In 2016, Wichita State entered an agreement with the National Federation of the Blind. The requirements of that agreement include mandatory annual accessibility training on the ADA and issues associated with accessibility. Last year, the mandatory training was called “Ability Ally.” This year, the training is different.
All WSU classes now have text size indicators to help faculty understand how large projected or written text needs to be in each classroom in order to meet standards of accessible face-to-face presentation.
These indicators are part of a coordinated, university-wide effort to comply with the agreement that Wichita State entered into with the National Federation of the Blind in July, 2016. This agreement extends to “all content presented visually in the classroom….”
This page has been created to support the WSU Graduate School Professional Development workshop called “Teaching in the Modern World” from September 28, 2017. Please direct any questions to Dr. Carolyn Speer at IDA@wichita.edu.
If you have taken online classes as a student, you already know that online classes can vary tremendously. Content delivery, course design, and course management work together to create your students’ online class experience. It’s not enough to be a “great teacher” if you hope to succeed online. You will need to be prepared, and your course will need to be optimized for the online environment. This article and the linked materials will help put you on a successful path.
The standards for face-to-face class accessibility are evolving and codifying through practice and legal action. To ensure that you are always providing the most accessible course you can, make sure to evaluate your delivery methods and decisions on a regular basis.
Congratulations on receiving your first college teaching assignment. The transition you are about to make from student to professor will be exciting, challenging, and scary. You are up to the task. If you are like most graduate students and new professors, it’s likely you have received little instruction on how to teach a college class. This
Establishing authority is hard. And teaching is scary. Anyone who tells you otherwise is not doing you any favors.
What does it mean to be there? It may seem obvious that face-to-face instructors are “there” every time they hold class. But everyone has had professors who seemed more present, more engaged, than the norm. What behaviors make for an excellent sense of presence? And does presence matter?
Talking about cheating is another way to talk about learning. When students cheat, they subvert their own learning. There are many reasons they may choose that path, and working to understand those reasons will help you design a class where cheating is both difficult and unnecessary.