Equitable Course Design Through Accessibility, Student Support, and Communication

Denise Maduli-Williams, Ed.D.

Stefanie Johnson Shipman, Ph.D.

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San Diego Miramar College

Welcome!

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In the Zoom chat, please feel free to share:

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• Name
• College and discipline
• If you could have any animal in pet-size, which animal would you pick? 🐅🦒🐍

Agenda

• Syllabus Tips
• Communication Plan
• Accessibility Statement
• Canvas Tips
• Integrating student support services
• Ensuring high color contrast and avoiding color alone as an indicator for accessibility

Communication: Four Basic Types to Consider

• Regular Effective Contact is required in online courses.
• There are four main ways to look at communication types.

Communication Plan: Considerations

Teacher-initiated contact with the student(s)

Student contact among students

Student-initiated contact with the professor

Student-initiated contact with other students

How and how frequently will you contact all students (Canvas announcements, brief weekly videos, emails)?

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What about individual students?

How will you encourage meaningful, “feel good” interaction between students all semester?

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Examples: Personal connections to the materials, community-building and “get to know you” prompts built-in to assignments, “share tips” and other encouragements

What is the best way for students to get a hold of you?

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When can they expect a response?

How can students ask a question or start a conversation with peers? Discussion boards (e.g., a Student Lounge or Q&A Forum?)

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What will be the role/activity of the instructor?

Communication Plan: Putting It Together

• Once you develop your approach for all four types, share this plan with your students in various locations and times:
• Syllabus and orientation module/syllabus quiz
• Remind students of communication expectations throughout the semester, such as
• Announcements to remind students of discussion replies (why do we have replies?)
• When grade feedback is posted/available
• When promoting the optional Q & A/Student Lounge forum

Communication Plan: Sample

Designing with usability and accessibility in mind gives all students the opportunity to learn more effectively.

Accessibility Statement

• Use a welcoming and personal tone and language
• Highlight it early in the syllabus
• Make it a dedicated section
• Include accessibility as part of the broader statement about equity and inclusion
• If you have an opening survey, consider asking a question about accessibility needs

Accessibility Statement 😑

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If you need additional accommodations to be successful in this course, you should discuss options with the instructor and contact Disability Support Programs and Services (DSPS) within the first two weeks of the semester so that reasonable accommodations may be made as soon as possible.

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DSPS is located on campus at K-204. Voice: (619) 388-7312 or (858) 536-7212. TDD: (619) 388-7301. Email: miradsps@sdccd.edu.

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Accessibility Statement ⭐️

It is important to me that this course is accessible to all students, including students with disabilities. If you encounter a problem accessing any portion of this course, please contact me immediately.

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If you have an academic accommodation letter, please email it to me as soon as possible so that I can provide the accommodation promptly. I look forward to meeting your accommodations and working with you to have a successful semester.

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If you are requesting accommodation for the first time, please email me and also contact the college’s Disability Support Programs and Services (DSPS) office to initiate the accommodation request process: Miramar DSPS Office.

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Accessibility Survey Question(s)

Do you have any access needs that would help you succeed in this class? (e.g., captions in videos, flexible deadlines, time for breaks). If so, please share.

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Is there anything you’d like me to know to betters support your learning or participation?

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Canvas Tips 💻

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Integrating Student Support Services ❤️

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Student Support Services in Online Classes

• Online students must have access to the same student support services in-person students have, such as online tutoring, library support, counseling, and DSPS.
• Many faculty include this information in their syllabi and orientation modules. Great places!
• Remind students of these services throughout the semester and normalize the use of support ❤️
• Consider when they might most need them, such as before an exam or major projects or writing assignments
• Include the relevant information directly on Canvas—either on the page or within an assignment. Try to minimize the clicks/extra tabs and links for students.
• Make these easy to find! A good tip is to do the “Student View” and try to see your course from the student perspective, especially one who may be new to Canvas and online learning.

Integrating Student Support Services

Integrating Student Support Services

Integrating Student Support Services

High Color Contrast Increases Readability for All 🎨

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Color contrast is the difference in brightness between colors in an image or text.

Color contrast is the difference in brightness between colors in an image or text.

Color contrast is the difference in brightness between colors in an image or text.

Color contrast is the difference in brightness between colors in an image or text.

Color contrast is the difference in brightness between colors in an image or text.

Color contrast is the difference in brightness between colors in an image or text.

High Color Contrast: Why it Matters

• Low contrast is a readability problem (for everyone).

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• Color blindness (especially green-red, blue-yellow) and low vision affects many people.

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Best Practices

• Use high contrast (for example black text on white background).

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• Do not rely on color alone to convey meaning - combine with italics, bold, capitalization, increased font.

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• Check color contrast with built-in accessibility checkers.

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Where it Applies

• All course materials:
• documents, slides, syllabi, assignments, tests, etc.
• Email
• Canvas
• Flyers
• Digital designs
• Social media

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High Color Contrast 🚫

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Welcome!

I'm Professor Denise Maduli-Williams, and I am thrilled that you have joined our English 101 online class this semester. I love teaching, and I love teaching online!

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A few pieces of important information:

• This is a 16-week, fully online course.
• Our class does not meet regularly on Zoom. Your learning interaction will be mostly asynchronous in Canvas.
• There will be some optional Zoom sessions and student hours to support you. You are not required to be on video if you do join.
• Official Check-In: By Wednesday of Week 1, you need to check in to remain enrolled in our course. Simply log in to Canvas and complete the Getting to Know You Survey so that I know you plan to stay enrolled.

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I can't wait to meet you!

Professor Denise Maduli-Williams

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High Color Contrast ✅

Welcome!

I'm Professor Denise Maduli-Williams, and I am thrilled that you have joined our ENGLISH 101 online class this semester. I love teaching, and I love teaching online!

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A few pieces of important information ⭐️

• This is a 16-week, fully online course.
• Our class does not meet regularly on Zoom. Your learning interaction will be mostly asynchronous in Canvas.
• There will be some optional Zoom sessions and student hours to support you. You are not required to be on video if you do join.
• Official Check-In: By Wednesday of Week 1, please check in to remain enrolled in our course. Simply log in to Canvas and complete the Getting to Know You Survey so that I know you plan to stay enrolled.

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I can't wait to meet you!

Professor Denise Maduli-Williams

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High Color Contrast Checkers

High Color Contrast: Other Tools

Wrap Up

• Ensuring equitable and inclusive online learning begins with intentional course design.

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• Questions and Discussion
• Thank you!
• Contact Information
• dmaduliw@sdccd.edu
• sjohnson@sdccd.edu