Towson University Educators Summit

Ballroom B

Dr. Miranda Donnelly and Dr. Audrey Combs, Occupational Therapy and Occupational Science

Ballroom A

Robyn McCray, Jo Ouyporn, Kelly Rogan, & Jennifer Walsh, Accessibility & Disability Services

Faculty frequently find themselves being asked to make courses and materials “accessible” but often miss the context to know what that means or how to do it. This presentation will help faculty define accessibility in practical and inclusive terms and will provide concrete examples of what accessibility can look like depending on individual needs.

We will review common accessibility barriers including physical, technological, and structural/policy related issues. We will utilize interactive experiences to explore accommodations used to reduce/eliminate barriers.

Faculty will develop a more holistic perspective on accessibility and how it can foster belonging in their classes.

Ballrooms D+E

Teresa Valais, Sr. Instructional Designer (FACET) & Jennifer Potter, Adjunct Faculty, Communication Studies

Accessibility is not just a legal mandate—it is a pedagogical choice that shapes student success. Inclusive pedagogy and universal design for learning (UDL) offer a pathway to create courses that intentionally support diverse learners from the start and a framework that helps faculty to see compliance as an opportunity to strengthen their teaching practice.

Designing learning environments that are both accessible and inclusive requires more than meeting compliance standards—it requires a fundamental shift in pedagogical mindset. This interactive session invites participants to explore Inclusive Pedagogy as an intentional, proactive approach to teaching and learning that embeds accessibility from the start.

Through guided reflection, attendees will examine how their current assumptions shape instructional decision-making and how reframing accessibility as a pedagogical commitment can transform student experiences.

Ballroom C

Lorie Logan-Bennett (Career Center) & Jessica Minkove (Kinesiology)

High-Impact Practices (HIPs) deepen learning, improve retention, and close equity gaps when implemented with intentionality and quality (Kuh, 2008; Campbell, 2011). Yet underserved students continue to face barriers to equitable access (Finley & McNair, 2013), and siloed institutional structures often limit the collaboration needed to scale HIPs effectively (Kuh & O’Donnell, 2013). This session highlights how Towson is addressing these challenges through a cross-divisional, grassroots effort to cultivate a collaborative HIPs culture – without new funding or programs.

Grounded in research demonstrating that integrated, well-supported HIPs enhance persistence and engagement (Dagley et al., 2015; Provencher & Kassel, 2017), the workshop shares a journey from fragmented initiatives to a cohesive, equity-driven strategy. It also illustrates how non-traditional and co-curricular HIPs expanded participation and strengthened learning (Watson et al., 2016). Participants will engage with a practical assessment tool designed to support HIPs quality and equity, offering a replicable model for institutional change.

UU 323 A & B

Zachary Hitchens & Chris Truong, Counseling Center

Last year President Ginsburg signed the Okanagan Charter; a decision that solidified Towson University’s commitment to being a health promoting campus. Aligning these values with the spirit of Universal Design, we will highlight how intentional infusing of nature in educational spaces can not only support neurodivergent students, but also encourage universal learning and improved wellbeing for everyone. Many campus health promotion interventions are often designed with a focus on student affairs offices; however, we believe that this important work can also be achieved throughout all parts of campus through nature-oriented, neurodiversity-informed practices that support variations in learning style and processing. This session will highlight innovative and practical approaches that can be utilized by faculty and administrators to both enhance wellbeing and the educational experience of students in their departments.

Ballroom C

Sam Collins (Sociology, Anthropology & Criminal Justice) & Shyam Pandey (English)

Business experiences of AI seem to be contradictory: nearly 80 percent of employees report using it, yet 95 percent of generative AI pilots in businesses fail to meet expectations. The problem is our understanding of AI literacy. AI is not (and should not be) a single, all-purpose tool to solve every problem. Instead, what's needed is a heterogeneous approach that brings together people with an ecology of AI and data science tools. In other words, AI literacy means being able to dynamically engage with diverse materials in order to creatively solve problems. Rather than "plug-and-play" use-cases which may be both alienating and cognitively stifling, I propose a collaborative design approach that builds engagement.

Ballrooms D+E

Kelly Cook & Tricia Halstead, Office of Technology Services (OTS)

Digital accessibility is a legal requirement (ADA Title II, WCAG 2.1 AA) and a pedagogical necessity due to persistent student barriers and faculty knowledge gaps. Meeting these demands is a critical institutional priority.

We can address these requirements using a tool we already have: Blackboard Ally, which is integrated into our LMS. Ally ensures your course content is accessible and legally compliant by delivering:

Instant Feedback: Provides an accessibility score and shows exactly what needs fixing.

Simple Guidance: Offers clear, step-by-step instructions to improve content.

Student Choice: Automatically creates alternative formats (audio, ePub, braille) so every student can access materials in the way that works best for them.

Ballroom A

Ernest Anderson, Brittni Ballard, & David Bauer, Cook Library

A course syllabus represents instructors’ first accessibility decision point: Which materials to assign and how to share them. Many of us unknowingly create barriers by uploading reading materials directly as PDFs or converting native files unnecessarily. With the April 2026 deadline for WCAG 2.1 Level AA compliance under the ADA, this session reframes material sharing as an accessibility practice within TU's collaborative ecosystem. Permalinks—persistent URLs linking to library database records—offer students flexible format options, reliable access, mobile compatibility, and proper authentication for off-campus use. Unlike PDFs, maintaining native file formats such as Word and PowerPoint for instructor-created content preserves students’ ability to customize materials using assistive technologies. This workshop acknowledges the institutional infrastructure enabling these practices: Library faculty negotiating vendor accessibility standards, OTS providing document creation tools, and ADS facilitating accommodation processes. Participants gain practical syllabus skills while understanding their role within TU's accessibility ecosystem and compliance efforts.

Ballroom B

Elyshia Aseltine, Sociology, Anthropology & Criminal Justice

TU will start its prison-based bachelor's program in a Maryland prison in Fall 2026. Faculty will have an opportunity to reflect on their assumptions about incarceration and incarcerated people in Maryland and to imagine opportunities they might wish (either personally or their department/program) to provide for students in our PEP program. The session won't offer a specific teaching strategy, but it will provide participants with a clear understanding of the rationale, structure and possibilities for participation in TUs PEP program.

UU 323 A & B

Robert Caples, Learning Technologies, Design & School Library Media

This interactive session spotlights Towson University’s #myTSEMjourney podcast—a creative fusion of AI, storytelling, and student voice that fosters well-being, accessibility, and belonging in first-year learning. Participants will explore ways to design similar experiences in their own classrooms through narrative practice, ethical AI use, and empathy-driven engagement strategies.