Continuity of Instruction
This site is a resource to faculty and staff during the movement of in-person classes and hybrid-classes to the online format. If there are questions please feel free to call 480-461-7447, or email DRSFrontDesk@mesacc.edu. If there are specific questions regarding Faculty Notification Letters (accommodations) sent about a specific student please reach out to the Case Manager listed on the Faculty Notification Letter.
Email to Faculty From the CTL
This is an unprecedented time in history, as we transition from face-to-face teaching and learning activities to remote delivery I am heartened by the collegiality, collaboration, and innovative risk-taking we are all undertaking to manage this uncertain time in our higher ed environment.
As it was stated, it is expected that all faculty members with teaching responsibilities to take the necessary steps required to continue your teaching remotely starting on April 6, please consider the following ideas, resources, and opportunities as you face these new challenges. Also, reach out to us - we are available remotely: https://ctl.mesacc.edu/about/contact/
Faculty can teach their classes through two modalities.
Live, video conferencing via Cranium Cafe (https://mesacc.craniumcafe.com/) or WebEx (https://mesacc.webex.com/). In this option, you will hold your class at it’s normally scheduled day and time (i.e., synchronous teaching). If you do this, consider using Canvas for collecting assignments.
Online delivery using Canvas. https://learn.maricopa.edu If needed, pre-recorded lectures may be posted to Canvas. Cranium Classroom or WebEx is not required and class would not need to meet at its regularly scheduled day and time (i.e., asynchronous teaching).
Faculty need to inform their students about how to attend class as soon as possible, and well in advance of the class meeting.
Faculty are invited to use the following email templates to communicate their plan to students.
Faculty are strongly encouraged to send a follow-up to students reminding them of your class plan either 24 hours before class meets and/or after the first virtual class meeting to help ensure that all students are aware of the plan.
No changes will be required for faculty members already teaching online format.
How to learn more
We understand that for some faculty members, this remote modality may be new. In an effort to provide you detailed instructions, please visit: https://district.maricopa.edu/information-technology/anywhere-computing - locally you can go here: https://ctl.mesacc.edu/teaching/continuity-of-instruction/. This website includes step-by-step how-to guides, FAQs, and quick links and contact information for 24/7 support. Each department has identified a course lead. Please reach out to your course leads for support.
If you are wanting to learn Canvas quickly you can enroll in the Canvas for Engaged Learning course: https://learn.maricopa.edu/enroll/AFAY6C or browse the Canvas Community Forum for ideas on learning and building Canvas quickly: https://community.canvaslms.com/groups/admins/pages/contingency Also, we are offering online support: https://ctl.mesacc.edu/about/contact/ if you scroll down the page you can enter our cranium cafe lobby’s and we’ll be with you shortly.
How to support your students
Please contact your students prior to the transition date and provide them clear next steps on how you will use Canvas, WebEx, or Cranium Classroom to manage classes. Canvas provides students with some useful guides for getting acquainted with Canvas here: https://community.canvaslms.com/docs/DOC-18574-getting-started-with-canvas-as-a-student
Please contact your department chair if you have further questions.
We thank you for your flexibility and commitment to your teaching duties. When we talk about being committed to student success, it’s efforts like these that demonstrate our commitment to teaching and learning.
How do I get help?
CONSIDER recording your labs. We can videotape your labs for you. Reach out to us and we can record onsite and send you the videos.
If you need help migrating paper-pencil exams online - reach out to us. We will help with that!
Website - many of your questions will be addressed through the MCC CTL website’s
Continuity of Instruction: https://ctl.mesacc.edu/teaching/continuity-of-instruction/ Please go to these pages first and thoroughly review them. Email the MCC CTL at email@example.com
CTL Virtual Support The CTL is willing to offer virtual support: https://ctl.mesacc.edu/about/contact/ Simply knock on our door.
MCC Library https://www.mesacc.edu/library/contact-us-libraries-mcc Library resources are accessible online through the library website include 24/7, Ask a librarian chat service, access to ebooks, streaming videos, newspaper, magazine, and scholarly journal articles through the library databases, and research guides and tutorials.
How do I address student accommodations?
Students registered with DRS will be impacted by the move to online/remote courses in different ways, specifically in the way exams are administered and receipt of instructional materials. Exam time will need to be adjusted through Canvas for each student with an extra time accommodation. Instructional materials (readings, videos, etc.) should be provided in an accessible format at the same time students without accommodations are provided with them. Below are some helpful links to check the accessibility of documents and guides for implementing accessibility within Canvas. If you have questions about DRS accommodations we are available to answer questions and address concerns. Please call 480-461-7447 or email firstname.lastname@example.org
Word and Adobe accessibility checkers:
DRS 101 course for Faculty, https://learn.maricopa.edu/enroll/TKYYW8. This course has guides on accessibility within the Canvas platform to create an inclusive experience for all students.
Please note: if you are live streaming your lectures/classes that Conex Classroom and Google Hangout/Meet will live caption your lecture while you speak/record.
Students who currently receive accommodations through the DRS Office should continue to do so, though certain accommodations may need to be modified for an online format. DRS will work with students and faculty in these situations to determine the appropriate accommodation is provided. If there is a student who needs disability-related accommodations please have them reach out to the DRS Office directly.
How can students get help?
Technical and Canvas Assistance
MCC Help Desk for Technical Assistance - Canvas and Other Tools
Tutoring is going to be using Conex Classroom to offer tutoring for students during this time.
MCC uses a tool called Brainfuse that offers one-to-one online tutoring, with many subjects available 24/7. All online and hybrid students have access to the Brainfuse tutoring service through the MCC Online Tutoring web page: https://www.mesacc.edu/students/tutoring/tutoring-online Each student is allowed 6 hours of online tutoring through Brainfuse per semester and has the option of requesting additional time if needed.
Students may access tutors through live, one-to-one sessions. They may also submit their writing through a secure file sharing feature, and within 24 hours, a writing specialist will evaluate it for response to task, organization, focus, word usage, and grammar/mechanics. All Brainfuse Certified Higher Education Tutors possess a master’s degree or higher, and have prior teaching or tutoring experience.
Library resources are accessible online through the library website include 24/7 Ask a librarian chat service, access to ebooks, streaming videos, newspaper, magazine, and scholarly journal articles through the library databases, and research guides and tutorials.
Kurzweil 3000 assists students with reading and reading comprehension. The software can read web pages, and uploaded files. Students can also highlight and take notes while reading themselves or having the software read to them.
Kurzweil Education is hosting weekly webinars on Wednesday on their YouTube channel https://www.youtube.com/channel/UCUviWXqiuQJc-px3xHp2qDA.
Cranium Cafe is a way to communicate with your students and hold virtual classrooms. Participants are not required to have a web camera or microphone. Cranium Cafe is integrated into Canvas so it makes for easy access for students. There is no need to download software due to the software being web-based.
Tips for Working with Deaf and Hard of Hearing Online
5 Tips for Disability Service Professionals to Provide Accessibility in Online Classes
Disability service professionals are on the front lines — bringing their specialized knowledge, unique strengths, and necessary insights — to ensure that all classes are accessible to deaf and hard of
h earing students as colleges and schools move them online in response to the Coronavirus disease (COVID-19).
These five tips from the National Deaf Center on Postsecondary Outcomes at the University of Texas at Austin can help them address access issues for deaf students who use assistive listening technology, American Sign Language (ASL) interpreters, speech-to-text services, captioned media, and more, as well as provide guidance to students, faculty members, and administration and leadership.
Tip 1: Communication is Key
- Make sure accessibility is addressed on all levels of your institution. Your input is essential during this transition to online classes.
- Share these 10 Tips for Educators with all faculty members, adjunct instructors, and anybody teaching online at your institution.
- Inform current students how they can update their accommodation plans with your office. What may have worked for deaf students in person may not work online.
- Students who may not have had accommodations before may need them now. Research shows only half of deaf college students file documentation or request accommodations. Let all students know how to connect with your office for support if they experience any unexpected challenges.
Tip 2: Remain Flexible When Re-evaluating Accommodations
- It won’t be a ‘one-size-fits-all’. Deaf undergraduates encompass a range of identities, vary in c ommunication preferences, and 50% have additional disabilities.
- Accommodations for synchronous (everyone online at the same time) versus asynchronous (at your own pace) style courses will vary and may require more than one accommodation.
- Consider the most common accommodations used by deaf students and how they can continue in online courses.
Tip 3: Don’t Cancel Service Providers
- Consistent service providers are critical for deaf students. The classroom providers assigned to the face-to-face version of the course should continue providing services in the online course. Vocabulary and other signed concepts may already be established between the student and the interpreters, while speech-to-text professionals may already have a dictionary of specific terminology prepared.
- Interpreters and speech-to-text professionals cannot be replaced by auto-generated captions for real-time communication needs. This does not provide equal access.
- Consider having on-call interpreters and speech-to-text providers available during business hours to provide services for office hours, tutoring, student group meetings, walk-in advising appointments, or other ad hoc needs. These services can be available remotely. Ask your service provider for ways to meet this need.
Tip 4: Prepare Protocols for Captioning Media
- Establish a procedure and priority list for videos, pre-recorded lectures, and other media in need of captioning. The courts recently ruled that appropriately captioned media provides equal access to students as required by law. Be wary of relying on any program that uses auto-generated captions for videos.
- Provide faculty guidelines on where to find existing captioned videos. This will help reduce the influx of requests needed. Ask if the library or other departments can assist with finding accessible instructional materials.
- If you need to caption a video or pre-recorded lecture, consider using a combination of both
Tip 5: Manage Technology, Equipment, and Troubleshooting
- Service providers may need to be granted access to your college’s learning management system (LMS), such as Canvas or Blackboard, or other videoconferencing and online resources. Work with your institution and service providers on how to access platforms.
- If students or service providers need additional devices or access to software, plan on allocating resources to temporarily loan equipment. Ask students and providers what devices they may have available for accessing online coursework (computer/laptop, tablets, smartphones, etc).
- As a backup, ask faculty to record virtual meetings and lectures, in case issues with internet connection, technology, or accomodations arise.
- When online classes begin, check in with deaf students after the first week in case there are unanticipated barriers
- Share these tips with your colleagues, administrators, and faculty. Let them know how you are planning to make your campus accessible, and how they can too. Now is the time to come together as a disability services community, support each other, and make sure everyone is involved in ensuring accessibility.
If there is a desire for hands-on training or additional training please reach out to the Disability Resources and Services office.