Information for Faculty
LAS test proctoring services are for students who are registered with LAS and have approved testing accommodations. If the student falls into that category and requests our services, we would be happy to proctor them remotely while in quarantine/isolation. They would need to follow our regular process for requesting proctoring using this link. If they do not fall into that category, here is some helpful guidance on how to proctor students remotely for paper-based exams due to Covid-19 quarantine or isolation:
- Reach out to the student to determine if he/she is well enough to take the exam at the scheduled day/time and if he/she has a quiet test taking environment in the isolation or quarantine location and a laptop with a working camera. If not, please reach back out to LAS and we can connect with Public Safety on an alternate testing location.
- Arrange for the exam to be delivered to student in isolation/quarantine, based on the start time of the exam. If you need confirmation about where that is, please reach out to LAS, or ask the student to confirm. If you need help with exam delivery, please drop the exam off at LAS so that we can connect with Public Safety about delivering the exam to the student at the appropriate time.
- Student should be remote proctored via MS Teams which could be done by professor, a TA, office coordinator, or other departmental personnel.
- Someone will need to send the student an MS Teams link ahead of time.
- Student will need to have a computer he/she can open and put the camera on work area while testing.
- Proctor's camera and sound should be turned off.
- Record the session
- Tell the student to enter any questions in the chat
- When the exam is complete, he/she can message you and wait for the runner to come back and pick it up.
- Alternatively, you may determine it is better to administer your exam online, via Schoology, or create an alternative exam that would function in a take-home format. Here is some helpful information from AIT about how to activate the Lockdown Browser feature within Schoology: https://web.respondus.com/wp-content/uploads/2019/08/RLDB-Quick-Start-Guide-Schoology-Instructor.pdf
Current context: We are seeing more undergraduate and graduate students in academic distress due to personal circumstances, mental health crises, and/or an exacerbation of disability-related symptoms. As a result, we have seen an increase in the number of Incomplete requests for courses at the end of the semester. While there is no definitive measure to determine whether an Incomplete should be granted, here is some general guidance to consider. We want faculty to feel well-equipped for the sometimes difficult conversations they must have and difficult decisions they must make with students around Incomplete requests.
When to grant an Incomplete:
- An Incomplete assists students who face extraordinary or unanticipated obstacles. These could be due to unexpected personal circumstances, mental health crises, or disability-related barriers.
- The student has completed around ⅔ or ¾ of the coursework. It is up to faculty discretion if approving with less work completed.
- The work the student had already produced was passing/meeting course requirements.
- The remaining work can be realistically completed and the student is likely to meet the learning goals of your course within the 6 week or approved extension period.
- Consider asking the student if they are requesting Incompletes in any other classes and how many. Typically, it is not recommended for a student to take on three or more Incompletes. This larger context may be helpful to talk through with the student.
When not to grant an Incomplete:
- If you feel that the Incomplete will only defer an inevitable failing grade as opposed to provide a real solution for the student.
- The student has not completed enough work to determine a current status of passing or meeting course requirements.
- The remaining work cannot be completed independently.
- The student has not attended class enough to understand the content and the content cannot be learned independently. Faculty ought not “reteach” the class to students awarded Incomplete grades.
- If the student indicates that they are seeking Incompletes in three or more courses, this should be taken into consideration and discussed as to whether the total Incomplete load will be too much to realistically take on.
- You feel like you are assigning an Incomplete grade just to avoid a difficult conversation with the student.
Consultation with other College Officials: If your student has approved ADA accommodations via the Learning & Accessibility Services office, LAS staff would be happy to consult with you on a student’s Incomplete request. Also, note that the Incomplete Forms are set up to allow a faculty member to choose to require a College Official’s signature.
If you are unsure about whether or not an Incomplete request should be approved, you are welcome to require the student to gain the signature of a College Official, prior to your approval. A College Official is the office who is already aware of the reasons why the student is requesting the Incomplete and can confirm those reasons (Learning & Accessibility Services, Student Care Services, Graduate Student Life, or Student Health Services.)
A College Official’s signature on an Incomplete Form is intended to confirm that the Incomplete was not just due to negligence, provide an opportunity to collaborate/consult if the faculty member is unsure about their decision and, when appropriate, provide additional information/context on a student’s request. A College Official signature should never be interpreted as a mandate to grant the Incomplete. Faculty are solely responsible for determining student grades.
Wheaton College is committed to providing access and inclusion for all persons with disabilities, inside and outside the classroom. Students are encouraged to discuss with their professors if they foresee any disability-related barriers in a course. Students who need accommodations in order to fully access this course’s content or any part of the learning experience should connect with Learning and Accessibility Services (LAS) as soon as possible to request accommodations http://wheaton.edu/las (Student Services Building - Suite 209, firstname.lastname@example.org, phone 630.752.5615). The accommodations process is dynamic, interactive, and completely free and confidential. Do not hesitate to reach out or ask any questions.
A disability is an impairment that substantially limits one or more major life activities, a record of such an impairment, or being regarded as having such an impairment.
- Major life activities include, but are not limited to, caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, and working.
- Major Bodily Functions include, but are not limited to, functions of the immune system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions.
A reasonable accommodation is any modification or adjustment to a course, program, service, activity or facility that enables a qualified student with a disability to have an equal opportunity to attain the same level of performance or to enjoy equal benefit and privilege as are available to a similarly-situated student without the disability. A reasonable accommodation does not include fundamentally altering the nature of an instructional program and is always provided on an individualized basis.
If a student is eligible for accommodations through the Learning and Accessibility Services Office, you will receive official notification by e-mail with an attached accommodations letter. If a student requests an accommodation and you have not received notification, please encourage the student to contact the LAS Office.
Students are requested to provide 72 hours notice and for testing or other accommodations that require advanced planning. If a student does not give proper notice, attempt to accommodate him or her but know you will not be held responsible if you are unable to provide the accommodation.
Faculty members play an integral role in supporting our students with disabilities. If a student in your class is struggling and you suspect he or she may require academic support or accommodations, please feel free to make referrals to Learning and Accessibility Services. The LAS Office is located in the SSB Suite 209.
Please don't hesitate to contact the Learning and Accessibility Services Office with any questions regarding implementing accommodations.
Thank you for your partnership!
Here are nine tips for classroom instruction that are helpful for students with a variety of disabilities but benefit ALL students:
- Clearly spell out course expectations with a detailed syllabus presented in a timely manner.
- Use a variety of methods to allow students to demonstrate what they have learned (i.e. papers, presentations, experiential learning in addition to tests and quizzes).
- Start each lecture with an outline of material to be covered and brief summary of key points.
- Present new or technical vocabulary in overhead or hand-out form. Use terms in context to convey meaning.
- Announce reading assignments well in advance. Students needing material in a digital format require a substantial amount of lead time.
- Use a variety of instructional methods (lecture, discussion, active learning techniques).
- Provide study questions for exams that demonstrate format as well as content. Explain what constitutes a good answer and why.
- Provide adequate opportunities for questions and answers. Try to create a classroom environment where asking questions is encouraged.
- Encourage students to use campus support services.
Faculty and Staff Accommodations
The LAS Coordinator for staff and faculty is the Director of Human Resources.
If you are a faculty or staff member who needs to request an accommodation, please contact the Human Resources Director at email@example.com.