Remote Participation Instructor Guide

Overview

What is a remote participation accommodation?

The DRC recognizes that the University of Minnesota primarily delivers courses through an in-person modality. Some classes are offered online, but many classes have essential in-person components. Under certain circumstances, a student may need to participate in courses online due to specific disability-related access barriers. Remote participation is only approved in limited circumstances and requires significant advanced notice. This accommodation may take 4 to 6 weeks to assess and implement. It is approved on a case-by-case, course-by-course, and semester-by-semester basis where a student’s disability or health condition creates a significant barrier to the student's participation in their academics. Our accommodation process (outlined below) includes consultation with instructors to determine if a remote participation accommodation is reasonable given the learning outcomes of their course. 

This accommodation is intended to address situations where a student may be unable to attend classes due to a disability or health condition for a significant period of time. These may include:

  • Immunocompromising conditions or medical treatments
  • Conditions requiring prolonged inpatient treatment
  • Prolonged recovery from a surgical procedure
  • Significant complications from pregnancy
  • Significant mental or physical health conditions where a student’s safety may be compromised by being on campus

Remote participation is not intended for emergent health situations. We encourage students to explore requests for short-term remote participation or attendance flexibility (1 to 2 weeks) informally with the instructor utilizing the Excused Absences and Makeup Work policy.

What does remote participation look like?

A remote participation accommodation often means that the student would participate entirely remotely in a class that is designed to be in-person. However, sometimes hybrid or asynchronous arrangements could be explored. Depending on the nature of the course and its requirements, certain types of arrangements may or may not be reasonable. Our office will work with instructors to creatively assess how a student may meet the essential requirements remotely. 

Essential Requirements

During the accommodation exploration process described below, instructors play a critical role in determining whether remote participation would be a reasonable accommodation or would compromise essential requirements of the course. Instructors should consider these questions when assessing whether remote participation would compromise essential requirements or alter academic standards:

  • What are the primary modes of learning for this course (e.g., lecture, discussions, group work)?
  • What are the essential learning objectives/course outcomes for this course?
  • Could the learning outcomes be demonstrated by the student using an alternative modality such as remote or hybrid participation? 
  • What are the ways students engage with course materials or demonstrate competency in your class sessions? Could this be done remotely?
  • Will student learning be assessed using in-class exams or quizzes? Could this be done remotely?

Accommodation Process

  • The student meets with a DRC access consultant to discuss disability-related barriers impacting in-person attendance. 
  • The access consultant reviews documentation and consults internally about the student’s access needs and other reasonable accommodations.
  • If the access consultant determines remote participation is an appropriate accommodation, they will reach out to instructors to explore the reasonableness of the request given the course objectives, essential requirements, and format and structure of the course (see Essential Requirements above).
  • If a remote participation accommodation has been agreed upon, the instructor and student will discuss how the student will meet the essential course requirements remotely. If needed, the access consultant can provide the student and the instructor with a custom letter with a remote participation accommodation for each course.
  • Students are encouraged to be in active communication with their instructor and to seek additional resources to support their academic engagement.
  • Instructors are welcome to continue to consult with the student’s assigned access consultant throughout the semester with any questions or concerns about the accommodation. 

Accessible Course Design

Depending on the essential course requirements and learning outcomes, instructors may consider offering a hybrid course. By offering both in-person and remote options, students are better able to engage in a course that is most accessible to them. This also allows for flexibility in the case of illness, life circumstance, or disability. The following ideas may support hybrid learning:

  • Use Zoom for remote learning. Plan to integrate Zoom or a similar platform into lectures, class participation, and group work.
  • Consult with academic departments about available resources, including support for technology, classroom space, and pedagogical strategies. 
  • Work with TechHelp for direct support in navigating platforms used to facilitate remote learning.
  • Collaborate with students to facilitate the remote learning experience. 

 

Teaching Support at the University of Minnesota has compiled resources, such as the following, for designing effective online and hybrid learning