William
McHenry

Baseline Cidiscape audit revealed 64% compliance across 480 courses. Surveys exposed an awareness-to-skill gap — instructors and staff knew accessibility mattered but lacked confidence remediating Canvas content.

Mapped each gap to a delivery mode: live workshops for context, UDOIT tool training for hands-on remediation, a weekly microlearning newsletter for spaced reinforcement.

Built facilitator guides, UDOIT-in-Canvas walkthroughs, and a newsletter template maintainable at scale. Anchored all materials to specific WCAG 2.1 AA success criteria and the April 2026 deadline.

12-month phased rollout across departments. Partnered with chairs for protected meeting time. Microlearning cadence kept compliance visible without new commitments from faculty.

Cidiscape tracked remediation pacing. Kirkpatrick L1 (satisfaction) and L2 (skill demonstration) feedback informed iteration. Outcome: 64% → 86% across 480 courses.

Partnered with PI Dr. Florence Martin to map the K–12 cybersecurity risk landscape. Identified distinct skill gaps across three personas — administrators, technology staff, and classroom teachers — informed by literature review.

Operationalized the Awareness–Ask–Action framework into a scaffolded module sequence. Each module tied to a persona and a realistic decision point ("What do you ask a vendor before signing an EdTech contract?").

Produced multimedia PD modules combining scenario-based video, infographics, and branching practice. Built for cross-platform delivery across district PD environments.

Distributed through district partners statewide. Iterated content based on administrator feedback during pilot cohorts before wider release.

Outcomes informed peer-reviewed publications in the Journal of Cybersecurity Education, Research and Practice and presentations at AERA, AECT, and the NICE K–12 Cybersecurity Conference.

Faculty survey surfaced over-reliance on external PD vendors despite existing in-house SME capacity. Expertise was present but uncoordinated and invisible to most instructors.

Started with institutional outcomes — improved course quality, retention of internal expertise — and worked backward. Built an SME intake and review system to source, quality-assure, and schedule faculty-led sessions.

Session templates, facilitator guides, and a Learning Walks follow-up cadence to extend engagement beyond single events. Agile loop between sessions adjusted content from attendance and feedback data.

Launched 5 sessions in one semester with over 300 attendees. Secured a confirmed pipeline of sessions for Spring and Fall 2026.

Enrollment patterns plus Kirkpatrick L1/L2 feedback shaped the Spring 2026 calendar. Early signal: external PD spend down, internal engagement up.

UDOIT scan data and CLT support tickets surfaced the same five WCAG 2.1 AA failures cycling repeatedly across courses — heading structure, alt text, link text, color contrast, table headers. The miss wasn't will; it was a missing pre-publish habit.

Used Claude as a design partner to compress the highest-frequency failures into a three-step pre-publish check a faculty member could run between classes. Hard constraint: 3 minutes total runtime — microlearning, not a workshop.

Built in Articulate 360. AI-assisted drafting for scenario copy, faculty-voice rewrites, and alt-text examples — every asset in the course meets the same WCAG 2.1 AA bar the course teaches. The build models the lesson.

Published via Articulate Review for zero-install faculty access. Linked from CLT support tickets and the microlearning newsletter so the course meets faculty inside the workflows where the question is already being asked.

Tracking completion + Kirkpatrick L1/L2 (confidence, demonstrated check). Tied to downstream Cidiscape course scores so the pre-publish habit can be attributed to compliance lift, not just satisfaction.