• Development of a Holistic Design Thinking Mindset: Attendees will learn to integrate feminist, disability, and transnational perspectives in UX/UI design, fostering a comprehensive understanding of how these dimensions intersect and influence online technical writing.
• of Practical Design Strategies: Educators will gain actionable techniques and strategies to adapt and enhance their online technical writing courses, promoting greater inclusivity and equitable student engagement.
• an Inclusive Design Approach: The webinar will encourage participants to critically assess and question default design assumptions, fostering an inclusive mindset that is essential for reshaping the educational landscape.
• Establishment of a Collaborative Community of Practice: A post-webinar online forum will facilitate ongoing dialogue and collaboration, allowing participants to share implementation successes and collectively advance the field of inclusive technical writing instruction.

Jazzie Terrell (they/them/elle) is a skilled researcher focusing on communal, activist, feminist rhetoric, disability studies, and gender/women's studies. Their expertise includes mixed-methods data analysis, archival research, sociocultural rhetorical praxis, and queer phenomenology, with an ongoing IRB-approved project on digital communal collaboration in first-year composition. They also prioritize feminist rhetorical theory, antiracist writing assessment, and accessibility in teaching, aiming to create an equitable and joyful learning environment.

• create their own analogue and digital maps and share stories pinned to specific locations on the map and in their memories
• learn to use applications like Google street view, Google My Maps, and Knight Lab.

Mary-Lourdes Silva (she/her) is Associate Professor of Writing and Director of First-Year Writing at Ithaca College. She received a PhD in Language, Literacy, and Composition Studies from UC, Santa Barbara, as well as her Masters of Fine Arts in Creative Nonfiction from Fresno State. Her past and current research examines the citation practices of first-year college writing students; pedagogical use of multimodal and multimedia technologies and practices; implementation of institutional ePortfolio assessment; gender/race bias in education; movement-touch literacy as a modality to teach reflective thinking in first-year writing; and the psychological and financial implications of faculty compelled to review biased student evaluations of teaching. She is also a community organizer and teacher in the upstate New York Argentine tango community.