Table of Contents
- Faculty Resources Guide
- Resources for Online Courses
- Best Practices in Attendance, Grading, and Office Hours
- Best Practices in Online Pedagogy
- How do I or Hold or Record Lectures?
- Best Practices in Online Discussion Groups
- Resources for Telecommuting
- Safety Training
- Coming to Campus
- Reimbursement Policy for Remote Work and La Verne Safe Return Supplies
- Students Are Asking Questions I Cannot Answer
Faculty Resources Guide
The Learning Commons Team of Academic Success Center, Center for Teaching and Learning, and Wilson Library have gathered a variety of resources to support faculty. View the Faculty Resources Guide here.
Resources for Online Courses
The Center for Teaching and Learning has several resources to help with the development and delivery of remote and online courses. If you haven’t done so, please join the CTL Online organization where you will find resources regarding the transition to remote work, Blackboard, and other useful information, such as creating community, applying trauma informed pedagogy, and inclusive design. You will find the CTL Online in the organization section on your Blackboard page. If you do not see it, please email firstname.lastname@example.org and we will enroll you. Please note that we are moving to a new Learning Commons Faculty Resources page in the coming weeks where you will find all this information and more.
Best Practices in Attendance, Grading, and Office Hours
- Relax attendance policies where absences affect grades
- Consider an alternative to participation points or in-class attendance; i.e. discussion board on Blackboard, viewing of webcasts related to course content, etc. (see attachment How to Move a Course Online for ideas)
- As approved by Senate, all undergraduate students may opt to take classes Credit/No-Credit (CRD/NCRD).
- Provide remote or online alternatives for participation points, or waive those points from final grades
- Communicate your course policies early and often to all students, using channels you normally use. Be clear about how you will communicate to them and about the adjustments you will make to the course.
- Provide options to make up missed exams and assignments
- (INC): Incompletes are authorized only when 1) it is impossible for the student to complete the course due to illness or other justifiable extenuating cause and 2) the student has successfully completed all coursework up to the last day to withdraw in the semester or term (2019-2020 catalog, p 57).
- Consider giving INC grades to any student who misses class due to illness
- Even though you are not on campus, you can still hold office hours via phone or WebEx.
- Be sure to distribute your phone number or personal room link in several formats, such as through email, on your syllabus, and on your course Blackboard page.
Best Practices in Online Pedagogy
Things to Consider
- A clear communication plan that addresses frequent and consistent communication discusses tasks, expectations, and course progress
- A communication policy that explains when learners should contact you, how learners should contact you, how and when you will contact/respond to students and preferred methods of communication
- Access to course materials that is clearly structured and labeled, uses active links, is outlined to provide information on how, when, and why materials should be used, notes the most recent version of materials, and is accessible to all students’ needs
- Lectures are provided synchronously or asynchronously. If synchronous that an asynchronous version is also uploaded to Blackboard using Webex
- Assignments are posted and you collect your assignments on Blackboard, use tools and programs accessible to students, use formats familiar to students that provide a chance to experiment with the necessary tools and processes and have clear directions and naming protocols
- Feedback is clear and transparent, guides students on future steps/assignments, is goal oriented and focused, and is clear and individualized
- Course labs are demonstrated and available to the fullest extent possible online
- Class discussions use appropriate tools, are clear and goal focused with clear expectations and community norms and etiquette are explained
- Further resources can be found here: Online Resources
Carefully consider the accessibility of your materials. Some students may be accessing your course through a phone app, so making sure materials can be read on a smartphone can stop problems early. Likewise, Adobe Reader will read pdfs out loud for students, which can be helpful in many situations. This, however, is not the case if the material is a scanned document. Let students know, though, that they need to use Adobe Reader (and not Preview), particularly if you are using highlighting and commenting features of acrobat.
How do I or Hold or Record Lectures?
Should you choose to hold some or all course meetings synchronously, WebEx is the ULV sanctioned program. Each member of the La Verne community does have access to WebEx via their myportal.laverne.edu. This also allows you to pre-recorded lectures for your students. Please be sure to test WebEx before delivering a live lecture to ensure that your equipment is functioning correctly.
Before moving to an online environment, it is good to make sure you have access to the various necessary components.
- A device with a good internet connection. Mobile and computer devices are supported.
- Headphones or earbuds (optional)
- Microphone (if possible, a separate microphone can be better than your device’s built in)
- Web camera (optional, but preferred)
- For further support look at this WebEx support link or reach out to email@example.com.
WebEx also allows you to record your interactions which can be helpful if students have a hard time connecting in real time or if students want to review that class session. Recordings available to them via links in your Blackboard class after the fact.
Best Practices in Online Discussion Groups
Creating a sense of community in an online environment can be more challenging in some ways, but can actually provide more avenues for participation among students, particularly introverted students and students for whom English is just one of the languages they speak.
Consider the different means and tools you have to generate discussion. Be sure that you are choosing tools, though, that fit the needs and learning goals of the situation and not just the tool that looks fun to try. Blackboard has a discussion board tool that allows students to respond to discussion prompts and to one another in writing. VoiceThread is also a tool you have available which allows students to respond to prompts and to each other through short video clips. As with other assignments be sure to use tools that are accessible to students via computer and phone.
Directions to create a discussion board prompt can be found here.
- Provide clear discussion expectations and grading policies. As teachers we have a sense of what we want to see in a discussion answer or reply. Provide detailed instructions about what you expect and why. This may be the first time a student is interacting with others in this particular format. Let students know how you will grade the discussion so that they can tailor their responses to the questions and each other in a productive way. Be sure to tell students if you want them to provide examples from the materials or outside of class, if you have a required amount of responses and what a substantive response looks like to avoid a lot of “I agree” responses.
- Provide clear etiquette policies. Just as you want to create a productive face-to-face environment, you will also want to be clear in regard to what is and is not acceptable in online communication. Often students will have communicated with others online, but perhaps not in the way appropriate to your course environment. Model the types of communication you want to see in your students’ interactions.
- Create and maintain a connection with your students as this can go a long way toward maintaining student engagement. Consider recording videos so students can see you from time to time even though you don’t share a physical space. Tone is important in communication. Often, in writing, it is easy to misread the intent or sentiment of a message. BE deliberate with the way you construct messages to your students.
Resources for Telecommuting
Two applications are available, Jabber, which allows you to accept and place calls from your cell phone as though you are using your office phone, and VDI, which allows you to access your desktop remotely.
Should you need Jabber or VDI, please work with your UMC member to obtain. UMC members can be found here.
- Jabber. As a part of your request for Jabber, we will need to know what device type you wish to setup.
- The vast majority of the applications you need are within MyPortal. However, for administrative departments (e.g. payroll, finance, HR etc.), Virtual Desktop Infrastructure(VDI) allows individuals to access applications from within the La Verne network while working remotely.
- VDI and Jabber instructions are in the University portal for all to access. One must login to access this information using their network credentials. The direct link to these materials is located here. For additional information on understanding if you need access to VDI see the attached decision tree document
Employees will be asked to complete a COVID-19 safety training as part of the University of La Verne Safe Return Plan. Employees will be able to access and complete the training through the link available here.
Coming to Campus
Only employees who have been designated as essential may come to any campus to perform regular work duties at this time. President’s Executive Cabinet (PEC) members must email firstname.lastname@example.org to designate an employee as essential. Employees who have not been designated as essential may come to campus for limited and specific purposes with the approval of their PEC representative.
To be eligible to come to campus for any reason, regardless if they have been designated as essential, faculty and staff must:
- Have complete the online COVID-19 safety training available here.
- Prior to each visit, employees must complete a symptom self-screening and record the results in a log. Employees may use the university’s LiveSafe mobile app or the on-line form to assist in self-screening and logging.
- Employees who answer “yes” to any question, have an oral or forehead temperature of 99.9˚F or higher, or are experiencing any symptom of COVID-19, as currently described by the CDC, may not come to work. Employees answering “yes” to any question or experiencing a fever or any symptom of COVID-19 must notify their direct supervisor and submit a Coronavirus Report. Employees are also encouraged to contact their personal healthcare provider.
- When Employees arrives or leaves campus, they must call Campus Safety at 448-4950. Campus Safety will confirm employee has completed the safety training, has completed the symtom self-screening, record time of arrival and departure, record buildings entered, and grant access (as needed).
- When on campus, for any reason or length of time are required to wear a face covering as outlined in the La Verne Safe Return plan. Employees who do not have a face covering or forget to bring one may acquire one from the Campus Safety office.
When an employee who is not an essential list request access to come to campus for a limited time or purpose to their PEC representative, they should inform their PEC member of the reason, the date and time. In evaluating if a visit to campus is needed, PEC and employees should evaluate whether the reason or task a) has to be done soon or can it wait, b) can the reason or task be accomplished remotely, and c) whether the reason or task is essential. PEC members must email Campus Safety at email@example.com in advance to authorize campus visits for nonessential employees.
P-Card and Reimbursement Policy for Remote Work and La Verne Safe Return Supplies
In accordance with public health guidance, the university has provided telework options to employees who are required to work during this unprecedented situation resulting from COVID-19. As we monitor the financial impacts from COVID-19, the university is assessing how to mitigate these impacts and provide employees with the necessary guidance as we work remotely and prepare for Safe Return. The Covid-19 Pandemic Purchasing Policy is available for download on the Office of Financial and Business Services web page. The guidelines provide information on the appropriate use of P-Cards and other methods of payment and reimbursement connected to work-related expenses due to COVID-19. You must be logged in to the La Verne Portal to access the policy.