Start where students start, small changes for participation

The first weeks of a course shape whether students feel oriented, confident, and able to participate. When early materials and activities are accessible and clearly designed, students spend less energy figuring out logistics and more time engaging with the course. Focusing on where students begin is one of the most effective ways to improve access without increasing workload.

Do one thing

Choose one small action that helps students get oriented and participate confidently from the very beginning of your course.

• Review your course homepage or syllabus as if you were a student seeing it for the first time.
• Make sure the first assignment includes clear instructions, examples, and due dates in one place.
• Caption or transcript the first video that students are required to watch.
• Use consistent naming and layout for your course materials.
• Add a brief “How to get started in this course” message or page.
• Offer a low-stakes way for students to engage in the first week (an intro post, a short reflection, or a quick poll).
• Check that the required readings for the first two weeks are in accessible, readable formats.
• Provide a simple checklist of tasks students need to complete in Week 1.
• Limit the number of clicks needed to reach key materials in the first module.
• Preview where materials live in the LMS and how students should use them. This could be done in class and/or through a Course Tour video.

Starting with early, high-use materials supports access, participation, and momentum — and it sets you up for smoother teaching throughout the term.

Reach out to your local Center for Teaching and Learning and to the College Digital Accessibility Committees for tools, techniques, and support in sharing the work across courses and departments.

MCLI has developed resources to help you improve your course accessibility. Please visit our Digital Accessibility webpage to learn more about these resources.