Instructor Resources

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:

• Update yourself on the latest details from the college about any potential closure
• 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
• 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.
• 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.
• 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
• Consider realistic goals for continuing instruction
• How do you expect to engage your students with the course in its online format?
  • 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.
  • What activities are better rescheduled like labs and exams?
  • What percentage of your course adjustment should be synchronous?
  • Don’t forget to adjust your syllabus and gradebook for points that must change.
• 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.
• 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.
• 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.
• 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.

Procedures to address concerns regarding Academic Integrity

Lake Land College Board Policy 07.28.02 – Academic Integrity Code addresses expectations for students regarding academic integrity and defines procedures the instructor and administration will follow if an instructor believes a student has violated the Code. These procedures are in accordance with Board Policy 07.28.01 Student Code of Conduct and Disciplinary Procedures in order to ensure consistent due process for students.

Information regarding the Academic Integrity Code and the Student Code of Conduct and Disciplinary Procedures is provided to all students in the online Student Handbook and Right to Know available on the Laker Hub and is emailed to all students from the office of the Vice President for Student Services each semester.

An instructor who has witnessed academic dishonesty or has evidence that academic dishonesty has occurred should first contact the student to inform him/her of the allegation and the instructor’s intended actions based on information provided in the course syllabus. Instructors may not withdraw a student from a class based on an academic integrity concern. Any time the instructor’s intended actions will impact a student’s overall course grade, the instructor must submit an Academic Integrity Incident Report to the office of the Vice President for Student Services for consideration for further disciplinary action. In the report, the instructor may ask that the Vice President consider not imposing further disciplinary action beyond the action imposed by the instructor. After receiving the report, the Vice President will follow-up with both the student and the instructor.

Please note that as part of the teaching and learning process, an instructor may reduce points on a particular assignment based on a student’s quality of work, which may include a student incorrectly paraphrasing or citing sources, without being required to submit an Academic Integrity Incident Report.

Sample syllabus statement re: Academic Integrity

Instructors are encouraged to include a statement in their syllabus describing their expectations for academic honesty. Discussing those expectations at the beginning of each semester and then again the day before a test or assignment throughout the semester is a great way to remind students of the importance of doing their own work and is likely to reduce the incidence of cheating. Following is a sample syllabus statement:

At Lake Land College, it is assumed that students will honor the tradition of academic honesty. As such, students have the responsibility to be fully knowledgeable of the Academic Integrity Code, produce their own work, and encourage academic honesty among their fellow students.

Students who engage in academic dishonesty in this course, will insert the instructor’s intended action regarding the student’s grade*, examples: [receive a grade of zero on the assignment] [receive a reduced letter grade on the assignment] [be assigned a failing grade for the course][fail the assignment or test the first offense and fail the course on the second offense] and an Academic Integrity Incident report will be submitted to the Vice President for Student Services for further disciplinary action.

For a description of what is considered to be academic dishonesty, please review the Academic Integrity Code available in the online Student Handbook and Right to Know . If you have questions regarding the College’s policy specifically related to this course, please do not hesitate to ask.

Resources available for instructors

Some of the best ideas for preventing cheating come from instructor colleagues. Resources are also available online with guidance regarding clarifying expectations and preparing and administering course assignments and examinations.

Instructors may contact the office of the Vice President for Student Services with any questions regarding the Academic Integrity Code or addressing concerns with students.

PREPARING AHEAD
While each student’s need for accommodations may vary, students who are pregnant or become pregnant during the semester, should discuss with College Health Services and their instructors accommodations that may be necessary. It may not be possible to grant accommodations after the fact, so it is better to prepare in advance for possible scenarios.

EXCUSED ABSENCES/RETURNING TO CLASS AFTER DELIVERY
When pregnancy and childbirth progress normally, most students are able to return to class in a timely manner. Student absences related to pregnancy or recovery from childbirth are excused when a doctor deems the absence medically necessary. In accordance with Board Policy 06.24 – Attendance in the Classroom, for the absence to be excused, the student must submit medical certification to the course instructor. Students must provide the medical certification to College Health Services who will keep a copy on file and distribute copies to the student’s instructors.

Depending on the length of the medically-necessary leave, students may be assigned a grade of Incomplete (“I”) with approval to complete/retake a course the next semester or next time the course is offered without being required to pay for the course again.

MAKE-UP WORK
Students work with each individual instructor to develop a plan for completing work missed during the medically-necessary absence. Depending on each situation, students may be able to complete work in advance or during the absence. Students absent near the end of a semester may need to arrange to make up work and complete the class after the end of the semester.

GRADES BASED ON CLASS ATTENDANCE
Students will be allowed to earn back class attendance points missed during excused absences for pregnancy and recovery from childbirth.
PARTICIPATION IN CLINICAL ROTATIONS, INTERNSHIPS, AND/OR SPECIALIZED LAB COURSES

Pregnant students may continue to participate in clinical rotations, internships and lab courses. If they will be working with potentially hazardous materials or there are potential safety concerns related to a clinical setting, they may be required to seek clearance from a doctor. If students are not able to complete these assignments, they should work with College Health Services and the instructor to explore options, including possible retaking of the course at a later time.

PARENTAL LEAVE
These guidelines apply only to an individual student’s medically-necessary leave. They do not apply for extended leaves beyond what is deemed medically necessary or for parental leave to care for a child.

For more information regarding accommodations for pregnant and parenting students at Lake Land College, please contact College Health Services at 217-234-5276.

Note: Attendance accommodations provided for pregnant and parenting students in accordance with Title IX are different than attendance accommodations provided for students in accordance with the Americans with Disabilities Act. Instructors will be notified of attendance accommodations related to ADA by the Academic Counselor/Coordinator of Student Accommodations through IRIS rather than from the College Nurse.