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

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

You can find me at:
@kristi_oneil


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


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


CSU Campuses
Map of CSU campus locations 

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

3. Inspiration

Action Research
“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

4. Teaching & Learning Innovations at CI

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


5. My Story

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

Example of poor contrast
Example of strong 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


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 

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


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


Thanks!
Any questions?
You can find me at:
@kristi_oneil
about.me/koneil
kristi.oneilgonzalez@csuci.edu

References
Leuchovius, D. (n.d.). ADA Q&A...The ADA, Section 504 & Postsecondary Education. Retrieved October 18, 2014, from http://www.pacer.org/publications/adaqa/504.asp

Section 504 of the Rehabilitation Act of 1973 | ADAAA & Section 504 | Learn the Law | Get Involved. (n.d.). Retrieved October 18, 2014, from http://www.ncld.org/disability-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 http://enact.sonoma.edu/print_content.php?pid=218878&sid=2032318

Universal Design Strategies. (n.d.). Retrieved October 6, 2014, from http://aec.uoregon.edu/faculty/univdes.html