complex standards into practical guidance, and empowering others to create inclusive content.

Learning Designer, Accessible and Inclusive Pedagogy
Curriculum, Assessment and Teaching Transformation

Sarah is recognized for her work in the Office of Curriculum, Assessment and Teaching Transformation where she:

• Led extensive accessibility improvements through 55+ consultations and direct remediation of course materials across disciplines, significantly improving accessibility in UB’s digital learning environments.
• Serves as a central leader within CATT, guiding university-wide efforts to meet WCAG standards and embedding accessibility into digital pedagogy and course design.
• Built and led a network of Unit Accessibility Liaisons, partnering across departments and support units to scale accessibility efforts and ensure coordinated, campus-wide impact.
• Developed and delivered 30+ workshops and trainings, equipping faculty with practical skills and shifting practices from reactive fixes to proactive accessible design.
• Translates complex accessibility requirements into actionable guidance, embedding accessibility into teaching practices and fostering a lasting culture of inclusive, equitable learning.

Marketing and Communications Manager
The Graduate School

Megan is recognized for her work in The Graduate School where she:

• Systematically reviews and remediates a wide range of digital materials (forms, webpages, presentations, and promotional content), ensuring broad compliance and improved usability across the Graduate School and Micro‑Credentials office. 
• Developed accessible templates and standards that reduce the need for retrofitting, embedding accessibility into content creation from the start.
• Works across multiple offices and departments, providing hands-on support, consultations, and guidance that builds accessibility skills across faculty and staff.
• Ensures alignment with WCAG and EIT policy through practical application (alt text, structure, captions, contrast), advancing equitable access for all users.
• Approaches accessibility as an ethical responsibility, fostering a culture where accessibility is standard practice and proactively addressing barriers before they affect users.

Clinical Associate Professor
Department of Biostatistics

Jon is recognized for his work in the Department of Biostatistics where he:

• Focuses on improving accessibility for LaTeX and equation-heavy content, one of the most complex and high-impact barriers in higher education accessibility. 
• Advances equitable access by helping ensure students using assistive technologies can fully engage with technical and mathematical course materials without barriers.
• Works across faculty, departments, and institutional support units to develop scalable, realistic solutions for accessibility challenges in quantitative disciplines.
• Helps translate accessibility policy (including WCAG and the UB EITA policy) into practical, discipline-specific approaches, ensuring compliance efforts reflect the realities of STEM teaching.
• Brings together faculty expertise and student needs to create user-informed solutions, shifting accessibility from a technical requirement to a collaborative, inclusive practice.

Instructional Support Technician/Coordinator of Online Learning
School of Nursing Information Technology

Cheryl is recognized for her work in the School of Nursing where she:

• Played a central role in achieving 96% accessibility compliance for School of Nursing course content and driving progress toward full WCAG compliance.
• Led school-wide efforts through workshops, training, clear guidance, and continuous communication, successfully guiding faculty and staff through accessibility transitions.
• Serves as a liaison across multiple groups (faculty, IT, CATT, advisory committees) and co-chair of the Educational Design Collaborative, connecting unit efforts to broader university initiatives.
• Provides ongoing one-on-one support, training, and practical guidance, helping faculty and staff build lasting accessibility skills and confidence.
• Is known for persistence, responsiveness, and a strong commitment to equity—proactively supporting accessibility efforts and ensuring continuous progress across the School of Nursing.

Digital Collections Projects and Compliance Librarian
Accessibility Coordinator
University Libraries

Stacy is recognized for her work in the UB Libraries where she:

• Leads a comprehensive accessibility strategy for University Libraries, including audits, remediation, and a structured roadmap improving access across collections, websites, and digital resources.
• Embeds accessibility into workflows (digitization, content creation, procurement), shifting from reactive fixes to proactive, design-first accessibility practices.
• Coordinates across library staff and campus-wide partners, contributing to task forces and aligning library initiatives with broader institutional accessibility efforts.
• Builds internal expertise through training, toolkits, mentorship, and role-based resources, significantly increasing staff capability and ownership of accessibility.
• Establishes accountability through metrics, reporting, and policy integration, ensuring continuous improvement and long-term accessibility across library systems and services.

Director of Online Learning, Assessment and Special Programs
College of Arts and Sciences Undergraduate Education

Jay is recognized for his work in the College of Arts and Sciences where he:

• Improves accessibility across course materials, websites, and digital tools, with targeted initiatives (e.g., addressing low Ally scores) that directly reduce barriers and improve usability.
• Proactively identifies systemic challenges (such as unresponsive courses or adjunct-heavy units) and develops scalable, practical solutions to advance accessibility goals.
• Works across departments and serves as a liaison between CAS and CATT, facilitating coordination and ensuring accessibility efforts are aligned and effective.
• Develops accessible training materials (e.g., “got a minute?” videos) and provides hands-on guidance, empowering faculty and staff to improve their own content.
• Known for meeting colleagues “where they are,” offering supportive, practical guidance that strengthens a culture of shared responsibility for accessibility.