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Chico, California State University

"To the extent possible, instructional materials, including online course materials must be
available to students with disabilities at the same time it is available to any other student
enrolled in a course." -- the CSU Board of Trustees Policy on Disability Support and
Accommodations (Executive Order 926)



Accessibility issues are not Accessibility issues are

briefly addressed.

Accessibility issues are
addressed throughout the

(CSU, Chico, 2014, Rubric for Online Instruction, Accessibility section).

Technology and Learning Program Checklist for Faculty

Here is a list of basic items that faculty should do to help ensure that their online
instructional materials are accessible as required by Executive Order 926 and the
Accessible Technology Initiative. This list is a starting point, and course accessibility
should be viewed as an ongoing process.

Textbooks which are not available as e-books should be ordered at least six weeks
before class begins. The University is committed to make alternative text
materials available at the same time text materials are available to non-disabled
students. Learn more...

It is recommended that Course Packs are clean copies from originals without
highlighting or handwritten notes so they can be accurately scanned into
electronic form for students needing this accommodation. Copies should also be
straight aligned, not crooked on the page, and links should be live to full-text
journal articles. Contact your subject matter librarian to get help finding high
quality source documents for your course pack.

The syllabus should be an accessible document.

Other instructional materials such as Word, Acrobat PDF and PowerPoint

documents should be accessible. Read more and access the tutorials.

Use Blackboard Vista in an accessible way. Watch the tutorial videos and use the

Video and audio media must have captions or a transcript available for students
who need one. Creation of captions for all videos will be required at a later date.

Please contact Disability Support Services (DSS) for questions regarding

provisions for captioning.

Technology and Learning Program: Accessible Syllabus Checklist

Website: http://www.csuchico.edu/tlp/accessibility/syllabus/checklist.shtml#headings
Whether you create your syllabus in a word processor program like MS Word or with a
web page editing program like Dreamweaver, the following features are common to
accessible electronic documents because they promote the ability of the reader to quickly
find information whether reading it on the screen, on paper, or with an audio screen
Reading Order
Text should make sense if every line is read from left to right. Tables or text boxes should
not be used to position text.
Learn more...
Heading Styles
Syllabus section titles use Heading styles to provide an outline structure.
Learn more...
Table Headers
Tables are used to organize columns of correlated information or data. Tables have a
specified header row containing column labels.
Learn more...
Alternative Text for Images
Alternative text descriptions (alt-text or captions) are provided for any images which
convey meaning.
Learn more...
Learner Resources
Syllabus contains or links to relevant course-specific and campus resources such as the
library, academic policies, and disability support services.
Learn more...
Checklist Point Explanations
Reading Order

A screen reader used by the student with disabilities may not correctly read text which is
contained in specially inserted text boxes. Information which is positioned using tabs to
simulate a table or column may not read properly either. Tabular information such as a
grading chart or calendar should be created using a table instead. Contact TLP if you
need assistance determining if your document's reading order presents a barrier for
students using Assistive technology.
Heading Styles
The headings on this web page are an example of structuring a document with heading
styles. Similarly, the syllabus should be structured as an outline with major and minor
headings representing the different levels of the hierarchy. For instance, "Course
Requirements" might be a heading level 1, while the sub-section "Attendance" might a
heading level 2.
Microsoft Word: The Heading styles (Heading 1, Heading 2, Heading 3) are located in
the Styles and Formatting palette. Consult the Accessibility Tutorials page for a complete
explanation of using this feature.
Web Page / HTML: The Heading Styles are often very prominent editing features of
most HTML editing programs such as Dreamweaver and the HTML Creator. If you need
assistance using headings or configuring the appearance of headings in your syllabus,
contact TLP for assistance.
Table Headers
Tables should include a header row describing the content of each column, which makes
the table more usable by all students including those using Assistive technology such as
screen readers.
Microsoft Word: To define the header row, check the box marked "Repeat as header
row" in the Table Properties dialog box. Consult the Accessibility Tutorials page for a
complete explanation of using this feature
Web Page / HTML: To learn how to mark table header rows, see the article on table
headers from the Chico Web Developer Community.
Alternative Text for Images
Images used to convey information should always contain a text description or
"alternative text" to convey meaning for users of Assistive technology. Purely decorative
images may not require an alternative description.
Microsoft Word: Alternative text can be added to an image from the Web tab of
the Properties dialog (Format Menu). However, this feature is not available on Word
for Macintosh 2004; Mac users can add a visible caption underneath the image instead.
Consult the Accessibility Tutorials page for a complete explanation of using this feature.
Web Page / HTML: Most modern web editing programs including the HTML Creator
and Dreamweaver request alternative text when images are added. To learn how to add

alternative text to existing web pages, see the article on text equivalents from the CSU,
Chico Web Developer Community.
Learner Resources
As defined in the Rubric for Online Instruction, the online course materials should
contain information supporting student success in a course. The syllabus is a good place
to put some of these resources which are critical to students beginning the course,
including contact information, expectations of student performance, and a statement
inviting students with disabilities to make arrangements for accommodations. Other
resources can be placed in either the syllabus or other documents and links available from
the course's online site, such as library guides, a link to the Student Learning Center or
degree program requirements. For more information, see the Rubric for Online
Instruction's Learner Support and Resources category or examine the accessible syllabus
template provided by TLP.
Syllabus Disability Statement from DSS Office
Accessibility Tutorials for Microsoft Word
Chico Accessible Syllabus Template for MS Word
Web Developer Community and Knowledge Base (Chico State Wiki)

California State University, Chico

Course Number, Title, Section, Semester and
Office location:
Office hours:
Class days and times:

(or specify Vista mail/Blackboard messages )

Course Usage of Blackboard Vista or Learn

Copies of the course syllabus and major assignments may be found on
Vista. You are responsible for regularly checking the online resources,
which is accessed through the Chico State Portal at
http://portal.csuchico.edu. [Insert applicable information regarding your
online resources, and expectations for how students will use the

Course Description and Goals

Insert course description, catalog and/or departmental description

Student Learning Objectives

Objectives must be measurable, specific, and time-related.
Course Content Learning Outcomes
Upon successful completion of this course, students will be able to:


Required Texts/Readings (note where available)

List textbook and any other required and recommended reading
materials here. For textbooks, include the full citation and ISBN
Other readings (or recommended readings)
Include as necessary, alter heading, or delete this paragraph and
Other equipment requirements
Include as necessary, alter heading, or delete this paragraph and

Library Liaison (if applicable)

Classroom Protocol
Note expectations for participations, attendance, arrival times,
behavior, safety, cell phone use, etc.

Dropping and Adding

You are responsible for understanding the policies and procedures
about add/drops, academic renewal, etc. found
http://www.csuchico.edu/catalog/. You should be aware of the new
deadlines and penalties for adding and dropping classes.

Assignments and Grading Policy

Enumerate and briefly describe assignments for the course and
indicate alignment with learning outcomes. Include information about
due dates and assignment weights. Specify grading policies including
how grades are determined, what grades are possible, whether extra
credit are available, what the penalty is for late or missed word and
what constitutes a passing grade for the course.

University Policies and Campus Resources

Academic integrity
Students are expected to be familiar with the Universitys Academic
Integrity Policy. Your own commitment to learning, as evidenced by
your enrollment at California State University, Chico, and the
Universitys Academic Integrity Policy requires you to be honest in all
your academic course work. Faculty members are required to report all
infractions to the Office of Student Judicial Affairs. The policy on

academic integrity and other resources related to student conduct can

be found at: http://www.csuchico.edu/sjd/integrity.shtml.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a
disability, or if you need to make special arrangements in case the
building must be evacuated, please make an appointment with me as
soon as possible, or see me during office hours. Students with
disabilities requesting accommodations must register with the DSS
Office (Disability Support Services) to establish a record of their
Special accommodations for exams require ample notice to the testing
office and must be submitted to the instructor well in advance of the
exam date.
IT Support Services (Optional)
Computer labs for student use are located on the first and fourth floor
of the Meriam Library, Room 116 and 450, Tehama Hall Room 131, and
the Bell Memorial Union (BMU) basement. You can get help using your
computer from IT Support Services; contact them through their
website, http://www.csuchico.edu/itss. Additional labs may be available
to students in your department or college.
Student Services (Optional)
Student services are designed to assist students in the development of
their full academic potential and to motivate them to become selfdirected learners. Students can find support for services such as skills
assessment, individual or group tutorials, subject advising, learning
assistance, summer academic preparation and basic skills
development. Student services information can be found at:
Americans with Disabilities Act
If you need course adaptations or accommodations because of a
disability or chronic illness, or if you need to make special
arrangements in case the building must be evacuated, please make an
appointment with me as soon as possible, or see me during office
hours. Please also contact Accessibility Resource Center (ARC) as they
are the designated department responsible for approving and
coordinating reasonable accommodations and services for students
with disabilities. ARC will help you understand your rights and
responsibilities under the Americans with Disabilities Act and provide
you further assistance with requesting and arranging accommodations.
Accessibility Resource Center

Student Services Center 170
Student Learning Center (Optional)
The mission of the Student Learning Center (SLC) is to provide services
that will assist CSU, Chico students to become independent learners.
The SLC prepares and supports students in their college course work
by offering a variety of programs and resources to meet student needs.
The SLC facilitates the academic transition and retention of students
from high schools and community colleges by providing study strategy
information, content subject tutoring, and supplemental instruction.
The SLC is online at http://www.csuchico.edu/slc. The University Writing
Center has been combined with the Student Learning Center.

Course Title/Number Course Schedule

(Note: subject to change with fair notice.) List the agenda for the
semester including when and where the final exam will be held.


Topics, Readings, Assignments, Deadlines