For Faculty and Staff

Standards for Accommodating Exams

Disability Services is the office designated by the Provost to determine reasonable accommodations for students with disabilities.  Students requesting accommodations are required to submit documentation of their disability according to the Documentation Guidelines. The Documentation Review Committee reviews all documentation to determine reasonable accommodations. The process is deliberate and thorough in order to ensure consistency of the process and access for students while maintaining the academic integrity of the University. 

Faculty Portal for Disability Services

The MyWeingartenCenter Portal is a suite of online tools to interact with disability services. These tools will allow faculty to view and sign student accommodation letters, provide information about accommodated exams, and upload exams directly into the faculty portal. For more detailed information, please contact Disability Services for assistance.

Student Accommodation Letters

After receiving an email notification from Disability Services, log in on the MyWeingartenCenter Faculty PortalThe video below provides instructions on how to sign an accommodation letter.

How to Upload an Exam

The PDF below provides step-by-step instructions on how to upload an exam to the MyWeingartenCenter Portal.

Faculty Resources for Online Exams

How to Apply Stop the Clock Breaks for Online Exams

Students who received stop the clock breaks during an online exam or quiz will need an additional 25% of time added on to their total time. Disability Services recommends that you use one of the formulas below to apply the stop the clock breaks in the virtual environment.

(A) Students who ONLY receive Stop the Clock Breaks:

  • Example:
    • 50 minutes + 25% = 63 minutes
    • (original time + breaks = full time)

(B) Students who receive Stop the Clock Breaks AND Extended Time:

  • Example:
    • 50 minutes + 25 minutes = 75 minutes + 19 minutes in breaks = 94 minutes
    • (original time + 50% extended time = total time + breaks (25% of the total time) = full time)

Provost Memorandum

Students with disabilities are best served in the most integrated setting possible. All Penn faculty and staff are responsible for providing equal access to Penn students with disabilities.

The Provost’s Memorandum is the policy of record providing guidance and information on reasonably accommodating students with disabilities. Reasonable accommodations are provided while preserving the academic integrity of the course or degree program.

Canvas Pages

The Weingarten Center has created two Canvas pages that highlight key resources and services – one for undergraduates and one for graduate/professional students. We have designed these pages to be shared with faculty and staff across the University who can import them into their existing Canvas courses. 

Syllabus Statement

Please consider including the Weingarten Center Syllabus Statement in your course materials.

Refer a Student for Learning Support

Connect your students with a learning specialist who can support them in developing more effective strategies for time and project management, academic reading and writing, note-taking, problem-solving, exam preparation, test-taking, and self-regulation. 

Request a Workshop

Learning Consultations frequently works with course instructors to develop customized learning strategies workshops for students. We are happy to speak with your class for 10-15 minutes about the services we offer, design an in-class workshop on a particular set of strategies to help students succeed in your course, and/or set up an optional workshop outside of class time for your students. 

Exam Analysis Protocol

Learning Consultations collaborates with students and faculty members to offer exam analysis as part of learning support at the Weingarten Center. Exam analysis allows students, in consultation with learning specialists, to enhance their performance on upcoming assessments by analyzing their performance on recent exams. These sessions focus on exam preparation and exam-taking strategies, rather than content knowledge, which should be addressed with faculty.