Final Report

Our project team recently completed a successful initiative focused on creating accessible presentation resources that comply with current digital accessibility standards. The project’s primary goal was to ensure that all resources produced would align with the updated Americans with Disabilities Act – Title II standards. This includes meeting expectations for digital content accessibility and ensuring all materials were vetted by a UMass accessibility professional involved in the UMass Digital Accessibility Project. Only after this review would the materials be presented to the Project Sponsor (PM) for final approval.

We approached this project with a shared sense of purpose and a clear commitment to collaboration and quality. From the outset, our team emphasized the importance of inclusivity and clarity in digital communication, understanding the significance of accessible materials for a diverse audience. We worked diligently and efficiently to meet all deliverables, and our efforts paid off—we successfully produced materials that met the success criteria we established early in the process.

Communication and Collaboration

One of the key reasons for our success was the strong foundation of communication within our team. We continued to have great results from our weekly Zoom meetings, which served as a consistent touchpoint to align our progress. During each meeting, we reviewed the current status of our deliverables, clarified who was responsible for which task, and discussed any updates or potential roadblocks. This routine helped keep everyone accountable and ensured transparency across the team.

Beyond our formal meetings, we also maintained an ongoing group text chat, which proved to be an effective tool for staying connected throughout the week. This channel allowed us to share updates in real time, ask questions, and offer quick feedback or suggestions. The consistent flow of communication created an environment where everyone felt comfortable contributing, asking for help, and supporting one another as we moved through the different stages of the project.

Despite the challenges of balancing school, work, and personal obligations, we remained flexible and respectful of each other’s time. We understood the reality of busy schedules and made a collective effort to accommodate one another. By doing so, we ensured that we could continue to meet one to two times a week without compromising anyone’s outside responsibilities.

Tools Used

This project leveraged a variety of tools, including Google Sheets, email, text messaging, Microsoft 365 applications, and PowerPoint, to facilitate communication, collaboration, and presentation of information.

Draft Schedule

In our project draft schedule, we estimated a total of 143.5 team hours, with the actual hours amounting to slightly over 160, reflecting a slight increase as the project progressed. Our project manager, Kate, originally estimated 45.25 hours but ultimately contributed 67.25 hours, demonstrating her significant involvement and leadership throughout the project. Hailee also exceeded her estimated 45.25 hours, logging a total of 50.75 actual hours. In contrast, Susmitha contributed fewer hours than estimated, with 35.5 actual hours compared to her initial estimate of 45.25. These variations highlight the dynamic nature of team roles and workload distribution during the execution phase.

Project Leadership

Leadership played a vital role in the success of this project. Ultimately, our team selected Kate as our project manager. This decision was a natural one—Kate had originally proposed this project and already demonstrated strong initiative and clarity of vision. Her passion and familiarity with the subject matter positioned her as a thoughtful and capable leader from the very beginning.

Kate led the project with consistency and a collaborative spirit. She was proactive in setting up our weekly meetings and was highly organized, often creating detailed weekly schedules that she would share with us to keep everyone on track. Kate also maintained open lines of communication through multiple platforms, including Zoom, email, and text. Her responsiveness and willingness to assist team members with their tasks or concerns created a positive and supportive team dynamic.

Whether we were behind on a task, confused about a deliverable, or unsure how to approach an accessibility standard, Kate was always ready to step in with guidance or help delegate tasks. She ensured we stayed aligned with our goals and deadlines without ever making the process feel rushed or overwhelming. Her leadership brought out the best in all of us and was a key factor in our ability to work efficiently and harmoniously.

Team Dynamics and Lessons Learned

Reflecting on the entire process, one of the most important lessons learned was the value of teamwork and mutual accountability. Each team member contributed meaningfully to the project, bringing their own skills and insights to the table. We all participated fully and were driven by a shared goal: to create a polished, ADA-compliant presentation that would meet both institutional standards and user needs.

Throughout the project, we learned how to divide tasks effectively, manage time wisely, and lean on each other’s strengths. We also developed a better understanding of what true accessibility entails—not just in theory but in practical application. Working toward ADA compliance gave us a deeper appreciation for inclusive design principles and the role they play in creating meaningful, equitable content.

Feedback and Final Review

One of the final and most critical stages of our project involved receiving feedback from our UMass President’s Office Accessibility professionals, Kristina England. We were very fortunate to have the opportunity to work with an experienced professional with expertise in digital accessibility. Her involvement was instrumental in ensuring our deliverables were up to standard.

She conducted a thorough review of our materials and confirmed that we had done an excellent and thorough job. Her feedback was both affirming and constructive—she praised the overall quality of our work while also highlighting a few areas for improvement, such as clarification on usage of alt text, usage of the slide master functionality, and how to best arrange content reading order to be more easily understood by screen-reader users. She guided us through the process of correcting those items, showing us not just what needed to be fixed but also why it was important. This was an invaluable learning moment for the entire team and further reinforced the practical importance of designing for accessibility.

In addition to Kristina’s helpful feedback, we are pleased to note that our project sponsor, Dr. Sibdari, gave us positive ratings in our post-project survey, specifically noting his high satisfaction in the team communication, dedication, and project completion timeline. He also noted that he would likely share our resources with faculty, staff, and students in the Charlton College of Business in the future.

Conclusion

In conclusion, this project was a rewarding and educational experience for all of us involved. Through careful planning, strong communication, and effective leadership, we produced a set of accessible presentation resources that meet ADA standards and are ready for final presentation. Our teamwork, adaptability, and shared commitment to quality were the driving forces behind our success.

Not only did we complete our project on time and meet all our deliverables, but we also developed lasting skills in communication, leadership, and accessibility design. We are proud of the work we accomplished and the collaborative effort that brought it to life.