Make sure the student has their program coordinator approval for remote learning. Make sure the student is working with the Office of International Education on their situation. Government travel/visa restriction: If you don’t have an REO section for your course and you are not able to accommodate remote students, please refer the student to their academic advisor for re-registration in other courses. Make sure to have the student first work with Disability Resources for an official accommodation. Health or disability related: If the student has an accommodation for remote learning from Disability Resources, you will need to make reasonable adjustments to help that student take the course (just like other disability accommodations). In general, unless a student has a document medical/disability accommodation or government-imposed visa or travel restrictions, the student is expected to be on campus to attend classes in person. (Also see the following page for detailed information about this requirement: distance-ed-modalities- compliance.pdf ) If I have an REO section, do I need to document how I’m teaching them? Contact for any questions about these guidelines. Thus we expect that for most classes what we face is a documentation requirement rather than a requirement to change how the class operates. We believe that most SCS classes already provide at least two of these engagements (e.g., individual feedback on assignments office hours). *TAs can help support engagement if they are qualified to deliver course content. running a synchronous class or discussion session where remote students can ask questions.sending email weekly with course content, and.answering questions via discussion boards.providing office hours at reasonable times for students in other time zones.providing feedback on assignments or exams.Starting this Fall, federal guidelines require that if we have remote students, we will need to document that students are receiving at least two of the following forms of interaction for remote students*:
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