1. Engaging Faculty to Foster Collaboration RANDALL WARD EASTERN MICHIGAN UNIVERSITY CAROL FUNCKES UNIVERSITY OF ARIZONA

2. Who is in the Room? Who has been in DS for a 18 months or less. Carol Funckes Randall Ward

3. Ground Rules 1. Allow ourselves to freely add to the pool of ideas and meaning 2. Maintain a safe and open environment to grapple with and mull over concepts 3. Recognize differing opinions come from different backgrounds, but all are with good intentions & support #1 4. A willingness to examine what it is we think we know, and challenge ourselves to see where we can think differently.

4. The Questions? 1. What do we hope to achieve through faculty outreach? 2. What do faculty expect from us? 3. What has been the instructor’s experiences? 4. When might faculty contact us? 5. What do our offices traditionally give to faculty? 6. The Big One: How Can It Be Different?

5. What do we hope to achieve through faculty outreach?  Support  Partnership  Trust  Inclusive course design  Disability Representation  Appreciation of Diversity

6. What would we do if we wanted exactly the opposite?

8. Discussion Talk with someone near you TOPICS: ◦Individual accommodations ◦Workshops and training 1.What do we say to faculty? 2.Will it get us to our goals?

9. Designer Consultant

10. Clearly communicate your office’s role as a resource for faculty.

11. Establish a personal connection to foster collaboration & partnership

12. Listen well. Check-in to be sure you’re talking about the same thing.

13. Don’t let yourself be intimidated.

14. Be aware of what you represent and how that affects how you’re heard. Jennifer Smith, M.S. Director, Disability Resources

15. Other Titles: * Disability Specialist * Learning Specialist * Disability Advisor * Case Manager * AccessAbility Support Coordinator

16. Know what you want to communicate. Develop fluency with the concepts. “ Fluency” Giovanni Rubaltelli, abstract designer

17. Recognize &Capitalize on Opportunities to Expand Conversations Request Copy of Test DISCUSS DESIGN OF STUDENT ASSESSMENTS

18. Partner with Campus Faculty Development Efforts

19. How Do We Prepare Ourselves? * Develop a “Fluency” regarding: ◦Models of Disability ◦Know the history of your Office and Predecessors ◦Know who you are-what messages do we intentionally and unintentionally give off in/on our: forms, conversations, websites, initial reactions, etc. Be willing to take Risks once you are fluent. *Recognize those opportunities when they present themselves