Planning for Continuity of Instruction

Introduction

There is a lot to consider and discuss in developing a plan for continuity of instruction (see guidelines from the provost’s office in Attachment 3). We are approaching our planning in incremental stages, dealing first with a combination of the more critical aspects and the basics that should already be in place.

While you are more than welcome to go farther than the initial stage described here, we would urge caution in doing too much planning in the abstract without first getting in place a few simple steps and using experience from them before we go farther.

Assumptions for Stage 1:  The instructor or mentor has a two-week absence at most.  Any one student has a two-week absence at most.  At most two-thirds of a lecture class has an absence during the semester.  Absences occur over a contiguous half of the semester at most.  A lecture class is not held if the instructor or half the students are absent.  Instructional style cannot be altered significantly during the delivery of a course.

The following types of instruction need to be considered in Stage 1:  Lecture course (with a team-learning course dealt with separately)  Lab course (not sure we have any going on now)  Field work course (e.g., practicum)  Independent study course  Thesis mentoring  Dissertation mentoring

Let’s consider the easier types of instruction first.

Field Work and Independent Study Courses, Thesis and Dissertation Mentoring

By the above assumptions, a student will not be able to purse his or her learning activities as follows:  During the two weeks of his or her absence  During the period of time that the site for a field work course may be closed down (e.g., for pandemic flu case avoidance or reaction)

It is reasonable to expect the student to complete all assigned activities with no alteration of objectives or expectations. This may require an extension of time and delay in grading.

1 Planning for Continuity of Instruction 10/07/09

An exception to this approach is when the subject of study involves a window of time that is not reasonably modifiable. In this expectedly rare case, the student and the instructor or mentor(s) should mutually develop and agree to modifications to the planned activities such that the student’s learning experience is optimized under the circumstances.

In addition the following events may temporarily alter the student’s learning experience:  The site mentor for field work is absent for a period of time.  The faculty mentor for field work is absent for a period of time.  The faculty mentor for independent study or mentoring is absent for a period of time.

In each of these, the essential factor in minimizing adversely affecting the student’s learning experience is adequate communications among those involved. Sites that accept students for field work tend not to have the conduct of the student’s field work be completely dependent on the presence of a specific person (otherwise there is some question whether this is field work or an assistantship). For the other events, email or telephonic communication should be adequate.

Summary of Stage 1 Contingency Planning for Instructional Continuity of Field Work and Independent Study Courses and for Thesis and Dissertation Mentoring:

1. Prior to or at the outset of the course or mentoring, establish the following:  A method of communication among the student and mentor(s) to be used when the contingency plan is active.  Criteria under which contingency plan is activated.  Methodology for modifying the criteria in real-time. 2. Use the established method of communication as often as possible even though the contingency plan has not been declared as active. 3. The student and mentors each communicate possible and actual absences to the others involved as soon as suspected or known. 4. After everyone is back to full functioning, the student and mentors mutually develop and agree to modifications to the previously planned activities, including but not limited to:  Extension of time  List of deliverables and due dates  Specifications of deliverables

See also form in Attachment 1.

Team-Learning Courses

Since everything is team-based, the only anticipated difficulty that may arise is depletion of teams. However, since the teams are in charge of themselves, each team should determine whether and how to deal with absences of team members. Then the teams and instructors should

4 Planning for Continuity of Instruction 10/07/09

discuss whether and how to modify the remainder of the course. It is unlikely that either content or student evaluation needs to be modified.

Responsibilities

To get Stage 1 planning done each semester, we try to follow the following schedule:

Stage 1 Contingency Planning for Instructional Continuity Who? What? When? Preparation Academic and Student List classes and 1-on-1 students with instructor for Services each Academic Affairs Separate list into four groups:  Lecture and lab courses without an existing plan  Lecture and lab courses with an existing plan but for a different course or section director  1-on-1 instruction without an existing plan  Instruction (course or 1-on-1) with an existing plan Academic Affairs Generate and load plan forms that are needed Academic Affairs Revise control page to match current term’s faculty with plans to be done Academic and Student Email faculty about completing their plans to be done Services Development Instructor with plan(s) Complete or approve plans to be done using control to be done page process. Academic and Student Revise plans as specified by instructors Services Review Director of course with Review section plans that are new or revised 1-on-1 sections Dept. chair or program director whose dept. or For courses with owned prefix, review plans that are program owns a course new or revised prefix (see below) Director of program Review new or revised plans for candidate in the with formal program (candidacy) mentoring

5 Planning for Continuity of Instruction 10/07/09

Stage 1 Contingency Planning for Instructional Continuity Who? What? When? Publication Academic and Student Set plans as published Affairs Course and section directors Post or link to new or revised plans on Blackboard Thesis and dissertation committee chairs

Course Ownership Prefix Department / Program Chair /Director PHBI Bioinformatics and Biostatistics Dr. Bob Esterhay PHCI CREST Dr. Susan Muldoon PHDA Bioinformatics and Biostatistics Dr. Bob Esterhay PHEH Environmental and Occupational Health Sciences Dr. David Tollerud PHEP Epidemiology and Population Health Dr. Rick Baumgartner PHMS Health Management and Systems Science Dr. Bob Esterhay PHPB Health Promotion and Behavioral Sciences Dr. Richard Wilson PHPH MPH Dr. Bob Jacobs PHST Bioinformatics and Biostatistics Dr. Bob Esterhay

Academic Programs Program Director Unit Master of Public Health (MPH) Robert R. Jacobs, Ph.D. School of Public Health and Information Sciences Master of Science (M.S.) in Richard N. Baumgartner, Dept. of Epidemiology and Epidemiology Ph.D. Population Health Master of Science (M.S.) in Dongfeng Wu, Ph.D. Dept. of Bioinformatics and Biostatistics-Decision Science Biostatistics Master of Science (M.Sc.) in Susan B. Muldoon, Ph.D., School of Public Health and Clinical Investigation MPH Information Sciences Sciences

6 Planning for Continuity of Instruction 10/07/09

Academic Programs Program Director Unit Doctor of Philosophy (Ph.D.) in Peter L. Walton, M.D. School of Public Health and Public Health Sciences Information Sciences Concentrations in:

Environmental Health David J. Tollerud, M.D., Dept. of Environmental and MPH Occupational Health Epidemiology Richard N. Baumgartner, Dept. of Epidemiology and Ph.D. Population Health Health Management Raymond E. Austin, Ph.D. Dept. of Health Management and Systems Sciences Health Promotion Richard W. Wilson, DHSc, Dept. of Health Promotion and MPH Behavioral Sciences Doctor of Philosophy (Ph.D.) in Somnath Datta, Ph.D. Dept. of Bioinformatics and Biostatistics Biostatistics

7 Attachment 1 Stage 1 Contingency Plan for Instructional Continuity of Lecture or Lab Course

Date: ______Course ID & title: ______

Course director: ______

Type of instruction: (check one)  Lecture course  Lab course Communication method when contingency plan is activated: (check all that apply)  Blackboard  Other (specify) ______

 Other (specify) ______Responsibilities: (check all that apply)  Students communicate expected class absences, as possible, due to illness or other situation in which continued instruction is a reasonable consideration.  Instructors communicate expected class cancellation, as possible, due to instructors’ illness, physical plant problem (e.g., flood), or other situation in which continued instruction is a reasonable consideration.  Instructors communicate expected class cancellations due to number of expected student absences:  33%+  50%+  66%+  Other ______ Other (specify) ______Options for modifying course after cancelled class: (check all that apply)  Content of cancelled class is not essential in meeting course objectives  Cancelled class done in place of class with content not essential in meeting course objectives  Special make-up class added (requires discussion with students)  Extra reading added  Special online chat session added (using Blackboard)  Student assessment of content of cancelled class modified (e.g., test content modified)  Other (specify) ______

 Other (specify) ______Options for instruction to students absent from class for acceptable reasons: (check all that apply)  Content of missed class(es) is not essential in meeting course objectives and is not part of student evaluation  Extra reading added  Special review session scheduled to cover content missed by student(s)  Other (specify) ______

 Other (specify) ______

 Additional specifications on back of page.

This plan is in effect for the course cited above until replaced by a revised plan.

Revisions to this plan must be submitted to the course owner (dept. or program) on a new form. Attachment 2 Stage 1 Contingency Plan for Instructional Continuity of One-on-One Instruction

Date: ______Mentor/Instructor: ______

Student: ______

Type of one-on-one instruction: (check one)  Field work course \Course ID: ______Section: _varies___  Independent study course /  Master’s thesis mentoring  Ph.D. dissertation mentoring Communication method when contingency plan is activated: (check all that apply)  Email  Blackboard  Telephone  Other (specify) ______Criteria for activating contingency plan: (check all that apply)  Mentor/instructor has been or is expected to be unable to meet with student for more than one week due to illness, physical plant problem (e.g., flood), or other situation in which continued instruction is a reasonable consideration.  Student has been or is expected to be unable to meet with mentor/instructor for more than one week due to illness or other situation in which continued instruction is a reasonable consideration.  Other (specify) ______

______Methodology for modifying criteria for activating contingency plan: (check all that apply)  Recommended by anyone, approved by mentor/instructor.  Recommended by anyone, agreed to by both mentor/instructor and student.  Other (specify) ______Options for modifying course or planned activities after contingency: (check all that apply)  Extension of time, grading delayed  List of deliverables and due dates revised  Specifications of deliverables modified  Non-essential content or activities eliminated  Other (specify) ______

 Other (specify) ______

 Additional specifications on back of page.

This plan is in effect for the unique combination of mentor, student, and course (excluding section) cited above until replaced by a revised plan or the combination ends, whichever occurs first. This time period may be more than one semester (e.g., practicum) and even be several years (e.g., candidacy mentoring).

Revisions to this plan must be submitted to course or program director on a new form. Attachment 3

University of Louisville Continuity of Instruction Plan

During a pandemic or catastrophic event it is possible that face-to-face instruction and access to physical facilities could be interrupted by specific circumstances or suspended by the university. In this case, or in the case of a period of high absenteeism, or the extended illness of a faculty member due to flu, it may become necessary to consider alternative methods of instruction to provide academic continuity. Each unit should have a plan for dealing with continuity of instruction that is specific to their circumstances. At the University of Louisville, the most convenient way for faculty to continue instruction would be the use of the university’s learning management system, Blackboard. All courses have a Blackboard shell automatically generated, prior to the term, that is accessible by the faculty member assigned to that course and students enrolled in the course. Ancillary services mentioned later in this document including Tegrity and Wimba are accessed through Blackboard courses. This document assumes that in general, the technology services offered by the Delphi Center for Teaching and Learning and Information Technology will continue to be available to faculty and students via online access during a crisis. However, it is possible that severe conditions could cause campus internet or computing resources to be unavailable for a period of time. It is also possible that conditions, such as widespread electric outage, could make it difficult for students and faculty to access online resources. Contingencies should be developed for this possibility as well. The University of Louisville has a site devoted to dealing with flu and other disease pandemic issues at: (add link)

Guidelines for Faculty The following information should be considered recommendations and guidelines only. Units and faculty are ultimately responsible for the continuity of their courses and may have unique and specific conditions or challenges that may not be covered by this document. The guidelines within this document are meant to be general in nature and are suggestions only. A Continuation of Instruction Plan should be prepared for each class taught. This should include at a minimum:  A Pandemic/Catastrophic Readiness statement

 Communication plan for students

 How will course objectives and requirements be altered?

 Alternate delivery methods to be used

 Preparation of course for alternative delivery methods

Pandemic/Catastrophic Readiness

It is recommended that faculty develop and add a pandemic/catastrophic-readiness statement within each syllabus. This statement should instruct students to be proactive by determining if they would have computer and Internet access if relocation is imminent during or after event conditions. Students would

1 Attachment 3 then be prepared to participate at the level appropriate for their situation. In addition, students with Internet access should be instructed to monitor the UofL homepage for emergency information and updates and sign up for RAVE emergency cell phone text communications https://www.getrave.com/login/louisville.

It is the responsibility of the individual units to determine guidelines concerning the minimum content delivered for each course by each individual instructor during a declared pandemic or catastrophic event time-frame.

Pandemic/catastrophic readiness should strive to encompass the highest values and standards in learning while providing students with an alternative learning situation.

Example: Pandemic/Catastrophic Readiness Statement

“In the event that this course is no longer able to meet face-to-face, students should (first go to section XX in this syllabus and complete the alternative assignment) and/or (immediately log onto Blackboard and read the announcement.) and/or (etc.). . . .”

Questions to Consider before Creating a Plan for your Course

1. Determine in advanced if your students will have Internet access in the event of a pandemic or catastrophic event. 2. What will your teaching objectives be for this time period (material covered, explore new topics)? 3. How will you communicate with your department and other instructional staff. 4. How will you communicate with students? 5. What will you communicate to students (course work, updates, questions)? 6. How will you develop and/or make your content available (unit assignments, homework)? 7. How will you assess your students during this time period? 8. Does your current textbook have online resources or a course cartridge that might be utilized during this time? 9. Will social distancing affect access to software, for example, lab-based software that is only available on campus? 10. How will you distribute your Plan? Take a minute at the beginning or the early part of the semester to discuss what would happen if the class is not able to meet for several weeks.

2 Attachment 3

Communication Plan for Students 1. Contact information

Initially you should determine if students have access to email and internet from their home. If not, it may require an alternate means of communication. Student information should include a phone contact and current mailing address. However, some students may wish to keep this information private due to FERPA concerns. You should also have alternate means of contacting any additional instructional staff that are associated with your course and of course with your key unit personnel.

How students will contact you is equally important. Existing information given to students may cover this but additional channels of communication should be considered if existing means would not cover these situations.

2. Email

Groupwise is the official email communication means for the University of Louisville. If messages are sent through Blackboard to students, they go to their Groupwise account. Students often are not diligent in checking or forwarding their email account. Reminders that official course and university related emails are sent to Groupwise should be included in any course announcements and syllabus modifications. 3. Blackboard

If you do choose to use Blackboard to communicate with your students and have indicated that to the students, you have several options. These include using email, course announcements, use of the discussion boards, and use of Blogs and/or Wikis. 4. Social Media

Facebook, MySpace, and Twitter are a few examples of social media services that can be used to communicate with students. These services are outside of the university’s control and are not security authenticated. 5. Course Information

Clearly indicate to students where to find course information, either on the course Blackboard site or if you choose to use other instruction methods (such as independent websites, blogs or Google docs, for example) how these are to be accessed and used by students.

Course Requirements and Objectives Begin planning by reviewing the learning outcomes you wish to achieve in the event of pandemic or catastrophic conditions. Learning objectives may have to be altered for the period

3 Attachment 3 the course is taught with electronic means or alternate means. Alternate assignments should be considered or prepared for the variety of possibilities that could exist.

Attendance policies might have to be altered depending on the severity of the situation or based on directives from the institution. These policies should be clearly stated to students. In the case of influenza, the event may affect many students over a long period of time rather than a specific short contained time frame.

The plan should also address two distinctly different scenarios: the scenario in which Internet and computer access will be available to most students, and the scenario in which at least some students will not have Internet access and/or access to a computer. Be sure to include any communication updates (how—when--where) and any announcements which are important to your students. For example, let them know how often they can expect to hear from you and how often you expect to hear from them.

Scenario 1: Students with Internet and Computer Access

During a pandemic or catastrophic event, either at the instructor’s discretion or after face-to-face instruction has been suspended by the institution, communication can be expected to take place through Blackboard tools, Groupwise email, telephone, text messaging, instant messaging, independent websites, etc.

We recommend that faculty become familiar with Blackboard prior to any such need arising in order to reduce frustrations and confusion. Blackboard is UofL’s learning management system and is available to all faculty members and all students.

Blackboard automatically generates a course shell for every UofL course offering. Each course shell will be populated with students enrolled in the course. The shells are active and available to instructors and students. Faculty can turn availability to courses on or off for students at their discretion. So Blackboard can be used for only portions, or a specific timeframe, of a course if so desired by the faculty member.

UofL also offers Tegrity, a course capture software, that is accessible through the Blackboard shell. If faculty are used to maintaining a lecture format, they can record lectures from a PC or laptop and upload them for later access by students in the course. This software would also be a means of maintaining instruction if you as a faculty member cannot come to your face to face course sessions. Although Tegrity is accessed through Blackboard – you do not need to use the other elements of Blackboard to use Tegrity.

A collaboration tool, Wimba, will also be available upon request, if UofL enters into a crisis situation where its use would benefit the university. Wimba offers the capability to synchronously interact through text, audio and video with groups and/or individuals. It is integrated and accessed through Blackboard. It is not available by default however and access must be requested from the Delphi Center for Teaching and Learning.

Possible Types of Communication Available

4 Attachment 3

Blackboard Tools:

*Email, Message Tool, *Announcements, *Chat (Collaboration), *Threaded Discussion, and Groups

Wimba (Link)

Tegrity (Link)

Email: Groupwise, Blackboard Email, and external email programs

Cell or Landline Phone

Snail Mail

Instant Messaging services such as: Googletalk, ichat, Skype, AIM

Social Networks: Facebook, Twitter, MySpace

Options for Content Delivery Possible methods for delivering face-to-face content online using Blackboard:

Topics Face-to-Face Delivery Platform Delivery Course Microsoft PowerPoint Files Adding Content to Blackboard Content/Information Microsoft Word or PDFs The link above covers how to add an item or text inside Blackboard. Paper Course Handouts Examples would be Microsoft Word or Microsoft PowerPoint files.

Use Blackboard’s Blog/Wiki Tool (Link)

Using Adobe Presenter Add audio to PowerPoint files (put lectures in short modules for minimum file size and maximum delivery).

Deliver lectures using Wimba. See Wimba Resources.

5 Attachment 3

Topics Face-to-Face Delivery Platform Delivery Text Book Text material covered Before the semester begins, check to Reading/Assignments see if your current textbook offers online resources or a Blackboard course cartridge.

Use Library e-reserves to make documents accessible to students. (link)

Make sure the syllabus is specific about which readings should be done at which time and how this material relates to assessments. Group Assignments Group projects Utilize the Blackboard Group Area Small group assignments that offers group: pages, discussion board, chat, and file exchange. See video and text tutorials. .

Individual Assignments In class assignments Create and Store assignment Projects information in the Assignments area.

Exams or Quizzes In class Use Blackboard Testing Feature to present quizzes or exams. (Link)

6 Attachment 3

Course Announcements Timely verbal announcements or Post course updates in the course updates given during a face- Announcement area in Blackboard. to-face course See *video and text tutorials.

Topics Face-to-Face Delivery Platform Delivery Course Lectures* Face-to-face Lectures Post Documents Online for Student reading and/or discussion PowerPoint Presentations Tegrity (add Link)

Add audio to powerpoint, Adobe Presenter (add Link)

Web Conferencing using Wimba. (add Link)

Use Blackboard’s Blog and Wiki Tools (Link)

Threaded discussion. *Text tutorial.

Blackboard Blogs and Wikis Syllabus Hard copy distributed in class. Upload a copy of your syllabus in Blackboard in the designated syllabus area or a specified area of your course.

This makes it always available to your students online Student Questions Verbal responses to Questions asked *Utilize Email, *Threaded Discussion during class or office hours. and *Chat to answer questions (Collaboration). *Note: When creating or converting course materials to online formats, it is crucial to consider file size. The addition of particular graphics may cause PowerPoint Presentations to exceed online limitations and slow down the student access.

Possible Sample Assignments

Consider creating additional assignments which could be added to course materials and made available during any pandemic or other catastrophic event which temporarily suspends face-to- face classes. Consider how you could provide these items to students in both Scenario 1 and Scenario 2. Assignment Examples for Consideration

Prepare an Individual and/or Group Assignment which might work for a short period such as:

7 Attachment 3

1. Post a subject content link (in syllabus, Blackboard, email, etc.). Have students prepare a paper assignment tying information to course content and personal experience. (Students could submit assignments via Blackboard or email, or even snail mail.)

2. Post an extension of the subject content link and prepare (or have students prepare) a 10 question (online or paper) quiz or have group discussions through the discussion board or other methods mentioned in this document. 3. Post discussion questions (2) in the Blackboard Discussion Board or alternate communication methods to facilitate online discussion. Groups might note time of discussion and 1-2 line overview of discussion for assessment of assignment.

4. Provide an "Alternative" assignment in your syllabus to be used only in the event that face-to-face classes are suspended, including rubrics or other measures for assessment. You could set up the discussion board in Blackboard to have student-moderated discussions. Scenario 2: Faculty and Students without Internet or Computer Access

In the event that a pandemic or catastrophic event occurs, students may not have access to a computer or the Internet from an on-campus location. In addition, some students rely on the ability to access computers at locations other than their home to get on the internet. Due to illness or other conditions, it may not be possible for some students to have consistent access to an internet connection or computer. Under these circumstances a great deal of pre-planning must go into syllabi and materials development. A syllabus with complete instructions for work completion when students don’t have access to computers/internet and/or campus facilities will need to be prepared within a detailed study/work plan. Note that in these circumstances a single Just-In-Case syllabus for multiple sections of a course might be appropriate. This event could cause a communication gap between instructors and students while face-to-face classes are suspended or conditions cause considerable disruption of normal instructional scenarios. These students will still need an explanation of your expectations and their responsibilities. It is suggested that a “just in case” course content outline/syllabus, and a timeline be available that students can either download or print, and take with them. Assignments from the current textbook which students can complete and submit when face-to-face classes resume are also an option. As with Scenario 1, social distancing may affect students’ access to course related materials or software and will prohibit the use of any type of face-to-face meetings.

Communication Options for Those without Internet and/or Computer Access Possible Types of Communication Available:

Phone, land line and cell

Snail Mail

Just-In-Case Options for Content Delivery

8 Attachment 3

Possible methods for delivery of face-to-face content without Internet or computer access.

Topics Face-to-Face Delivery Manual Delivery Course Content/ Microsoft PowerPoint Files Students could download or print Information Microsoft Word Files content available in advance. Paper Course Handouts Paper through Snail-mail

Text Book Reading/ Text material covered Prepare and place in Syllabus for Assignments later use. Group Assignments Group projects Prepare and place in Syllabus for Small group assignments later use.

Textbook readings Individual Assignments In class assignments Prepare and place in Syllabus for Projects later use.

Textbook readings Exams or Quizzes In class Alternate assignments scored

Mastery test taken when students return Course Announcements Timely verbal announcements or Phone Tree course updates given during a face- to-face course

Topics Face-to-Face Delivery Manual Delivery Course Lectures Face-to-face Lectures Paper copies provided ahead of PowerPoint Presentations time or substitute a particular chapter in the textbook. Electronic copies of course lectures and/or notes available for print or download. CDs with all course materials including lectures available for purchase with text.

9 Attachment 3

Syllabus Hard copy distributed in class. Alternate hard copy distributed in class. Student Questions Verbal responses to Questions Peer Phone Tree, (Ask 3 then me) asked during class or office hours. Faculty Phone (Assign groups and one student as communicator to ask questions.)

Just-In-Case Sample Assignments

Prepare an Individual and/or Group Assignment which might work for a short period:

1. Provide subject content (in syllabus, course packet, text message, etc.) for students to review and self reflect upon in a paper Students could mail assignment(s) in.

2. Post subject content link and prepare a 10 question quiz or have buddies discuss using text messaging or phone. Due to social distancing any type of face-to-face meeting will be highly discouraged.

3. Post discussion questions (2-4) in syllabus to facilitate discussion. Have students discuss through phone or text-messaging. Groups might note time of discussion and 1-2 line overview of discussion for assessment of assignment.

4. Assign end-of-chapter materials for group project, individual question and answer session, or buddy discussion. Students can then report for peers to assess, or discuss and write up overview of discussions. Use end-of-Chapter assignments for chapters not covered in regular class period.

5. Provide an "Alternative" assignment in your syllabus to be used only in the event that face-to-face classes are suspended, including rubric for assessment. Example for this assignment - Assign Buddies at the beginning of the semester. Provide a current article for students to read and discuss with their buddy.

Items for Consideration at the College/School, and/or Unit Level

Develop and recommend guidelines noting a minimum course standard in relationship to course content and aligned with assessment and accreditation for the unit be provided by each faculty member for each of their designated courses.

10 Attachment 3

Develop and recommend a university standard for delivery that would designate the amount of course content which must be available online in the event of a declaration of pandemic or catastrophic conditions.

Upon recommendation of the unit head, courses consisting of both face-to-face and DE delivery format should consider merging into the DE format upon declaration of an event.

The unit head should take appropriate action in supporting the continuity of the learning process for students.

Faculty members teaching sections of the same course could meet and prepare modules of course content in order to provide students with continuation of learning opportunities and lessen faculty loads during a pandemic and catastrophic event. Each module could equate to ½-1 face-to-face lecture or content materials. This might mean approximately 10 prepared modules. Preparation tasks could be shared allowing for instructor outages during the event. Classes could then immediately switch to the prepared platform (Blackboard) site. Depending on the software selected to create the modules, the content. could also be copied to a CD in order that the CD be mailed to those students without Internet access but having access to a computer. This would require a list of students and student addresses to be readily available at all times, unit support, and faculty participation.

Faculty members be encouraged to become familiar with the current learning platform through formal training in order to continue to provide students with the highest quality of education and meet program standards during a pandemic or catastrophic event. This would require direct unit support, mandates from units, and faculty participation.

Some form of team-teaching could be investigated and staged in order to curtail faculty overload during the declaration of an event. This would require direct unit support and faculty participation.

GLOSSARY

Catastrophic Event: Area situation causing declaration of emergency and possible cessation of face-to- face instruction and closure of facilities. May require social distancing.

Tegrity: Is a course capture software, available through Blackboard where faculty (and students if faculty so choose) can record audio, screen captures, and video if desired and upload for playback by students as required.

Wimba: is a web conferencing learning program that provides a virtual classroom using live and recorded sessions. Wimba provides voice, video, and graphics in a structured online learning environment replicating a traditional classroom.

RAVE: UofL emergency notification system that sends emails and cell phone text messages. Sign up is free..

Instant Messaging - real time communication between two or more people based on typed text. The text is conveyed via computers connected over a network such as the Internet. Commonly used IM software include: AIM, MSN Messenger, and ICQ.

11 Attachment 3

Pandemic Flu: Global outbreak of human flu which can spread easily and quickly from person to person and from city to city.

Snail Mail: Postal mail

Social Distancing: Limiting contact and activities with others to slow down the spread of a flu pandemic.

Discussion Points

For Units – The following can be used to promote dialogue among faculty concerning the learning process and pandemic or catastrophic event situations. Faculty should be encouraged to discuss the following points with peers in addition to any other ideas which may arise as an extension of the discussion.

 What would you do if you were unable to have your class meet face-to-face for an extended period of time beginning tomorrow?

 How would your face-to-face syllabus change if you had to suddenly begin teaching at a distance?

 If servers and communication went down for a long period of time, how would you communicate with students?

 How could the content materials of your current course be changed to reflect the conditions (Scenario 1 or Scenario 2)?

 Is your course currently being taught online by anyone?

 What are your department and program standards for consistent, high quality course instruction?

 How could a course provide value and meet program standards during a pandemic or catastrophic event?

 How would it be possible for students who anticipate graduating at the end of the semester to meet program standards during a pandemic or catastrophic event?

 What would an outline for Just-in-Time or Just-in-Case course materials look like? What would be included? What would be excluded?

 What materials are essential for optimal Just-in-Time and Just-in-Case learning?

 Reinventing the wheel is time-consuming and difficult. How can you provide the minimum requirements without reinventing the wheel?

 When should you share your alternative scenario materials with students?

12 Attachment 3

Faculty Checklist

The following is provided in order to facilitate and focus attention on preparation for a catastrophic event.

Item Description Answer the Questions to Consider Attend Blackboard Training Sessions Revise Syllabus – Continuity Syllabus Continuity Syllabus Readily Available to Students Develop a Continuity of Instruction Outline Develop Student Communication Plan Select Communication Tools to Implement Test Communication Tools Ensure Just-In-Case Content Readily Available Ensure Just-In-Case Assignments Readily Available

Acknowledgements This document has been created, in part, by adapting instructional continuity documentation from: Eastern Carolina University (http://www.ecu.edu/cs-admin/oehs/emergency/upload/ECU- Continuity-of-Instruction-Plan-09.pdf) Duke University (http:/cit.duke.edu/resources/flu) Farleigh-Dickinson University (fdu-coursecontinuity.wikispaces.com)