FAQs about flex design
These are based on questions faculty have raised at online workshops and in direct correspondence with the Center for Teaching Excellence. We have categorized them by topic as much as possible. We will continue to update these when we are able to provide answers.
This is easily the question that faculty have asked the most, and it has been the focus of this website. There is no single approach that will meet the students in all disciplines and all types of classes. Rather, instructors need to provide flexibility in class structure and assignment design so that students have options for completing coursework and so that class can shift between in person and online as circumstances dictate. That approach definitely takes more time and upfront work, but it will accommodate the greatest number of students. Yes. No matter the class format, there may be students who cannot return to campus. So instructors need to create ways for students to engage with the course when they are not able to attend in person. No. A course conducted solely through videoconference would be considered online. A combination of synchronous and asynchronous is usually best, but it depends on what you want to accomplish in your course. The size of your course may play a role, as well. It is best to ask yourself some questions: Group activities help shrink the size of the class and allow more students to participate. Even in small classes, some students are more likely to participate in groups than they are in full-class activities. Group activities also help students learn from one another. They provide opportunities to ask questions of peers, share ideas in smaller settings, provide feedback, and gain skills in problem-solving. Group work enhances critical thinking and allows students to move deeper into course material through collaboration. No. The desks in smaller classrooms are pre-arranged to maintain social distancing. They should not be moved. The university has provided guidance on student absences and requests for course adaptations. Many students may not be able to attend classes in person for some or all of the semester, so instructors need to consider ways for them to complete coursework in different ways. We also have to trust students who say they are too ill to attend class or who have relatives who are ill. So deadlines may need to be negotiated with students in some cases. Rigid rules will help no one in the long run. This doesn't mean we should lower standards, though. We must be flexible and compassionate, but we must still maintain academic standards and hold students accountable for coursework. Study week is the equivalent of a week-long stop day. Students can use the study week to work on projects and prepare for finals, but nothing can be due that week. (The university has granted an exception for projects in the School of Engineering). Instructors may not hold a required class meeting that week, introduce new material or conduct a quiz or exam. But instructors should expect students to work on projects and study for finals during that week. No. Although technology isn’t required, technology can certainly help engage students and make assignments and class time more meaningful. For instance: Even if you use no other technology, though, most courses should at least have basic information on Blackboard. This includes a syllabus, a class schedule, and a gradebook. Ideally, yes, but there is no blanket policy that provides a definitive answer. Instructors should be able to determine the best approach for helping their students learn. Individual schools and departments may have specific guidelines or policies about class formats, though, so it is best to check with your department chair or dean. No. That is up to individual instructors. IT is working to set up technology that will allow instructors to record their classes. In some cases, instructors may receive mobile recording kits to take with them to their classes. Recording of class sessions is optional, though. The most important thing is to create ways for students to interact and complete coursework if they cannot attend in person. Class format
Group activities don’t eliminate the need for instructor input, though. It is important to establish ground rules for groups, provide guidance, help students understand how to work effectively in groups, and to monitor the groups and mediate conflicts. Group work changes the role of the instructor, but guidance and feedback from the instructor is as important as ever.
Classrooms
Attendance and class policies
Technology use
Classroom recording
Privacy in online classes