This resource is designed to be used alongside the OSCQR rubric during self-reviews and/or peer-reviews during the course design review process. This resource can also be used as a guide for best practices in course design and accessibility for all modalities.
The information below is organized according to each section within the OSCQR rubric:
Additional resources, evidence, explanations, and examples for each OSCQR standard can be found on the SUNY OSCQR website.
Course Overview and Information
Standard #4
Course includes links to relevant campus policies on plagiarism, computer use, student grievances, accommodating disabilities, etc.
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- All syllabi must include a syllabus statement informing students about eligibility of academic accommodations. Please include the following information on your syllabus:
Accommodations: Students who need accommodations to complete the requirements and expectations of this course because of a disability are invited to make their needs known to the Student Accessibility Services (SAS) Office, E. H. Butler Library 160, (716) 878-4500, email sas@buffalostate.edu or complete their request by filling out the Initial Accommodation Request form.
Students registered with SAS should use the Accommodate Portal to submit their "Semester Request" (Letter of Accommodation) every semester. This letter informs faculty of the student's academic accommodations.
Course Technology and Tools
Standard #9
Appropriate software, hardware and skills for accessing and participating in the course are communicated (mobile, publisher websites, access codes, credentials, browser, microphone, webcam, MS Office), and webconferencing platform).
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Standard #12
Course includes links to privacy policies for technology tools and web resources. Learners entrust the university with their personal information and expect that information to be protected.
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- If students are only using Brightspace tools (Brightspace assignments, discussions, quizzes, etc.), then no additional statement or information is needed to meet this standard.
- Third-party tools that are directly integrated with Brightspace (such as YuJa, Perusall, Wiley Plus, etc.) have been evaluated by SUNY for accessibility, privacy, and security, so no additional statement or information is needed to meet this standard.
- If students will be using tools third-party tools that are not integrated with Brightspace, please submit a Third-Party Application Integration request so these tools can be evaluated for accessibility, privacy, and security.
- According to the Campus Supported Web Conferencing Policy, Microsoft Teams Meetings is the only authorized software platform for delivery of instruction for credit-bearing course meetings with SUNY Buffalo State students, and for the general business of the university. Exceptions to this policy must be approved by the Vice President for Finance and Management (VPFM). Exception requests should be sent to to vpfm@buffalostate.edu.
Standard #13
Any technology tools meet accessibility standards.
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- If students are only using Brightspace tools (Brightspace assignments, discussions, quizzes, etc.), then no additional statement or information is needed to meet this standard.
- Third-party tools that are directly integrated with Brightspace (such as YuJa, Perusall, Wiley Plus, etc.) have been evaluated by SUNY for accessibility, privacy, and security, so no additional statement or information is needed to meet this standard.
- If students will be using tools third-party tools that are not integrated with Brightspace, please submit a Third-Party Application Integration request so these tools can be evaluated for accessibility, privacy, and security.
Standard #17
There is enough contrast between text and background for the content to be easily viewed.
Resources
- Use the Ally Course Report tool (within the course navbar under Course Tools > Ally Course Report) to identify and address items with insufficient contrast.
- Low contrast between text and background on computer screens and mobile devices can decrease readability and inhibit learner success. If learners are not able to easily read the course content, they may not succeed. Low contrast also leads to increased visual complexity which makes it harder for the brain to process information (Harper & Michailidou, 2009).
Standard #20
Text is formatted with titles, headings, and other styles to enhance readability and improve the structure of the document.
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- Use the Ally Course Report tool (within the course navbar under Course Tools > Ally Course Report) to identify and address items and documents that do not have headings.
- Titles and headings play an important role in catching the interest of the reader, and guiding their progress through information (Lazareva, 2006). Readability, in this context, refers to how words and blocks of text appear on a page, and how learners are able to scan from one item to the next. Titles and headings can indicate priority and provide direction within the visual framework of a page or set of pages in a course. This helps to structure the document and help learners establish a flow through course content.
- Hierarchy is a key element of readability. Titles and headings establish visual hierarchy, and enhance the learner experience creating a pattern or sequence through the learning content. This will help learners find their way and visually guide their progress through the course.
- Microsoft - Improve accessibility with heading styles
- Microsoft Accessibility Checker
Standard #21
Flashing and blinking text are avoided.
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- Online course content that flashes or blinks can cause seizures for some learners, and should be purposefully avoided. This includes images as well as text. In addition to possibly causing seizures, flashing and blinking text can distract from and disrupt learning.
Standard #23
When using tables, ensure that they are accompanied by a title, summary description, header rows/column. If table displays on multiple pages indicate repeat header row.
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Standard #24
For all slideshows, there are simple, non-automatic transitions between slides. Slideshows use a predefined slide layout and include unique slide titles.
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- Use the Ally Course Report tool (within the course navbar under Course Tools > Ally Course Report) to identify and address PowerPoints that don't have slide titles.
- When creating presentations in PowerPoint, use the predefined templates provided within the software.
- If you have PowerPoints that incorporate audio, save these as a video file and then upload to YuJa so they can be captioned. These videos can then be embedded in your Brightspace course.
Standard #26
Course provides activities for students to develop higher-order thinking and problem-solving skills, such as creative thinking, critical reflection and analysis.
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Standard #28
Where available, Open Educational Resources, free, or low cost materials are used.
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- SUNY is committed to using low cost instructional materials wherever possible in order to reduce the financial burden on learners. SUNY OER Services offers a ready-to-adopt course catalog, facilitates the seamless integration of openly licensed content into learning management systems, and assists SUNY faculty, librarians, and staff in the remixing of openly licensed content from various sources, and provides access to the offline (print) production of learning materials.
- Butler Library's Alternative Learning Materials Initiative (ALMI) can assist with investigation, discovery, and implementation of Open Educational Resources and/or Alternative & Affordable Learning Materials for the purpose of successfully supporting faculty and students.
- If your course includes zero additioal cost to students for course materials, please fill out the Library's survey to designate your course in Banner as Zero Textbook Cost.
Standard #30
All text content is readable by assistive technology, including a PDF or any text contained in an image.
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- Use the Ally Course Report tool (within the course navbar under Course Tools > Ally Course Report) to identify documents that are scanned but not OCRed.
- Any document that has been scanned and uploaded to the course is likely not accessible. If there are old scans and articles that you are using in your course shell, use the Library's form to submit any PDF content you might be using - they will try to find you a more recent, accessible electronic version.
Standard #31
A text equivalent for every non-text element is provided ("alt" tags, captions, transcripts, etc.).
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- Screen readers do not read images, which makes them inaccessible to learners with visual impairments who rely on those readers. If images are used, ALT (alternative) text, descriptive text needs to be provided. As colleges and university need to be in compliance with the Americans with Disabilities Act, those that use the Internet for course delivery must be prepared to delivery those courses through accessible means.
- In compliance with accessibility guidelines, videos included in online courses need include closed captioning for learners that are hearing impaired. Captions are essential for hearing impaired learners, but are also useful for non-native English language learners who may have trouble understanding complex words.
- Use the Ally Course Report tool (within the course navbar under Course Tools > Ally Course Report) to identify and address images missing alternative text.
Standard #32
Text, graphics, and images are understandable when viewed without color. Text should be used as a primary method for delivering information.
Resources
- Learners who have low vision or are color blind need high contrast between the text font and background in order to read. Using color as a highlight may not be readable by all learners, and they can miss out on key concepts if only color is used to make specific information stand out.
- Color or visual elements should not be used as the sole indicator of meaning (i.e. "all questions in red will be on the final exam").
- Check your text readability in the web colorblind Web Page Filter.
Standard #33
Hyperlink text is descriptive and makes sense when out of context (avoid using "click here"). For example, a hyperlink reading “Subscribe to the Harvard Business Review” provides more information and more clearly directs them to an action required, in place of the URL or “click here” to subscribe.
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- Embed Links - Embed a link within a concise string of text instead of using its full URL as the link text. A screen reader user will more easily understand where an accessible link leads and will not have to listen while the reader pronounces every single character of a URL. Hyperlink text should not consist of the URL unless it is likely to be printed
- Create Concise Hyperlinks - Users can scan a concise hyperlink and quickly determine whether they want to click through and read the material it links to.
- Create Descriptive Hyperlinks - Descriptive hyperlinks will more clearly explain what information they link to and will improve the experience of all your students.
Standard #34
Regular and substantive instructor-to-student expectations, and predictable/scheduled interactions and feedback are present, appropriate for the course length and structure, and are easy to find (questions, email, assignment grading and feedback).
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Standard #44
Students are informed when a timed response is required. Proper lead time is provided to ensure there is an opportunity to prepare an accommodation.
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