Starting in Summer 2023, CCSF will no longer offer classes called Remote and instead all distance education classes will be called Online or Hybrid. We will retain this page for archive purposes. 

Recommendations for Remote Teaching

The Office of Online Learning and Educational Technology has compiled recommendations for remote learning. The Academic Senate has reviewed and endorsed these recommendations (See Resolution on Distance Learning Recommendations)

In addition to complying with federal and state regulations, these recommendations are grounded with an equity centered mindset to accommodate both students and faculty. We value the human presence in the remote learning process and the vital role that the instructor plays in building an open and collaborative learning space.

(Recommendations last updated:  February 2, 2022)

Faculty Resource Center
The CCSF Academic Senate recommends that faculty frequently check the Faculty Resource Center (FRC), located in Canvas. The FRC keeps faculty educated about regulations and issues related to distance education. It includes information about accessibility (including the Rehabilitation Act of 1973), the Family Education Rights and Privacy Act (FERPA), and regular and effective contact (REC). The Faculty Resource Center is also the place where faculty can get help from the Office of Online Learning and Educational Technology, participate in webinars, and share in discussions about distance education related topics.
Specific Recommendations

We recommend that faculty review the document on Guidance for Live Remote Teaching to learn about ways to record live remote class sessions with FERPA in mind as well as recommendations related to attendance. 

See Recommendation on Guidance for Live Remote Teaching

We recommend faculty make camera use in live remote class sessions (e.g., Zoom) optional unless the Student Learning Outcomes can only be assessed when observing the student’s physical delivery.

See Recommendation on Camera Use in Live Remote Teaching.

We recommend that faculty record live remote class sessions for later viewing as long as FERPA guidelines are adhered to as noted in the Guidance for Live Remote Teaching.

We recommend that faculty avoid using online proctoring software due to equity issues such as access to an appropriate testing area or equipment to meet the proctoring software requirement. Please see Online Proctoring Recommendations.

We recommend that faculty check the Office of Online Learning and Educational Technology’s FERPA Quick Check located in the Faculty Resource Center to make sure they are following FERPA in remote teaching.

We recommend that faculty clearly state expectations in their syllabus. Include any required course technology requirements, software and/or hardware, in your syllabus. Students participate in remote instruction with a mobile device and that can limit access to course technology tools. For example, let students know that you require camera use in live remote class sessions or attendance at live remote class sessions.

Faculty should also refer to Making a Great Syllabus to learn about the requirements for syllabus sections.


We recommend that faculty rely on the following remote instruction explanation (written for a student to read):
Classes that indicate Remote in the Schedule of Classes will be taught remotely in Canvas, but may have some in-person meetings. Instructors may use the scheduled times as exam times, project meet-ups, and for some lecture material. For scheduling purposes, if you register for a remote section, please plan to be available at the days and times listed. Your teacher will contact you with the exact schedule prior to the beginning of class, but you will not be required to be available at any times other than what is listed.

We recommend that faculty make course reading materials, assignment details, and resources to complete assignments available to students as early as possible. Timely access to course information assists DSPS students in planning ahead for time necessary to utilize assistive technologies, compensatory strategies, or support services.  

We recommend that when verified as a potential area of disability-related need by DSPS, faculty work with DSPS students to arrange reasonable extra time for assignments, unless such extension has been determined as a fundamental alteration to the course. We recommend that faculty consult with the DSPS office before making final decisions about whether an assignment extension is a fundamental alteration.