Faculty Collaboration – Building Workable Relationships


Presented at 9:15am in Westminster IV on Thursday, November 15, 2018.



  • Edward Beason, Assistant Director, Tennessee Tech University

Session Details

  • Length of Session: 2-hr
  • Format: Lecture
  • Expertise Level: All Levels
  • Type of session: General Conference


This session will provide real-world insights to successfully building and navigating relationships with faculty and others on campus.


New professionals in the field often find it difficult to navigate a clear path of communication and understanding with faculty members, administrators, and other campus personnel. This session will focus on effective approaches to building and maintaining faculty relationships and will provide real world solutions and practical tips and insight into the negotiation process, and the legal landscape while maintaining the focus on serving students.


  1. Accessibility is a collaborative effort.
  2. Accessibility requires delineating roles between academic and accessibility.
  3. Office for Civil Rights cases can work in favor of accessibility.

Disability Areas

All Areas

Topic Areas

Accessible Course Design, Uncategorized

Speaker Bio(s)

Edward Beason

I have been employed at Tennessee Tech University since 2005. I started work on my campus in the Media Center and then took a position as an American history instructor. I stayed in that role for approximately four years and then took a position in the Accessible Education Center where I have served for the past seven years. Having come to accessibility/disability services directly from a faculty position served as a powerful learning experience for me. After two Office for Civil Rights cases and several years now working in accessibility, I have worked very hard to bridge the gap between academics and accessibility by building working relationships with faculty. I consider my strengths to be technology, working interactively with faculty and students to implement the best accommodations, and bridging the gap between the academic and student-services side.