Campus resources continue to be available to help as we all teach and learn in new formats. More information can be found on the websites for each office or center listed below.
ODS staff are available for student support and faculty consultation. The ODS Learning Specialist is available to students for academic skills sessions and to faculty for specific questions about inclusive teaching for students with disabilities.
Key strategies for inclusive teaching to reach all students rely on multi-modal approaches:
- Use multiple means of representation of course content:
- Present in a combination of visual, auditory, and graphic formats.
- Provide materials that allow adjustability, such as enlarging text or amplifying sound.
- Use captioned videos.
- Share your screen.
- Offer multiple means of engagement, participation or expression:
- Give several options for achieving a participation grade.
- Allow responses to an assignment using alternatives to writing such as creating a video or recording a podcast.
- Allow students to use chat features or provide thoughts and comments in a Google doc while in Zoom sessions.
- Record online sessions to offer reinforcement through review
- Recording Zoom sessions to the cloud automatically creates an audio transcript to accompany the video. Please note that due to Zoom’s current high volume, transcripts may take several days to be sent to the host. Instructions for making and sharing Zoom recordings, and other ways of addressing accessibility, can be found on the Covid-19 Digital Support site.
- Multiple means of assessment:
- Use more frequent quizzes and/or short writing pieces to assess understanding of a concept throughout the semester.
- Allow students flexibility to create visual or auditory ways of demonstrating mastery of a concept.
- Allow students to provide recorded auditory reflection on pieces of literature.
- Additional tips for online instruction:
- Center yourself in the video window.
- Speak clearly.
- Ask if everyone can hear you.
- Wait an extra second for responses or comments.
- Describe any visuals you refer to on screen.
- Offer options for audio and visual learning.
- Provide verbal direction about where students should focus their attention during class, such as the shared screen, the chat, a shared link, etc.
- Identify what is displayed on the screen and verbally state when the presentation or discussion of the screen content is complete.
- Turn off screen sharing when the presentation or discussion has moved to a new topic.
- Prior to the start of a class session, post all the content you’ll be sharing to your class homebase (Moodle or Google Drive). This is important for students who use a screen reader or other tools for accessibility.
- Record Zoom classes to the cloud to create an audio transcript and set Zoom chat to be allowed to be saved.
- Post only accessible materials
- Check in regularly and invite input and feedback.
- Additional information
Existing accommodations still apply where relevant. Please contact ODS if you need guidance on how to accommodate a student. If you or your student needs support in engaging in these new formats, please register for accommodations or contact ODS at email@example.com with any questions.
Professional writing instructors and peer tutors are available for consultations through the appointment system on the Jacobson Center website.
- Students can schedule appointments online and indicate whether they prefer to work via Zoom or receive written feedback.
- Peer content tutoring and learning specialist services have resumed. Please check the Jacobson Center website for more information.
The Calculus Counselor, the Data Research and Statistics Counselor, and a group of peer academic support tutors and TAs are available through the Spinelli Center website for virtual appointments with students and virtual drop-in hours to help with quantitative and mathematical support for a range of subjects. The support of courses includes, but is not limited to:
- Biological Sciences: BIO 130, BIO 132, BIO 230, BIO 300, BCH 252, and NSC 210.
- Chemistry: CHM 222, CHM 222-Lab, CHM 224, and CHM 224-Lab.
- Economics: ECO 150, ECO 153, ECO 220, ECO 250, and ECO 253.
- Engineering: EGR 100, EGR 110, EGR 220, EGR 290, and EGR 374.
- Mathematics: MTH 111, MTH 112, MTH 153, MTH 211, and MTH 212.
- Physics: PHY 117, PHY 118, and PHY 210.
- Social Sciences statistics: GOV 203 and PSY 201.
- Statistical and Data Sciences: SDS 192, SDS 201, SDS 220, SDS 293, and more.
The Calculus Counselor and the Data Research and Statistics Counselor are available to help with topics beyond those listed here.
The Spinelli Center has created a Remote Tutoring Reference Document for instructors and peer academic support workers.
Class Deans are available to discuss any questions or concerns with you or your students. Please email them directly or at firstname.lastname@example.org
- Jane Stangl – email@example.com
Dean of the First-Year Class
- Tina Wildhagen – firstname.lastname@example.org
Dean of the Sophomore Class
- Susannah Howe – email@example.com
Dean of the Junior and Ada Comstock Scholars Classes
- Danielle Carr Ramdath – firstname.lastname@example.org
Dean of the Senior Class and Associate Dean of the College