Embedded Files
Overview
Overview
This standard ensures that the course adheres to applicable policies, guidelines, and best practices regarding equal access to ensure an open and inclusive class environment.
Competencies of a Quality Faculty Member: #2
Student-Centered: The faculty understands how students differ in their approaches to learning and creates instructional opportunities that are adaptable to diverse learners.
Summary of Evidence
Summary of Evidence
Course materials and instructor communication are free of bias and discrimination based on race, color, national origin, sex, disability, age, sexual orientation, gender identity, creed, religion, and actual or potential family, parental or marital status in accordance with the College's Nondiscrimination Statement.
Course materials, activities, and assessments promote equal access by ensuring that files, media, text, and all other content meets accessibility guidelines in accordance with the Americans with Disabilities Act (ADA).
Rationale
Rationale
To help all students succeed, we want to promote an accessible, safe, and respectful learning environment in all courses. By adhering to the College’s Nondiscrimination Statement, following ADA regulations, and utilizing a Universal Design (UDL) framework, faculty can create an inclusive learning environment that promotes equal access for all students.
Supporting Research
Supporting Research
Liane She & Florence Martin (2022) Systematic Review (2000 to 2021) of Online Accessibility Research in Higher Education, American Journal of Distance Education, 36:4, 327-346, DOI: 10.1080/08923647.2022.2081438
Checklist
Checklist
These steps will help you build a course that meets proficiency in this standard.
Develop and select course content in conjunction with built-in accessibility tools (Panorama), Brightspace Accessibility Checker, etc.) to ensure equal access.
Provide accessible alternatives for all course content and assessments that are not universally accessible by design.
Next-Level Recommendations
Next-Level Recommendations
To advance your course design even more, consider these best practices:
To advance your course design even more, consider these best practices:
Utilize HTML Templates to standardize content delivery and ensure accessibility.
Design content using research-based design principles, such as Universal Design for Learning (UDL), to improve access to learning for all participants.
Consult with NICC Accessibility Services to gain insights into accessible design practices.
Consider equity in your course design and instructional practices.
Include images that represent the diversity of our NICC learners.
Replace language that generalizes groups of people.
Prioritize gender-neutral pronouns and names when possible.
Test course accessibility utilizing the Student View in Brightspace to use the Readspeaker listen button, view video closed-captioning, and utilize the alternative format button on content items.
Courses using OER and other digital materials can make a coursepack available through the Akademos bookstore to allow learners a low-cost physical text.
Building Guides
Building Guides
Use these resources to build course design elements in this standard.
Use these resources to build course design elements in this standard.
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