Presented at 10:15 am in Penrose 1 on Friday, November 21, 2025.
#41232Speaker(s)
- RaLynn McGuire, Associate Director of Digital Accessibility, University of Texas at San Antonio
- Vanessa Garza, Learning Experience Accessibility Specialist, University of Texas at San Antonio
Session Details
- Length of Session: 1-hr
- Format: Lecture
- Expertise Level: Beginner
- Type of session: General Conference
Summary
Discover how one university is building a culture of accessibility through collaborative course reviews and faculty partnership. This session highlights an evolving, relationship-driven approach that integrates accessibility into course development and fosters sustained progress through trust, shared responsibility, and future recognition efforts.
Abstract
Accessibility in higher education is most effective when it is integrated into everyday practice. This session explores how one university is embedding accessibility into the ongoing fabric of teaching and course development through a collaborative, relationship-centered approach.
We will share how our accessibility review process has evolved to become more integrated, supportive, and aligned with instructional design timelines. Rather than providing feedback at the end of the course design process, we now partner with faculty and instructional designers earlier and more frequently, supporting accessibility throughout development. This ongoing engagement allows for deeper reflection, stronger implementation, and a more empowering experience for faculty.
The session will also highlight how collaboration with faculty across colleges has helped expand the reach and impact of our efforts. By working closely with instructors who model accessible practices and share their experiences with colleagues, we are building a broader culture of shared responsibility. These faculty collaborators help normalize accessibility as part of good teaching and serve as trusted guides within their disciplines. We’ll also share how we are planning to celebrate and reinforce this momentum through a future faculty recognition effort that honors proactive accessibility work in a positive, affirming way.
Attendees will leave with insights into designing review processes that build trust, supporting faculty through collaborative relationships, and fostering lasting cultural change grounded in partnership and care.
Keypoints
- Embedding accessibility into the course development process supports sustained, faculty-driven progress.
- Faculty collaboration builds trust and helps normalize accessibility as part of effective teaching.
- Positive reinforcement and ongoing engagement help foster long-term cultural change.
Disability Areas
All Areas
Topic Areas
Accessible Course Design, Faculty Development & Support, Uncategorized
Speaker Bio(s)
RaLynn McGuire
RaLynn McGuire is a lecturer and the Lead Accessibility and Universal Design for Learning Specialist at her institution, where she partners with faculty to create accessible and engaging learning environments. With a foundation in K-12 teaching and deep experience in higher education, RaLynn is dedicated to advancing campus-wide accessibility and Universal Design for Learning (UDL) initiatives. She is currently a doctoral candidate in Educational Leadership and Policy Studies, and her expertise is further informed by her active service on local and national boards and committees focused on accessibility in education. RaLynn is passionate about empowering educators, fostering inclusive practices, and sharing her lifelong love of learning.
Vanessa Garza
Vanessa worked as an educator, developer, and instructional designer before developing a passion for creating accessible content in higher education. Vanessa currently focuses on training and supporting faculty to create accessible content and promote a culture of inclusive education.