academic workgroup final report - ccsu.edujul 03, 2020 · academic workgroup final report friday,...

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Academic Workgroup Final Report Friday, July 3, 2020

The Academic Workgroups for HyFlex and Remote have held two joint meetings and several mini-team/sub-committee meetings over the past three weeks. Recognizing that there are several factors important to a successful Fall 2020 semester, the teams broke into six mini-teams:

1. Instructional Logistics a. Members: Marianne Fallon, Eric Leonidas, Robert Wolff, Louise Williams, Lisa Bucher,

Fred Latour 2. Office Operations

a. Members: Marianne Fallon, Kimberly Smith, Chad Valk, Lisa Bucher, Alyssa Volpicella 3. Research

a. Members: Christina Robinson, Jerry Jarrett, Robert Wolff, Fred Latour 4. Instructional Technology & Faculty Development

a. Members: Christina Robinson, Chad Valk, Joanne Milke, Louise Williams 5. Equity and Accessibility

a. Members: Christina Robinson, Robert Wolff, William Mann, Joanne Milke, Cheyenne Bermudez, Ray Hernandez

6. Assessment of Learning a. Members: Marianne Fallon, Lisa Frank, Yvonne Kirby

The pages that follow represent the work that has been done by the Academic workgroup and offers recommendations in the areas of instructional logistics, office operations, research, instructional technology and faculty development, equity and accessibility, and the assessment of learning. Each team consisted of CCSU faculty, staff, and administrators and worked collaboratively to ensure our recommendations effectively meet the needs of CCSU’s many stakeholders. While some questions remain unanswered, we are continuing to work toward answers that will make CCSU’s first HyFlex semester a successful one. We have done our best to keep student success, equity and inclusion, and accessibility as the guiding light in our discussions. We look forward to continuing our work on this project in the days to come. Sincerely, Marianne Fallon (Chair - Remote), Christina Robinson (Chair - HyFlex), Cheyenne Bermudez, Lisa Bucher, Lisa Frank, Ray Hernandez, Jerry Jarrett, Yvonne Kirby, Kimberly Kostelis, Briana Kuo, Fred Latour, Eric Leonidas, William Mann, Joanne Milke, Kimberly Smith, Chad Valk, Alyssa Volpicella, Louise Williams, and Robert Wolff

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Instructional Logistics

The instructional logistics sub-committee considered academic concerns related to a HyFlex and/or remote Fall 2020. This necessitated careful thought about instructional space, activities that most benefit from an on-ground experience, and the need for an integrated plan to balance the new demands a HyFlex and/or remote semester will place on Central’s students. Below are recommendations about space, pedagogical considerations that could influence the decision to offer a course HyFlex or online, faculty office hours, and best practices for synchronous class meetings that are common to both HyFlex and remote delivery. These recommendations are grounded in the principles of safety, student success, and equity and inclusion. 1. Adjustments to the course schedule that accommodate cleaning, maximize space utilization, and minimize

disruption to faculty and student schedules a. We considered three plans for lecture-based courses (Appendix A): (1) Shift the time blocks earlier

and later (David Dauwalder); (2) Stagger the time blocks across days (Patrick Tucker); (3) Keep the time blocks, shorten the in-person contact (Kris Larsen). Feedback for each plan was solicited from the Registrar, students on the Academic workgroup, Facilities, and Yvonne Kirby (NECHE implications). Based on this feedback, we recommend Plan 3.

b. To accommodate cleaning in lab/specialized classes, a second schedule (B) needs to be developed. Start times from the lecture schedule (A) are offset by at least 30 minutes and block durations are 60 minutes (Appendix B). Care should be taken to make sure that moving courses into these blocks minimizes disruption of student and faculty schedules.

c. Courses that require longer running times (i.e., labs, studio courses, lecture courses that meet only once a week) can be scheduled for “double blocks”.

2. Strategy to identify courses that might align well with the HyFlex modality a. We identified features of courses that we thought would align well with a HyFlex modality (Appendix

C). A spreadsheet containing the Fall 2020 course schedule and features was created. Where possible, the spreadsheet was populated with information from the undergraduate catalog (General Education courses), Hyperion reports (labs, courses residential students are registered for), and responses from Phase I surveys to Chairpersons (e.g., courses involving in-person teamwork). The workgroup reviewed features a second time. The team collaboratively drafted an e-mail that was sent to Deans to forward to Chairpersons on June 25 with an update of progress and request for feedback about course features. Responses were requested by June 29.

b. Some features might be weighted more heavily than others when considering alignment with a HyFlex offering. These features offer a descriptive and quantifiable means to identify courses that might work well as a HyFlex offering. This is not to say that a course with no identified features would not be offered as HyFlex or that a course with multiple features would be offered as HyFlex. The team developed an algorithm taking four of the features into consideration: (a) Labs = 4 pts; (b) Specialized software/technology = 3 pts; (c) Hands-on = 2 pts; (d) Teamwork = 1 pt. Tallies were distributed to Deans to inform the scheduling of HyFlex courses.

3. Considerations for scheduling smaller capacity HyFlex classrooms a. Number of points (see 2b above) b. Number of residential students enrolled in course; multi-section courses with residential students

enrolled could have multiple HyFlex sections. c. General education courses could be given priority because many first-year or exploratory students

typically enroll in them. d. HyFlex offerings should—in as much as possible—include a diversity of disciplines.

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4. Considerations for scheduling large capacity HyFlex classrooms a. Size of enrollment (>40) - large classes are known to create difficulties when teaching online,

therefore learning in a HyFlex environment may be an important tool to promote student success b. Three-to-four credit hours c. For courses of equal size, consider prioritizing graduate courses d. Space permitting, Deans could propose courses for which meeting as entire group (not cycling groups

of students) would be integral to student success

5. Considerations for scheduling HyFlex classrooms, space permitting a. Non-credit, but revenue-generating courses (e.g., IELP, Continuing Education) b. Centers who work to support student success (e.g., affinity groups). Rooms could be reserved and

supervised by a University employee through a process determined by the Registrar.

6. Considerations about building preferences a. Due to the limited number of classrooms, classes may be scheduled in a location that is not in the

department’s “preferred” or historically associated building. b. Since faculty and students may have classes in far-apart buildings, or in buildings far from their

offices, we ask that these factors be considered in making decisions about parking. While parking logistics are beyond the scope of the Academic workgroup, we raise this point as many of CCSU’s students and faculty may have mobility issues that would make the greater distance between instructional space more difficult to manage – reconsidering parking restrictions may make campus more accessible.

7. Considerations of information flow for requested schedule changes a. Requests for adjustments to the Fall 2020 schedule should filter from the Department Chair to the

Dean to the Registrar.

8. Technological solution needed to schedule and track on-ground attendance in HyFlex courses a. Identify an online signup tool visible to students in the course, the instructor, and authorized

administrators. An electronic sign-up tool creates a record of attendance and allows empty slots to be filled. Coordinate and work with IT and IDTRC as appropriate.

9. Guidance needed for in-person test taking a. Some faculty members may request that some or all tests be taken in person. Such requests should

be made to the appropriate Dean, through the Department Chairperson. [Note: There are several departments that include faculty who are likely to request such tests, especially in SEST.]

b. Deans should collaborate with Facilities to develop a protocol to handle such requests in a way that is acceptable to all concerned.

10. Considerations for synchronous online course meetings a. Online courses with synchronous instruction should meet during scheduled A blocks. Courses

originally scheduled on ground that become online should preserve original start times (provided that the course was scheduled at a standard start time).

b. Synchronous online instructional periods should appear in Banner (and therefore students’ course schedules).

c. Faculty should be advised to refrain from adding synchronous instructional periods that do not appear within Banner. Such additions could cause inadvertent conflicts with other synchronous instructional periods.

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d. When transitioning to remote learning, faculty who opt for synchronous instructional periods should hold them during the instructional periods that appear in Banner (again to avoid scheduling conflicts with other courses).

11. Timeline to consider revisions to academic policies (pass-fail, probation, withdrawals) a. The Faculty Senate should be aware that there may be a need to extend (partially or completely) the

temporary revisions to academic policies that were approved in the Spring 2020 semester. The Senate should plan to save meeting times for possible discussion and consider setting a timeline for revisiting policies in the event of a campus shutdown.

12. Consideration for office hours a. Pursuant with Article 10.9 of the CSU-AAUP contract, The Office of the Provost should provide

guidance regarding “alternate office hour arrangements for full-time teaching members with substantial off-campus loads” with enough advance notice to meet the provision of posting office hours by the first day of class.

b. Faculty should be provided with guidance about the web-conference tools available for holding online office hours and best practices in configuring their virtual meeting space.

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Office Operations The Office Operations team worked to assess the office spaces that fall under Academic Affairs and identified four primary types of office space: administrative, faculty, clerical, and affinity group. The workgroup identified common concerns, proposes potential solutions to each, and offers some recommended best practices. 1. Common concerns include:

• physical office and the ability to maintain social distance • expected hours of operation • difficulty finding space for students to wait for appointments • lack of sufficient space to socially distance and meet with students • handling and routing of digital grade appeal packets

2. Possible solutions to these challenges, include:

• signage identifying where students should wait for appointments that are posted online and in highly visible physical spaces (lobby, outside office)

• a clear and well publicized scheduling process for appointments, especially when waiting space is not available

• readily accessible PPE (masks, gloves, face shield), sanitizing equipment (wipes, hand sanitizer), and physical shields (plexiglass barrier, 6-foot floor markings).

• digitization of all commonly used forms that are fillable (the Registrar’s Office has already done this and we understand that progress is being made in a number of other units)

3. Recommended practices for academic offices, include: • ensuring in-person/remote coverage across certain “standard” hours • hours of operation (both remote and in person) should be posted online and on-ground • Bookings should be used to document who is in a building/office to aid in contact tracing and

containment efforts • where electronic forms cannot be used, paper should sit for at least 48 hours • where possible, departments should equip each member with a printer and post cleaning

practices for shared equipment • a clear communication plan for changes in process or procedure • a plan to minimize disruptions in service due to illness or other unforeseen circumstances • Standard Operating Procedures should be documented and shared on the departmental share

drive (or Teams site) and with Academic Affairs • encourage safety as the top priority

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Research The research sub-committee of the Academic Workgroup worked to identify and address the research needs of Central’s faculty. This work focused on three broad areas including access to research space, access to library resources, and the impact of travel restrictions.

1. Access to Research Space • In consultation with all four schools and Facilities we confirmed that the process for lab

access (more broadly construed as access to research space) is well underway and should be possible within the next few weeks. To ensure the needs of researchers across campus are met, we recommend the conversation about research lab shift to research space.

2. Access to materials through the E.B. Library • We have confirmed that books will be available for check-out with only a short “quarantine”

period needed between rentals. • ILL will also be available. It should, however, be noted that access to resources through ILL

will depend on the operations of our partner libraries.

3. Travel restrictions • COVID-19 related travel restrictions may reduce the opportunities for conference

presentations as well field-based research, thereby, exerting a potentially negative influence on a faculty members creative activity record.

o We recommend that the Faculty Senate be aware that the faculty evaluation process may be affected in multiple ways by the new normal created by COVID-19.

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Instructional Technology and Faculty Development The instructional technology and faculty development sub-committee of the Academic Workgroup has been working to identify instructional technology employed by faculty. The software marked with an * are currently licensed by the University. Those software packages that satisfy accessibility standards are note with a ^ and links to their accessibility guidelines are also provided.

Software Adobe suite* MiniTab ANSYS MS SQL management studio ArcGIS MS Whiteboard Autodesk AutoCAD, Revit, Civil 3D, Storm and Sanitary, Inventor

MyMathLab

Automation Studio NI Circuit Design Suite (Multisim & Ultiboard) Blackboard Learn 9.0*^ NI LabView Blackboard Collaborate*^ Camtasia*^ Palisade DecisionTools Suite (@Risk) Chromix ColorThinkPro, Curve Pear Deck (interactive slides) Cognex Insight Perusal (interactive reading) Dotstorming (voting) Piazza Edpuzzle PollEverywhere Electronic Pad for WebEx. Primavera Contractor EndNote Proctorio*^ Geogebra R Geometer’s Sketchpad R Studio GoReact**^ Rapidminer Google Roboguide Google Classroom/Hangout Rockwell Software Suite Google Earth Pro SAITECH DEA – Solver PRO GraphPad SAP2000 IBM SPSS Siemens NX Intel Quartus Sketchup JMars Slack Kahoot (quizzes) Solidworks Kaltura*^ SPSS LaTex Sutori LTSpice Tableau Mastercam Visio Mathematica Visual Studio MATLAB* Webassign MindTap Zoom

**GoReact has been requested by numerous faculty members across multiple schools. It has pedagogical value for faculty and provides learning opportunities for students that would not otherwise

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be available. The Academic Workgroup recommend that a pilot purchase be considered with an RFP to follow in the Fall. In the area of Faculty Development both the IDTRC and the CTFD have developed extensive development calendars including Blackboard Boot Camps, cohort-based Quality Matters workshops, daily trainings on lecture capture and test proctoring software, Book Clubs, and Lunch and Learns that are available to Full and Part time faculty. As the installation of the HyFlex systems continue on campus both centers will work in coordination with the Information Technology Department to offer in-class training that will prepare faculty to teach effectively in the HyFlex space. The follow pages present the faculty development calendar as of June 26, 2020. Both centers are continuing to add programs, and expect to add more as a result of the work done by the Academic workgroup so it is, very much, a living document. On July 1, 2020 Blackboard Collaborate became available to the staff of the IDTRC. This will allow a fully integrated LMS that faculty to can use to provide their course materials, hold live meetings with students, move students into break-out rooms, and maintain course records in one location. This will provide value to students and faculty alike. The IDTRC is working on integration of the module and becoming proficient with its functionality, as soon as they are fully trained, the IDTRC will begin offering multiple training sessions per week on this new platform. The Faculty Development Calendar is available in Appendix D.

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Assessment of Learning This working group established three main goals and actions to reach those goals:

1. Document quality of instruction and assurance of student learning for NECHE • Show institutional response to assist faculty transition to remote learning

o requested a 1-page summary of CTFD and IDTRC programming and services; will be submitted to OIRA no later than September 1, 2020.

• Report indices of student learning o OIRA staff have contacted coordinators/chairs of courses with multiple

sections/large enrollment with common rubric for a final assignment or common exam to evaluate the impact of the pandemic on student learning. Potential courses include WRT100, MATH 102/151, CHEM161, NURS, BUS 480.

o Challenges: Many professors adjusted their practice to accommodate the rapid disruption of moving online. Grades will be one way to evaluate the impact from the COVID-19, but this measure will be limited by any adjustments faculty applied to their grading curve. The quality of student-produced artifacts may have changed. However, it will be difficult to tell if the change in student learning is due to the rapid move to online learning and quality of instruction or if it is due to other pandemic-related issues.

• Document quality of online instruction Student Opinion of Online Learning o Senate resolution states that CoursEval will be used to administer student

opinion surveys for any course designated as distance learning (including hybrid classes). All evaluations administered at the conclusion of Fall 2020 should include the six questions that pertain to online learning instruction and delivery.

2. Ensure steady progress in programmatic assessment • Programmatic assessment needs to continue and be encouraged even more in light of

Central’s first HyFlex semester and the impact on our traditional classroom experiences. • External review process is being adapted to accommodate remote site visits.

3. Document changes in programmatic accreditation requirements due to pandemic

• Maintain a brief summary of accrediting body’s response to pandemic (bullet points). • OIRA and the Assessment Committee will maintain communication with the Experiential

Learning Safety Planning Team to ensure all information remains current and that deviations from “norm” are well-documented.

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Equity and Accessibility The Equity and Accessibility sub-committee of the Academic Workgroup is working to ensure Academic Affairs can support the Office of Equity and Inclusion’s Mission Statement and the draft Tolerance Statement released on May 5, 2020 throughout the Fall 2020 semester. To help ensure that both of these missives can be supported by Academic Affairs in the Fall 2020 semester and that students have access to the centers and supports that are critical to their success, we have identified three key elements including: access to the technology, access to safe, private, spaces to study, and consistent and reliable access to the campus structures they rely upon. We have been working closely with the Technology workgroup, Facilities, and the Cultural Centers to better understand the work underway and the unmet needs of each area. We have worked with each Center’s director to identify the needs of their Center in terms of space and experiences (i.e., events that are important to the identity of the Center and their students). While this is a work in progress, we have already learned that the Cultural Centers (as a whole) would like:

• Direction about how to manage the physical spaces due to health concerns and social distancing. Will there be plexiglass, markers on the floor. Each center poses different challenges that should be addressed collaboratively, by including the Center Director, the appropriate Ex Com member, Facilities, and students in these important conversations (see specifics below).

• Clear guidelines and policy statements about how the centers will reopen, what services are provided and how work will be managed (flex time, mornings versus afternoons?)

• Greater interaction, coordination and sharing of resources among all the centers. Although we report to different offices, there should be regular meetings of the center directors, especially now during our current challenges.

• To be grouped together in the student handbook and presented together during orientations and other campus informational events.

Below, please find specific information shared by the Directors of each center (information from the Africana Center and the Women’s Center will be added prior to the submission of our final report). LGBT Center

• The Center’s space is inadequate to appropriately meet the needs of our students. Given the role we play in supporting student well-being and success, we will need space to meet with students safely throughout the Fall 2020 semester.

• We need to ensure that LGBTQ students who face challenges learning from home are among those considered for campus housing, regardless of ability to pay.

• The Center’s website needs to be updated with all this information as soon as it is decided and linked through OEI’s website.

Latin American, Latino & Caribbean Center

• The rearrangement of the present center to provide a reception area. It is currently not set up well to welcome new people.

• A need for greater coordination with Academic Affairs and the Provost’s office. • The Center should be prominently featured on the Academic Affairs website.

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• Training in how to manage and supervise student workers if we are primarily or even partially remote.

• A student employment manual coordinated with the other cultural centers and looked over by OEI.

• Guidance in setting up Teams and WebEx rooms for staff meetings, etc.

CULTURAL CENTER EVENTS 2020-2021

Event Center Semester On campus or remote Lecture series LALC Fall remote Lecture series LGBT Fall remote Dedication of mural LALC Fall on campus Lavender Graduation LGBT Fall on campus Scholarship awards LGBT Fall remote or on campus Trans Day Remembrance LGBT Fall (11/19) remote or on campus Hangouts (Spanish) LALC Fall remote or on campus Hangouts (Port.) LALC Fall remote or on campus Hangouts (Haitian) LALC Fall remote or on campus Annual Conference LALC Spring on campus Lavender Graduation LGBT Spring on campus Africana Conference CAS Spring on campus The Workgroup has also identified several accessibility concerns and worked to understand more about the needs of our students, staff, and faculty. As a result of these conversations we recommend additional resources and support for Student Disability Services as there are likely to be new software programs and pedagogies used by faculty this semester. Try as we might to vet them all before implementation that opportunity is not always provided and rapid action may be needed. We fully support the Accessibility Checklist made available by Student Disability Services and are working on a document to increase awareness of the accommodations students may need and the faculty member’s responsibility for ensuring accommodations are made. The Accessibility Checklist and documentation for CART and interpreter services are available in Appendix E.

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Appendix A Three Versions of Lecture Schedules in a HyFlex Model

June 16, 2020 Background: For safety purposes, we need 30 minutes in between in-person classes to clean. To accommodate this requirement, course schedules for lecture-based courses need to be adjusted (labs are generally held in department-controlled spaces and can operate on different timetables). Only one plan should be recommended. Plan 1 – Shift the time blocks Classes that meet 2x weekly. Friday meetings could be added, as needed, for 3X weekly classes. A smaller percentage of 1x per week classes can be accommodated at Period G.

Current Proposed A Proposed B PERIOD Start End Start End Start End

A 8:00 AM 9:15 AM 6:45 AM 8:00 AM 7:00 AM 8:15 AM

B 9:25 AM 10:40 AM 8:30 AM 9:45 AM 8:45 AM 10:00 AM

C 10:50 AM 12:05 PM 10:15 AM 11:30 AM 10:30 AM 11:45 AM

D 12:15 PM 1:30 PM 12:00 PM 1:15 PM 12:15 PM 1:30 PM

E 1:40 PM 2:55 PM 1:45 PM 3:00 PM 2:00 PM 3:15 PM

F 3:05 PM 4:20 PM 3:30 PM 4:45 PM 3:45 PM 5:00 PM

G 4:30 PM 5:45 PM 5:15 PM 6:30 PM 5:30 PM 6:45 PM

H 5:55 PM 7:10 PM 7:00 PM 8:15 PM 7:15 PM 8:30 PM

I 7:20 PM 8:35 PM 8:45 PM 10:00 PM 9:00 PM 10:15 PM

J 8:45 PM 9:55 PM XX XX XX XX

Plan 2 – Stagger the time blocks

Classroom Schedule A – ½ available classrooms Classes that meet 2x weekly. Friday meetings could be added, as needed, for 3X weekly classes. 1X weekly classes could be scheduled on Fridays with at least 30 minutes between. Start End Monday Tuesday Wednesday Thursday Friday NEW 7:40 AM 8:55 AM XX XX 8:00 AM 9:15 AM XX XX

9:25 AM 10:40 AM XX XX 10:50 AM 12:05 PM XX XX 12:15 PM 1:30 PM XX XX 1:40 PM 2:55 PM XX XX 3:05 PM 4:20 PM XX XX 4:30 PM 5:45 PM XX XX 5:55 PM 7:10 PM XX XX 7:20 PM 8:35 PM XX XX

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8:45 PM 9:55 PM XX XX NEW 9:05 PM 10:20 PM XX XX Classroom Schedule B – ½ available classrooms Classes that meet 2x weekly. Friday meetings could be added, as needed, for 3X weekly classes. 1X weekly classes could be scheduled on Fridays with at least 30 minutes between. Start End Monday Tuesday Wednesday Thursday Friday NEW 7:40 AM 8:55 AM XX XX

8:00 AM 9:15 AM XX XX 9:25 AM 10:40 AM XX XX 10:50 AM 12:05 PM XX XX 12:15 PM 1:30 PM XX XX 1:40 PM 2:55 PM XX XX 3:05 PM 4:20 PM XX XX 4:30 PM 5:45 PM XX XX 5:55 PM 7:10 PM XX XX 7:20 PM 8:35 PM XX XX 8:45 PM 9:55 PM XX XX

NEW 9:05 PM 10:20 PM XX XX Plan 3 – Keep the time blocks; shorten the in-person contact Time blocks remain the same; 75-minute classes become 50-minute classes. Remaining 50 minutes are taught through online instruction.

Monday Tuesday Wednesday Thursday Friday Saturday 8:00a - 8:50a 9:25a - 10:15a 10:50a - 11:40a 12:15p - 1:05p 1:40p - 2:30p 3:05p - 3:55p 4:30p - 5:20p 5:55p - 6:45p 7:20p - 8:10p 8:45p - 9:35p

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Appendix B

Schedule “B” to Accommodate Labs/Specialized Classes

Monday Tuesday Wednesday Thursday Friday Saturday

8:30a - 9:30a 10:00a - 11:00a 11:30a - 12:30p 1:00p - 2:00p 2:30p - 3:30p 4:00p - 5:00p 6:30p - 7:30p 8:00p - 9:00p

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Appendix C HyFlex Priority Criteria

June 25, 2020 On June 19, 2020, the Instructional Logistics MiniTeam of the Academic Workgroup discussed criteria that would help prioritize courses as HyFlex. MiniTeam members revised the criteria on June 23, 2020. Criteria are not mutually exclusive. “Columns” refers to the corresponding column on the Fall2020CourseSchedule spreadsheet.

1. General Education (Column V) a. Identified by catalog.

2. Lab/Studio (Column W)

a. Identified through Course/Meeting Type (LA, LL, LST).

3. In-Person Teamwork (Column X)

a. Definition: Students need to work together—preferably in person—to complete projects or assignments; could involve workshops, critiques, etc.

b. Identified by Chairs.

4. Performance/Physical Activity (Column Y) a. Definition: Courses that require significant in-person performance or physical work (e.g., acting,

nursing). b. Identified by Chairs.

5. Specialized Software/Technology (Column Z)

a. Definition: Courses with software/technological requirements that would be compromised if moved online.

b. Identified by Chairs.

6. Selected by Residential Students (Column AA) a. Definition: Students scheduled to live in residence registered for this course (not section). b. Based on data pull from Registrar.

i. ³ 50 students enrolled = 1 ii. 35-49 students enrolled = 2 iii. 20-34 students enrolled = 3 iv. 10-19 students enrolled = 4 v. £ 9 students enrolled = 5

7. Other (Column AB)

a. Definition: Any other considerations for giving this course priority for HyFlex mode. b. Identified by Chairs

APPENDIX D – FACU

LTY DEVELOPM

ENT CALEN

DAR

IDTRC & CTFD June 2020 Calendar of Events (m

ore sessions to be added) rev. 6/26/2020

Sunday M

onday Tuesday

Wednesday

Thursday Friday

Saturday

1

IDTRC Online

Blackboard Basics 10:30AM

2 IDTRC O

nline Com

munication Tools

2:00PM

3 IDTRC O

nline Kaltura Personal Capture

9:30AM

4 IDTRC O

nline Blackboard Basics

3:00PM

5 IDTRC O

nline Creating &

Grading Assignm

ents 11:00AM

6

7 8

IDTRC Online

Kaltura Personal Capture 3:00PM

9 IDTRC O

nline Creating Tests in

Blackboard 10:30AM

IDTRC Online 10

Proctorio 2:30PM

11 IDTRC O

nline Com

munication Tools

9:30AM

12 Lunch and Learn

Digesting Course Evals and Lessons

Learned

13

14 15

IDTRC Boot Camp

9a – 1p Day 1

16 IDTRC Boot Cam

p 9a – 1p Day 2 Q

M Series 1

17 9a – 1p

Day 1

18 QM

Series 1 19

9a – 1p

Day 2

20

21 22

IDTRC Online

Creating Tests in Blackboard

3:00PM

23 IDTRC Online 24

Proctorio 10:00AM

QM

Series 2 9a – 1p Day 1

25 QM

Series 2 9a – 1p Day 2

26 27

28

CCSU 1st 5-w

eek ends

29 IDTRC Boot Cam

p 9a – 12p

30 IDTRC Boot Cam

p 9a – 12p

Book Club White Fragility

3 pm

July 1 IDTRC Boot Cam

p 9a – 11a

CCSU

2nd 5-week begins

Series 1 - Rethinking your Course for Online Adaption June 2020

Series 2 – Building the Online Presence June 2020

IDTRC & CTFD July 2020 Calendar of Events (m


Sunday M

onday Tuesday

Wednesday

Thursday Friday

Saturday

1 2

3 4

IDTRC Boot Camp

9a – 11a Im

proving your Online Course &

Designing Your Online Course 2-w

eek sessions start

Independence Day O

bserved University Closed

5 6

QM

Series 2r 9a – 1p

Day 1

7 Q

M Series 1r

9a – 1p Day 1

IDTRC Online

Open the Gate to Grade Center

9:30AM

8 9

QM

Series 1r 9a – 1p

Day 1 IDTRC O

nline Creating &

Grading Assignm

ents 10:00AM

10 Q

M Series 2

9a – 1p Day 2

Lunch and Learn

UDL Workshop 12 -1 pm

11

12 13

IDTRC Online Creating Tests in

Blackboard 10:00AM

14 Book Club W

hite Fragility 3 pm

15 16

Improving your Online

Course &

Designing Your Online Course

2-week sessions end

17 Lunch and Learn

Creating Comm

unity 12-1 pm

18

19 20

CCSU

8-week session ends

21 IDTRC O

nline Calculating Final Grades

10:30AM

22 Designing Your Blended Course &

U

sing Instructional M

aterials and Technology to Prom

ote Learner Engagem

ent 2-w

eek sessions start

24 IDTRC O

nline Proctorio

10:00AM

Lunch and Learn OER

12-1 pm

25

26 27

QM

Series 4 9a – 1p

Day 1 IDTRC O


12:00PM

28 Book Club W

hite Fragility 3 pm

29 Q

M Series 1r

9a – 1p Day 1

IDTRC Online Creating Tests in

Blackboard 10:00AM

30 31

IDTRC Online Creating &

Grading Assignm

ents 10:00AM

Series 1r - Rethinking your Course for Online Adaption July 2020

Series 2r – Building the Online Presence July 2020

Series 3 – Getting Ready for the Fall Sem

ester – July & August 2020

Series 4 – Consistency of Form

IDTRC & CTFD August 2020 Calendar of Events (m


Sunday M

onday Tuesday

Wednesday

Thursday Friday

Saturday

2

CCSU 2nd 5-w

eek ends

3 4

IDTRC Online

Open the Gate to Grade Center

2:30PM

5 6

Designing your Blended course &

Using Instructional Materials and

Technology to Promote Learner

Engagement 2-w

eek sessions end

7 IDTRC O

nline Calculating Final Grades

2:30PM

8

9 10

11 IDTRC O


2:00PM

12 13

14 IDTRC O

nline Blackboard Basics

2:30PM

15

16 Using Instructional M

aterials &

Technology to Promote

Learner Engagement

2-week session start

17 IDTRC O

nline Creating &

Grading Assignm

ents 2:00PM

18 19

IDTRC Online

Kaltura Personal Capture 3:00PM

20 21

IDTRC Online

Blackboard Basics 2:30PM

22

23 24

CCSU

fall semester

begins

25 ID

TRC Boot Camp 9a – 11a

26 IDTRC Boot Cam

p 9a – 11a

CCSU

classes begin

27 28

29

30 Using Instructional M

aterials &

Technology to Promote

Learner Engagement

2-week session ends

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APPENDIX E – ACCESSIBLITY CHECKLIST AND CART SERVICES

CCSU Accessibility Checklist

Accessibility Checklist for Online Courses Use the following checklist to determine whether your online course is following recommendations based on ADA and Section 508 (Americans with Disabilities Act).

Category Criteria Yes No N/A Comments

Course Info The Syllabus provides guidance on how to request accommodation.

Course Design The course design facilitates readability and minimizes distractions. Make sure that publisher’s content is compliant.

Content/Text Text is provided in a sans serif font (e.g., Calibri, Arial, Verdana) for easy readability on computer and mobile devices. If creating text within iCollege (e.g., Content, HTML page discussion or dropbox descriptions, etc.), you can use the default system font.

Serif fonts (e.g., Times New Roman) are used only if the content is to be printed (not read online). Try to avoid using serif fonts.

Content/Text Uses dark font colors on a light background (e.g., black text on white background).

Content/Text Avoids extremely bright colors as a background color.

Content/Text Uses one font and color for text.

Content/Text Avoids using color to distinguish between information. Consider using textures in addition to color when creating charts. Generally red-blue and yellow-blue color combinations are safe.

Content/Text Avoids overuse of all CAPS, bold, or italics.

Content/Text Avoids underlining words. A screen reader can mistake it for a navigation link.

Microsoft Office and PDF documents

Documents are accessible.

• Use the standard heading levels in Microsoft Word to organize your content


• DO NOT use text boxes in Microsoft Word as screen readers view them as an image.

• If using graphs/charts, provide an alternative method to convey the information to a reader with visual issues (e.g., explanation in alt text description).

• All images, charts, graphs, tables contain descriptive alt text.

• Tables contain header rows. • Tables repeat header rows.

Run Microsoft Word Accessibility Checker (from the File menu) to check for issues.


Word documents containing links are converted to PDF for easy viewing and link access.


PowerPoint presentations are accessible:

• All content in a PowerPoint slide appears in “Outline” view (which a screen reader can read).

• All images, charts, graphs, tables contain descriptive alt text.

• Each slide has a unique title. • Use subtle and limited slide transitions.

Run Microsoft PowerPoint Accessibility Checker (from the File menu) to check for issues.


Scanned PDF articles are accessible to screen readers.

Test in Acrobat Reader using the Read Out Loud feature (View + Read Out Loud + Activate Read Out Loud). Consider obtaining articles through Library Services or rescan using OCR (optical character recognition) setting.

Content Links All links are descriptive

• Use the article title as your link text, not the URL address.

• Do not use “click here” as link text.


Images Images are clear and should be in close proximity to the content they support. Use figure numbers to reference images, charts and graphs.

Images Images have meaningful alt text / descriptions.

Images Use of animated images is limited to only those that contribute to the learning experience and support the course content.

Images Avoids animated or blinking images, text, or cursors that can cause seizures in some people.

Multimedia (audio & video)

Videos are accessible:

• Video quality is clear. • Video file length is adequate to meet the

goals of the activity and avoid adding unnecessary information. Suggested maximum length is 15 minutes.

• Videos are uploaded to a streaming media server, NOT to the course itself. We suggest hosting your videos in Kaltura.

• Provides a transcripts and/or captioning. • Provides description of images (e.g., charts,

demonstrations, slides) where necessary. • Video player required is compatible with

multiple operating systems and requires only a standard, free plug-in.

• Be aware that some students with vision loss may need access to videos to arrange for audio descriptions.


Narrated PowerPoint presentations are accessible:

• Provides transcript/captions either within PowerPoint or as a separate document.

• Self-launching PowerPoint presentations offer an accessible version.

• If utilized- Provide invite to Interpreter or CART transcriber when online.


Audio presentations are accessible:


• Provides a transcript. • Audio quality is clear. • Audio file length is adequate to meet the

goals of the activity and avoid adding unnecessary information. Suggested maximum length is 15 minutes.

• Audio player required is compatible with multiple operating systems and requires only a standard, free plug-in.

Tables Tables have headers for rows and columns.

Course Administration

Universal Design Learning incorporates accessibility principles.

Course Administration

Offers an alternative activity for those unable to participate in a synchronous web conference due to accessibility issues. Some options: offer a transcript and follow-up online discussion, etc.

1 CCSU Accessibility Checklist for Online Courses: Used and modified with permission from Minnesota State University, Moorhead, MN, Retrieved on 3/20/2017 from https://www.mnstate.edu/uploadedFiles/Level_2/Content/Instructional_Technology_Services/Teaching-Learning/AccessibilityChecklist.pdf Resources: Instructional Design and Technology Resource Center –https://www.ccsu.edu/idtrc/index.html Student Disability Services - https://www.ccsu.edu/sds/ CAST- Universal Design Learning- http://www.cast.org/our-work/about-udl.html#.XvI-SGhKiUk CSCU Digital Accessibility website and policy - available in 2020/2021

Interpreters and CART Services: Policies and Responsibilities Student Disability Services (SDS) arranges auxiliary service to provide access to class lecture for students who are deaf or have hearing loss. The following information provides some instruction on responsibilities and procedures. Should there be additional questions please contact SDS: 860-832-1952 or email [email protected]. Interpreter: Provides American Sign Language to students with hearing loss or who are deaf. Interpreters typically stand directly in front of the student in need. Sometimes the Interpreter will ask for access to PowerPoints or a textbook so that they can review content and terminology used during the lectures, so that content is provided fluently to the student. Note that CCSU also pays for cost of an Interpreter’s commute to campus. CART: Communication Access Real-time Translation, is also called open captioning. This is a virtual service that “listens” into a lecture recording and types speech into a text in real time for a student to follow. Students utilize a microphone and laptop to follow text from the CART provider. Sometimes an instructor will be asked to wear a microphone as well. Students may be looking at their laptop at the auto transcription exclusively or may be looking at the lecturer’s face for verbal clues and lip reading. We ask professors to be aware that students will be reading lips and look at the student when possible. Provider: Term used to describe the vendor service that coordinates the scheduling of the Interpreters and CART service. Providers must receive approval for service from SDS. Interpreters cannot arrange services without prior approval through SDS and their employer. Student Responsibilities:

• Student in need of either a CART service or Interpreter should request their Faculty Accommodation Letters from SDS as early as possible.

• SDS secretary may email student to inquire about each class needs. • If contacted, student is required to confirm arrangements and needs. • Student must inform SDS if they add/drop a class, withdraw, or any problems associated with the service. • SDS cannot guarantee a service if a change is requested in less than 10 business days. • Student needs to inform SDS if they anticipate a sick day or not otherwise able to attend a class asap. • Optional meeting arrangements- Must notify SDS in advance if they plan on attending any optional meeting

times, including advisor meetings or campus events. SDS does its best to arrange services last minute, but service can only be arranged based on Providers availability.

Student Disability Services Responsibilities: • Notifies faculty of service and student’s approved accommodations through Faculty Accommodation Letters to

professor with student copied. • Schedules Interpreters or CART services as requested by student with Provider. • Arranges for any cancellations or additional requests as needed. • Provides consultation on concerns or questions.

CCSUCentral Connecticut State University

Student Disability Services

Faculty Responsibilities: • Review student’s approved accommodations on Faculty Accommodation Letter, received in an email from

[email protected]. • Responsible for any in-class arrangements for student’s seating and adequate space for the Interpreter.

Professors should face student when possible. If masks are needed- professor should wear clear mask. • Consult with the student regarding the use of a portable microphone and be aware of possible transmission

problems. Stand near a fixed microphone in class when possible. Look directly at student when possible and clear masks should be worn when necessary.

• If Provider requests, CCSU IDTRC will need to arrange access to the Provider for the class Blackboard site. Interpreter/CART Provider may request access to syllabus and any PPs for clarification on terminology and other content.

• Responsible for communicating all information regarding any changes to class location or meeting times. Communication must be directed to SDS Secretary as soon as a change is anticipated. 5 business days, at least, is necessary. Significant higher fees are charged for last minute cancellations or requests. Services cannot be guaranteed if SDS is not given adequate notice of change.

• Optional meeting arrangements- Professor must notify SDS if they plan on arranging any optional class meeting times at least 5 business days in advance.

• Ensure that all videos used for class assignments are captioned. • Virtual Class Information: Virtual classes can add another layer of confusion to scheduled arrangements with a

Provider when class times change, classes are pre-recorded and posted on BB, or communication is otherwise not clear.

• CCSU IDTRC may need to arrange access to the Provider for the class Blackboard site, so they can see course syllabus and any PPs.

• Faculty must invite the Provider to all virtual meetings. The Provider will share the invite with a CART or Interpreter.

• It is always best to record a lecture or add captioning of transcription services to virtual lectures when possible. Kultara, Teams, and Webex both have captioning options that can be turned on and even saved as notes.

• Providers will need access to pre-recorded sessions.

For additional information and resources please contact: Student Disability Services

Willard Hall, Suite W201, 1615 Stanley Street, New Britain, CT 06050 T: 860-832-1952 F: 860-832-1865 [email protected]

https://www.ccsu.edu/sds/

Instructional Design and Technology Resource Center Elihu Burritt Library - 3rd Floor

Phone: (860) 832-2081 https://www.ccsu.edu/idtrc/index.html