FALL 2020 - jsu.edu · planned or unplanned delay, all face-to-face and blended classes transition to normal oper - ations. Upon return, classes resume with no anticipated disruptions

FALL 2020

Jacksonville State UniversityDivision of Academic Affairs700 Pelham Road NorthJacksonville, AL 36265-1602

VOLUME 01 7.2020

ACADEMIC AFFAIRS Fall 2020 Planning

July, 2020

The Fall 2020 Academic Planning Task Force, formed at the request of President Don Killingsworth and Provost Christie Shelton as part of the Jacksonville State University COVID-19 Task Force, was charged with planning the safe, effective, and academi-cally rigorous delivery of instruction for the upcoming fall semester. Any plan of this scope comes with inherent challenges but those challenges have been significantly amplified by the immense uncertainties and highly unpredictable trajectory of the COVID-19 worldwide pandemic. It has been within this context that our task force has attempted to provide guidance, support, and leadership to those responsible for the safe and successful completion of the fall semester, especially those individuals directly involved in the delivery of instruction.

The following pages represent a snapshot of academic planning efforts to date. While the initial purpose of these documents was to initiate immediate actions for fall academic preparation, work which is well underway, there is still much to be done. Consequently, the instructional delivery plan and associated documents presented herein will continue to evolve in response to prevailing conditions and circumstances surrounding the pandemic, and the work of this task force will remain ongoing in order to support the implementation of current and evolving plans throughout the fall semester.

Members of this academic planning team are appreciative of the input, guidance, and encouragement received from the senior administration, academic deans, department heads, and members of the faculty throughout this process. As task force chair, I also wish to acknowledge the exceptional work of the members of this task force, who have dedicated long hours to fulfilling our charge. All have provided keen insight, thoughtful ideas, highly individualized perspectives, and an unrelenting commitment to planning safe and successful learning experiences this fall. I have not worked with a more dedicated, professional, collegial, or collaborative group of individuals in my 25 years in higher education.

As a task force, we remain optimistic for a successful return to our beautiful campus this fall and offer the following plan as one of many steps toward that goal. If, how-ever, the unpredictable conditions surrounding the COVID-19 pandemic interfere, we are confident that our work will still guide JSU in meeting its long-standing and firm commitment to deliver high-quality, well-planned academic experiences that engage students and offer diverse pathways to success.

Sincerely,

Joe Walsh, ChairFall 2020 Academic Planning Task Force

ACADEMIC AFFAIRS PLANNINGInstructional Delivery and Learning Spaces

Instructional Delivery Plan

Supporting DocumentsSECTION 02

A comprehensive plan to guide schools, departments, programs, and the faculty in planning and preparation for fall 2020 instructional delivery.

MODIFIED ACADEMIC CALENDARAdopted academic calendar modified to compress the semester into post-Thanksgiving Break completion with the exception of final examinations, which will be offered online.

INSTRUCTIONAL METHODSDetailed rationale and description of the three fall 2020 instructional methods—online, hybrid, and field-based.

STUDENT MESSAGESMessages sent to assist students in preparing for classes.

WEB-ENHANCED COURSESInformation on web-enhanced classes for the faculty along with description, benefits, and supporting resources.

SAFE CLASSROOM PROCEDURESCOVID-19-related content to be included in syllabi regarding attendance, PPE, social distancing, and classroom cleaning and disinfecting.

FACULTY COURSE PREPARATIONPlanning guide and checklist to assist the faculty in preparing classes for fall delivery.

DEPARTMENT HEAD PREPARATIONPlanning guide and checklist to assist department heads in preparing for fall.

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JACKSONVILLE STATE UNIVERSITY

FALL 2020

SECTION 01

SECTION 01

FALL 2020

INSTRUCTIONAL DELIVERY PLAN

CONSIDERATIONS & RECOMMENDATIONS

FALL 2020 ACADEMIC PLANNING TASK FORCE | JACKSONVILLE STATE UNIVERSITY

A comprehensive plan to guide schools, departments, programs, and the faculty in planning and preparation for fall 2020 instructional delivery.

May 11, 2020

Christie Shelton Provost and Senior Vice President | Academic Affairs

Jeff RyanCOVID-19 Task Force Leader

Randy BladesDepartment Head | Department of Drama

Chris CaseyDirector | Online@JSU

David DempseyProfessor of Mathematics | Department of Mathematical, Computing, & Information Sciences

Betsy GulledgeChief Nursing Administrator and Associate Dean | School of Health Professions and Wellness

Lori HensleyDepartment Head | Department of Biology

Dana IngalsbeDepartment Head | Department of Applied Engineering

Tommy TurnerDean | School of Education

Joe WalshVice Provost (Chair)

Lisa WilliamsAssociate Vice Provost

Chad AndersonAssociate Professor | Department of Art & Design

SUBMITTED

PROJECT COMMISSIONED BY

FALL 2020 ACADEMIC PLANNING TASK FORCE

GRAPHIC DESIGN

SECTION 01 INSTRUCTIONAL DELIVERY PLAN

SECTION 01 INSTRUCTIONAL DELIVERY PLAN

TABLE OF CONTENTS

Executive Summary

Potential Operational Scenarios

Course Delivery Options

Course Classification

Tuition

Delivery Options and Implications

Guidance Concerning Internships and Field Experiences

Additional Considerations

Safety Precautions for Academic Spaces

Summer Safety Planning

Recommended Safety Precautions

Conclusion and Key Recomendations

Resources

Appendix 1

Appendix 2

Appendix 3

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EXECUTIVE SUMMARY

The Jacksonville State University (JSU) Fall 2020 Academic Plan-ning Task Force was charged with identifying safe, effective, and academically rigorous options for delivering instruction in the fall semester, based on a broad range of potential scenarios associ-ated with the prevailing status of COVID-19 transmission. Because of the inherent uncertainties of the current global pandemic, this report does not and cannot offer a definitive roadmap for fall 2020 instructional delivery and procedure. Instead, it provides informa-tion, guidelines, and parameters so that the institutional adminis-tration, schools, departments, faculty, and others can, together, prepare for a safe and successful fall semester.

This report includes a concise but comprehensive overview of nine possible operational conditions that might exist at the beginning of the academic year or emerge at any point throughout. Based on these conditions, the report then presents 12 course delivery options. These diverse options, ranging from the ability to provide normal face-to-face instruction to the complete transition to online delivery, are described, along with their corresponding benefits and risks. Next, the report offers guidelines for assessing, planning, and preparing safe classrooms, labs, and other learning spaces. The report concludes with 10 key recommendations intended to guide the development of sound, flexible, substantive, and well-planned instructional delivery, and the creation of safe and strategically flexible learning environments.

Members of this task force are optimistic about JSU’s inevitable return to face-to-face instruction, possibly as soon as this fall. How-ever, for various reasons beyond institutional control, if that is not possible or is disrupted, we believe that the following recommen-dations will measurably support JSU’s ongoing commitment to provide top-quality academic experiences that engage students and offer diverse pathways to success.

1 INSTRUCTIONAL DELIVERY PLAN


POTENTIAL OPERATIONAL SCENARIOS

The following paragraphs describe a range of potential scenarios that could result from unpredictable COVID-19 developments and the corresponding national, state, local, and institutional responses to such developments. While ideal, a return to normal operations is unlikely for fall 2020 and quite possibly the remainder of the academic year. Planning exclusively for a return to normal will place the institution at significant risk of being unprepared to adequately deliver instruction for the fall semester. Instead, preparing for a combination of several of the atypical scenarios described below is advisable. Preemptively preparing course delivery strategies that are sufficiently flexible to respond to these scenarios provides the greatest degree of protection from academic disruption during the fall.

Each scenario is based on the following three levels of community transmission as described in the Interim Guidance for Admin-istrators for U.S. Institutions of Higher Education provided by the Centers of Disease Control and Prevention (CDC): Level 1 No Community Spread, Level 2 Minimal to Moderate Community Spread, and Level 3 Substantial Community Spread.



Scenario 1: Normal Operations Scenario 2: Modified Physical Presence

Scenario 3: No Physical Presence Allowed

All classes (face-to-face, blended, and online) meet as usual with no anticipated disruption in scheduling or additional accommodations to classroom capacity or configurations required. Students may participate in clinical experi-ences, internships, practicums, and other field experiences. Fully online classes will be maintained throughout the full semester with-out disruption. The only potential operational adjustment under this scenario is that it may require minimal escalation of routine house cleaning and heightened focus on personal hygiene, along with associated supplies, espe-cially in common spaces such as restrooms and lounges.

Transmission Level: 1 - No Community Spread

Face-to-Face classes will meet, but classroom settings will have to follow current public health guidelines for allowable capacity and social distancing. This may mean that some classes will have alternating attendance, some may move into larger spaces, and some may move entirely online, depending on departmental pri-orities and resources. More stringent measures such as the use of personal protective equip-ment (PPE), hand sanitizers, and heightened disinfecting and cleaning may be required. Faculty will need to allow for the possibility that some students may not be able to attend due to health, family, and childcare consid-erations. All clinical experiences, internships, practicums, and other field experiences may be offered but with varying limitations. Fully online classes will be maintained throughout the full semester without disruption.

Transmission Level: 2 - Minimal to Moderate Community Spread

Students are not allowed to return to cam-pus and all classes take place fully online or through distance technology. Faculty may have limited access to their offices and other physical spaces on campus, but remote work is encouraged when possible. All clinical expe-riences, internships, practicums, and other field experiences are not allowed. Very limited access for students may be accommodated in research or simulation labs under special circumstances and only when extreme safety precautions can be implemented.

Transmission Level: 3 - Substantial Community Spread



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Scenario 4: Delayed Physical Opening

Scenario 5: Delayed Physical Opening with Modified Return

Scenario 6: Normal Operation with Short-Term Disruption

The semester follows typical start and end dates, but the physical return to campus by students is delayed for a period ranging from one week to midsemester. Classes commence using online or distance technology but, after planned or unplanned delay, all face-to-face and blended classes transition to normal oper-ations. Upon return, classes resume with no anticipated disruptions and with minimal or no special accommodations required. Students may participate in clinical experiences, intern-ships, practicums, and other field experiences as well as live on campus and participate in regular campus events. Fully online classes will be maintained throughout the full semester without any disruption.

Transmission Level:3 - Substantial Community Spread transitioning to 1 - No Community Spread

The semester follows typical start and end dates, but the physical return to campus by students is delayed for a period ranging from one week to midsemester. Classes commence using online or distance technology but, after planned or unplanned delay, they transition back to the classroom with the implementation of limited physical presence and precaution-ary health and safety modifications. Social distancing protocols, classroom configuration and size limitations, use of personal protective equipment (PPE), and escalated disinfecting and cleaning practices are implemented. Fully online classes are maintained throughout the full semester without disruption.

Transmission Level: 3 - Substantial Community Spread transitioning to 2 - Minimal to Moderate Com-munity Spread

The semester follows typical start and end dates, with all classes (face-to-face, blended, and online) meeting as indicated at the begin-ning of the semester. An increase in com-munity spread may necessitate a move to low-density classroom settings with social distancing or temporary campus closure. Confirmed cases of COVID-19 on campus may require short-term (a few days to a few weeks) class suspension or facility closures in localized areas of campus. In either case, on-campus instruction might resume normal operations or with modified physical pres-ence. Fully online classes are maintained throughout the full semester without any disruption.

Transmission Level: 1 - No Community Spread interrupted by 2 - Minimal to Moderate Community Spread or 3 - Substantial Community Spread



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Scenario 7: Normal Operations with Long-Term Disruption

Scenario 8: Modified Physical Presence with Short or Long-Term Disruption

Scenario 9: Isolated External Disruptions

The semester follows typical start and end dates, with all classes (face-to-face, blended, and online) meeting as indicated at the beginning of the semester. An increase in community spread may necessitate a move to low-density classroom settings with social distancing or to long-term campus closure, perhaps even until the end of the semester. Fully online classes are maintained throughout the full semester without disruption.

Transmission Level:1 - No Community Spread interrupted by 2 - Minimal to Moderate Community Spread or 3 - Substantial Community Spread

The semester may begin with more stringent classroom capacity, social distancing, and PPE requirements. An increase in community spread may necessitate short- or long-term campus closure, at which point all instruction would move to remote learning for the dura-tion of the closure (or possibly until the end of the semester).

Transmission Level: 2 - Minimal to Moderate Community Spread interrupted by 3 - Substantial Community Spread

Individual students may become ill, needed as care givers at home, or otherwise unable to attend face-to-face classes. Consequently, accommodations for remote work may be required throughout the semester. This sce-nario is likely to occur in conjunction with one of the previously described scenarios.

Transmission Level: 2 - Minimal to Moderate Community Spread



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COURSE DELIVERY OPTIONS

COURSE CLASSIFICATIONWith the goal of providing maximum flexibility needed to accommodate the potential and uncertain range of COVID-19-related adjustments to course delivery types prior to and during the fall term, this task force recommends the use of three primary course delivery classifications—Online, Hybrid, and Field Based. In keeping with previous semesters, courses classified as online will be no different. All activities in these courses are conducted exclusively online with no physical “in-class” attendance by students. In comparison, hybrid and field based courses will be considered “web-enhanced” and have supplemental course materials and assignments available to students online through Canvas. It is highly recommended that, even if traditional, face-to-face classes can be exclusively delivered in a physical class-room this fall, instructors include online materials that may be accessed by individual students if personal absence becomes necessary or if the physical presence of the entire class becomes prohibited. This will allow students to plan proactively rather than reactively for the use of technol-ogy in their fall classes. Further, having materials and resources available online allows students remote access if they are unable to attend class for a period of time.

ONLINEIn an online class, all class activities occur online and no physi-cal presence on campus is required of the student. While some online classes require students to meet virtually at scheduled times (synchronously) through videoconferencing, most allow students to work on their own schedule (asynchronously) while still adhering to deadlines and due dates. In both types of online classes, it is important to remember that students are not required or expected to be physically present on campus. All assignments and course interactions occur exclusively online.

HYBRID (WEB-ENHANCED)A hybrid class is one that requires some classroom (or on-site) attendance by students while other class activities are con-ducted online. The amount of classroom and online activities can vary widely. For instance, one hybrid course might require students to attend class every Monday and Wednesday while classroom attendance on Friday is replaced by online activ-ities. In other hybrid courses, students may only be required to attend class in person a few times throughout the semester while mostly participating in the class online. Simply put, in a hybrid class, students can expect to participate in some face-to-face activities and some online activities.

FIELD BASED (WEB-ENHANCED)Field-based experiences such as internships or practicums are supervised and structured learning experiences in a professional setting that allow students to gain valuable work experience in their chosen field of study. Internships usually require a minimum of 10 hours per week during a given semester. Again, because of the potential disrup-tion of routine practices this fall, students enrolled in field-based experiences should expect to access materials and forms online as well as participate in online activities or communication.



TUITION

As originally established for undergraduate classes in the 2020 – 2021 academic year, online tuition is $377.00 per credit hour, which is $53.00 per credit hour more than the $324.00 rate for face-to-face classes. This difference between on-campus and online tuition at the undergraduate level creates challenges that warrant careful consideration, since students taking such classes will inadvertently be subjected to a tuition increase under the current structure. If the transition to online classes occurs, those students who initially planned for face-to-face classes will incur a 16% increase in tuition.

After careful review, the institution has chosen an alternative solution. For fall 2020, JSU will maintain the established online tuition rate for all courses that are intentionally designed and regularly developed as online classes, while not charging the higher online rate for courses converted to online delivery in response to COVID-19. A course-by-course adjustment for those courses will be made to student accounts.



DELIVERY OPTIONS AND IMPLICATIONS

The following course delivery options are intended to provide academic administra-tors and faculty with information and ideas for planning course and program delivery. Each option comes with inherent benefits and risks along with special requirements and varying amounts of time and effort for planning and implementation. While some options function as stand-alone strategies for a single class, others may be most effective when integrated programmatically with courses using a variety of delivery strategies. For example, an academic program might decide that lower-level or introductory classes within that program are most effectively delivered in a physical classroom while upper-level courses could be effectively delivered in a blended or fully online format, thus reducing the need for physical presence across the program.



Traditional, face-to-face instruction occurring in physical classroom, lab, or other on-campus learning space.

Traditional, face-to-face instruction occurring in physical classroom, lab, or other onsite learning space. However, class will be divided in half or even smaller segments with alternate meeting times between segments. Additional activities and assignments will take place online.

FACE-TO-FACE

FACE-TO-FACE (alternating schedule)

DELIVERY METHOD BENEFITS RISKS

No modifications or any adaptation needed by faculty or students.

Reduces population density. Preserves existing enrollment capacities.

Unrealistic. Will be caught “flat-footed” when/if second wave of COVID-19 hits. Discourages prepa-ration. Faculty and students may not be able to or may not want to return to campus. High population density on campus.

Increases complexity of scheduling that will require faculty to meet separately with each group rather than meeting once with the entire class, which may occupy classroom space over a longer period of time as well as extend faculty workload.



Class meets on campus at regularly scheduled times, but course mate-rials and assignments are available online through Canvas.

All class or lab activities and meet-ings occur online. Course delivery is asynchronous.

Instructor holds virtual class or lab synchronously using Teams at scheduled times. Assignments and materials are posted in Canvas. Stu-dents synchronously participate in class meetings remotely and com-plete online assignments asynchro-nously and independently outside of class.

WEB-ENHANCED

FULLY ONLINE

LIVE MEETING(remote delivery)

DELIVERY METHODcontinued BENEFITS RISKS

Course materials and assignments available online for student access in the event of individual or full-class absences. Also encourages students and instructors to gain experience in using Canvas in the event of a required transition to online delivery.

No campus presence required, available from any location with Internet access, available from mul-tiple devices depending on activity.

Provides structure and a virtual classroom experience for students needing/desiring it, while also providing the means to deliver content and receive student work, communicate, and facilitate other experiences in Canvas. Faculty can facilitate this from home, their office, or the campus classroom using tools we already have. Remote delivery of real-time classes eliminates risks associated with physical proximity.

Requires advance planning, preparation, and professional development for faculty.

Limitations of Internet access, some faculty not prepared for online teaching (much training and sup-port required), some students not ready or interested in online learn-ing. Accommodates students who may need to be absent for various reasons.

May be too complex for some fac-ulty and students; may require too much bandwidth for some faculty/students.



Instructor holds class meetings on regular schedule with half of the class meeting in the classroom and the other half participating remotely through synchronous video broad-cast (e.g., Teams, Kaltura Virtual Classroom, or REALCast). May consider alternating. Assignments and materials are posted in Canvas.

Pre-recorded lectures, course mate-rials, or assignments are posted in Canvas for student viewing and completion before class. Regularly scheduled class time for students to meet on campus, in Teams, or a combination or both is used for class discussion and group activity.

Cap classes for safety at recom-mended percentage of capacity while meeting on regular schedule

Offer weekly Friday evening and Saturday option with enrollment caps for safety. During weekdays, schedule classes before 9:00 a.m. and after 2:00 p.m.

LIVE MEETING(onsite and remote delivery)

FLIPPED

CAPPED-ENROLLMENTMODEL

OFF-PEAK SCHEDULING


Provides structure and an in-person classroom experience for students needing/desiring it. Allows faculty to deliver content once to both online and remote students via broadcast. Reduces onsite population density.

Reserves class time for non-lecture activities. Provides students with scheduled structure and live inter-action, allows students to work on own schedule outside of class times. May reduce population density.

Reduces population density. Allows normal schedule to be followed.

Reduces population density. May accommodate students who are working full-time.

May be too complex for some faculty and students. With any remote video solution, some students may not be able to stream successfully due to lack of sufficient Internet connectivity.

May be too complex for some faculty and students; may require too much bandwidth for some faculty/students.

Lower enrollments. Fewer students able to take the classes they need. Does not help campus prepare for possible second wave of COVID-19 and shelter-in-place orders.

May be unpopular times for some faculty and students.



Lab enrollment capped at 20. Students alternate between vir-tual and physical lab experiences each week. For example, during week one, 10 students complete a virtual lab assignment while the other 10 complete an assignment in the physical lab. Groups alternate each week.

Prioritize courses to be taught on campus (primarily experiential and lab-based courses), while those that are adaptable to online are taught there.

Cap classes for safety at recom-mended percentage of capacity while meeting on regular schedule

Implement a schedule with abbre-viated semesters to reduce popu-lation density on campus.

LAB WITH ALTERNATEMEETING DAYS

TARGETED CURRICULUM

CAPPED-ENROLLMENTMODEL

SUB SEMESTERS


Reduces population density. Allows students to still have hands-on experience in the lab.



Reduces risk of substantial inter-ruption of course within a longer term. Allows for multiple offerings of consecutive sections during the overall term and for greater percent-age of course completion should virus escalation require changes in course delivery.

Labs inherently require some close contact, and in current lab spaces, social distancing could be main-tained while students are station-ary at the lab benches, but it will be nearly impossible to maintain such distancing throughout an entire lab section. PPE will be imperative.

Some faculty may not prefer to teach online at all, and some stu-dents may not prefer to enroll in any online courses.

Lower enrollments. Fewer students able to take the classes they need. Does not help campus prepare for possible second wave of COVID-19 and shelter-in-place orders.

Difficulty in delivering sufficient content in some courses. Increases intensity of work during the shorter period.

GUIDANCE CONCERNING INTERNSHIPS AND FIELD EXPERIENCES

Field experiences, such as internships and clinicals, are an integral part of a student’s educational journey while at Jacksonville State University. When a student participates in these placements, he or she is typically at a place of business, a school, or a healthcare facility, while earning academic credit for the internship. As such, for the safety of the student, faculty internship coordinators should consider the following guidance:

• If possible, arrange with the internship host for a remote (off-site or virtual) internship. Remote, project-based internships are not appropriate for all academic pro-grams but may provide excellent learning opportunities for some students.

• When an internship must be held on-site, the university expects that the host site follows CDC guidelines to provide protection for all employees, including stu-dent interns.

• The internship host site should provide reasonable assurances that appropriate measures will be taken to ensure the health and safety of the student intern.

• Prior to the internship start date, faculty internship coor-dinators should have documentation from the host site, ensuring that reasonable safety measures have been implemented to provide a safe work environment con-sidering possible COVID-19 risks. This documentation may be in the form of a letter from the sponsoring host site. The documentation should be reviewed by the



student’s faculty internship coordinator, as well as the department head, and possibly other JSU personnel, as determined appropriate by the administration.

• A clinical, field experience, or internship should be can-celed or suspended when any site is unable to provide students with appropriate personal protective equip-ment, is understaffed, or deviates from the reasonable safety measures that were originally communicated by the host site.

• A student should not attend clinicals, field placements, or internships if he or she has been asked to self-quarantine in accordance with public health guidelines.

• If a student’s situation changes, and he or she has a health condition that puts him or her at high risk, or has other concerns (such as a sick family member), he or she should immediately communicate these concerns to the faculty internship coordinator and stop participating in the internship until the issue is resolved.

ADDITIONALCONSIDERATIONS

As other universities begin announcing plans for fall, a common trend is emerging. Schools that are opening at full capacity, such as Univer-sity of Arizona, are in unique situations to truly manage the virus. They are making their own testing kits and have concrete plans for testing, contact tracing and isolating—the necessary actions recommended by the CDC.

On March 12th, when JSU decided to move all classes online, there were no confirmed cases in Alabama and only 291 in the United States. As of Sunday, May 10, 2020, there are 9,639 confirmed cases in Ala-bama and 1,312,279 in the United States. The national daily death toll is projected to reach 3,000 per day on June 1, reflecting a 70% increase from the current number of 1750. Projections also indicate nearly 135,000 deaths nationwide through the beginning of August.

Multiple possible scenarios for the future of the virus are being dis-cussed, with three as most likely. First, there could be alternating mini waves of the virus that resurface every few months. The second is that there will be a second monster wave of the virus that will be twice as fierce and longer lasting than the current wave. And the third scenario predicts that the current wave is the new normal for the foreseeable future. Outbreaks of nearly equal size and duration will continue through 2022.

All future scenarios for COVID-19 agree that the virus will not subside until there is sufficient population immunity. Though this number differs for all viruses, most epidemiologists agree that a minimum of 50% of the population will need to have immunity to significantly stop the spread of the virus. Currently, epidemiologists estimate that no more than 5% of the world’s population has such immunity.



CAMPUS-WIDE MEASURESFor the above reasons, low density options across the entire campus for the fall semester may warrant consid-eration. The course delivery options described in the previous section provide a variety of means to manage density at the course, program, departmental, or school levels. However, universal or campus-wide options may be equally effective at minimizing density. While there are many ways to accomplish this, one such method would be to bring only targeted groups back to campus. This allows for lower density in housing spaces and classrooms and all general student spaces. For example, one possible option is to target first-year students and graduate students (as determined by department), as well as professional groups or majors whose physical presence on campus would be required (e.g., nursing, applied engineering, theater). Ath-letes would likely be another potential targeted group. The following scenarios (modified from 15 Fall Scenarios) depict possible enterprise-wide options for managing population density.

First-Year Intensive: How a student begins his or her college experience may be the best predic-tor of how the college experience will end. The ability of a student to persist through the rigors of college life is in part dependent on the quality of the support the student receives in orienting to the independence and intensity of college-level work. Recognizing the importance of the first year and the first few weeks and months of the tran-sition to college, this plan brings only first-year students to campus in the fall. First-year students learn in residential classes, while also participating in a full range of campus-based orientation and social-connecting exercises. Sophomores, juniors and seniors continue to learn remotely for the fall semester. This option may also allow some upper-level students, such as tutors and student workers, to return to campus, regardless of course-delivery for their classes.

Graduate Student Cohorts: Like the first-year intensive model, this approach would identify select student populations for return to campus. In this model, specific graduate student types might return to campus to continue their research projects and progress towards degree comple-tion, allow for graduate teaching assistants, and help in recruiting and retaining graduate students for fall. There are other ways of identifying stu-dent populations -- by school, by major, by class -- that could also be combined with curricular and administrative considerations such as class size and need for face-to-face interaction.

A strength of the lower density option is that some classes (primarily upper level students) would automatically move online. There are faculty who will not want to teach face-to-face this fall—those with underlying health conditions and advanced age primarily. However, without knowing how other work and home situations may be altered for fac-ulty, there is the likelihood that some faculty who would prefer to teach face-to-face will not be able to, in order to be home with their children. The ability for department heads to rearrange course staffing to accommodate these faculty will become far easier and more possible in this scenario.

Additionally, the university community needs stability mov-ing forward and needs plans that are unlikely to change, regardless of what the virus does. In the low-density option, students can already be spread out in housing with safe distancing. Additional housing should remain available for isolating students who test positive or become symptomatic and can easily be moved with minimal disruption. Lower numbers in classes should allow students to observe safe social distancing, allowing these students to safely remain on campus even if courses shift to an online format for some period of time.



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SAFETY PRECAUTIONS FOR ACADEMIC SPACES

SUMMER SAFETY PLANNINGSenior Administration• Develop a plan for testing/contact tracing of students, faculty, and staff for the presumably inevitable cases of COVID-19 infection that occur.

• Develop and communicate a timeline for decisions concerning university-wide restrictions and guidelines to allow adequate time for scheduling changes, preparation of hybrid or online courses as needed, and training for faculty and staff in proper mitigation strategies.



The return of students for traditional, face-to-face coursework is inherently risky as several thousand individuals from all areas of the country move to campus along with a population that travels to and from campus daily. As part of a comprehensive plan to ensure a safe campus under these conditions, the university must prioritize classroom and instructional space safety and risk mitigation, which will require significant thought and planning over the summer.

Even under conditions of minimal community spread, instructional spaces should still operate at a reduced capacity to minimize density in the classroom. Strategies such as enrollment caps for courses, alternate attendance require-ments, and previously described delivery options must be considered and, when appropriate, implemented. Additional preparations and plans should be made to provide (a) recommended PPE such as masks for all faculty and students in the classroom, (b) touchless hand sanitation station placement, and (c) rigorous and consistent disinfecting and cleaning of spaces. To that end, the Task Force recommends the following planning efforts.

School and Departmental Administration• Conduct an audit of instructional spaces to determine how those spaces can be altered to operate within recommended social distancing guidelines.

• Identify faculty who may be in higher risk categories and begin immediately working with those faculty members to plan proper measures to assist them in delivering classes in a safe manner. Likewise, supervisors should work with staff members who may be in high risk categories to develop safe working conditions.

• Develop building- and classroom-specific plans for disinfection and cleaning of instructional spaces.

• Plans should be, whenever possible, standard across the university.• Plans should include disinfection/cleaning of classrooms at beginning and end of courses.

• Plans should outline responsibilities and training for the cleaning (who does it, who checks it, who determines that the cleaning is sufficient).

• Develop mitigation procedures for high-traffic areas (e.g., elevators, bathrooms, hallways).

• May include one-way traffic patterns, closing spaces, etc. • Should also include accessibility issues for certain buildings.

RECOMMENDED SAFETY PRECAUTIONS Campus-WideThe following are recommended practices to ensure safe academic and work environments across campus when students, faculty, and staff are present.

• Availability of wide-scale testing of students, faculty, and staff. • Availability of concrete testing, tracing, and isolating procedures. • Availability of masks and other appropriate PPE for all (See Appendix 1). • Implementation of low-density population measures. • Implementation of social-distancing measures. • Use of appropriate directional and safety signage throughout campus, including in hallways, stairwells, and elevators.



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Instructional Spaces All instructional spaces should be occupied in a manner that provides sufficient space for recommended social distancing practices (See Appendix 2).

• All academic learning spaces must be audited to determine maximum occupancy based on appropriate social-distancing protocols.

• Appropriate cleaning and disinfecting of all academic learning spaces and the procurement of all necessary cleaning and disinfecting supplies must be consistently managed.

Coursework that requires close physical proximity will require special consideration.

• Labs, studio courses and skills-based courses often require student-to-student or student-to-faculty contact and instructional methods may preclude effective social distancing.

• Further research is needed to develop effective means of delivering this type of coursework.

• Students and faculty will need to be provided proper training and PPE such as masks and gloves.

Faculty Offices All office use and offered office hours should take into consideration time, distance, and shielding. Many faculty offices on campus may not be large enough or currently arranged to provide safe social distancing when visited by students, colleagues, or visitors. Department heads and faculty should discuss social distancing options such as the use of Plexiglas shields, rearrangement of spaces and virtual office hours (See Appendix 3).

Public Events and Performances As part of instruction, some departments have a public performance com-ponent. If allowable, all scheduled events must follow all social distancing protocols as well as any guidelines put forth by the State of Alabama and CDC.



continued

CONCLUSION ANDKEY RECOMMENDATIONS

As the world confronts the unique challenges of the Covid-19 pandemic, universities across the United States face the same task--planning for the coming academic year amid a level of extraordinary uncertainty and with previously unimaginable challenges. All are reaching for strategies that will allow them to bring students back to campus in the fall. The Chronicle of Higher Education, tracking the fall plans of universities in response to the crisis, most recently published an update that shows 74% plan an “in-person fall semester.”

However, as Dr. Anthony Fauci, Director of the National Institute of Allergies and Infectious Diseases and one of the nation’s most revered voices on public health, noted in a March interview, we are not in control: “you’ve got to understand that you don’t make the timeline, the virus makes the timeline. So you’ve got to respond, in what you see happen. And if you keep seeing this acceleration, it doesn’t matter what you say. One week, two weeks, three weeks -- you’ve got to go with what the situation on the ground is.”

His analysis and advice underscore the need for JSU to be nimble in adapting to the changing conditions. The university’s response and planning must be dynamic, with constant research, monitoring, adapting across the summer and into the academic year. The university must embrace strategic flexibility in the face of challenges that change constantly as the virus changes conditions in the county.

At this moment, after research and review of current and possible future condi-tions, analysis of best practices in course delivery, and consideration of health and safety concerns, we offer the following recommendations as a starting point for even deeper academic planning as Jacksonville State University looks to its future.



Use only three major course classifications for fall: Online, Hybrid, and Field Based.

Develop all courses as “web enhanced,” with instructional materials available online via Canvas throughout the semester.

Begin immediate planning and preparation of online and web-enhanced fall courses by faculty with concurrent support and training provided.

Ensure that all faculty, regular and adjunct, have access to laptops and other necessary technology needed to conduct teaching remotely.

Modify and equip all learning spaces to meet recommended social distancing and cleaning and safety protocols.

Provide campus-wide policies and practices for managing the availability and use of PPE in all academic spaces.

Market EdReady Math and English this summer as a means for entering freshmen to catch up after a disrupted senior year.

Implement a regular communication plan between advisors and advisees throughout the summer and fall to provide current information as conditions evolve, as well as confidence and assurance of continuation of studies.

Retain Fall 2020 Academic Planning Task Force through fall semester to guide and support academic planning and implementation.

Engage in messaging campaign to convey optimistic fall return to campus but provide assurance that, regardless, safe, high-quality, and well-planned academic experiences will be delivered.



1

2

3

4

5

6

7

8

9

10

TOP 10 ACADEMIC RECOMMENDATIONS

continued

The goal of safety, health, and overall wellbeing (physical and mental/emotional) influences all plans, policies/procedures, decisions, and recommendations.

Financial fairness must guide all plans, policies/procedures, decisions, and recommendations, whether impacting students, faculty, or staff.

Departments and schools need latitude and flexibility when making decisions about class locations, delivery method, and physical class attendance.

“Strategic Flexibility” underpins all planning efforts so that multiple instructional delivery options can be readily implemented in response to various potential conditions associated with COVID-19.



1

2

3

4

GUIDING PRINCIPLES FOR FALL 2020 ACADEMIC DECISION MAKING

continued

RESOURCES

Fifteen Fall Scenarioshttps://insidehighered.com/digital-learning/blogs/learning-innovation/15-fall-scenarios?utm_content=buffera9fcc&utm_medium=so-cial&utm_source=linkedin&utm_campaign=IHEbuffer

College Campuses Must Reopen in the Fall. Here’s How We Do It.https://www.nytimes.com/2020/04/26/opinion/coronavirus-colleges-universities.html

Governor’s Orders (April 28, 2020) https://governor.alabama.gov/assets/2020/04/Safer-At-Home-Order-Signed-4.28.20.pdf

Guidelines: Opening Up America Again https://www.whitehouse.gov/openingamerica/

Interim Guidance for Administrators of U.S. Institutions of Higher Education https://www.cdc.gov/coronavirus/2019-ncov/downloads/guidance-administrators-college-higher-education.pdf

Return to Work Mitigation Plan (Alabama Technology Network) https://chambermaster.blob.core.windows.net/userfiles/UserFiles/chambers/3174/File/ReturntoWorkPlan4-20-2020.pdf

Colleges Could Lose 20% of Students https://insidehighered.com/admissions/article/2020/04/29/colleges-could-lose-20-percent-students-analysis-says

The Evolving Fall Picture https://insidehighered.com/news/2020/04/29/growing-number-colleges-announce-intent-reopen-fall

An Argument for ‘Remote’ Rather Than ‘Online’ Instruction https://insidehighered.com/digital-learning/article/2020/04/29/why-remote-instruction-may-be-better-online-high-touch

UF considers how to reopen for the fall semester https://floridapolitics.com/archives/330247-uf-considers-reopening-for-the-fall-semester

List of College Reopening Plans in the Fall https://www.chronicle.com/article/Here-s-a-List-of-Colleges-/248626?cid=wcontentgrid_hp_1b



https://insidehighered.com/digital-learning/blogs/learning-innovation/15-fall-scenarios?utm_content=buffera9fcc&utm_medium=social&utm_source=linkedin&utm_campaign=IHEbuffer

https://insidehighered.com/digital-learning/blogs/learning-innovation/15-fall-scenarios?utm_content=buffera9fcc&utm_medium=social&utm_source=linkedin&utm_campaign=IHEbuffer

https://www.nytimes.com/2020/04/26/opinion/coronavirus-colleges-universities.html

https://governor.alabama.gov/assets/2020/04/Safer-At-Home-Order-Signed-4.28.20.pdf

https://www.whitehouse.gov/openingamerica/

https://www.cdc.gov/coronavirus/2019-ncov/downloads/guidance-administrators-college-higher-education.pdf

https://chambermaster.blob.core.windows.net/userfiles/UserFiles/chambers/3174/File/ReturntoWorkPlan4-20-2020.pdf

https://insidehighered.com/admissions/article/2020/04/29/colleges-could-lose-20-percent-students-analysis-says

https://insidehighered.com/news/2020/04/29/growing-number-colleges-announce-intent-reopen-fall

https://insidehighered.com/digital-learning/article/2020/04/29/why-remote-instruction-may-be-better-online-high-touch

https://floridapolitics.com/archives/330247-uf-considers-reopening-for-the-fall-semester

https://www.chronicle.com/article/Here-s-a-List-of-Colleges-/248626?cid=wcontentgrid_hp_1b

MAA Recommendations for COVID-19 Response (included in CBMS list) https://www.mathvalues.org/masterblog/maa-recommendations-covid-19-response

Resources and Information from the CBMS Societies in Response to the COVID-19 Pandemic (Conference Board of the Math-ematical Sciences—resource list from 11 member societies) https://www.cbmsweb.org/covid-19/

CDC: Reopening Guidance for Cleaning and Disinfecting Public Spaces, Workplaces, Businesses, Schools, and Homeshttps://www.cdc.gov/coronavirus/2019-ncov/community/reopen-guidance.html

Some Colleges Plan to Reopen in the Fall. Will Students Show Up?https://www.chronicle.com/article/Some-Colleges-Plan-to-Open-in/248673

Higher Education in Fall 2020: Three Pandemic Scenarioshttps://bryanalexander.org/future-of-education/higher-education-in-fall-2020-three-pandemic-scenarios/

Live Updates: Latest News on Coronavirus and Higher Educationhttps://www.insidehighered.com/news/2020/05/02/live-updates-latest-news-coronavirus-and-higher-education

Certainly Uncertainhttps://insidehighered.com/news/2020/04/30/what-does-intent-reopen-mean

Five Myths About Remote Teaching in the Covid-19 Crisishttps://www.chronicle.com/article/5-Myths-About-Remote-Teaching/248688

Zoom Boomhttps://insidehighered.com/news/2020/04/29/synchronous-instruction-hot-right-now-it-sustainable

Planning for the Fall Is Like ‘Driving Through a Dense Fog’https://www.chronicle.com/article/Planning-for-the-Fall-Is-Like/248671?key=q4TXrwr-OMa1HtB1buRmJfgytH1Og6bwWanlpncpIn3Ely-hlYokFHRte5jB39CE6YnY5Qi1mWm5pcFFXYzZ4VDc0WTVsLUdBSEpFTHhTNkVTLUhQcEQwUzZRZw

Decision Points Loom for College Leadershttps://insidehighered.com/news/2020/04/30/what-are-some-key-decision-points-colleges-face

The Right Not to Workhttps://insidehighered.com/news/2020/05/04/plans-fall-assume-professors-will-be-willing-teach-willthey?utm_content=buffer931c4&utm_medium=social&utm_source=linkedin&utm_campaign=IHEbuffer



continued

https://www.mathvalues.org/masterblog/maa-recommendations-covid-19-response

https://www.cbmsweb.org/covid-19/

https://www.cdc.gov/coronavirus/2019-ncov/community/reopen-guidance.html

https://www.chronicle.com/article/Some-Colleges-Plan-to-Open-in/248673

https://bryanalexander.org/future-of-education/higher-education-in-fall-2020-three-pandemic-scenarios/

https://www.insidehighered.com/news/2020/05/02/live-updates-latest-news-coronavirus-and-higher-education

https://insidehighered.com/news/2020/04/30/what-does-intent-reopen-mean

https://www.chronicle.com/article/5-Myths-About-Remote-Teaching/248688

https://insidehighered.com/news/2020/04/29/synchronous-instruction-hot-right-now-it-sustainable

https://www.chronicle.com/article/Planning-for-the-Fall-Is-Like/248671?key=q4TXrwr-OMa1HtB1buRmJfgytH1Og6bwWanlpncpIn3ElyhlYokFHRte5jB39CE6YnY5Qi1mWm5pcFFXYzZ4VDc0WTVsLUdBSEpFTHhTNkVTLUhQcEQwUzZRZw

https://www.chronicle.com/article/Planning-for-the-Fall-Is-Like/248671?key=q4TXrwr-OMa1HtB1buRmJfgytH1Og6bwWanlpncpIn3ElyhlYokFHRte5jB39CE6YnY5Qi1mWm5pcFFXYzZ4VDc0WTVsLUdBSEpFTHhTNkVTLUhQcEQwUzZRZw

https://insidehighered.com/news/2020/04/30/what-are-some-key-decision-points-colleges-face

https://insidehighered.com/news/2020/05/04/plans-fall-assume-professors-will-be-willing-teach-willthey?utm_content=buffer931c4&utm_medium=social&utm_source=linkedin&utm_campaign=IHEbuffer

https://insidehighered.com/news/2020/05/04/plans-fall-assume-professors-will-be-willing-teach-willthey?utm_content=buffer931c4&utm_medium=social&utm_source=linkedin&utm_campaign=IHEbuffer

ACHA Guidelines: Considerations for Reopening Institutions of Higher Education in the COVID-19 Erahttps://www.acha.org/documents/resources/guidelines/ACHA_Considerations_for_Reopening_IHEs_in_the_COVID-19_Era_May2020.pdf

Here’s a List of Colleges’ Plans for Reopening in the Fallhttps://www.chronicle.com/article/Here-s-a-List-of-Colleges-/248626



continued

https://www.acha.org/documents/resources/guidelines/ACHA_Considerations_for_Reopening_IHEs_in_the_COVID-19_Era_May2020.pdf

https://www.chronicle.com/article/Here-s-a-List-of-Colleges-/248626

APPENDIX 1

PERSONAL PROTECTIVE MEASURES

24




PERSONAL PROTECTIVE MEASURES

TIME, DISTANCE & SHIELDINGThe threat of COVID-19 remains a concern for public safety. We must do all we can to prevent the spread of COVID-19 on campus while establishing a new normal. Consider the application of the simple principle of Time-Distance-Shielding.

TIMELimit the time you spend around other people. The less time you spend in the presence of people outside your own family, the less likely you are to become infected.

DISTANCEWhen around people outside your own family, maintain a safe distance (6 feet). This is one aspect of social distancing.

SHIELDINGIt is not always possible to maintain 6 feet of distance between you and others. When it is not possible or practical to limit this distance, consider some form of shielding, such as simple forms of Personal Protective Equipment (PPE).


PERSONAL PROTECTIVE EQUIPMENTFace coverings, disposable nitrile gloves and safety glasses may be used to keep you safe. Please note, masks or face coverings are required in all classrooms.

FACE COVERINGSYou can purchase or make simple face coverings. How they are con-structed will determine how effective they are at protecting you. JSU requires you to wear a mask or face covering in the classroom. Surgical masks are designed to protect other people from you as you may be infected and not know it - not the other way around.

NITRILE GLOVESProtect your hands by wearing disposable gloves. If you do so be sure to remove them carefully and wash your hands immediately after you remove them.

SAFETY GLASSESSimple, inexpensive safety glasses may protect your eyes from respira-tory droplets. These are recommended for employees that empty trash receptacles or work closely with the public.

continued



OTHER PERSONAL CONSIDERATIONS

HAND HYGIENEHand hygiene is an important personal measure. Routinely sanitize your phone. Also, remember not to touch your face.

INFLUENZA VACCINECOVID-19 transmission is likely to occur during cold and flu season. Getting the annual influenza vaccine will protect you from the flu. For those of you who are not allergic to egg protein, we strongly recommend getting this vaccine. This will help us in two ways. It will protect you from illness and it will eliminate most of the illness that is similar to COVID-19.

continued


28


APPENDIX 2

GUIDANCE FOR SOCIAL DISTANCING IN CLASSROOMS



THE “WHAT” & “WHY” OF SOCIAL DISTANCING

The term “social distancing” is commonly used in today’s media, but it can be difficult to know what it means. Social distancing refers to measures being taken to restrict where and when people can gather. This measure is aimed at preventing or slowing the spread of infectious disease. In general, 6 feet of separation is the distance that should be kept between people interacting within their community. This recommendation is most important in the setting of a large gathering where there is intermingling of people whose infection status is unknown.

The overall goal of social distancing is to increase the physical space between members of the school commu-nity to reduce unintended exposures. However, within the more limited setting of a school classroom, more flexible arrangements are allowed. Small, closed classroom groups that serve a consistent group of students and instructor(s) offer the opportunity to more closely control the environ-ment through monitoring of symptoms and adherence to ill-student policies. For example, it is easier to enforce pro-cesses that do not allow students into the classroom if they become ill. Additionally, instructors can establish routines for students to wash hands upon entering and leaving the classroom, and create regular cleaning practices for desks, equipment, writing utensils, and other classroom materials.

GUIDANCE FOR SOCIAL DISTANCING IN CLASSROOMS

JSU follows the Centers for Disease Control and Prevention (CDC’s) guidance: Implementation of Mitigation Strategies for COVID-19. The guidance describes prevention activities for childcare facilities and schools at all levels. This document gives practical examples of how to apply this in schools and reduce potential transmission.

We recognize that each classroom setting is unique. It may not be possible for the proposed strategies to be implemented in every setting. Administrators are encouraged to think creatively about ways to increase the physical space between staff and students while limiting interactions in large group settings.

In these situations, social distancing guidance will support a 3-foot radius around each student, resulting in a 6-foot total distance between any two students. Do not seat students too close to walkways or classroom entry and exit points. When setting up a classroom to maximize student seating with 3-foot radii, you may make use of seats near walls and corners, since the spacing is intended to be between people rather than objects.

https://www.cdc.gov/coronavirus/2019-ncov/downloads/community-mitigation-strategy.pdf



REARRANGE STUDENT DESKS AND COMMON SEATING SPACES TO MAXIMIZE THE SPACE BETWEEN STUDENTS

• Orient desks and seating to face the front (rather than facing each other) to reduce transmission caused from virus-containing droplets (e.g., from talking, coughing, sneezing).

• Consider using visual aids (e.g., painter’s tape, stickers, etc.) to illustrate traffic flow and appropriate spacing to support social distancing.


MAINTAIN SAFE CLASSROOM SPACES

MODIFY CLASSES WHERE STUDENTS ARE LIKELY TO BE IN VERY CLOSE CONTACT

• Whenever possible, hold classes outside and encourage students to spread out.

• Consider using signage to demonstrate physical spacing.

ENCOURAGE AND REINFORCE SOCIAL NORMS AND HEALTH ETIQUETTE

• Ensure the availability of appropriate cleaning supplies (e.g., disinfectant wipes) for cleaning of high-touch surfaces.

• Have hand sanitizer and tissues readily available for use by students and staff.

• Educate students on the importance of avoiding touching their faces throughout the day and washing their hands when they do.

• Ensure sick policies are supportive of students and staff staying home when sick.

• Consider engaging the school community in developing communications or creative strategies to limit the spread of COVID-19 (e.g., develop a competition to design posters addressing COVID-19 prevention tactics).

AVOID COMMUNITY SUPPLIES WHEN POSSIBLE

• If shared supplies are necessary, consider using designated bins for clean and used supplies. Community supplies are considered high-touch and should be cleaned frequently.

CONSIDER WAYS TO ACCOMMODATE THE NEEDS OF INSTRUCTORS AT RISK FOR SERIOUS ILLNESS FROM COVID-19

• Instructors who cannot be at school due to their own high-risk conditions can provide distance learning instruction to their students. The CDC lists underlying medical conditions that may increase the risk of serious COVID- 19 for people of any age


INCORPORATE DISTANCE LEARNING OPTIONS INTO INSTRUCTION

• Use distance learning methods in the classroom to test connectivity and allow for an easier transition should longer-term dismissals be recommended.

• Students who cannot be at school due to their own high-risk conditions should have access to a live stream or recording of the classes conducted in the classroom

continued






PROMOTE A SAFE WORKPLACE

REQUIRE STUDENTS AND STAFF STAY HOME WHEN SICK

HOLD STAFF MEETINGS VIRTUALLY OR IN A LARGE ENOUGH SPACE TO ACCOMMODATE SOCIAL DISTANCING

ENCOURAGE NON-ESSENTIAL SCHOOL PLANNING AND PREPARATORY ACTIVITIES BE CONDUCTED OUTSIDE OF THE SCHOOL ENVIRONMENT

• Consider allowing staff to use alternate spaces (e.g., telecommute) for discretionary preparation time.

• Conduct professional development virtually whenever possible.

ENSURE CLASSROOM ACCESS TO HAND HYGIENE PRODUCTS (e.g., hand sanitizer, soap, tissues, disinfectant wipes)

• Ensure the availability of appropriate cleaning supplies (e.g., disinfectant wipes) for cleaning of high-touch surfaces.

• Have hand sanitizer and tissues readily available for use by students and staff throughout the building.

DEDICATE INDIVIDUAL CLASSROOM AND OFFICE MATERIALS

• Do not share writing utensils, classroom, and office supplies between students or staff

(when possible).• Frequently clean office materials or equipment that

cannot be assigned to one individual.• Place hand hygiene supplies near shared equip-

ment (i.e., copier, etc.).

continued


32


APPENDIX 3

GUIDELINES FOR SOCIAL DISTANCING IN THE WORKPLACE



TIME, DISTANCE & SHIELDINGAs the initial wave of COVID-19 is waning, we will be gradually reopening our campus so that we can prepare our workplaces, classrooms, and dormitories for student activities. That said, the threat of COVID-19 remains a concern for public safety. We must do all we can to prevent the spread of COVID-19 on campus while establishing a new normal. To keep yourself safe, apply a simple principle of Time-Distance-Shielding.

TIMELimit the time you spend around other people. Isolate yourself from the public when you can. Hence, the less time you spend in the presence of people outside your own family, the less likely you are to become infected.

DISTANCEWhen around people outside your own family, maintain a safe distance. The recommended space between you and others is 6 feet. This is called social distancing.

SHIELDINGIt is not always possible to maintain 6 feet of distance between you and others. When it is not possible or practical to limit this distance and you are in the company of others, consider some form of shielding. For instance, if you interact closely with many students and/or other employees, you could emplace plexiglass barriers to prevent the transfer of respiratory droplets. Another measure you can adopt personally is to wear simple forms of Personal Protective Equipment (PPE). Face coverings, nitrile gloves and safety glasses may be used to keep you safe.

GUIDELINES FOR SOCIAL DISTANCING IN THE WORKPLACE


SOCIAL DISTANCING IN OFFICES, RECEPTION AREAS, AND OTHER WORK SETTINGSWe also need to examine our workplace with a keen and creative eye towards infection prevention. Here are some ideas that employees can use to establish social distancing in their workspaces. Keep in mind that social distancing guidelines are based on a 6-foot separation of individuals, but physical barriers are also appropriate.

• Consider the physical barriers that are already in place, such as doorways or cubicle walls.

• Consider establishing temporary barriers such as rolling whiteboards and/or sealing openings between cubicles. *

• Where there are no barriers, but the appropriate distance exists, consider placing a visual reminder (signs) to maintain social distance.

• When campus buildings are largely unoccupied during the reopening period, consider moving some staff to alternative rooms.

• In reception areas, limit the number of seats. Organize seats in such a manner so there is at least 6 feet between seats.

• Increase distance in waiting lines. Use tape on the ground to indicate “line starts here” concept and place tape marker at 6-feet intervals.

• Use phones, videos, or video conferencing to reduce the need for meetings and other close personal contact.

• Breakrooms should be managed to reduce communal use. If safe distances cannot be maintained, consider finding alternative areas to take breaks.

• Keep in mind social distancing also applies in other areas such as vehicles and non-traditional work settings.


* Please keep in mind when creating temporary barriers or workstations that you do not block or inhibit emergency egress, corridors, aisles, or safe paths of travel. In addition, consider the flammable nature of materials so you do not create a fire hazard.

SECTION 02

FALL 2020

SUPPORTING DOCUMENTS

FALL 2020 ACADEMIC PLANNING TASK FORCE | JACKSONVILLE STATE UNIVERSITY

MODIFIED ACADEMIC CALENDAR

INSTRUCTIONAL METHODS

STUDENT MESSAGES

WEB-ENHANCED COURSES

SAFE CLASSROOM PROCEDURES

FACULTY COURSE PREPARATION

DEPARTMENT HEAD PREPARATION

SECTION 02 . 1



Adopted academic calendar modified to compress the semester into post-Thanksgiving Break completion with the exception of final examinations, which will be offered online.

SECTION 02 . 1


JULY

OCTOBER

AUGUST

NOVEMBER

SEPTEMBER

DECEMBER


INSTRUCTIONAL

DAYS

MWF

TR

MW

FINALS

HOLIDAYS

COMMENCEMENT

68

40

28

26

FALL 2020 CURRENT


S M T W T F S

1 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29 30 31

S M T W T F S

1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30 31

S M T W T F S

1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29

30 31

S M T W T F S

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30

S M T W T F S

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30

S M T W T F S

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 29 29 30 31

continued

SECTION 02 . 1

JULY

OCTOBER

AUGUST

NOVEMBER

SEPTEMBER

DECEMBER


INSTRUCTIONAL

DAYS

MWF

TR

MW

FINALS

HOLIDAYS

COMMENCEMENT

ACADEMIC PREPARATION DAYS

MIDTERMS: OCTOBER 5 – 9

MIDTERM GRADES DUE: OCTOBER 15

68

40

28

26

FALL 2020 ADOPTED (FULL TERM)


S M T W T F S

1 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29 30 31

S M T W T F S

1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30 31

S M T W T F S

1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29

30 31

S M T W T F S

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30

S M T W T F S

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30

S M T W T F S

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 29 29 30 31

continued

SECTION 02 . 1

JULY

OCTOBER

AUGUST

NOVEMBER

SEPTEMBER FALL A

FALL B

DECEMBER


INSTRUCTIONAL

DAYS

TR

MW

INSTRUCTIONAL

DAYS

TR

MW

FINALS

HOLIDAYS

FINALS

HOLIDAYS

COMMENCEMENT

35

15

13

34

14

13

FALL 2020 ADOPTED (FALL A & B)


S M T W T F S

1 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29 30 31

S M T W T F S

1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30 31

S M T W T F S

1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29

30 31

S M T W T F S

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30

S M T W T F S

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30

S M T W T F S

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 29 29 30 31

SECTION 02 . 2



Detailed rationale and description of the three fall 2020 instructional methods—online, hybrid, and field-based.

SECTION 02 . 2

FALL 2020




To simplify decisions by faculty and students and allow for the greatest flexibility in the event of disruption, instructional methods for all fall 2020 classes will be classified as Online, Hybrid, or Field Based.

In keeping with previous semesters, courses classified as online will be no different. All activities in these courses are conducted exclusively online with no physical “in-class” attendance by students. In comparison, hybrid courses typically require a mixture of both in-class attendance and online activities by students. Finally, Field Based courses are off-campus experiences such as internships, clinicals, or practicums and typically require on-site physical presence by the student.

Because of the likelihood of some degree of disruption resulting from COVID-19, all regular fall 2020 classes, except those fully online, should be classified as hybrid or field based. Even those courses typically classified as “Traditional,” in which regularly scheduled class attendance is required, should now be listed as hybrid. This classification does not prevent such courses from meeting in the classroom as scheduled but it does convey to students that, in addition to regular class attendance, some course materials and even activities will be available online. This will allow students to plan proactively rather than reactively for the use of technology in their fall classes. Further, having materials and resources available online allows students remote access if they are unable to attend class for a period of time.

ONLINEIn an online class, all class activities occur online and no physi-cal presence on campus is required of the student. While some online classes require students to meet virtually at scheduled times (synchronously) through videoconferencing, most allow students to work on their own schedule (asynchronously) while still adhering to deadlines and due dates. In both types of online classes, it is important to remember that students are not required or expected to be physically present on campus. All assignments and course interactions occur exclusively online.

HYBRID (WEB-ENHANCED)A hybrid class is one that requires some classroom (or on-site) attendance by students while other class activities are con-ducted online. The amount of classroom and online activities can vary widely. For instance, one hybrid course might require students to attend class every Monday and Wednesday while classroom attendance on Friday is replaced by online activ-ities. In other hybrid courses, students may only be required to attend class in person a few times throughout the semester while mostly participating in the class online. Simply put, in a hybrid class, students can expect to participate in some face-to-face activities and some online activities.

FIELD BASED (WEB-ENHANCED)Field-based experiences such as internships or practicums are supervised and structured learning experiences in a professional setting that allow students to gain valuable work experience in their chosen field of study. Internships usually require a minimum of 10 hours per week during a given semester. Again, because of the potential disrup-tion of routine practices this fall, students enrolled in field-based experiences should expect to access materials and forms online as well as participate in online activities or communication.

INSTRUCTIONAL METHODS The following are recommended practices to ensure safe academic and Currently, Banner has 16 instructional methods available for course classification. For fall 2020 most courses should be classified using only three options—Field Based, Hybrid, or Online. While certain proprietary classifications such as Dual Enrollment will be used as they have previously been used, almost all regular classes will fall within these three main categories.

continued

CURRENT FALL 2020

SECTION 02 . 2 INSTRUCTIONAL METHODS


Computer Assisted CourseDual EnrollmentDual Enrollment OnlineELI CourseExSel CourseFast Start AcademyField BasedHybridOnlineSTEP/WWWTargetTraditionalVideo-Based 100 & 200 LevelVideo-Based 300+ LevelVideoconferencingVideoconferencing Off Campus

Field Based (Web-Enhanced)Hybrid (Web-Enhanced)OnlineDual EnrollmentDual Enrollment OnlineELI CourseSTEP / WWWTargetFast Start Academy

12345678910111213141516

123456789

continued

SCHEDULE TYPEWhile some schedule types listed in Banner are no longer used, they must remain in the system. For fall 2020, the 15 schedule types listed below should be used.

continued



CURRENT FALL 2020

ActivityBlended 1-50% onlineBlended 51-99% onlineClinicalCo OpDistance Ed over 50% onlineDirected StudyField StudyHybrid 51-99% onlineIndependent StudyInternshipLabLectureOnline 100% onlinePracticumService LearningStudioSTEP Online

ActivityBlended 1-50% onlineBlended 51-99% onlineClinicalCo OpDirected StudyField StudyIndependent StudyInternshipLabLectureOnline 100% onlinePracticumStudioSTEP Online

123456789101112131415161718

123456789101112131415

continued

INSTRUCTIONAL METHOD | SCHEDULE TYPE MATRICThe matric below demonstrates how the 15 schedule types correlate with the three instructional methods.

continued



ACTIVITY

BLENDED 1-50% ONLINE

BLENDED 51-99% ONLINE

CLINICAL

CO OP

DIRECTED STUDY

FIELD STUDY

INDEPENDENT STUDY

INTERNSHIP

LAB

LECTURE

ONLINE 100% ONLINE

PRACTICUM

STUDIO

STEP ONLINE

SCHEDULE TYPE ONLINE HYBRID FIELD BASED

SECTION 02 . 3


STUDENT MESSAGES

Messages sent to assist students in preparing for classes.

STUDENT MESSAGES

STUDENT COMPUTER REQUIREMENTS (ANNOUNCEMENT 1)While JSU continues to plan for on-campus learning experiences for you this fall, the uncertainties of the COVID-19 virus will require much flexibility in instructional delivery. For example, in order to comply with social distancing requirements, you and your classmates may be asked in some classes to alternate between on-campus and online participation from week to week or to participate in lab experiences on campus and in class lectures and discussions online. In short, regardless of the type of classes that you take this fall, you should assume that some activities and assignments will be online.

With that in mind, it is important than you have access to the technology necessary to participate in your classes. Campus computer labs and other learning spaces will be available to all students; however, in the event that the virus disrupts campus access or you or a family member become ill and temporarily cannot make it to campus, we highly recommend that you plan for home or remote access to the appropriate technology. Please visit the Technical Requirements site for details on the recommend minimum computer and other technology requirements.

http://www.jsu.edu/online/current-students/tech_quick_view.html

INSTRUCTIONAL METHODS (ANNOUNCEMENT 2)In order to continue to provide high-quality learning experiences regardless of any potential COVID-19 disruptions, fall 2020 courses will be changed to one of three instructional methods:

ONLINE – Exclusively online with no in-class requirement. http://www.jsu.edu/online/current-students/guide_online_students.html

HYBRID (WEB ENHANCED) - Mixture of online and in-class activity. Will vary by course. http://www.jsu.edu/online/current-students/tech_quick_view.html

FIELD BASED (WEB ENHANCED) - Learning on the job (internships and practicums). Mostly on-site but expect some activities and materials to be online. http://www.jsu.edu/online/current-students/tech_quick_view.html

SECTION 02 . 3


STUDENT MESSAGES

FALL 2020


http://www.jsu.edu/online/current-students/guide_online_students.html



SECTION 02 . 4



Information on web-enhanced classes for the faculty along with description, benefits, and supporting resources.


PREPARING FOR FALL 2020While optimistic about a full return to on-campus instruction this fall, JSU acknowledges that our ability to do so remains uncertain. From a higher rate of absences to a full shutdown of face-to-face classes, we must prepare now for potential disruption. The more resources you can put online, the more prepared you will be if the university is forced by circumstance to temporarily suspend classes or even require a move to fully remote class delivery. Web-enhanced courses offer a practical, manageable, and beneficial way to accomplish this.

WHAT IS A WEB-ENHANCED COURSE?A web-enhanced course is a face-to-face course in which you provide instruction in a traditional classroom setting but incorporate online tools, materials, and activities to support classroom meetings. For instance, in a web-enhanced course, you might provide your students with online access to the course syllabus, handouts, a class calendar, posted grades, or other resources and activities intended to enhance the classroom experience and support student learning. Typically, class time is not replaced by online work but, instead, your students will have around-the-clock access to these support resources to prepare for or review classroom meetings.

WHY SHOULD I WEB-ENHANCE MY COURSE?While creating web-enhancements to your traditional course will require time, effort, and possibly even a little training; there are many research-based benefits to you and your students that warrant this investment. Here are just a few provided by Learning Technologies at the College of DuPage.

24/7 AVAILABILITY. Course materials and content are always online, allowing students to have access when and where they need. With many students working full time and attending school, this can be very helpful to them.

ADMINISTRATIVE TIME SAVINGS. You can more efficiently accomplish otherwise time-consuming tasks like printing and distributing syllabi, readings, assignments, handouts and expanded supplemental resources by not printing them at all and simply posting them in Canvas. Additionally, it’s easy to revise or update things in any of these materials and make them immediately available to students. And that’s not all: you can also easily do other administrative tasks via Canvas like keep track of grades and have your students hand in assignments.

INCREASED ACTIVE LEARNING. During regular class time, faculty are often challenged just to complete their lectures let alone provide supplementary material and additional learning activities. Web-enhanced courses offer an opportunity to increase active learning outside of class by creating online activities that engage students in reading, writing, and reflecting on course content (e.g., case study discussions or review exercises).

IMPROVED COMMUNICATION. Canvas makes it incredibly simple to communicate with your students at one time and in one place. You can easily deliver assignments, post grades, and make announcements online. These tasks no longer need to be taken care of during class time. Communication between students can also be improved. Using Canvas in your web-enhanced course allows students to connect with each other to study, collaborate, or work on group assignments. The Canvas discussion board allows time for reflection and pre-class discussions, which are beneficial for higher levels of thinking such as analysis, synthesis, and evaluation.

ENRICHED COURSE CONTENT. Many faculty members augment their course content with handouts, charts, images, study guides, or PowerPoint slides. In addition, the Web offers a rich source of reference materials that enable faculty to supplement and individualize instruction, allowing links to tutorials, interactive games, simulations, government statistics, or virtual field trips. Other resources can also be easily integrated so you can supply students with things licensed through the library or with paid publisher content.

SECTION 02 . 4



FALL 2020

GETTING HELP WITH WEB-ENHANCED COURSESFor additional information, resources, and training on creating web-enhanced courses, contact:

ONLINE@JSU: jsu.edu/online

TURNER FACULTY COMMONS: jsu.edu/faculty-commons

SECTION 02 . 4



continued

http://jsu.edu/online

http://jsu.edu/faculty-commons

SECTION 02 . 5



COVID-19-related content to be included in syllabi regarding attendance, PPE, social distancing, and classroom cleaning and disinfecting.


SYLLABUS UPDATESBecause of predicted pandemic-related challenges in fall 2020, all Jacksonville State University (JSU) faculty, staff, and students are called upon to take reasonable measures to preserve the health and safety of our campus and our community. With that in mind, the Academic Planning Task Force recommends the temporary implementation of the following campus-wide COVID-19 safe classroom procedures, which should be included in all fall 2020 course syllabi.

ADDITIONAL ATTENDANCE REQUIREMENTS

1. Students who feel sick or who are exhibiting signs of sickness, especially symptoms associated with COVID-19, should not attend face-to-face classes, labs, or other class-related activities that place others at risk of exposure.

2. Students who miss class due to illness of any kind or the need to self-isolate are responsible for informing their course instructor through email as soon as possible.

3. Students are responsible for completing any coursework missed due to illness, including assignments, quizzes, tests and exams. Course materials and content can be found online in Canvas and the course instructor can assist with makeup options.

PERSONAL PROTECTIVE EQUIPMENT (PPE)

1. Until further notice, all JSU employees, students, and visitors are required to wear face coverings/masks in all university buildings, except where individuals are able to work alone in a private office, and during reasonable break periods to consume beverages and meals where social distancing is maintained.

2. Free face coverings/masks are available to all students upon request from the course instructor or any academic departmental office.

3. Students who refuse to wear a face covering/mask at the request of the course instructor will be asked to leave the classroom. If the student does not leave the classroom and still refuses to wear a face cover/mask, the instructor should end the class in order to protect other students and promptly report the offending student to the appropriate department head, dean, and Director of Community Standards and Student Ethics. http://jsu.edu/community-standards/index.html

SECTION 02 . 5



FALL 2020

COVID-19 SAFE CLASSROOM PROCEDURES(PROPOSED)

To minimize exposure risks and to ensure the safest possible classroom learning experiences for all students and course instructors, the following procedures should be strictly followed in all fall 2020 classes. Additional safety measures beyond those described here may be required at the discretion of the appropriate academic dean.

https://www.cdc.gov/coronavirus/2019-ncov/symptoms-testing/symptoms.html

https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/social-distancing.html

http://jsu.edu/community-standards/index.html

SOCIAL DISTANCING

1. When in academic buildings, especially while waiting to enter a classroom or lab, students should follow prescribed social distancing practices by maintaining 6 feet of separation from others when possible.https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/social-distancing.html

2. Within classrooms and labs, students should avoid sitting or standing within 6 feet of others when possible. Close contact with others should also be avoided when moving about the classroom or lab.

3. Students who do not regularly practice social distancing, even after a request by the course instructor, will be reported to the Director of Community Standards and Student Ethics.http://jsu.edu/community-standards/index.html

CLASSROOM CLEANING & DISINFECTING

1. All classrooms will be cleaned and disinfected by Custodial Services each morning.

2. Spray disinfectant and paper towels will be available in every classroom, and, for personal safety and reassurance, students are encouraged to clean all contact surfaces within their personal workspace at the beginning of each class.

3. Students are encouraged to bring and use their own hand sanitizer but it will be available in all classed.

4. Alternate or additional cleaning and disinfecting may be required in labs or atypical learning spaces at the discretion of the instructor.

SECTION 02 . 5



continued



http://jsu.edu/community-standards/index.html

SECTION 02 . 6



Planning guide and checklist to assist the faculty in preparing classes for fall delivery.

FACULTY COURSE PREPARATION GUIDE

In order to be as prepared as possible amid the uncertainty surrounding instruction in fall 2020, all courses (other than 100% online) are being designated as “Hybrid Instructional Method” and faculty should construct their courses to be “web enhanced.” (For rationale and guidelines, see the document “Web-Enhanced Courses.”) Keeping in mind that online materials should be readily available in case of disruption or necessary student (or faculty) absence, the following is a checklist faculty may use to plan their fall courses and populate their Canvas course shells:

PRE-SEMESTER PLANNING

COURSE CONTENT AND DELIVERY

1. At a minimum, the following should be included (in some form) in the Canvas course shell:

• Syllabus (following school and/or department guidelines)• University Policy Statements (Acad. Honesty, DSS, Military, Tech. Support & Requirements, Title IX)

• Class Meeting Schedule (including information about classroom rotation, if applicable.)

• Announcements (to be employed actively throughout the semester)

• Grade Book (which should be kept up to date throughout the semester, so that students may determine their standing in a class at any time)

• Course Home Page (including instructions for navigating course materials in Canvas)

2. Other information that should be included, as appropriate:

• Assignments (including instructions, due dates, and points possible) Consider having students submit their work online (in Canvas, OneNote, etc.) from the beginning, to prepare for necessary absences or moving the course online.

• Course Readings & Handouts• PowerPoint Slides• Supplemental Resources

3. Think of creative ways to enable students to learn actively outside of normal class times by means of online or remote-learning activities.

4. Plan to use the class Team (MS Teams) early and often to encourage timely communication with students.

5. Helpful Resources:

• Syllabus Checklist: http://www.jsu.edu/online//docs/Syllabus_Checklist.pdf• Course Readiness Checklist:http://www.jsu.edu/online//docs/Course_Readiness_Checklist_May%202020.pdf

SECTION 02 . 6



FALL 2020

http://www.jsu.edu/online//docs/Syllabus_Checklist.pdf

http://www.jsu.edu/online//docs/Course_Readiness_Checklist_May%202020.pdf


ASSESSMENT

1. Explore alternative assessments that may be more conducive to non-proctored remote settings.

2. Make decisions about how to handle online/remote testing if conditions require it or if students can only attend face-to-face on a rotating schedule.

3. Keep in mind that the Final Exam after Thanksgiving break will need to be done remotely. Important: Certain situations may require some type of comprehensive in-person validation of skills, simulation experience, etc. Those situations will be managed on a case-by-case basis.

BACKUP PLANS (IN CONSULTATION WITH YOUR DEPARTMENT HEAD)

1. Designate a second faculty member to take over each class in the event you become ill.

2. Make sure your department head will have access to your Canvas course shells, so that they will be able to quickly communicate with students if you become ill.

ONE WEEK BEFORE CLASSES BEGIN

1. Ensure that all materials possible are posted in Canvas.

2. Make all courses available to students in Canvas (in “Preview Mode”).

3. Create a welcome announcement for students in Canvas.

• Include the class-meeting schedule and plans for handling hybrid instruction in this announcement.

4. Notify students via text message using JSU Navigate, reminding them to check their courses in Canvas.

SECTION 02 . 6



continued

https://cei.umn.edu/support-services/tutorials/integrated-aligned-course-design-course-design-resources/alternative

http://www.jsu.edu/navigate/pdf/JSU%20Navigate_Messaging%20Quick%20Guide.pdf


SECTION 02 . 7



Planning guide and checklist to assist department heads in preparing for fall.

DEPARTMENT HEADPREPARATION GUIDE

The Fall 2020 Academic Planning Taskforce has developed very broad guidelines and suggestions in a report delivered at the end of May. However, as we close in on the beginning of the semester it is imperative that we begin to solidify plans with specific policies to be implemented across campus.

THIS DOCUMENT IS PREDICATED ON THE FOLLOWING ASSUMPTIONS

• University administration has set a target of a full but safe return to campus for the beginning of fall 2020.

• Classrooms and other learning spaces will need to allow for socially distanced (6’ minimum) occupancy and strategies will need to be followed for delivering courses that follow appropriate health and safety guidelines to lessen the chance of COVID-19 transmission (wearing of masks or other PPE, disinfection of spaces, etc.).

• Faculty must be prepared for a switch to fully online learning at some point in the semester.

• Department heads, working with their deans with final approval by the provost, are responsible for making specific decisions about course delivery. These decisions should be primarily based on the safety of faculty, staff, and students, especially those who are in higher risk categories. Reduced classroom/learning space capacity and the need for masks or other PPE will impact most courses offered on campus in the fall.

In order to prepare for a somewhat uncertain fall term, department heads should consider the following practical measures and communicate these with faculty as soon as possible. Given that classes will begin on August 18, the more time that faculty have for preparation, the better.

• August 1: As communicated from the administration, a final decision will be made on how fall classes will be delivered—normal (as usual), near normal with modifications made for social distancing, or fully online.

• August 13: Faculty return to campus (available for meetings, professional development, etc.).

• August 18: First day of fall term.

SECTION 02 . 7



FALL 2020

KEY DATES

RECOMMENDED ACTIONS

1. Department heads should assess classrooms to determine the maximum number of students that can be safely accommodated with social distancing in each learning space. Please contact Jeff Ryan ([email protected]) for guidance if needed. Faculty should then include a plan in their syllabi to address how students will rotate through face-to-face/online meetings if all students cannot attend face-to-face because of space limitations.

a. For course sections that have already registered more students than room capacity allows, the following should be considered:

• Hybrid delivery with alternating online/on-campus attendance.

• Dividing course into multiple sections.• Fully online delivery.

b. Special attention should be paid to lab, studio, or other courses which require close physical contact between students or students and instructors

• Masks may not be sufficient for protection, determine if other PPE is required.

• Work with faculty to develop alternative methods of instruction to limit exposure.

2. In order to assist with course delivery if a faculty member becomes ill or is unable to complete some or all of the term, department heads should consider recommending the following to their faculty. Note: Further recommendations, advice, and information will be delivered via the Department Head Channel on MS Teams.

a. All courses should be web enhanced. Guidelines are available in the document, “Web Enhanced Courses.”

b. Utilize the Course Readiness Checklist in preparing courses. While some of the items on the checklist may be left to the discretion of the faculty members other items may need to be enforced as departmental policy.

c. Pre-load all online course content prior to the start of the semester in order to prepare for the possibility of becoming ill and unable to continue.

d. Make courses available in “Preview Mode” one week before the start of the semester (all items in the course do not necessarily have to be made available and can remain unpublished).

e. For courses with alternating schedules or other unique scheduling and delivery options, post the planned meeting schedule for the course in the Course Announcements section. Note: Faculty should also communicate via text using Navigate to notify students to check Canvas prior to the start of the semester so that students are informed concerning class meeting plans and guidelines. (Navigate training is available at http://www.jsu.edu/navigate/ticket/access-training.html).

f. Considering the revised fall schedule and online finals, if possible, courses should alternate methods of assessment rather than traditional tests and exams. Proctored assessments present limitations related to connectivity and web accessibility (i.e. cannot be completed using a cell phone, tablet, or a wireless connection).

g. All courses should include a method of meeting live (e.g., MS Teams) with students on a regular basis in the event that a shift to online delivery becomes necessary.

h. Select a “second” for each course. This should be a faculty member who can take over the course for some period if the instructor becomes ill.

SECTION 02 . 7



continued

mailto:[email protected]


https://www.kaltura.com/index.php/extwidget/preview/partner_id/2409551/uiconf_id/43403011/entry_id/1_t91e04xg/embed/dynamic?



http://www.jsu.edu/navigate/ticket/access-training.html

http://www.jsu.edu/navigate/ticket/access-training.html

OTHER ACTIONS TO CONSIDER

• Department heads should consider being added to all online course shells. This will allow you to communicate easily and quickly with students in any departmental course should the instructor become ill.

• Department heads should consider naming a “second” who can take over their responsibilities should they become ill.

• At the recommendation of the provost, course instructors should enter all grades into Canvas on a timely basis throughout the semester. Students should be able to determine their standing in a class at any time via Canvas.

CANVAS GRADE BOOK TUTORIALS AND WORKSHOPS:

comprehensive instructions:https://jsu.instructure.com/courses/13893

video presentation:https://jsu.instructure.com/courses/15530/pages/canvas-assignments-and-the-relationship-between-the-assignments-page-and-the-gradebook?module_item_id=337415

SECTION 02 . 7



continued

https://jsu.instructure.com/courses/13893

https://jsu.instructure.com/courses/15530/pages/canvas-assignments-and-the-relationship-between-the-assignments-page-and-the-gradebook?module_item_id=337415


