Select and distribute printed materials before the course begins so students can read materials and arrange for alternate formats if needed. Share Select and distribute printed materials before the course begins so students can read materials and arrange for alternate formats if needed. with FacebookShare Select and distribute printed materials before the course begins so students can read materials and arrange for alternate formats if needed. with Twitter
Learn campus protocols regarding arranging accommodations for students with disabilities so that you can provide these accommodations in a timely manner. Share Learn campus protocols regarding arranging accommodations for students with disabilities so that you can provide these accommodations in a timely manner. with FacebookShare Learn campus protocols regarding arranging accommodations for students with disabilities so that you can provide these accommodations in a timely manner. with Twitter
Provide transcripts or text captioning of multimedia materials that have audio output (such as videos) to ensure these materials are accessible to students with hearing impairments. Share Provide transcripts or text captioning of multimedia materials that have audio output (such as videos) to ensure these materials are accessible to students with hearing impairments. with FacebookShare Provide transcripts or text captioning of multimedia materials that have audio output (such as videos) to ensure these materials are accessible to students with hearing impairments. with Twitter
Avoid content that flashes on your website to eliminate risk for students who are susceptible to seizures. Share Avoid content that flashes on your website to eliminate risk for students who are susceptible to seizures. with FacebookShare Avoid content that flashes on your website to eliminate risk for students who are susceptible to seizures. with Twitter
Be thoughtful when choosing colors for course materials, especially websites, because certain color combinations cause difficulties for students who are color blind. Share Be thoughtful when choosing colors for course materials, especially websites, because certain color combinations cause difficulties for students who are color blind. with FacebookShare Be thoughtful when choosing colors for course materials, especially websites, because certain color combinations cause difficulties for students who are color blind. with Twitter
Make sure your course website uses consistent formatting and is not cluttered so that students with low vision can access the website. Share Make sure your course website uses consistent formatting and is not cluttered so that students with low vision can access the website. with FacebookShare Make sure your course website uses consistent formatting and is not cluttered so that students with low vision can access the website. with Twitter
Provide text descriptions of images and transcripts of videos in your course to ensure that all students can access class materials. Share Provide text descriptions of images and transcripts of videos in your course to ensure that all students can access class materials. with FacebookShare Provide text descriptions of images and transcripts of videos in your course to ensure that all students can access class materials. with Twitter
Provide captions for videos used in your class to ensure that students with hearing-impairments get a fuller experience when watching course materials. Share Provide captions for videos used in your class to ensure that students with hearing-impairments get a fuller experience when watching course materials. with FacebookShare Provide captions for videos used in your class to ensure that students with hearing-impairments get a fuller experience when watching course materials. with Twitter
Accompany PDFs with documents that are formatted for universal accessibility, like HTML, to ensure that class materials are accessible to all of your students. Share Accompany PDFs with documents that are formatted for universal accessibility, like HTML, to ensure that class materials are accessible to all of your students. with FacebookShare Accompany PDFs with documents that are formatted for universal accessibility, like HTML, to ensure that class materials are accessible to all of your students. with Twitter
Consult with students who are visually impaired to determine what software and hardware tools can be provided to make your class more accessible to them. Share Consult with students who are visually impaired to determine what software and hardware tools can be provided to make your class more accessible to them. with FacebookShare Consult with students who are visually impaired to determine what software and hardware tools can be provided to make your class more accessible to them. with Twitter
Have teaching assistant candidates do a mock teaching and debugging session in the interview process to begin their training assess their ability to scaffold students’ learning. Share Have teaching assistant candidates do a mock teaching and debugging session in the interview process to begin their training assess their ability to scaffold students’ learning. with FacebookShare Have teaching assistant candidates do a mock teaching and debugging session in the interview process to begin their training assess their ability to scaffold students’ learning. with Twitter
Motivate unpaid teaching assistants (TAs) by creating a TA community, recognizing excellent TAs, and offering TAs a letter of recommendation. Share Motivate unpaid teaching assistants (TAs) by creating a TA community, recognizing excellent TAs, and offering TAs a letter of recommendation. with FacebookShare Motivate unpaid teaching assistants (TAs) by creating a TA community, recognizing excellent TAs, and offering TAs a letter of recommendation. with Twitter
Misconception: Students may not realize that websites need and use servers to store, process, and deliver content to users’ browsers, causing struggles with the distinction between Server side vs. Client side. Share Misconception: Students may not realize that websites need and use servers to store, process, and deliver content to users’ browsers, causing struggles with the distinction between Server side vs. Client side. with FacebookShare Misconception: Students may not realize that websites need and use servers to store, process, and deliver content to users’ browsers, causing struggles with the distinction between Server side vs. Client side. with Twitter
Create assignments that are isomorphic to in-class examples so students have to put more thought into writing their homework code. Share Create assignments that are isomorphic to in-class examples so students have to put more thought into writing their homework code. with FacebookShare Create assignments that are isomorphic to in-class examples so students have to put more thought into writing their homework code. with Twitter
Misconception: Students have trouble understanding the overall flow of a Ruby on Rails application when they access an individual page. Share Misconception: Students have trouble understanding the overall flow of a Ruby on Rails application when they access an individual page. with FacebookShare Misconception: Students have trouble understanding the overall flow of a Ruby on Rails application when they access an individual page. with Twitter
Misconception: Students have trouble understanding the difference between Get, Post, Put/Patch, and Delete in Ruby on Rails Routing. Share Misconception: Students have trouble understanding the difference between Get, Post, Put/Patch, and Delete in Ruby on Rails Routing. with FacebookShare Misconception: Students have trouble understanding the difference between Get, Post, Put/Patch, and Delete in Ruby on Rails Routing. with Twitter
Write an exception inside of a loop, then outside of a loop when live-coding so that students learn the effects of placement on exceptions. Share Write an exception inside of a loop, then outside of a loop when live-coding so that students learn the effects of placement on exceptions. with FacebookShare Write an exception inside of a loop, then outside of a loop when live-coding so that students learn the effects of placement on exceptions. with Twitter
Keep a running list of bugs you encounter to share with students so that they can see you run into bugs too. Share Keep a running list of bugs you encounter to share with students so that they can see you run into bugs too. with FacebookShare Keep a running list of bugs you encounter to share with students so that they can see you run into bugs too. with Twitter
Misconception: Students mix up whether model class names and database table names should be singular or plural in Ruby on Rails. Share Misconception: Students mix up whether model class names and database table names should be singular or plural in Ruby on Rails. with FacebookShare Misconception: Students mix up whether model class names and database table names should be singular or plural in Ruby on Rails. with Twitter
Misconception: Students confuse static and final variables in Java. Share Misconception: Students confuse static and final variables in Java. with FacebookShare Misconception: Students confuse static and final variables in Java. with Twitter