BC is operating remotely. We have put together this page to help clarify differences in how accommodations apply to remote courses, as well as some best practices for remote learning. As always, both students and faculty can contact the DRC if you have any questions or concerns.
Faculty Resource: Canvas Academic Coronavirus Preparedness Podcast
Differences in Accommodations in Remote Courses
Please be aware of the following terms and definitions:
- Online – a course coded and originally intended to be taught online. Online section codes always start with an ‘”O,” for example: ENGL 101.OAS or Math 99.OBS.
- Remote – a course coded and originally intended to be taught on-campus but in observance of Governor Inslee’s “Stay Home, Stay Safe” orders, is being offered remotely.
- Synchronous – a remote course requiring students to be present at specific times to engage with the instructor and/or fellow students in real time. May include live instructor presentations or live group discussions.
- Asynchronous – a remote course not requiring students to be present at specific times. Materials are posted and students fulfill the course on their own timeline.
Online course accommodations will continue as normal, in which certain accommodations do and don’t apply. Accommodations typically applying to on-campus courses being taught remotely may operate differently. We have listed these below. Please note: while we have tried to be forward-thinking on how the remote learning environment will impact student accommodations, we know situations will come up we have not predicted. Please continue to contact us as situations arise. We will be updating the information here.
DRC Director Marisa Hackett will be hosting Faculty Office Hours every Tuesday during Winter Quarter starting 1/12 from 1-2 PM. Please feel free to join her Teams Faculty Office Hours meeting during these hours with any questions.
Students: The DRC will match notetakers for remote classes taught synchronously and thus cannot be watched over again. Please first connect with your instructor to understand how your course will be taught and then contact your Access Coordinator with questions if the remote course will be taught synchronously. Please note: all students with the Notetaker accommodation are eligible for the replacement accommodations of Ability to Digitally/Tape Record Classes, IF AVAILABLE Copies of Lecture/Instructor Notes, and Copes of PowerPoint and Overhead Materials during the duration of remote courses; students must contact the DRC to have these officially added as accommodations.
Faculty: Notetakers will be matched for synchronous learning elements (lectures happening at the time listed in the course catalog), just as they would be for on-campus courses. Faculty who are holding synchronous learning elements and have a student with a Notetaker accommodation should notify the DRC of this so the DRC can look for interested Notetakers for this course. Faculty who are holding asynchronous learning and have a student with a Notetaker accommodation can disregard this accommodation. Please note: a number of faculty have indicated they are providing notes to either the specific student or all students after a session. This suffices to meet the accommodation and faculty doing this can disregard recruiting for a Notetaker.
Scribe/Reader for Classrooms
See Testing section for the Scribe/Reader accommodation during tests.
Students: The DRC will match scribes for remote courses taught synchronously and not recorded, and thus cannot be watched over again. Please first connect with your instructor to understand how your course will be taught and then contact your Access Coordinator with questions if the remote course will be taught synchronously.
Faculty: Scribes will be matched for synchronous learning elements (lectures happening at the time listed in the course catalog) in which there is no plan to record the lecture, just as they would be for on-campus courses. Faculty who are holding synchronous learning elements and have a student with a Scribe/Reader accommodation should notify the DRC of this so the DRC can look for interested scribes for this course. Faculty who are holding asynchronous learning and have a student with a Scribe/Reader accommodation can disregard this accommodation.
Testing for remote courses will mostly be done through testing platforms instructors have access to such as Canvas, Zoom, MyMathLab, etc. Students are largely expected to take tests for online courses following the same process as the rest of the class. Additionally, Canvas, Respondus, and HonorLock all have accessibility features, are compatible with screen readers, and can be adjusted for individual students so the vast majority of accommodations can be provided through these modalities. This allows students and instructors the benefit of not having to arrange separate testing. Students and faculty should connect with each other to discuss the student’s needs.
There are, however, some specific accommodations or situations that may best suited for referral to the DRC for assistance with remote proctoring tests for a student/course. These are very specific and rare circumstances, some examples of which are a student who may need a reader and/or scribe for their test and alternative means are not available or when a student is allowed to test at a different time than the rest of the class AND the instructor is proctoring the class test (because a test on Canvas can be taken any time).
If faculty have a specific circumstance involving Alternative Testing, such as the above examples, and would like DRC feedback and support, please complete the brief Faculty Alternative Testing Request Form to provide us with more information and we will contact you with support.
If students are experiencing difficulty with the class testing process or have an Alternative Testing accommodation that requires arrangements, please complete this brief Student Alternative Testing Request Form so we can help provide support.
Reduced Distraction, Private Testing, and Extended Time
These accommodations are handled through testing platforms (students are responsible for their testing environment, and instructors can change an individual student’s time allowed per accommodations).
The DRC will be determining what is needed based on the course, testing platform, and individual student needs. In some cases the faculty may need to notify the testing platform that a text-to-spech or speech-to-text program needs to be allowed, while in other cases there may be tech solutions, or the DRC may Zoom proctor with a scribe/reader on the zoom call. The DRC has been reaching out to students with this accommodation to determine how to move forward. If you (the student) have not been contacted, please contact the DRC.
Lockdown Browser Programs for Testing with Assistive Technology
If a student needs a webpage or domain made available to them while testing using Respondus Lockdown Browser, these instructions allow faculty to create an exception in the test so only that specific webpage or domain can be accessed. This is particularly useful for students with a Reader accommodation as the kurzweil3000.com domain can be allowed and a copy of the test can be read to students through the website without need of a reader or additional resources.
Memory cues and other accommodations where a student uses something during an exam will need to be worked out with instructors to ensure the testing platform receives and allows the memory cue during the test.
Breaks During Testing
Faculty have the option of including in instructions for proctoring software individual students with this accommodation should be allowed to take short breaks as long as they leave and come back onto screen with nothing on them, or the option of connecting with the student and the DRC to discuss if the test will need to be broken up into different sections to allow for breaks and maintain integrity of the test.
Flexibility in Attendance
Flexibility in Attendance accommodation applies to synchronous course elements.
Students: All bullet points in the signed Flexibility in Attendance agreement still apply. These include: absences are only for disability-related flare-ups, not because of family requirements, attending or participating in a sporting event, or because you are prioritizing another class or a job; and each absence is evaluated individually and must be communicated as early as possible. Please contact your instructors to discuss how to communicate about absences. You can add your Access Coordinator to any communications if you’d prefer. Please remember there are limitations to this accommodation and consult your Flexibility in Attendance agreement and/or contact your Access Specialist if you have questions about when this accommodation applies.
Faculty: A student can request to use their Flexibility in Attendance accommodation regarding synchronous course elements (e.g. instructor live lecturing, group work, etc.) and the student is experiencing a flare of their disability and is unable to attend. Please communicate with students with this accommodation and consult with DRC staff when needed.
Flexibility in Deadlines
Deadline flexibility is applied to assignments and exams just as it typically is.
Students: All bullet points in the signed Flexibility in Deadlines agreement still apply. These include: extensions are only for disability-related flare-ups, not because of family requirements, attending or participating in sporting event, or because you are prioritizing another class or a job; and each extension is evaluated individually and must be communicated as early as possible. Please communicate with faculty and if you’d like, include your Access Coordinator, when you have a disability related flare up and need a deadline extension. Please remember there are limitations to this accommodation and consult your Flexibility in Attendance agreement and/or contact your Access Specialist if you have questions about when this accommodation applies.
Faculty: Please communicate with students with this accommodation and, if needed, include the DRC for assistance in determining appropriate use of extending deadlines.
Students: You are allowed to audio record any synchronous class pieces per your audio recording accommodation.
Faculty: You may be asked to record a zoom session when it does not work for a student to record from their own device. Please refer to AVPAA Viens’ email on April 8, 2020 2:51PM regarding this. Please note: Zoom allows any participant to stop a recording once it’s started. If you or a student with the recording accommodation needs to record, please notify the class not to stop the recording and refrain from indicating this is for DRC accommodations as this may ‘out’ a student who initiates the recording.
Please note captioning/transcript accommodations may fall under either Deaf and Hard of Hearing, or under Classroom Access. When it’s listed under Deaf and Hard of Hearing, the student will most likely also have accommodations of Interpreters and CART services.
d/Deaf and Hard of Hearing Students: CART and/or interpreters will be provided for synchronous lectures in remote classes. Please contact Katelynn if you need this and she has not already been in touch with you.
Students with Other Disabilities: Captions will not be proactively provided for synchronous lectures in remote courses. We recommend faculty use Microsoft Teams for live lectures as the caption accuracy is over 95%, which is better than some paid caption platforms, or recommend students trying Otter (if you run out of free hours, contact your Access Coordinator). If neither of these options suffice, students should contact the DRC and we can determine if CART is appropriate. Captions will be provided for asynchronous videos in remote courses and online courses once the DRC is notified of asynchronous videos in remote courses.
Students: Your eText/Alternative Media accommodation requests will be handled as they typically are. Please make sure you are submitting your proof of purchase electronically. You can email the DRC with the scan or picture.
Faculty: Please respond to inquiries from DRC staff regarding textbooks and other written materials you are using in class.
Best Practices for Remote Learning
Special shout-out to TRIO for providing some of these tips! They also have a number of study skills tips that could be helpful. We recognize not all of these tips will be possible for everyone given individual living situations, as well as financial and technology access. Students, if you need support with acquiring technology, please contact the DRC so we can get you connected to resources!
Create a Schedule
- Understand which method of organization works best for you at the start. For example, if you like getting easy tasks done first, makes those first on your list and then work on the more complex assignments, or vice versa as to your preference.
- There are many ways to create a schedule to keep track of classes, exams, quizzes, meetings, and projects. Use a planner or online calendars such as Gmail or Outlook. There are also apps for phones such as Rally, Calendly or Assistant.to.
- Plan out which subject you will study on which day, to ensure that you’re devoting enough time to each subject. For example, Mondays and Wednesday can be set aside for math, while Tuesdays and Fridays can be devoted to English.
- Make sure to look at your schedule of classes, assignments, and readings and include this information on your organization calendar or app. Also include hours your instructor is available and the Academic Success Center’s tutoring hours.
- Know your learning preference. If you are unsure or want to learn more, take a learning styles quiz on the VARK website. Explore the website for tips and strategies for managing those preferences and adapt to on-line classes as best you can.
- Adjust your study plan as necessary to meet your weekly goals and get the most out of each study session.
- Give yourself more time than you think you need to complete assignments.
- Remember to set specific times daily to only work on one subject at a time.
- Create break periods to help clear your mind. Having break periods at the same time of the day could help those who like consistency while having break periods at different times of the day could help people to be less distracted by wondering when they get a break. Think about what’s right for you!
- Have goals set for non-school related activities. This way you have something to look forward to when you feel stuck or want to pause schoolwork.
- Find a room or space that can be designated for learning and studying only. With many of us having multiple family members at home working, this can be a challenge. You may need to get creative!
- Put your phone and other internet-connected devices in a room other than where you’re studying to help reduce distractions. Turn off the TV and other distractions.
- Noise-dampening headphones or ear plugs can help to reduce noise if you live with other people.
- Set a timer outside the room you’re in for the time you will spend working so you don’t need to constantly check a watch or leave to see what time it is.
- Put a note on your door or back of your chair telling others to not disturb you during times you need to focus.
- Log onto Canvas and other modes of communication your instructor has set for the class often and look for new information posted throughout the week.
- Post questions and engage in dialogues; challenge yourself by having longer interactions than simply stating, “I agree with so and so’s post or I disagree.”
- By elaborating you help yourself understand why you have the thoughts you do, and it will also motivate others to provide thought provoking responses.
- Go the extra mile by doing additional research. The more information you gather, the more prepared you will be for any hurdles that might come along.
- Read as much of the materials as possible, even if it’s only for 5 minutes a day.
- Try not to compare yourself to your classmates; all students learn differently.
- Ask questions! Your instructors are there to help you.
- Contact each of your instructors and ask how you can best prepare for their class. Will they be using Canvas, Zoom, Microsoft Teams? Each platform has informative webinars you can watch to help you prepare if you are unfamiliar.
- If a classmate posts a response to a question, contribute your thoughts on it too.
- Reach out to classmates about which resources help them structure their projects.
- Try to find a study buddy in each class to help each other stay focused and not procrastinate.
- Make sure you are prepared and know how to navigate Canvas. Join a free online Canvas workshop.
- Review the links professors provide on lectures to further understand the material.
- Canvas has support for managing remote learning on their help page.
- Utilize the Academic Success Center’s online tutoring. See the ASC’s video on how to access online tutoring!
- Use the references in bibliography and textbooks for additional means of gathering more information.
- Try to find online games matching the subject and level you are studying to make learning more fun and engaging.
- Utilize the Library Media Center‘s online resources or King County’s Library System (including free tutoring).
- Balance is key! Be kind to yourself this quarter as you (and we all) are going through something totally new. If you want to talk to a counselor, check out Bellevue College’s Counseling Center – they have online sessions available. We have counselors who are fluent in Mandarin/Chinese, Spanish, and Vietnamese.
- Check out the WA State Directory of Multicultural Counselors if we don’t have a counseling who speaks your primary language.
- Check out the National Alliance on Mental Issues resource packet on mental health during COVID19.
- Get fresh air. Try to go outside or open windows to let fresh air in daily.
- Get rest. Try to get the appropriate hours of sleep to ensure you are ready for learning.
- Social time: reach out to friends and family using Facetime, Zoom or another app. It is important to connect with others during this time.
- Nutrition is important right now. Feed your brain and your body. If you need support with obtaining food, check out the Office for Diversity, Equity, and Inclusion’s Resources and select the Emergency Resources link or the City of Bellevue’s Resources and select food.
- As appropriate for your body and energy level, incorporate exercise and take breaks to reboot. There are lots of free workout videos online right now if that’s what will help you.
- Be aware of spam and scam calls and emails right now. Always verify through separate means identities of those calling you and never give personal information on phones unless you called them at a number you independently verified.
Reporting Anti-Asian/Asian-American or Anti-Black Bias During COVID19
“Hate has no place in Bellevue. Period.” – Bellevue Police Chief Steve Mylett in April 8, 2020 Virtual Townhall
It is important to note people are NOT at risk because of their race, nationality, or ethnicity. Having Chinese ancestry—or any other ancestry—does not place a person at higher risk for COVID19. You can help keep our campus safe and inclusive for everyone by sharing accurate information with your fellow community members.
- For active incidents/situation currently going on (including physical harm; verbal threats and harassment; intentional coughing or spitting on someone; threats or damage to property), please call 911.
- To report a bias incident at or related to BC, please Report a Concern.
- To report a bias incident in Bellevue city, please fill out a Bellevue Report a Crime or call the non-emergency line at 425-577-5656.
- To report a bias incident elsewhere, visit the National Reporting Center for Anti-Asian/Asian-American Hate Crime Reporting or the NAACP Discrimination Report Form.
CARES Act Funding through BC and Funding for Those Who Do Not Meet CARES Criteria, including WA Immigrant Relief Fund
Review the criteria and apply for CARES Act Funding through BC. If you do not meet the criteria (set by the national Department of Education), please look into Washington Connection funds dedicated to folks who are not covered by the CARES Act. Additionally, Washington Governor Jay Inslee announced the COVID-19 Immigrant Relief Fund; apply to the COVID-19 Immigrant Relief Fund here.
Free, Multilingual Counseling Services though BC Counseling Center
Is the COVID lockdown making life more challenging for you? Are you feeling stressed or depressed? Are you struggling with relationships with family or others in your life? Has school work become more difficult to manage? Are there other issues that you are finding challenging?
Bellevue College’s Counseling Center offers free personal, career, and educational (e.g. motivation, focus, learning strategies with online learning, test anxiety) counseling for students. Currently, due to the COVID-19 crisis, the Center is offering counseling via video conferencing or phone. Services are offered in Spanish, Vietnamese, Chinese and English.
How to Make an Appointment?
It’s easy to make an appointment. You may submit an online counseling appointment request or call 425.564.5747.
What Does a Counseling Appointment via Video Look Like?
Here is a short video to learn about how counselors provide counseling via a secure video meeting. It is similar to using Zoom.
Here are short videos about BC counseling services in English, Vietnamese and Chinese:
- Counseling Services video for English language learners in English by Steven Martel
- Counseling Services longer video in English for advanced English language students by Steven Martel
- Video de servicios de asesoramiento en español por Ana Bravo, Counseling Services video in Spanish by Ana Bravo
- 苏雨婷提供的普通话咨询服务视频, Sūyǔtíng tígōng de pǔtōnghuà zīxún fúwù shìpín, Counseling Services video in Mandarin by Yu-Ting Su
- Video dịch vụ tư vấn bằng tiếng Việt của Kattie Dang, Counseling Services video in Vietnamese by Kattie Dang
Who Are the Counselors at BC?
Check out the counselors’ biographies to learn about them.
Medical and Extenuating Circumstances Withdrawals
Students can request withdrawals past the official deadline for medical situations due to disability and other extenuating circumstances, including difficulties resulting from the pandemic and racial inequities coming to light.
- Students who may need to withdraw due to medical or disability-related situations should review Enrollment and Registration’s Medical Withdrawal page. You can submit the appeal online or download a form to fill out hard copy; in either case you will also need to have a doctor fill out a Health Care Provider Verification Form.
- Other withdrawals should submit Enrollment and Registration’s Withdrawal Appeal in which you’ll have the opportunity to explain the reason for your appeal.
Please note the following when considering a withdrawal:
- Medical and extenuating circumstances withdrawal appeals can be submitted after a quarter ends.
- A ‘W’ appears on your transcript. This is a federal reporting requirement and cannot be removed.
- For students receiving financial aid, the DRC recommends checking in with Financial Aid before applying for any Withdrawal. Depending on the financial aid status of the student, there may be an impact to financial aid in which students may be required to appeal to continue their financial.
- For self-pay students, tuition will be reimbursed to the students with approved medical withdrawals.
- The DRC, upon request, may write a letter of advocacy on behalf of a DRC student. This is determined on a case-by-case basis.
Last Updated January 12, 2021