Kristi O’Neil-Gonzalez CSU Channel Islands November 2015 Creating faculty buy-in for accessibility 18 th Annual Accessing Higher Ground Conference

I am here because I want to make a difference at my university. You can find me I am Kristi O’Neil-Gonzalez Hello!

1.Effective strategies for increasing faculty buy-in 2.Methods for teaching faculty about accessibility 3.Leveraging video based training Key Points

1. Background Accessible Tech. Initiative website tinyurl.com/calstate-accessibility

Map of CSU campus locations CSU Campuses

2. Introduction

“ I want all the students to feel that it [the syllabus] is for everybody not only for some. It's very important. -Faculty participant in Education Equity and Equality

3. Inspiration

“You don’t know what you don’t know… but how come I get to learn about this by being in your project and not by being a professor at the University?” -Faculty participant in Education Action Research

4. Teaching & Learning Innovations at CI

T&L Innovations Website tlinnovations.cikeys.com Teaching & Learning Innovations Team CSU Channel Islands Teaching and Learning Innovations team

5. My Story

Phase Three Post-evaluation f2f Phase Two Intervention Phase One Pre-evaluation f2f Structure of my Action Research

Example of strong contrast Example of poor contrast Examples of color contrast

“ If I had been thinking seriously about accessibility versus just assuming things then I should have been more proactive but other things are easier for faculty to find that we think we are supposed to be doing like the fact that I never paid attention that Adobe Pro can do a check to see if a document is accessible… There is stuff out there we just need to know how to take advantage of it. -Faculty research participant in Business Accessibility is important

“ I am not intentionally ever trying to not make stuff accessible but you just don’t think about it. I think we need to be educated on what it means to make course documents available and accessible. -Faculty research participant Faculty need support to learn

“ Part of the reason we come here as teachers is because we want to contribute to accessibility in a wide notion, to the accessibility of education, to populations that don't often get it, to the accessibility of documents... I think it [this research] speaks right to the heart. -Faculty research participant in Sociology Faculty contribution

“ I guess I never thought about it like that. I'm familiar with levels of headings from when I write articles which must be formatted according to a publication's expectations so I've thought about that before but not for syllabi. I never considered that H1s and H2s would be important for syllabi. -Faculty research participant Applicability of styles

"Listening through the screenreader hearing through their eyes..." Listen Up

Thanks! Any questions? You can find me about.me/koneil

References Leuchovius, D. (n.d.). ADA Q&A...The ADA, Section 504 & Postsecondary Education. Retrieved October 18, 2014, from Section 504 of the Rehabilitation Act of 1973 | ADAAA & Section 504 | Learn the Law | Get Involved. (n.d.). Retrieved October 18, 2014, from advocacy/learn-ld-laws/adaaa-section-504/section- 504-rehabilitation-act-1973http:// advocacy/learn-ld-laws/adaaa-section-504/section- 504-rehabilitation-act-1973 UDL-Universe: A Comprehensive Universal Design for Learning Faculty Development Guide. (2014, August 27). Retrieved October 6, 2014, from Universal Design Strategies. (n.d.). Retrieved October 6, 2014, from

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