Accessible Campus Action Alliance
Policies That Matter
Last updated: August 11, 2020
To contribute: Policies submission form
In Summer 2020, colleges and universities have released policies and predictions about the return to full operations in Fall 2020 that vary broadly. These plans are likely to change as COVID rates rise.
Here, we highlight some important policies that align with the disability inclusive, equitable, and flexible approach advocated in the ACAA’s “Beyond High Risk” statement. Examples include a range of colleges and universities of different size, public/private status, and region. Highlights at this time focus on the United States, where there has been more pressure to reopen with face-to-face teaching and services. Greater attention to policies around the world is welcomed, and we will include additional examples as they come to our attention.
We need your help! Many of our sources are individual faculty/staff who can provide insight into these policies at their schools. Have a tip for us? Please fill out our Google form or email accessiblecampusalliance@gmail.com with “Policies that Matter” in the subject line.
These policies eliminate the need for medical certification or disclosure of “high risk” status or disability for individuals or family members and also provide more flexibility for caregivers.
Examples:
Baylor University (Texas)—per personal correspondence with multiple confirmations, all faculty received a survey and were free to choose their preferred modality, and medical disclosure/certification were not required. Their stated policy on the website includes family members and individuals and does not necessarily require going through HR, if a manager agrees to the accommodation.
Hobart/William Smith (NY): faculty voted on a resolution to preserve independent choice of teaching format, based on commitment to principles of Academic Freedom, Public Health, and Community Care. Facebook post w/ resolution text.
TCU (Texas): per 6/25 email from the Provost, all faculty will be able to choose to teach online, subject to confirmation from their dean that that will not impede accreditation or professional licensure. In addition, all classes above 40, or possibly now 30, will be taught online. The situation for staff remains unclear, however. More media coverage here, with information from the provost about faculty modality choices here.
Towson University (Maryland) "TU will use a highly flexible instruction model that ... ensures TU faculty have flexibility to provide the highest-quality instruction options to students who are seeking an on-campus experience while offering a safe environment for members of the campus community who choose to learn and teach remotely.”
UC Davis: May 16, 2020 memo to Department Heads outlines processes of planning in-person, hybrid, or online courses at the departmental level, not requiring faculty accommodations processes to determine eligibility.
Others (via faculty emails): University of Minnesota-Duluth, UNC Greensboro, Arizona State University
These policies clearly identify the health/safety advantages of online teaching and encourage it by lowering barriers (e.g., not requiring documentation, providing support to faculty or staff negotiating remote work with supervisors). These policies can allow for in-person instruction for the most-needed offerings such as lab work, art/design studios, or disabled student populations in greater need of in-person formats.
Examples:
Bowdoin College (Maine): return to campus only for a select group of students including first-year students and those for whom attending online from home is unfeasible; statements give attention to risk factors in small-town locale.
Eastern Washington University: Using “online-first, maximum flexibility” instructional model.
Emory University (Georgia): limiting population who will return to campus to first-year, transfer, and certain scholarship recipients requiring on-campus residency. *(note: policy reflects changes after COVID rising cases in late July)
Kent State University (Ohio): “We’ve taken a position as an institution that we want to provide options for instructors and students in how to engage in learning during the fall, and we call this the ‘opt-in approach.’ We don’t want to provide barriers for students or instructors if they don’t want to be face to face, but we provide options,” said Manfred van Dulmen, interim associate provost for academic affairs and chair of the Reopening Steering Committee. Planning for 60% remote learning.
U. Massachusetts-Boston: Running 98% remotely for Fall 2020. Policies specifically include both faculty and staff as well as caregivers of people who are vulnerable. Speaks directly to protecting Black and Latinx members of the university community along with their families and the broader community around the campus, addresses risks of public transit and dense urban life. Commits to creative approaches to building student and campus communities virtually. Additional details available here.
U. Texas-Arlington: Encouraging remote work and teaching whenever possible, along with broad flexibility on the part of supervisors and unit heads to accommodate employees’ caregiving, parenting, and health considerations; this policy includes both full-time and student workers. Documentation and ADA accommodations via HR are not required but can be drawn on if helpful for employees in negotiating workload reassignments.
Core Concepts of the Campus Repopulation Plan include: “Accommodate employees who are members of a vulnerable population or who live with someone who is a member of a vulnerable population. Continue telework where possible. Be compassionate and flexible. Continue and build on the innovations developed in the last few months. Supervisors are asked to work with employees who have childcare or other family responsibilities and be mindful of the anxiety felt by employees.” For more details, see the Teleworking FAQ and the “Fall Academic & Course Planning Taskforce Report” with faculty survey results.
We are still investigating these policies; there is a particular need to identify how colleges/universities are addressing contract workers
3a. Making remote work easily accessible for staff members, either by making certain tasks or divisions remote by default or by making it easy to request to work from home without providing ADA documentation.
Examples:
Several universities have moved divisions such as Undergraduate Advising to completely online operation.
Memorial University (Canada): within “Principles” of Phased Return to Campus:
- Students must not feel compelled to work on campus or in the field.
- Researchers, students and other employees who feel uncomfortable about their work situation, for whatever reason, need to know that they can confidentially report their concerns to the VicePresident (Research) and that they do not have to participate in any activity where they are not comfortable.
3b. Making remote work available for student workers, whether work-study or not.
Examples:
U. Texas-Arlington: Encouraging remote work and teaching whenever possible, along with broad flexibility on the part of supervisors and unit heads to accommodate employees’ caregiving, parenting, and health considerations; this policy includes both full-time staff and student workers.
We are still investigating and looking for examples of sample policies.
ACAA recommends graduate student support during the pandemic based on the following priorities:
4a. Ensuring graduate student access to health insurance, regardless of residency or presence on campus.
4b. Identifying clear paths to remote work and access for graduate student work in teaching and research; not relying on graduate students to do in-person work in lieu of faculty or staff.
4c. Protecting graduate students' progress toward degrees, including access to resources/facilities and extended funding opportunities.
4d. Lowering barriers to remote work by encouraging remote TAing, not requiring medical documentation, and providing support and failsafe contacts to graduate students negotiating conditions for fall work. Also, protecting students’ privacy about disabilities and diagnoses, whether for themselves or for family members.
5a. Leading by example with special sites and resources for online learning during the pandemic.
Examples:
Harvard University: distinct sites focused on teaching, learning, working, and socializing remotely
MIT “Teach Remote” site
5b. Centering accessibility in online learning and work by providing full, clear, and creative information on access in the pandemic
Examples:
School-wide policies for universal accessibility at events such as:
- providing live captioning by default for events and large meetings
- offering accessibility guides for online teaching and meetings.
Critical Design Lab “Accessible Teaching in the Time of COVID-19”
University of Washington (practical tips, resources for on online meetings)