Project Overview
The Design Approach
To address the need for training, a single Canvas page accessibility guide was embedded in the next semester courses. My team received feedback that the resource was too dense and assumed certain pieces of knowledge. To address the density issue, we structured an approach that allowed for elaborative practices to support the faculty’s need for additional information and context. To do this, we created a full asynchronous resource supported by eight synchronous workshops—shifting efforts from awareness to structured, accountable practice. These trainings were also supplemented with one-on-one support for faculty as needed.
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The Quick Start Resource Design Approach
- Analyzed the need for a quick resource guide and reviewed Blackboard Ally reports for gaps in accessibility, acknowledging that this did not account for accessibility issues that would need to be manually checked.
- Used the WCAG 2.1 structure to guide learning objectives and content organization: Perceivable, Operable, Understandable, Robust.
- Developed a prototype and received feedback from a couple of faculty members from the printout; due to time constraints and the need to deploy into next semester courses in Canvas, feedback was not formally structured.
- Deployed the resource and received feedback that the material was too dense, leading to a quick pivot.
Fuller Resource Design Approach
- Used the feedback about the density of the original resource to develop a resource reflective of the need to chunk the material more strategically and rely more on an elaborative structure for faculty cognitive load.
- In each module, we created multiple guidance videos that chunked WCAG 2.1 criteria into relevant workflows for the given resource.
- Each video page was clearly labeled for the workflow, contained tutorial videos, timestamps for topics, an expandable WCAG 2.1 criteria list that was covered, and an expandable text-based set of workflow instructions.
- The video timestamps and text-based directions allowed our audience to search the content and get what they needed when they needed it.
Synchronous Trainings Design
- Our team was directed to provide the synchronous trainings by the deans and compliance officer.
- Before the trainings, we offered a drop-in hot chocolate and treat bar for faculty to give us feedback on what they needed for synchronous trainings.
- For 4 weeks, we offered two trainings a week focused on the following: Word, PowerPoint, Excel, and PDF remediation.
- Each training provided a flawed document so that the audience could work along with us in making the resource compliant.
- Each training focused on a core set of skills aligned with WCAG 2.1 expectations and explicitly taught about the expectations while demonstrating the specific skill set.
Project Walkthrough
Reflection and Transferability
This project reinforced that awareness alone does not lead to meaningful instructional change; faculty needed applied, just-in-time support embedded within their existing workflows. The shift from a dense, static resource to a modular, multi-modal training system highlighted the importance of managing cognitive load through chunking, searchability, and multiple access points such as video, text, and expandable content. This also reinforced elaboration as a cognitive strategy for the audience.
It also underscored that sustainable change requires both support and accountability, as progress accelerated when responsibility was clearly shared with deans. Incorporating asynchronous modules, synchronous workshops, and one-on-one support demonstrated that no single training format meets all needs, and that flexibility is essential for faculty engagement. Faculty feedback played a critical role in shaping iterative improvements, reinforcing a user-centered design approach. This work is highly transferable, offering a scalable model for institutional change that can be applied to initiatives such as AI integration, faculty onboarding, and course design, while also establishing a repeatable framework for accessible, sustainable training supported by data-informed decision-making.
Relevant Testimonials
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Math Accessibility Lyudmila Stephens Department Chair Mathematics, Professor of Mathematics, Western Wyoming Community College
As a Professor of Mathematics and Chair of the Mathematics department, I had the privilege of working closely with Rhonda during her time as Director of the Center for Teaching and Learning, and her impact on our department was immediate and meaningful. Accessibility in mathematics comes with unique challenges, and Rhonda not only understood that complexity but took initiative without hesitation. In what felt like the blink of an eye, she provided the Math Department with several clear, practical options for improving accessibility, allowing us to move forward quickly and confidently. Rather than offering generic guidance, she partnered with us, listened carefully to our needs, and helped identify sustainable solutions that respected both disciplinary rigor and inclusive design. Her leadership ensured that accessibility was treated as essential to quality instruction, not an afterthought, and her proactive, collaborative approach made a lasting difference for both faculty and students.
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Performing Arts Accessibility Anthony Romeo-Adcock Department Chair Performing Arts, Assistant Professor of Musical Theatre with an Emphasis in Dance, Western Wyoming Community College
Accessibility in Performing Arts Education can be tricky. Rhonda has been instrumental in helping the Performing Arts Department understand the nuances of how to make content compliant such as music sheet notations. Her door is always open for questions and concerns, and has even taken the time to observe my instruction to make sure my educational strategies are efficient and accessible.
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Adjunct Faculty
Dr. Kami Danaei
Senior Assistant Dean, University of Wyoming
Adjunct Communications Faculty, Western Wyoming Community College
I had the opportunity to work with Rhonda Gamble during my time as an adjunct faculty member at Western Wyoming Community College, and she consistently impressed me with her professional, preparedness, and thoughtful, student-centered approach to teaching. Rhonda brings a strong grounding in evidence-based pedagogy and communicates complex ideas with clarity and purpose. It was clear in our interactions that she approaches teaching with intentionality and a deep understanding of instructional quality. She is an asset to any institutions, and I would highly recommend her to colleagues seeking a knowledgeable and collaborative educator.
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