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Ensure Accessibility, Integrity, and Privacy


Whether you are delivering your course content synchronously or asynchronously, take into consideration the importance of digital accessibility/universal design, integrity, and privacy in the remote classroom environment. It is essential that while the transition may be quick, the quality and care in which we provide accessible content, promote integrity, and ensure privacy remains uncompromised. Our students' access to the learning material, their trust in an honest, fair, and respectful classroom, and their protected rights to privacy, especially in the remote environment, will play a major role in their learning experience and how they perceive their remote classrooms.

Accessibility

Ensure your digital content and multimedia assets are accessible to all of your learners regardless of ability. Taking a proactive approach to designing accessible content encompasses digital text such as documents and visual content such as videos and images.

COVID-19 and OSD Accommodations

Academic Integrity

Promoting integrity in the remote learning environment is essential for establishing a foundation of honest, responsible, fair and trustworthy scholarly activity. Thus, the University expects that both faculty and students will adhere to its standards of academic integrity.

COVID-19 Integrity Resources

Privacy

Protecting the privacy of our students' original work and grades, and securing the privacy of course content and learning materials is essential for academic success at UC San Diego. Privacy comprises: 1. Autonomy privacy and 2. Information privacy.

Privacy Considerations during COVID-19



Strategies for Ensuring Accessibility, Integrity, and Privacy

Digital Accessibility and Universal Design

Communicate Course Expectations and Resources

  • Upload your syllabus early so that students can view your course requirements
  • List your Course Learning Outcomes and communicate clear expectations
  • List your course’s technology requirements and provide links to descriptions of accommodation features for any tools
  • Solicit OSD documentation from students and consult with OSD for students that need extended assessment and exam times, note takers, or other services.

Canvas

  • Provide information about Accessiiblity within Canvas including screenreader compatibility and keyboard shortcuts.
  • Organize your Grade Center columns in a relevant, coherent order
  • Use consistent names for assignments and assignment types

Documents

  • Title your files using clear, descriptive language such as "Course Syllabus" versus "co-syll.01."
  • Include the file extension type when hyperlinking to documents within Canvas e.g., (PDF)
  • Do not scan or save your text PDFs as images.
  • Use Structural elements in Word documents and Power Point presentations (e.g., headings, lists) and include alt text for embedded images.
  • Provide a text equivalent for complex tables (e.g., course calendar or due dates)
  • Do not use Color to convey meaning or emphasis (e.g., avoid “all items in RED are required”)

 Graphics

  • Enter Alternative text (Alt Text) for all images that are intended to convey meaning
  • Indicate decorative images that do not have meaning
  • Enter alt text for embedded graphics in tests in a way that doesn’t give away the answers

 Multimedia

  • Enable video control in the player
  • Turn off Autoplay
  • Provide Captions or Transcripts for all videos. See How to Request Captions.
  • Provide text or audio description for visual elements on screen
  • Provide transcripts for all audio content

Assessments

  • Allow for variability. Give students alternate options for expression, while sticking to the scoring guide and aligning to the expected skills.

  • Allow for flexibility and multiple attempts of low-stakes scaffolded assessments


 

Resources:

Digital Learning Hub: Digital Accessibility

Office for Students with Disabilities

UC San Diego Library: Guides to Improve Accessiblity

UCOP: Electronic Accessibility

Thurlow, M.L., Johnstone, C. J., and Ketterlin-Geller, L.R. (2008). Universal design of assessment. Universal Design in Higher Education. Cambridge, MA: Harvard Education Press. pp.73-82

Academic Integrity

  • Include a quiz question with this Excel with Integrity Pledge:

    I will complete this exam in a fair, honest, respectful, responsible and trustworthy manner. This means that I will complete the exam as if the professor was watching my every action. I will act according to the professor’s instructions, and I will neither give nor receive any aid or assistance other than what is authorized. I know that the integrity of this exam and this class is up to me, and I pledge to not take any action that would break the trust of my classmates or professor, or undermine the fairness of this class.

  • Communicate expectations. A simple reminder to maintain integrity and produce authentic work goes a long way in setting the tone. Be clear about what is and isn’t appropriate when it comes to taking a remote exam or completing a remote assignment. In your syllabus, include this standard statement:

    "Academic Integrity is expected of everyone at UC San Diego. This means that you must be honest, fair, responsible, respectful, and trustworthy in all of your actions. Lying, cheating, or any other forms of dishonesty will not be tolerated because they undermine learning and the University’s ability to certify students’ knowledge and abilities. Thus, any attempt to get, or help another get, a grade by cheating, lying or dishonesty will be reported to the Academic Integrity Office and will result in sanctions. Sanctions can include an F in the class and suspension or dismissal from the University. So, think carefully before you act. Before you act, ask yourself the following questions: a: is my action honest, fair, respectful, responsible, and trustworthy, and b) is my action authorized by the instructor? If you are unsure, don’t ask a friend, ask your instructor, instructional assistant, or the Academic Integrity Office. You can learn more about academic integrity at academicintegrity.ucsd.edu.”
    (Source: Bertram Gallant, T. (2017). Teaching for integrity. UC San Diego Academic Integrity Office.)

  • Create a Group Code of Ethics. Have groupwork begin with creating a code of ethics they will abide by.

  • Offer choice. Provide multiple questions or options and allow students to choose which option to respond to.

  • Randomize questions and create question banks: Utilize the randomization settings and create question banks so that students don’t receive the same questions. See Quiz Settings to Maximize Security.

  • Require authentic and meaningful work. Ask students to build on their existing work in the course. This will allow you to evaluate improvements and gauge how students have received feedback on past assignments. You can also include a reflective component in the assignment, giving students an opportunity to examine their own work, reflect on their learning, or evaluate their own process.

  • Use Turnitin. Turn on the setting for running a Turnitin report.

  • Set up Proctoring services. If you are utilizing an online exam, you can set up proctoring services ahead of time, and inform your students of the requirements for proctoring. 


Additional Resources:

Academic Intregrity Office: COVID-19 Resources for Educators

Academic Integrity in Digital Learning

Final Exam Strategies (UC Davis)

Privacy

Recording Synchronous Lectures and Meetings

  • Faculty who wish to record their remote classes should, at the start of each class session that will be recorded, announce to the students on air that the class will be recorded and made available to students asynchronously.
  • In addition to making an announcement at the beginning of each class session to be recorded, faculty should include a note on their Syllabi that class sessions will be recorded and made available to students asynchronously.
  • Finally, for documentation purposes, it is best if the oral announcement at the beginning of each class is itself recorded, so there is no question about whether the announcement was made for any particular class session.

    zoom recording notice

Online class and content delivery, in addition to videoconferencing guidance above:

  • Instructors and staff should use the platform(s) selected and approved by the University. Platforms that have not been vetted by the university should not be used. 

  • Instructors are encouraged to provide other means of participation for students who do not want to be recorded (e.g., submitting questions and comments online). As a reminder, notice is required to all participants of a recorded class before recording begins.

  • Instructors should not require students who have placed a FERPA block on their directory information, or otherwise requested that the instructor not identify them in an online environment, to use their name or their camera during online classes.


Online exams and proctoring, in addition to videoconferencing guidance above: 
  • Requiring students to turn on their camera to be watched or recorded at home during an exam poses significant privacy concerns and should not be undertaken lightly. Instructors are encouraged to work with the Digital Learning Hub in the Commons and the Academic Integrity Office to consider privacy-protective options that will uphold integrity and good assessment design.

  • During classes, students should be encouraged to use the virtual background feature of Zoom if they do not want their surroundings to be visible. However, the point of proctoring is to be able to assure that students are completing their exams independently and without assistance so students are encouraged to take their exam in a room that has no one else present.

  • Several proctoring services use machine learning, AI, eye-tracking, key-logging, and other technologies to detect potential cheating. If instructors are using one of these services during the COVID-19 measures, they must provide explicit notice to the students before the exam. Instructors are encouraged to consider other options that are privacy-protective and still preserve academic integrity, where possible. 

  • Instructors are encouraged to contact the Digital Learning Hub and the Academic Integrity Office to discuss privacy-protective alternatives, including how to use question banks (in Canvas). 

  • Students who have no computer to complete their final exams may take advantage of computers in most labs. Students must observe social distancing and wash their hands before and after lab use. Finals CANNOT be held in a lab, that is, instructors cannot be present nor can students from a specific class be asked to gather there for a final. This is only for those students who need a computer to drop in and complete their exam.

See COVID-19 and Privacy.

 

Additional Support