Research Methods
Credit Hours: 3
Semester: Spring 2026
Grade: A+
Course Description:
I am a graduate student in Higher Education and Student Affairs at UT San Antonio and an advising support specialist at San Antonio College. My work with students and my experiences with the San Antonio Deaf Community shape the questions I bring to scholarship and practice.
I believe academic success in higher education begins before a student ever applies for admission. The 1880 Milan Congress banned sign language in teaching Deaf children, and Deaf communities still feel the effects of that ban (Gallaudet University, n.d.; World Federation of the Deaf, n.d.). Deaf adults remain less likely than hearing adults to enroll in postsecondary education and complete college degrees (Bloom & Palmer, 2023).
Through education, research, and practice, I hope to help change policies and institutional practices so Deaf and hard of hearing students have equitable opportunities to be the best versions of themselves. This portfolio brings together my coursework, internship, professional development, and reflections as I grow as a scholar-practitioner.
Explore the sections below to follow my learning and work. Some reflections and artifacts will be added as I progress through the program.

I was born on Nellis Air Force Base in Nevada. I grew up in Philomath, Oregon, where I played football and wrestled in high school. Philomath was a small, relatively homogeneous town; moving to the Los Angeles area for college introduced me to a much more diverse community. I lived in Southern California for almost twenty years before moving to San Antonio in December of 2012.
I love learning, especially languages. Tante Tori, a family friend and university student who had studied in Germany, introduced me to German when I was in fifth grade, well before I took it in high school. By my senior year, I was taking German IV and Spanish I at the same time. In college, I specialized in biblical languages and studied both Hebrew and Greek. I began learning American Sign Language (ASL) in 2020 and continue to build fluency. As a science fiction fan, I was drawn to Klingon, a language a linguist developed for Star Trek. For me, languages offer ways to connect with people and understand cultures.
I love to cook, and I am a foodie who is always looking for the next new food experience.
My path into higher education began after I was laid off during the COVID-19 pandemic, ending a 20-year career in third-party medical collections. I returned to San Antonio College (SAC) to learn ASL and began working through Earn On, a grant-funded student employment program. I later became an academic coach in SAC’s Academic Success Center. Through the Early Alert initiative, I contacted at-risk students who would benefit from tutoring and taught workshops on time management, test-taking, and study strategies. Those conversations taught me that every student’s journey is different and that setbacks are not final, nor do they define a person as a failure.
Today I am an Advising Team Support Specialist and front desk supervisor at SAC. I help students overcome enrollment obstacles and connect with the people and resources they need. I also supervise a large team of work-study students. For me, supervision means investing in their professional development and preparing them for opportunities beyond their current jobs.
I earned a B.A. in Bible from LIFE Bible College (now Life Pacific University) in 1999. I later completed coursework toward an M.A. in Marriage and Family Therapy at St. Mary’s University, though I did not complete the practicum required for the degree. In December 2025, I earned SAC’s ASL Level 1 Communicator certificate. I am now pursuing an M.Ed. in Higher Education and Student Affairs at UT San Antonio as a member of the Alamo Colleges District Cohort 6.
I began attending Deaf events and building friendships in the San Antonio Deaf Community. The relationships sharpened my interest in the barriers Deaf students face and the resiliency factors that help them persist in higher education. People matter, and their stories matter. I want my practice to support students as they make changes in their own lives.
I am developing a philosophy centered on equitable access, practical guidance, and student agency. The final statement will connect my professional experience with theory and scholarship.
Alamo Colleges Cohort VI · Scope and sequence dated January 20, 2026
Current course artifacts provide evidence for Goals 1 and 2. The HSA 5103 group proposal also shows developing program planning skills for Goal 5; evidence from applied leadership work would strengthen that goal.
This tracks the linked artifacts currently on this page. A reflection will still need to explain and defend each connection.
Credit Hours: 3
Semester: Spring 2026
Grade: A+
Course Description:
Credit Hours: 3
Semester: Spring 2026
Grade: A
Course Description:
Credit Hours: 3
Semester: Summer 2026
Grade: A+
Course Description:
Credit Hours: 3
Semester: Summer 2026
Grade: A+
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Credit Hours: 3
Semester: Fall 2026
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Credit Hours: 3
Semester: Fall 2026
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Credit Hours: 3
Semester: Spring 2027
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Credit Hours: 3
Semester: Spring 2027
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Credit Hours: 3
Semester: Summer 2027
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Credit Hours: 3
Semester: Summer 2027
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Site: Student Accessibility Services · San Antonio College · Fall 2026

Benjamin Romo
Director of Student Accessibility Services
San Antonio College
Director Romo oversees academic accommodations, staff, programs, and strategic planning for Student Accessibility Services. He previously coordinated student compliance across the Alamo Colleges District and spent nine years with the Department of Family and Protective Services. He is a U.S. Army veteran and holds degrees in criminal justice, including a master’s in criminal justice leadership and management.
Phone: (210) 486-0023
Email: bromo19@alamo.edu
Office: Student Accessibility Services, Victory Center Room 122, 1819 N. Main Ave., San Antonio, TX 78212
Placement: Student Accessibility Services, San Antonio College
Dates: September 14–December 12, 2026 (planned)
Schedule: Approximately 5–6 hours per week, varying by week
Planned hours: 75
This internship provides hands-on experience supporting students with diverse accessibility needs, applying disability access policy in practice, and exploring leadership within Student Accessibility Services.
1. Student Empowerment and Direct Service
Use student-centered communication to help students understand resources, make informed decisions, and advocate for their educational needs. Planned evidence: reflections on 8–10 supervised student interactions, a de-identified summary, and supervisor feedback.
2. Applying Accessibility Theory and Policy to Practice
Apply knowledge of disability access and the ADA to student needs, institutional policy, and reasonable accommodations. Planned evidence: three de-identified case analyses of accessibility needs, office responses, and lessons learned.
3. Accessibility Leadership and Problem-Solving
Examine an accessibility challenge or service gap and develop an evidence-informed response. Planned evidence: a resource, process improvement proposal, training material, presentation, or recommendation, with supervisor feedback and reflection.
The learning objectives agreement sets out the placement, planned schedule, three outcomes, and how each will be documented in this portfolio.
View Internship #1 Learning Objectives Agreement (PDF)
The public copy omits my home address and personal phone number.
Site: TBD
San Antonio College. (2024). Benjamin Romo named director of Student Accessibility Services. San Antonio College biography.
San Antonio College. (n.d.). Student Accessibility Services staff. SAS staff listing.
I will assess my development in each of the ten NASPA/ACPA professional competencies, connect academic artifacts to coursework and practice, and explain what each piece of evidence shows.
I support students through contributions to these San Antonio College programs and funds:
Lloyd A. Godin
Higher Education & Student Affairs · UT San Antonio
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