Don’t know where to start? Go to the Mission Accessible course in Canvas and learn about the Panorama software. With just a few clicks, you can make the fix! Give it a try!
To learn more about this, take advantage of the following:
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Panorama training module in Mission Accessible course (must complete Launch module to view)
Click on Panorama in your course navigation menu
Make an appointment to work one on one with our accessibility specialist on Zoom or in person
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Supporting Students’
Basic Needs |
Ensuring that all students have access to essential resources is fundamental to academic success. ASAP has assembled a comprehensive list of on-campus and community resources that you can use to help your students so they have the foundation they need to succeed. In addition, UAH offers several programs designed to support students facing food insecurity, financial hardships, and other basic needs challenges.
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SGA Food Pantry – The Staff Senate is conducting a food drive to restock the pantry. Students needing help can contact Megan Wilkinson to access this needs-based resource.
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Basic Needs Consultation – Students can schedule a consultation with Scott Royce in the Dean of Students Office to discuss available resources and develop a personalized support plan.
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SSAFE Fund – Provides assistance to students facing unforeseen, critical, or emergent situations. Contact Jessica Copeland at jlc0105@uah.edu for applications and more information.
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Faculty (including GTAs) and staff qualify for a licensed account of Zoom. This allows you to run a Zoom session for 30 hours for 300 people. If your Zoom session ends at 40 minutes, you do not have a licensed account.
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UAH will not be renewing the campus license for Minitab at this time. If you use this tool for teaching, you will need to begin looking for a new resource. The current version of Minitab expires June 2026 and will be removed from the classroom computers as soon as the license expires. If you have any questions please contact Larry Frost.
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All user profiles will be deleted from the classroom pc’s at the end of the semester. Any information that you need to retain from a classroom pc must be downloaded and secured before May 4, 2026.
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Good Teaching Starts
with a Plan
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Demonstrate your thoughtful course design, gain some helpful feedback regarding best practices, and receive tangible evidence of your commitment to teaching. Submit your course for Course Design Review (CDR)!
To get started, make a copy (File menu > make a copy) of this worksheet and review the evaluation criteria and questions you will need to answer.
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Have questions? Want some help getting started? Email ELTC at helpdesk@uah.edu to connect with an instructional designer to answer any questions you have.
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Less Guessing = More Learning
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- major courses that align with student interest,
- academic skills (especially time management and planning), and
- relationships with faculty.
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More than 80% of students rated their instructors as helpful. In qualitative responses, faculty ranked as the second-most important source of support after friends. Students described faculty as especially impactful when they seemed invested in student success, communicated clearly, and were willing to explain concepts in different ways. Flexibility also mattered, particularly during periods of stress or mental health challenges. Some also noted that having options for engagement, such as in-person and virtual office hours, made it easier to feel comfortable seeking help.
These findings closely align with what we hear in ASAP appointments: when faculty expectations are clear, due dates are easy to track (and reflect the current semester), and the course structure is consistent, students feel better equipped. Having defined deadlines helps students to plan across multiple courses, while clear, scaffolded instructions and examples of quality work reduce confusion and anxiety about expectations. Together, these elements help students focus on learning and spend less time guessing what is expected. During the 2024-25 academic year, 15% of UAH students registered with DSS had a documented autism diagnosis.
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