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If you are teaching a course with an online\u00a0<\/span>component<\/span>\u2014whether it is a\u00a0<\/span>web-enhanced, hybrid, or online class<\/span><\/a>\u2014you need to make <\/span>important <\/span>decisions <\/span>that<\/span>\u00a0<\/span>have an impact in two areas: authenticating student identity and providing maximal accessibility to your course content<\/span>.<\/span>\u00a0<\/span><\/p>\n If you are not familiar with the different modes of instruction as they are specified in\u00a0CUNYfirst, please consult our page on the topic:\u00a0<\/span>Mode of Instruction<\/span><\/a>\u00a0<\/span><\/p>\n Recommendations from Queens College Academic Senate’s Special Committee on Technology<\/strong><\/p>\n During\u00a0<\/span>the<\/span> Fall 2008 semester, recommendations for teaching online were drafted by the Queens College Academic Senate\u2019s Special Committee on Technology<\/a> and the Library<\/span><\/span>, in consultation with several members of the Queens College faculty and staff<\/span>.<\/span><\/span><\/p>\n This document offers some recommendations for courses with online components<\/a> including the following topics: departmental clearance, notification to students via registration system and via syllabus, identity of participants, and teaching evaluations<\/span>.<\/span><\/p>\n Online Course Accessibility<\/strong><\/p>\n Digital content, (e.g., an LMS course site or website) with accessibility issues creates barriers to students with disabilities. For example, images need alt text (aka, alternative text or image description). This will ensure that a blind student or a student accessing the course site with slow internet connection, has access to the information. Other common accessibility issues include pages with low contrast font color or inappropriate heading structure.<\/span>\u00a0<\/span><\/p>\n Visit\u00a0CETLL\u2019s\u00a0<\/span>Accessibility<\/span><\/a> page\u00a0for tips on making your course accessible.<\/span><\/p>\n You might find useful advice\u00a0in\u00a0our\u00a0<\/span>What\u2019s in a syllabus?<\/span><\/a>\u00a0page, where we list guidelines for designing syllabi and offer sample language related to university- and college-wide policies and services.<\/span>\u00a0<\/span><\/p>\n If you have questions specifically about accessibility, contact QC\u2019s\u00a0<\/span>Office of Special Services<\/span><\/a>\u00a0(<\/span>qc.spsv@qc.cuny.edu<\/span><\/a>, 718-997-5870), or contact the team at\u00a0<\/span>CUNY Assistive Technology Services<\/span><\/a>.<\/span>\u00a0<\/span><\/p>\n Make your expectations clear\u00a0<\/strong><\/p>\n Ensure your syllabus contains clear information about your expectations regarding camera use in your courses. For more information, see Camera Use Guidance for Online and Hybrid Courses.<\/a><\/p>\n