
This semester may present some unique challenges and opportunities for faculty. In order to support faculty we have created this checklist to help you view your course in the framework of distance-learning during a difficult time. This checklist is a companion to the guide, Establishing Student Expectations in a Virtual Learning Environment, a collaborative effort of Academic Senate, the Dean of Students Office, the Office of Inclusive Excellence, IITS, and the Faculty Center.
The Dean of Students also offers resources for working with students in a virtual environment.
This guide to Communicating with Students: Guidance and Templates is good starting point.
Useful Tip #1: Communicate Early
Email students prior to the first class. Some students have questions about when the class will begin, when the online resources will be available, and if they have to do anything before the first class. The uncertainty can add to their anxiety. This communication should address:
Resources:
Useful Tip #2: Establish an instructional communication plan
It is important to establish communication protocols early in your class. This checklist of questions will help inform the initial email to students.
Resources:
Take time to explain how your course is designed to meet your learning outcomes:
Student data from fall 2020 showed that students commented that they felt “they were teaching themselves” and that they were doing “busy work”. Some of this might have to do with the fact that students did not understand the learning-centered approach of virtual learning or did not understand how assignments were scaffolding or building toward important skills and knowledge in the course. Given that most students are less familiar with virtual learning, take the time to be explicit and explain to them elements of your course contribute to their learning.
Useful Tip # 1:
Create a video that walks students through, not only where to find assignments, but also tells them what techniques you would use to succeed if you were a student in your own class. You can remind them that while this is not the only way to succeed, seeing your suggestions will help them focus on a relatable strategy. Additionally, it will also subtly tell them what elements of your course are important for success (e.g. focusing on keywords in the text).
Useful tip # 2:
In addition to providing support and resources, take the time to teach them about and promote a growth mindset so they see struggle as natural. This will help build resilience and help-seeking behavior and make it more likely that students utilize resources such as office hours or campus learning centers. See how it has been implemented in the CSU system along with a video to introduce the topic and classroom activities
Resources:
Faculty at CSUSM do a good job considering these issues and teaching to our student population. However, the distance-learning mode presents unique challenges and opportunities to support all of our students.
Useful Tip: Incorporate SDSU guide to equity Source: SDSU Center for Teaching & Learning
Not all students have computers, internet, and quiet workspaces. Covid-19 means that some students are caring for family-members, homeschooling children, out of work, or working demanding hours. This is hard for us; it is hard for them, too.
Help your students succeed by offering alternatives
Be transparent
Be intrusive and flexible
Data reveal that the vast majority of students are more successful in in-person classes than in virtual classrooms, but most students do better in virtual classrooms that have at least some real-time component. Your students will do better if you have at least some synchronous, video-conferencing activities and requirements.
Being intrusive means contacting students who have missed assignments or real-time sessions - don't wait for them to get far behind. Ask students if they need help, and encourage them to ask what they need. SDSU is trying to make support services and equipment available for students.
Being flexible means reducing penalties for late work. Consider telling them that they have to ask for extensions, but that you will grant them if they do ask. This may help them get better at asking for what they need.
Resources:
There are three aspects of accessibility that are key here – accessibility for students with physical impairments that may create challenges for reading/seeing/hearing digital files and content, accessibility for students with psychological and/or learning differences that require certain accommodations such as extra time to process materials or additional exam time, and accessibility for students with limited access to computers or stable internet service.
Taking the following steps will ensure an accessible virtual learning environment:
Useful tip: At the start of the semester students will send you their paperwork from DSS. While we are busy, it is helpful to students to send a quick note that acknowledges you have received the paperwork. Additionally, you may consider including discussions of how their accommodations will be implemented into the course. Be empathetic that these concerns can cause anxiety for students, so even reassuring them that you will work out the details two weeks before the exam will reassure them that they will not have to scramble.
Resources for creating an accessible online classroom environment:
Useful tips: It is important that both and your students have the most up-to-date version of Zoom and that you are updating regularly throughout the semester. This link will help you and students upgrade. It is important before beginning the semester to reacquaint yourself with Zoom security settings as many new features have been added to improve security and ease of use. Many issues that caused concern early in the process (we heard horror stories) have been addressed. If you need help, please feel free to contact the IDS team for one-on-one help.
This semester is going to be especially unusual/challenging to students who are in their first semester at CSUSM. Literature shows that sense of belonging and student engagement are predictors of both basic success measures (graduation, retention, equity gaps) as well as post-graduation success.
Useful Tip: This spring CSUSM is planning on accepting 300 new transfer students. Additionally, many students that were new in the fall may have not had the time to familiarize themselves with campus resources or technology. So it would be helpful to treat this semester similarly to the fall and do not assume knowledge. Offer explanation, help, and resources with this in mind.
Useful tip This semester is a difficult time for our students and many faculty want to go above and beyond to help them succeed. Some faculty are spending 10-15 additional hours per week to help students. While supporting students is important and ultimately time present per week is up to individual faculty. Dr Betina Scott shared some tips on how to manage these issues.
Syllabus:
Office Hours:
Classroom:
Campus Resources:
We heard many concerns from students. Much of that feedback has been incorporated into the content above (communications, DSS etc). However this section has suggestions based on feedback students provided in the fall student survey.