Divisional Guidelines to Potential Transition to Teaching Online

“In times of significant disruption, the key goal is to help students get the support they need to meet your most essential course objectives. Teaching in times of disruption may involve thinking creatively about how to build up students’ knowledge and skills in different formats to complete the same assignment.” – Brown University

If normal academic functions are disrupted due to intermittent or prolonged campus or building closures, you may find it necessary to teach your classes remotely from off campus. In the likely event, we have to quickly shift to teaching your classes remotely, consider the following:

1. Update yourself on the latest details from the college about any potential closure
   
2. Ensure you have tested the resources for remote connectivity and course delivery
   It’s best to know what options will work for you before we actually need them. Test access to your equipment and resources at home before the need arises
   • Make sure you have tested your VM access or online access from home
   • Make sure you have tested the following equipment at home:
     • Laptop or desktop computer.
     • Microphone – this may be built into your laptop or computer, or you may use an external device such as a USB microphone or headset.
     • Webcam – a camera may already be built into your laptop, but you can also use an external USB camera for video conferencing.
     • Internet connectivity
       
3. Check in with the division chair
   Each division may have division-specific guidelines and expectations for deploying f-2-f classes remotely. Where possible, it may be best to have many classes handled in similar ways, so check with you DC before embarking on major planning or implementing of large scale changes.
   
4. Communicate with your students immediately
   Even without a plan in place, communicate with your students as soon as possible. Inform them of the need to monitor whatever communication method you prefer e.g. canvas mail, email etc.
   
5. Identify your potential strategies quickly
   Based upon your current level of online presence, identify the relevant strategy to transition to an online format for the period of the closure. Also consider your teaching style as well as your course-specific needs
   • Your class uses Canvas extensively or is already fully online
   • Your class uses Canvas minimally
   • Your class has labs
   • A class that doesn’t currently use Canvas
     
6. Consider realistic goals for continuing instruction
   
7. How do you expect to engage your students with the course in its online format?
   1. Identify priorities during the remote delivery period such as: access to lectures notes, introducing alternative assessment opportunities like discussion boards, group work, collecting assignments, presentations.
   2. What activities are better rescheduled like labs and exams?
   3. What percentage of your course adjustment should be synchronous?
   4. Don’t forget to adjust your syllabus and gradebook for points that must change.
      
8. Consider adjusting your syllabi once settled on how you will proceed in the interim.
   • What can be realistically accomplished during this time period?
   • Is it possible to maintain your current syllabi and schedules?
   • Consider what may have to temporarily change in your syllabus (policies, due dates, assignments, etc.)?
   • How will you hold office hours? Synchronously, by phone, email or chat?
   • Be clear about your expectations up front in your syllabus, so students know what will happen if classes are canceled or transitioned online and the steps you will implement.
     
9. Flexibility may be paramount to the period of transition.
   Remember to be flexible enough to accommodate students’ various needs, challenges and varying access to technology and internet at home. Prepare to handle requests for extensions or accommodations equitably.
   
10. Employ simple online tools and solutions familiar to both you and your students
    For the short term/interim remote teaching period, your efforts may be better spent using tools and resources that don’t require much of a learning curve to either you or your students. It is likely that this period may be already mentally and emotionally taxing on you and your students.
    
11. Create a more detailed communications plan
    Provide details of your final or current changes to your students
    
    Make it abundantly clear what form of communication platform you will use and monitor
    
    Also let your students know how soon they can expect a reply from you. Have a plan on how you want to best handle the numerous questions concerning the transition and changes.