General Accessibility Course (LTS 001)
Prerequesites
Faculty must have completed the initial onboarding handoff from the Dean’s Office, successfully finished the Canvas 101 instructor training, and completed the “work” of the General Accessibility Course prior to beginning course design with the General Accessibility Course templates.
Most Recent Collaborative Faculty Meeting
Tuesday, February 3rd, 2026
Credit
N/A
Course Description
The General Accessibility Course introduces faculty to accessibility as a foundational element of effective and inclusive teaching. In this course, participants will explore accessibility not merely as a set of technical requirements, but as an intentional practice of hospitality, equity, and care in digital learning environments. Through hands-on activities, Canvas-ready templates, and guided demonstrations, faculty will examine how accessible design shapes the student learning experience and supports diverse ways of engaging course content. The course equips instructors to integrate accessibility into course design from the outset, strengthening both pedagogical practice and the Seminary’s commitment to forming faithful leaders in a diverse learning community.
Professors
Dominique Highfil
Director of Instructional Design & Technology
Education
Graduate Certificate in Distance Education, University of Kentucky
M.S. in Education: Instructional Systems Design, University of Kentucky
Graduate Certificate in Distance Education, University of Kentucky
B.A. in Psychology, University of Kentucky
Bio
Dominique Highfil is the resident guru for all things tech related at Lexington Theological Seminary. From instructional technology and communication, infrastructure technologies, to instructional design, Highfil provides leadership and guidance for the upkeep of our innovative, robust, and secure information technology environment. Prior to joining LTS in June 2018, Highfil served as the global Education & Development Manager at a private corporation in Lexington. During this time, Highfil gained a healthy appreciation for research pertaining to different pedagogical approaches and honed her philosophy of committing to continuous improvement, growth, and development in instructional design knowledge and skills. She joined LTS from the Kentucky Community and Technical College System Office in Versailles where she spent her time auditing courses using research evidence to create and validate rubrics and standards to ensure quality courses were delivered using current best practices.
Highfil holds a master’s degree in Instructional Systems Design, graduate certificate in distance education, B.A. in Psychology, and a CBA in Innovative Leadership. Her graduate work focused not only on gathering, analyzing, and using educational data in distance learning design, but also the role of education in a culturally diverse society and the role of technology in the practice of teaching. With the rapid progression of AI technology in learning and development, Highfil is currently exploring the research of adaptive learning and AI tool driven formative evaluation and assessment to enhance the student learning experience.
When Highfil isn’t using systematic methodology and instructional theory to create content for courses, or playing with the latest ed tech gadgets, she enjoys spending time at her home, which she fondly refers to as the Happy Highfil Hound House.
Michael Zachary
Program Coordinator for Pathways and Student Services IT Associate
Education
Doctor of Ministry, Lexington Theological Seminary
Masters in Pastoral Studies, Southwestern College
B.A. in Pastoral Studies, Southwestern College
Bio
Rev. Dr. Michael L. Zachary Sr. is a native of Opelousas, Louisiana. He is married to the former Elma J. Kinnerson and has four children: Michael Jr., Anaiya, Malaya, and Alijah. Dr. Zachary earned both his bachelor’s and master’s degrees in Pastoral Studies, with a minor in Youth Ministry, from Southwestern College in Winfield, Kansas. He received his Doctor of Ministry degree from Lexington Theological Seminary in Lexington, Kentucky.
Dr. Zachary currently serves as the Senior Pastor of Centerville Missionary Baptist Church in Paris, Kentucky. He is the author of the book and workbook From Soil to Soul: The Community Garden’s Impact on Food Insecurity. He also serves as President of the Consolidated Baptist District Educational Convention and as First Vice President of the Ministers and Messengers Auxiliary of the General Association of Baptists in Kentucky.
Course Information
Course Goals & Learning Outcomes
- Intellectual: (1) Describe accessibility as both a legal framework and a pedagogical practice within higher education, including its relationship to the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. (2) Explain the principles of inclusive and accessible course design and how they support diverse learners in digital learning environments.
- Practical: (1) Demonstrate the ability to apply accessibility best practices in Canvas through the use of templates, structured content, accessible documents, and captioned media. (2)Evaluate course materials for accessibility and implement appropriate modifications to reduce barriers to student learning. (3) Utilize institutional tools and resources to integrate accessibility into course design from the outset.
- Spiritual: (1) Develop an understanding of accessibility as an expression of hospitality, justice, and care within theological education. (2) Reflect on how accessible design practices contribute to the dignity, belonging, and formation of all learners. (3) Integrate accessibility into teaching practice as part of the Seminary’s mission to prepare faithful leaders for the church of Jesus Christ.
Required Textbooks
This course does not require a traditional textbook. The General Accessibility Course is designed as a hands-on, practice-based training experience that utilizes Canvas tools, institutional resources, templates, and guided demonstrations.
Is there pre-course work?
N/A
What technology is required?
Faculty participating in this course will need access to the same technology they use to create and manage their courses, as well as the devices and tools they require students to use to access course materials and complete assignments, such as a laptop, tablet, or other internet-enabled device capable of supporting Canvas and related instructional technologies.