Ensure reasonable workload for instructors and students
| Recommendations | Available Resources | Needed Resources | Considerations for Hybrid Courses |
|---|---|---|---|
| Establish clear expectations regarding communication at the start of the term (availability via email, response time, etc.). | Ìý |
Additional TA and LA support for remote learning (e.g., to co-facilitate Zoom sessions, assist with lecture capture, and other essential technologies, assist with live questions in the chat during lecture). External microphones and speakers, and conferencing webcams and systems (such as document webcams, and WiFi-enabled on-screen pointers) to better capture remote recording or streaming of in-person sessions. This should include allowing questions from both audiences in hybrid and remote mode. |
Seek to have consistent contact hours whether online, in person or in the hybrid mode. Minimize redundancy of work in different modalities. Leverage technology to ensure access in different modalities (e.g. lecture capture or Zoom capture a live lecture for later access asynchronously). There are significant challenges to think about in the delivery of hybrid synchronous courses- such as being able to answer questions from both the in-room audience and the online audience. Make sure their questions are captured and addressed in real time. Invest in hardware and teaching support that can accommodate the hybrid modality. |
| Encourage department chairs to communicate early and clearly with each faculty member about any changes in teaching or workloads. | Ìý | Ìý | Ìý |
| Encourage students to reflect and to include an estimate of their weekly workload with the general formula of ~ 2 hours of work for each contact hour (e.g. 3 credit class = ~ 6 out of class hours a week). | Ìý | Ìý | Ìý |
| Plan for absences and illnesses (for students allowing makeup work, for faculty with backup instructors and contingency plans). | Ìý | Ìý | Ìý |
Recognize lived experiences of faculty and students
| Recommendations | Available Resources | Needed Resources | Considerations for Hybrid Courses |
|---|---|---|---|
| Support faculty by providing necessary grading and TA resources. | Ìý | Additional TA and LA support for course management and student interaction, such as grading and feedback, communicating with students, virtual office hours, and help sessions. | Consider telling students when they have the option of missing the synchronous class time and allow them an asynchronous mode of interacting and submitting their work. |
| Encourage chairs to identify any special accommodations that faculty and instructors may need to carry out their online or remote teaching responsibilities. | Ìý | Ìý | Ìý |
| Account for needs of faculty and students beyond medical necessity (with flex time, etc.). | Students can be assigned different due dates (or even assignments) in Canvas to provide additional flexibility and for contingency planning. | Ìý | Ìý |
| Refer students and faculty to mental health and wellbeing resources. | Ìý | Ìý |
Foster positive course community
| Recommendations | Available Resources | Current Resources | Considerations for Hybrid Courses |
|---|---|---|---|
| Increase instructor presence in Canvas course sites (e.g., add a profile picture, record the pronunciation of your name in NameCoach) | Ìý | Ìý | Ìý |
| Encourage semester-long student working groups who can meet in person or online. |
Microsoft teams Canvas groups |
Ìý | Keep student groups consistent across media and platforms of engagement. |
| Encourage faculty and instructors to attend more to the social and emotional development of our students. |
Canvas assignments and quizzes. Faculty enter pronounciation of name in . |
Training video on tending to the social and emotional development of our students. | Ìý |
| Be flexible in allowing for submitting assignments. Allow a reasonable time window for students to submit either timed or untimed assignments to address issues related to conflicts and time zones. | Ìý | Ìý | Ìý |
| From the beginning of the semester have students introduce themselves in the online space. If you have a large class, make use of recitation divisions so that there is a smaller community that is available to the students. | Ìý | Ìý | Ìý |
| Depending on the availability of outdoor spaces, encourage courses with < 50 students to meet outside at least once in the first two weeks of class. | Ìý | Ìý | Ìý |
| Use in-person sessions to build community, which can be leveraged in remote or online sessions. | Ìý | Ìý | Ìý |
Provide mechanism to connect individual or groups of faculty to resources and support
| Recommendations | Available Resources | Needed Resources | Considerations for Hybrid Courses |
|---|---|---|---|
| Departments should designate a faculty member (as part of their teaching or service assignment) or a TA or grad student to serve as a liaison and concierge to address both tech and instructional issues. |
The Center for Teaching and Learning is acting as the hub for pedagogical support. Languages have the Anderson Language Technology Center (ALTEC) for support. |
Technology TA for each unit to offer one-on-one and group assistance during the progression of the semester. CTL or OIT, and ASSETT could provide training and support for department liaisons. |
Ìý |
Develop departmental communication plans
| Recommendations | Available Resources | Needed Resources | Considerations for Hybrid Courses |
|---|---|---|---|
| Create departmental methods for information sharing, e.g., through a Canvas course, a shared Google Drive folder, or a team in Microsoft Teams. Create ongoing departmental processes or procedures that the technologies can support. | For the sharing of expertise and efforts, the Discipline Based Education Research (DBER) group and ASSETT could be helpful. | Ìý | Ìý |