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Members of the University community should respond to the daily VitalCheck prompt at least 30 minutes prior to entering campus.

Accessibility and Equal Access of Course Materials

We compiled this section with an eye to deepening the student experience, enhancing faculty support, and furthering Ignatian pedagogy while advancing our commitment to anti-racist teaching and social justice.

To facilitate the learning of all students, to acknowledge that we all learn differently and that we all face new challenges in light of the pandemic, and to extend special consideration for our most vulnerable students:

  • Consider providing multiple pathways (e.g. assignments have several options for completion) for arriving at the learning goals;
  • Articulating the purpose, the task, and the criteria for assessing each assignment helps students understand what is expected of them and why; 
  • Ensure that course material is accessible across media and platforms and consider explaining material using different methods and across different media; 
  • Consult resources on “transparent teaching” that emphasize articulating goals, which is especially key for first-generation and lower socioeconomic status students: TILT Higher Ed;
  • Think about Universal design for learning for access and inclusion around disability & differing ability. Cast.org has a one-page template for self-assessment on universal design.