Hacking Higher Ed: How Academic Advisors Used a Hackathon to Solve a Critical Challenge

Introduction

How can we implement a a structured opportunity to critically think through key challenges experienced in higher education with the use of technology, while also ensuring accessibility and inclusivity? Enter the Hackathon! An exciting challenge that ignites teams into creative problem solving and collaboration, ultimately building a prototype that could be launched into real-world settings and make an impact. In this blog post, I'll discuss why I used a Hackathon to address a major hurdle for academic advisors, steps for implementation, how accessibility was kept as a core element, and what I learned along the way.

Why A Hackathon?

I chose a hackathon as a new way to engage advisors in more hands-on, collaborative experience while creating an inclusive and accessible space for sharing ideas. According to Avila-Merino (2019, p. 4), when several pieces of knowledge are acquired within a social context (i.e., a hackathon), the combination of these experiences can lead to new ideas, a creative process that involves making sense of existing knowledge and using it to produce something new. Hackathons provide a space for collaboration and an opportunity to apply innovation and creativity to solve problems. This approach aligns with my goal of moving beyond traditional workshops to something more immersive, collaborative. and flexible. It also offered a new way to include advisor thoughts and perspectives in addressing barriers to their work, specifically time constraints and overwhelmed schedules. The challenge itself asks advisors to speak to accessibility and inclusion in their prototypes and mockups.

Ultimately, I aimed to design a collaborative learning activity that incorporates inclusive design principles. Using a hackathon, this is demonstrated through structured group brainstorming, role assignments, and accessibility considerations integrated at each stage of the experience.

How to Ensure Accessibility?

After creating an initial outline, I transitioned the hackathon to a Canva presentation. I paid close attention to accessibility and inclusion, ensuring that color contrast, font type and size, and image alternative text were aligned with accessibility standards. A clear outline of expectations and an accessibility statement are included at the beginning to set the tone, and timeframes are provided to assist participants in managing their work time effectively.

As Worth et al. (2025, p. 1) stated, "Accessibility adaptations included longer timeframes, multiple ways of participating (including online and in-person), asynchronous and flexible participation, supports for participation (communication, memory), and reduced technical focus." I incorporated these principles by offering flexible participation options and reducing technical barriers. Role assignments were also included to help that each team member feel like an equal and valued contributor throughout the hackathon. Team members were also asked to include how accessibility was considered in their prototype.

In addition to the presentation, I created a handout that followed the slides, provides space for notes and reflections, and serves as a quick reference for prompts and timeframes. Participants absorb information and engage differently, and I found it important to offer multiple modes of engagement to support diverse learning preferences. Additionally, the handout is formatted with appropriate headings and font size and text for broad use.

What Does the Advisor Hackathon Look Like?

Interact with both the presentation slides and worksheet below.

Key Takeaways

Throughout the creation of this hackathon for advisors, I learned of its unique opportunity to creatively solve problems using technology while also fostering an environment that encourages inclusion and belonging. As shared by Oyetade et. al, (2024, p. 14), "hackathons facilitate interdisciplinary learning by bringing together diverse participants to address common problems, thereby promoting a holistic integration of knowledge across various field."

I learned that the structure of a hackathon differs significantly from traditional workshops. Initially, I assumed hackathon could be completed in a short period of time, such as a half day session. However, I came to understand that each stage of the hackathon benefits from extended time to allow participants to process and collaborate more meaningfully. Longer timeframes are more inclusive for individuals that need additional time for brainstorming and reflection.

Another key insight was the importance of not becoming consumed by technological tools. While technology can improve collaboration, offering familiar modes (Microsoft Word, whiteboards, notepads) can reduce sensory overload, This approach broadens participation, especially for those that are not as comfortable with technology. I found that hackathons, when intentionally formed with accessibility and inclusion at the forefront, can create a welcoming environment for diverse participants to creatively solve problems and build something unique that improves student success. Overall, I strengthened my skills in creating inclusive spaces that encourage collaboration and creative thinking among learners, and demonstrated my ability to embed universal design principles while also identifying barriers to engagement and participation.

References

Avila-Merino, A. (2019). Learning by doing in business education: Using hackathons to

improve the teaching and learning of entrepreneurial skills. Industry and Higher

Education, 22(1).

Oyetade, K., Zuva, T., & Harmse, A. (2024). Evaluation of the impact of hackathons in

education. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.

2392420

Worthy P, Frost D, Hunter T, Anderson I, Kastelle T, Wiles J, Pachana NA, Liddle J.

(2025) Disrupting hackathons: reflections on creating inclusive design events

through collaboration. Brain Impairment 26, IB24136.

https://doi.org/10.1071/IB24136