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UMass Dartmouth’s Pandemic Emergency Response Team Onsite Learning with Social Distancing Working Group

UMass Dartmouth’s priority is to provide graduate and undergraduate students with a high-quality educational experience that enables them to continue to make progress towards their degree with the least amount of disruptions. In addition to a robust learning environment, UMass Dartmouth is committed to providing advising and academic supports necessary to facilitate students’ academic success. The Onsite Learning with Social Distancing Working Group was charged with formulating specific recommendations related to how the university could conduct teaching during Fall 2020. The Working Group focused on matters concerning:

1. Identification of courses where in-person instruction is essential (leading to the identification of students that will be on campus so de-densification scenarios can be developed and course offerings and modalities can be finalized).

2. Developing recommendations for Online/Blended Learning Working group for training and assist faculty this summer in structuring their course for remote, blended and in-person delivery in the fall.

3. Identifying the technology needs for each mode of instructional delivery and identify technology needs for students for effective learning.

4. Identifying impact on undergraduate and graduate education and curriculum approaches to providing a high-quality educational experience.

Membership -

Sue Amatrudo (Finance) Ramprasad Balasubramanian, Chair (Provost’s Office) Erin Bromage (BIO) Audra Callahan (Registrar) Kim Christopher (CNHS) Anna Dempsey (ARH) Holger Dippel (CITS) Craig Elkins (College NOW) Daniel Figueroa (GSS/LAW) Robert Fisher (PHY) Alex Fossel (SGA) Karen Gulbrandsen (ENL) Lawrence Jenkens (CVPA) Kellyann Kowalski (MKT) Hilary Kraus (LIB) Wayne LeBlanc (MLS) Jeffrey Louro (Facilities) David Manke (CHM) Joe Raposa (Asst Dir of Facilities) Jean VanderGheynst (COE)

The following sections address some key recommendations and considerations for decision makers to operationalize Fall 2020.

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1. Provide education on safety

The University will need to develop a Campus Wide Educational Campaign on Safety to educate members of campus on safety expectations and appropriate behaviors and provide rationale to ensure full understanding of needs. Education will focus on the need for faculty, staff and students to be accountable university citizens who want to ensure personal, campus, and community health through engagement in safety expectations and who want to provide equitable opportunities for on-campus learning for all students. The goal is to have strong campus member ‘buy-in’ so instructors and staff do not need to focus enforcement.

The University needs to build a culture of safety in instructional environment and throughout campus. Need to make Adherence to Safety easy for all members of campus. Mark-up space to identify social distance requirements – classrooms, common areas if in use etc.; have hand sanitizer and when needed masks readily available; provide signage on safety expectations. We need to ensure teachers have safe space and equipment for teaching.

2. Revise teaching modality within the academic calendar

An overarching consideration for the fall semester is to take all activities online past the Thanksgiving break. The primary reason is not to bring faculty, students and staff back to campus after any form of travel. In order to complete majority of in person instruction before the Thanksgiving break, the committee considered three scenarios.

Scenario 1 – Make no changes to the fall 2020 academic calendar and move all classes online after Thanksgiving. All final exams will be help online with proctoring help. See the Appendix on Academic Calendar for details on this scenario.

Limiting factors – a. None.

Scenario 2 – Start the semester on August 31st, instead of September 2nd, work through three holidays (Labor Day, Veteran’s Day and Columbus Day) and deliver the remaining two classes online after Thanksgiving. All final exams will be help online with proctoring help. See the Appendix on Academic Calendar for details on this scenario.

Limiting factors – a. Agreements may have to be reached with the different unions to work through some

holidays.

Scenario 3 – Start the semester by August 24th, work through three holidays (Labor Day, Veteran’s Day and Columbus Day) and complete the semester by Thanksgiving. All final exams will be help online with proctoring help. See the Appendix on Academic Calendar for details on this scenario.

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Limiting factors – a. The new residence halls may not open until August 28th. We may be able to

overcome this by holding the first week of instruction for all courses online. b. Agreements may have to be reached with the different unions to start the semester

early and work through some holidays.

Any change to residential life will have financial implications. Students can only be charged for their time in residence and use of dining facilities. This revised rate may have to be approved by the BOT. A certain number of students, including those that are international, homeless, 12-month contracts or family situation, will require housing past Thanksgiving and will have to be accommodated.

3. Determine overall campus classroom availability for in-person instruction, capacity of each classroom and classroom safety practices

Specific immediate actions are as follows:

• Complete classroom-by-classroom assessment for the entire campus. Assessment should include # of doors, whether the room has windows that open to the outdoors, whether there is sufficient space between the instructor podium and first row of seats to accommodate a socially distant instruction and livestream functionality.

• Given the need for social distancing, facilities should be charged to create seating and instructor grids for each classroom that can be used by instructors to determine student density.

• Designate classrooms that cannot be used for in-person learning as on-line learning and tutoring spaces for students who are on-campus.

• Develop guidelines for safe classroom instruction o There should be 10 feet distance between the instructor and the first row of

students. o Seats where students can sit should be clearly identified and assigned. Having

students remain in the same seat in each class and taking attendance for each in-person activity will make contact tracing easier and faster.

o Wherever possible, entrance and exit from the exterior should be used. o Increase ventilation. Wherever possible, windows should remain open for air

circulation. o Instructors should allocate 5 minutes at the beginning of each class for all in-

person participants (including instructor) to clean their work areas thoroughly;

• Develop practices for classroom cleaning and ensure supplies are replenished on a daily basis

o PPE for students/faculty/staff needs being calculated/gathered by the Facilities PERT group; looking to establish a system wide contract for pricing and campus distribution

o More thorough cleaning will be needed at the end of each day, adjust housekeeping staff schedules to accommodate course delivery window

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o Provide faculty/staff with a “kit/care package” – 2 masks, isopropyl alcohol, sanitizer etc.

4. Determine which classes should be in-person, who should be on campus and when they should be on campus.

The committee recommends all levels of students return to campus and not select levels of students such as Freshman or Seniors. The decision on who should be on campus and when should be based on a density we can responsibly manage (related to recommendation #3). The overarching consideration for the fall semester is to find the right number of on campus courses that can be safely accommodated. On-campus instruction is critical for certain courses and disciplines. Academic programs should prioritize the need for on-campus courses based on pedagogical need. Essential courses include

• labs, • studio, • clinical and studio courses that are required within programs and are essential for

progress towards degree completion. Specific immediate actions are as follows:

• Determine which full-time faculty are at-risk and will work remotely and the courses impacted by this decision. These data impact classroom requirements and potentially assist with managing campus density.

• Courses with large enrollments, typically lower division courses that would be difficult to manage in-person, could be moved online. Courses that will be delivered online should be identified immediately and scheduled as soon as possible.

• Critical courses that require in-person instruction should to be identified and their schedule finalized as soon as possible.

o For studio instruction, additional sections may have to be added to de-densify instructional spaces. In addition, for lab/studio/recitation instruction, specific guidelines need to be developed which ensure that an instructor and a student, or pairs or groups of students, can safely interact with the same apparatus. Specific guidelines may need to be developed by individual departments in consultation with their deans.

o Additional considerations Consider meeting one day a week for an extended period (3-hour blocks) Scheduling of late evening and weekend classes to accommodate as many

safe in person interactions as possible. Moving labs and studio activities to the spring or summer semesters where

possible. Each department should identify who will take over should a faculty

member become sick and develop plans of action for when a student, faculty and staff member get sick.

• Recommendations should be made to the senate to have faculty provide maximum flexibility for students (eg. mandatory attendance missed test/quiz due to technical issues

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etc.). A common fall syllabus template could be developed for ease of use and consistency.

• See appendix for details on classroom complete safety recommendations.

5. Cohort-based block enrollment Whenever possible, students should be arranged in cohorts and be block-enrolled to their face-to-face courses. This will minimize the number of people that each student is exposed to in the classroom and allow for easier contact tracing. Recommended actions are below:

• Students should be organized into cohorts by major and year where possible • University Studies courses should be offered fully online because they are populated

by students of many majors • Large introductory lecture courses should be offered fully online as they are

populated by students across multiple majors • Smaller labs and recitation sections should be organized by cohorts to minimize

mixing • The living arrangements of on-campus students should be organized according to

cohorts

See appendix for additional details.

6. Determine how to deliver other support services for students and safety • Daily health check protocols will need to be developed and disseminated by August 1 • Contact tracing protocol should be developed, and the campus should be informed. • Identify and designate spaces on campus for on-line learning. These spaces are needed

for students who live on campus and those who do not have access to appropriate technology remotely. Classrooms that are too small to hold instruction could be potential spaces for an appropriate number of students to use these rooms in designated seats for online learning.

• Identify and designate outdoor locations for learning and meetings. Take advantage of overhangs on buildings and potentially expand for outdoor seating.

Student supports 1. STEM Lab Tutoring -Science, Engineering, and Math tutoring is coordinated centrally

through the Academic Resource Center • A variety of tutoring options should be planned. Some in person in small groups in

small classrooms with appropriate spacing should be considered. Where applicable appropriate level of PPE and cleaning supplies should be provided. Tutors should be trained on safety protocols of social distancing and sanitizing shared workspaces.

• Zoom one on one and group tutoring sessions should be considered during school hours as well as extended hours during weekdays and weekends.

2. The Multiliteracy and Communication Center provide tutoring writing support. • Writing support should be managed through remote tools unless in person meeting is

necessary.

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3. Advising - UMass Dartmouth’s advising model includes both faculty advisors and professional advisors • Limited in person advising should be considered. Where applicable appropriate level

of PPE and cleaning supplies should be provided. • Remote advising should be considered the default mechanism unless in person

meeting in necessary. Wherever possible electronic records should be maintained. 4. CITS Services are being addressed by Daily Operations PERT group.

5. Extracurricular opportunities. As possible, we encourage development of activities and

events within a safe environment. Some events might be discipline specific.

6. Library services: The library averages 200-300 students per hour, 2,500-3,000 students per day (sum of hourly counts) Issue 1: Monitoring library access and social distancing

• Limit public use computers and shared printers. • Establish a safe laptop checkout program. • Limit the use of study rooms that lack adequate spacing and ventilation. • Plexiglass barriers for front line staff at service desks should be considered. • Establish safe procedures for checking out of library materials. • Assigned student workers (if possible) to disinfect and enforce social distancing

and PPE usage • Computer keyboards cause higher transmission than a bathroom; keyboards

should be removed from computer labs in the library and students will have to get a clean keyboard/mouse before using a computer. A keyboard cleaning protocol needs to be established.

Issue 2: Providing research and teaching support • Remote information literacy instruction and research assistance should be the

standard unless in-person meeting is necessary. • In cases where staff are needed on campus, minimal staffing should be maintained

with a cohort model to minimize potential spread of infection.

See appendix for additional subcommittee report. Technology Needs

1. Classroom technology – • Current state

The general-purpose classrooms vary in technology configuration from old VGA connectivity, to newer HDMI and wireless connectivity, to Echo360 lecture capture capability. Currently, 17 classrooms are equipped with Echo360.

• Summer plans CITS plans to outfit a total of 54 classrooms with Echo360 lecture capture functionality, document cameras, and HDMI and wireless presentation connectivity – pending no supply chain delays. This includes upgrading outdated existing Echo360

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equipment. Additionally, 2 classrooms in the new residence hall building and 4 rooms in SMAST will have Echo360 installed. Echo360 supports live-streaming of a lecture out of the classroom to students who are remote or in the residence halls. Students outside the classroom can ask the instructor questions via a Q&A / chat feature.

2. Student technology needs • Laptops & Internet access – this issue may be better managed through CARES

reimbursement that the University providing laptops and wi-fi hotspots. CITS can assist in providing laptop configurations.

Compliance to safety protocols

• Compliance of safety protocols will be critical for minimizing spread of infection during in person meetings.

• A strict policy to enforce the compliance of safety guidelines should be developed. It is recommended that a committee with a student majority develop policies on how classroom compliance will be enforced.

• A registry should be established to document students, faculty and staff that are unable to wear appropriate PPEs and should be exempt from these compliance policies. They should receive appropriate accommodations, so they engage in their campus activities.

• It is also recommended that faculty include a policy on their syllabus that require students, other than those on the registry, to wear appropriate PPE and follow safety guideline.

• Eating and drinking in class should be strictly forbidden in the fall semester. • The university should ensure those that suffer from seasonal allergies or other

ailments that could present COVID-19-like symptoms are treated well. Appendices

• Classroom safety subcommittee • Student Support within On-Campus Learning subcommittee • Other Universities Plans Subcommittee • Who Should Be On Campus In Fall 2020? Subcommittee • Fall 20 Academic Calendar subcommittee • Cohort Model subcommittee

Onsite Learning and Social Distancing Working Group - Appendices

Classroom safety sub-group Wayne LeBlanc, Erin Bromage, Jeffrery Louro

UMass Dartmouth’s priority is to provide graduate and undergraduate students with a high-quality educational experience that enables them to continue to make progress towards their degree with the least amount of disruptions. In addition to a robust learning environment, UMass Dartmouth is committed to providing advising and academic supports necessary to facilitate students’ academic success. Considerations

• Safety measures are based on timely delivery and distribution of the necessary PPE, cleaning and sanitizing materials and continuous supply of restroom supplies

• Lecture halls or classrooms with decreased ventilation have a higher potential for a contamination event. Labs with nearly 100% outside ventilation or sufficient air changes reduce these risks but following recommended safety guides improves outcomes

• Students and staff need to use the well-designed masks available for public use Qualitative differences between materials and designs may reduce the effectiveness of mask protection. The university should provide or make them readily available

• Accommodations are needed for those unable to wear a mask • Create a communication of the safety steps UMD has taken and the expectations for all

users of the campus • Create a health self-assessment tool and documentation. Faculty will have to assume all

students are complying • Determine a percentage-based classroom capacity (50/33%) or room by room

configuration to maximize room capacity • Labs and studio spaces need to be customized for equipment and table/counter

configurations. Individual departments must be involved • Consider shortened or staggered class time to allow class disinfection and reduce

hallway congestion

• Classroom needs o PPE

Proper fitting and designed masks Face shields or goggles to supplement laboratory or studio environments

if needed Surface sanitizing materials for desks and podiums and shared equipment Hand sanitizer for each class Best ventilation including open doors and windows where feasible.

Increase all operational air exchanges within buildings, rooms and bathrooms

o Signage Directional indicators where needed

Onsite Learning and Social Distancing Working Group - Appendices

Required posting from the CDC and the Commonwealth in all classes and shared spaces

Special written instructions for specific classrooms, labs or studios if needed

• Classroom protocol

o 10’ gap between instructor and first row of students o Eliminate first row from all classrooms. Instructors can roam across the front of

the room extending the 10’ margin horizontally o Minimum seating distance of 6’ radius between students o Remove extra chairs in rooms with moveable chairs o In fixed seat rooms, visually identify unusable chairs and desks to create

separation distances Some classes have stricter limitations because of close fixed seats

o Suggest implementation of assigned seating o Students must wear a mask while in classroom buildings and areas with less than

6’ separation o Staff and faculty must wear face masks in shared classroom buildings unless

lecturing in areas with 10’ distancing o No eating or drinking in classroom o At the end of each class, instructors must disinfect all shared materials they

contact (projectors, white board erasers and markers etc.) o At the end of each class, students must wipe down the desk top area and chair

used with the provided sanitizing materials o Classrooms or halls with multiple entrances should be designated in or out with

signage o In rooms with one entrance, a respectful entrance and exit at the beginning and

end of classes should be followed o Directional arrows and signs are needed in common areas to reduce close

contact o Large lecture halls (Dion/Library) need directional indicators on stairs and spaces

between rows o Where space to pass behind seats is limited control access to central seats o Small conference rooms used as classrooms or activities need to be reviewed for

occupancy limits o Identify additional spaces that might be used as classroom space o Adopt Amherst’s committee structure of the Provost’s office, EHS and Facilities

to complete a room by room assessment of spatial and directional needs Resources:

1. Degrees of separation - https://www.insidehighered.com/news/2020/04/14/sociologists-say-their-findings-student-interconnectedness-suggest-caution-needed?_ga=2.116535055.804998103.1591702056-1181967053.1587404968

Onsite Learning and Social Distancing Working Group - Appendices

2. UMass Amherst – Return to Fall 2020 - https://www.umass.edu/coronavirus/fall-2020-planning

3. UMass Lowell – Fall Planning - https://www.uml.edu/2020/Fall-Planning/default.aspx 4. UC Boulder – Roadmap to Fall 2020 - https://www.colorado.edu/roadmap/ 5. CDC guidelines to universities - https://www.cdc.gov/coronavirus/2019-

ncov/community/colleges-universities/considerations.html

Onsite Learning and Social Distancing Working Group - Appendices

PERT Operational Plan Subcommittee: Student Support within On-Campus Learning Committee

Members: Craig Elkins, Hilary Kraus, Alex Fossel, Daniel Figueroa Charge: Identify potential issues and solutions for multiple scenarios of having total, partial, or complete online delivery of academic content and support looking specifically at Student Support Services Overview: Student support services cover a broad spectrum of resources and services for enrolled students including but not limited to tutoring, research assistance, mentoring, advising, counseling, professional development, internship opportunities, study abroad and much more. These modalities of support complement the learning that is occurring within the class and provide opportunities to greater engage with the curriculum through multiple modalities and a wider spectrum of individuals on campus and within the community. While eager to continue supporting students, staff from multiple offices and departments on campus expressed significant concern regarding the safety of themselves, other staff on campus, student workers, and the students they serve within their office. Concerns range from ability of students and professionals to maintain adequate social distancing on campus, to the air quality and ventilation systems within building staff will be located. Given the location and layout of some offices, staff expressed willingness to perform on campus duties provided the University ensures all CDC requirements are followed and measures are taken within buildings to improve air quality and space constrictions. Below are lists of issues and potential resolutions to ensure the safety of our community and the delivery of our objectives within proposed scenarios. Assumption: UMASS System works to meet ALL CDC requirements as far as spacing, square-footage, population densities, PPE requirements, Disposal and Disinfection/sanitation of workspaces and materials. Scenario 1: Continued Remote Modality

• All Student appointments, services and supports will be conducted online via zoom, phone conference, tutortrac, blackboard (mycourses) and email.

• Student information and tracking will need to be conducted through electronic tools • Library building remains open with minimal staffing, and physical resources remain

available for student following all CDC guidelines

Issue: Reliable resources for students and staff to complete objectives Solution/Needs

• Include purchase of laptop computer in COA for students o Establish opt. out policy for those who have computer o University purchase equipment in bulk for best price and schedule pick up or

delivery for students • Establish Wi-Fi hotspots in local communities

o Allow for internet to be included in COA for financial aid reasons • Student books should be online program (i.e. Cengage)

o One cost, all books model • Training on all electronic materials for Professionals and students, especially Faculty • Headsets/headphones, video recorders for staff and students if working from home as

needed

Onsite Learning and Social Distancing Working Group - Appendices

Scenario 2 and 3: Blended on-campus learning and total on campus learning

• Scenario includes utilization of Zoom, Blackboard (my courses) and other online modalities to deliver the bulk of information and host meetings while still requiring some in-person meetings and on campus resources to support student success.

• Reduction of access to materials and supports for in-person visits by approximately 50% (maintaining CDC guidelines).

• Library building remains open with considerable changes to adhere to CDC guidelines regarding population densities and PPE usage; limited library services are available, with the bulk delivered online

• Advising and support offices restructure spaces to accommodate populations, limiting student gatherings in waiting areas or outside offices

All Departments Issue: Lack of adequate training on PPE usage and proper social distancing Solution/Needs:

• Assess space capacity including air flow, ventilation, square footage and layout to determine appropriate staffing and students allowed in space

• All Areas Develop Cleaning protocols • Outlines roles and responsibilities w/ checklist • Necessary cleaning materials • Departmental Checklist

• Training on PPE and Social Distancing • Students (mandatory, built into Orientation) • Staff (HR requirement w/ certificate of completion)

• Need to develop, disseminate and train on consistency between all departments and offices regarding scheduling policies and office standards for cleaning

Issue: Identify responsibility of PPE storage and distribution. Solution/Needs

• Maintain adequate stockpile and multiple distribution points for students and staff o Document usage of materials o Provide all materials for students due to financial constraints of some

• Establish protocol and schedule for distribution • Follow guidelines set forth by CDC

o (See page 4-5 of MDESE Memorandum: Guidance on Required Safety Supplies for Re-Opening Schools)

• Create open spaces where students can pick up PPE materials as needed, (i.e Arnie’s Cupboard, student centers, Dorm)

o Contactless delivery to students as needed • Create Welcome Kit for students containing appropriate PPE’s for specified duration of

time (2 weeks, 4 weeks etc.)

Onsite Learning and Social Distancing Working Group - Appendices

Issue: Population density within high traffic high support areas will require limiting student access Solution/Needs:

• Remove/Store additional chairs, tables and computers to limit crowd and maintain social distancing protocols

• Mark off 6ft spacing on floors • For many offices, front desk staff rotate or are not staffed, creating challenges to policing

PPE usage and distancing protocols a. Creates areas difficult to control potential contamination b. Adjust spacing of desks and computers to maintain protocols

• Transition staff able to work from home to do so to limit bodies in any given space • Install barriers in high traffic areas to limit cross contamination • Designate walking directions on campus and within buildings

Issue: Student worker roles create significant issues with population densities, contact tracing and spread Solution/Needs:

• Are students able/allowed to clean/disinfect areas. (Union Issues? ) • Limiting student worker roles and hours creates challenges in delivering office specific

outcomes • Will specific training be provided for student workers?

Issue: Inconsistent practices between offices regarding advising practices and protocols Solutions/Needs:

• Create consistent office protocol for student support that establishes consistent guidelines for all offices.

• Limit all “open office” hours to minimize student density • Advising sessions and meeting should have guiding principles, etiquette training prior to

start of semester (TRAINING) • Purchase and implement online system for scheduling appointments across all offices • Roll out advising platform to all Advisors and utilize data and information sharing

throughout campus • Train all staff on on-line advising model

Library services: AVE: 200-300 students per hour, 2,500-3,000 students per day (sum of hourly counts) Issue: Policing library access and social distancing

• Public use computers and shared printers. • Laptop checkout program • No current policy on PPE being implemented. • Study rooms lack adequate spacing and ventilation. • Open plan spaces for meeting with students, offices with no windows and limited

entry/exits

Onsite Learning and Social Distancing Working Group - Appendices

• Classroom space within Library (not sure they could be utilized due to limited space) • Plexiglass barriers for front line staff at service desks • Issue with signing out textbooks/laptops or other resources

• Solutions/Needs • Plexiglass barriers between computers within labs, in Learning Commons, and on study

tables • Space configuration to create barriers between students/block alternating study carrels • Assigned student workers (if possible) to disinfect and enforce social distancing and PPE

usage

ISSUE: Reliable WIFI for students on campus and adequate study space with implemented social distancing. Solutions/Needs

• Repurposing of Student center space for study/research opportunities to de densify populations

• Establish overflow space outside library for study stations during high traffic times (de densification)

o Student Center o Commons Areas o Woodland Common o Dorm locations

• Implement wireless printing for all students. Removes need for touching release stations

ISSUE: Hosting international, out of state, commuter student ability to return “home” on daily basis or seasonal due to location

• Non traditional students/international students “stuck” on campus if students are sent home mid semester

• Minimal contact with main campus, utilize campus center and library, student support services

Issue: Considerable concern around sanitation and usage of Bathrooms within workspaces: Solutions/Needs:

• Automatic doors/ install foot openers • Automatic dispenser for water, paper towels, soap.

Onsite Learning and Social Distancing Working Group - Appendices

DRAFT: Other Universities Plans Subcommittee Subcommittee Members: Kellyann Kowalski, Anna Dempsey, Karen Gulbrandsen Summary of June 15 Meeting

• Need to reduce bodies in classrooms. • Need to address different types of instruction and types of interaction in teaching and

learning. • 60% of our students are commuters. • We don’t have capacity for testing. • Working groups make recommendations for how classrooms will happen. • Onsite instruction working group is focused on F2F instruction for undergraduates.

Purpose of this working group:

• To identify questions and topics related to onsite instruction. • To review plans for reopening campus from other colleges and universities for those

questions and topics. Questions and topics related to teaching and learning onsite in Fall 2020 at UMass Dartmouth:

• Which classes need to be taught in person? • Should classes that can be taught online be done that way and will they be on-line/on-load?

And how does this affect faculty who teach in the OCE (or what was university extension)? • How de-densified do classrooms need to be? How much space per student/instructor is

needed? • Are masks required for everyone while in class? • What kinds of classes can safely be taught in person? Lectures? Discussion-based? Active

learning using partners/teams? How do we teach discussion-based and team-based classes with social distancing?

• When will classes be taught? Will we follow the regular academic calendar, start early, etc.? Will more classes need to be taught at night on weekends to accommodate de-densification?

• What happens when faculty get sick? • How do we structure flexibility into on-site courses so students who get sick can still finish

their classes? • Who decides what classes are taught with what modality (e.g., in-person, blended, remote,

online)? How are those decisions made? Compiled Lists of Reopening Plans

• From the Chronicle of Higher Education: https://www.chronicle.com/article/Here-s-a-List-of-Colleges-/248626

• https://www.businessinsider.com/how-major-us-colleges-plan-reopen-for-fall-2020-semester-2020-5#25-university-of-texas-at-austin-1

Important conversations

Onsite Learning and Social Distancing Working Group - Appendices

• Faculty Want a Say in Whether They Teach Face to Face. The Conversation Is Not Going Well. By Megan Zahneis JUNE 09, 2020. (See Appendix A for quotes)

• Impact of corona virus on individuals with underlying conditions. From The Washington Post, June 15, 2020

Review of Plans Given these compiled lists, we reviewed some plans to identify how other schools address the questions listed above. Many schools have yet to post their plans. Like us, many say they will by the end of June/beginning of July. Table 1 below summarizes plans from regional and other institutions. Some may be more relevant to us than others based on commonalities such as location, size, # of commuters, etc. Of note: Other local schools that we researched have not posted their plans; these include Fitchburg, Framingham, Westfield, Bridgewater, and Worcester State, Mass College of Liberal Arts, Clark, Holy Cross, Wheaton, Roger Williams, Salve Regina, URI, RI College, UNH, Keene State, Plymouth State, Southern Connecticut and Eastern Connecticut State. Summarized Findings:

• Most of the schools we looked at are planning on having a mix of in-person, remote (synchronous) and online (asynchronous) modalities for classes in the fall.

• The mix of modalities seems to have been determined by room capacity after allowing for social distancing, as well as pedagogical need.

• A couple schools mentioned that the decision as to which specific classes would be taught in which modality was determined by the Deans, Departments, or individual faculty; most did not specify, and some said the decisions about specific classes were still being made.

• Not all schools gave specifics on how classrooms would be de-densified. Some of those that did, mentioned 6 feet spacing, facemasks, and frequent cleaning; one school will use assigned seating and monitoring attendance to facilitate contract tracing as necessary. Others mentioned using nontraditional spaces for classrooms, expanding class hours to nights and weekends, breaking students in smaller groups and having them rotate coming to class, or breaking the semester into two 7/7.5-week sessions.

• There was really no information in the plans on what teaching in an in-person classroom would look like, although based on the social-distancing requirements it would allow for lecture, possibly whole class discussion, but not in-class experiential activities or discussions involving partner or groups.

• Many of the colleges reviewed will be ending classes before Thanksgiving break, with the remainder of the semester and/or just finals online; some are also starting the semester early.

Table 1: Summarized Fall 2020 Teaching Plans from Other Universities and Colleges School URL Notes on Onsite Instruction UMass Amherst https://www.umass.edu/coro

navirus/teaching-and-learning-undergraduate-and-graduate

Classes will start early (Aug 24) and end early (Nov 20) with classes held on Labor, Columbus, and Veterans Days. After Thanksgiving break finals will be online.

Onsite Learning and Social Distancing Working Group - Appendices

Preliminary plan includes a combination of either fully online or face-to-face/blended, either synchronous or asynchronous, with labs, studios, and performance classes offered face-to-face. Proposed reduction of 50-66%, splitting a section into 2-3 smaller sections, or moving to a larger room. Class breaks extended to 30 minutes for classroom cleaning and safe passing. Final plan by June 30.

UMass Boston https://www.umb.edu/editor_uploads/images/covid_19/Reopening_planning_pages_v12_low.pdf

Based on their preliminary report, instruction will be primarily remote. In-person limited to critical research and courses students need to complete their degrees that depend on campus facilities (e.g., labs, nursing simulation center). Each college determined what classes need to be in person. Approximately 98% will be online with 2% in person. 85% of students will be able to complete their classes remotely.

UMass Lowell https://www.uml.edu/2020/Fall-Planning/Reports/Academic-Programs.aspx#classroom

Preliminary report notes an on-campus instruction capacity 25% or less. Hybrid courses could increase capacity but at least 50% of course instruction will have to be online. Priority of on-campus instruction for essential courses (e.g., labs, clinical, and studio), courses required for students’ timely progress toward degree, and other pedagogical justifications.

Onsite Learning and Social Distancing Working Group - Appendices

Salem State University https://www.salemstate.edu/coronavirus-info-students

Combination in-seat and online classes. Determining which classes will be held online based on their unique needs and goals. Classes that require special equipment, educate first-year students, and have other characteristics that make in-seat instruction crucial are more likely to be taught in person. In-seat classes may be held in an unusual location to improve social distancing efforts.

Stonehill College https://www.stonehill.edu/news/details/jun-11-update-on-return-to-campus-fall-semester/

Classes will begin a week earlier (8/24/20) and will be held on Labor Day and during Fall Break in October. Classes will end (11/25/20) prior to Thanksgiving. Final exams will be take-home and online. No detail on how classes will be taught.

Boston College https://www.bc.edu/content/bc-web/sites/reopening-boston-college/bc-updates/letter-on-reopening.html

On campus, in-class instruction. Mix of online and remote classes for those who can’t return to campus. Classrooms will have fewer students, teaching zones in front of each class, be sanitized each night, and face coverings will be required while in class and traveling between classes.

Boston University https://www.bu.edu/provost/students/undergraduate/covid-19-resources-for-undergraduate-students/

Hybrid teaching format called Learn from Anywhere (LfA). Courses will be a mix of in-person, remote, and asynchronous components to accommodate students who can and who cannot be on campus. Large classes might be divided into small groups, with groups attending some classes

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in person and others remotely, and large lectures might be delivered fully remotely/asynchronously, with the discussion sections meeting in person.

Emerson College https://today.emerson.edu/2020/06/10/fall-2020-reopening-plan/

Most classes will have blended learning: a combination of in-person experiences alternating with synchronous and asynchronous technologies. Change to academic calendar to allow for in-person classes to end by Thanksgiving with finals online. May need to hold additional Friday and/or weekend classes. Will require use of both traditional and non-traditional academic spaces for classes. Required use of face coverings in all campus spaces, including classrooms (which will be supplied by the college). Staggering start and end times of classes to reduce contact in entries and exit ways.

Providence College https://covid-19.providence.edu/fall-2020-continuity-and-reopening-planning/

Hyflex teaching model where some of the students in a class to meet in person while others attend synchronously using remote technology. Remote accommodations will be made for students and faculty as needed. All classes will switch to remote instruction after Thanksgiving break.

Bryant University http://emergency.bryant.edu/faqs-bryant-university-fall-2020-reopening-plans/

Classes will start early (August 24) and end early (Nov 13) with finals ending and all students leaving campus by Nov 24 before Thanksgiving. All faculty will be required to wear facemasks in the

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classrooms. Some class attendance will be split between alternating sessions. All classes will be available on campus, via live streaming, and/or recorded for later viewing by lecture capture.

Southern NH University https://www.snhu.edu/admission/campus-admission/fall-2020-announcement/

Remote learning for all students. Residence halls will be closed.

University of Connecticut https://reopen.uconn.edu/

In-person, online, and a combination of the two formats will be offered. Faculty and students who prefer fully online will be accommodated (although they can’t guarantee specific courses). Capacity of classrooms will be reduced (no specifics). Classes will end before Thanksgiving. Finals will be online. Faculty and departments will make decisions on the modality of their courses.

Central Connecticut State University

https://www.ccsu.edu/coronavirus/

Some classes will be fully online and others will use a HyFlex model, where faculty can simultaneously teach students who are in class and who are online. Following Thanksgiving break the last week of classes and finals will be online.

University of Maine https://umaine.edu/return/ Faculty and staff are preparing for teaching in four modes: hybrid, remote, in-person and online. Students who cannot return to campus or who become exposed to COVID-19 will be able to make progress in their academic programs this fall. Preparing classrooms for live streaming.

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Bates College https://www.bates.edu/fall-planning/2020/06/15/academic-calendar-information-for-new-students-in-2020-21/

Implementing a 2+2 semester plan where semester will be two 7.5-week modules, with students taking 2 classes each module. The second module will have remote learning after Thanksgiving.

University of Vermont https://www.uvm.edu/emergency/news/6/15/20-fall-2020-return-campus-update

Face coverings required outside private residences; in-person instruction to end the Tuesday before Thanksgiving; classroom space management plan under development; combination of remote instruction and small-group in-person meetings for courses enrolling large classes.

Virginia Tech https://vt.edu/ready/fall2020_message.html#modes

In-person for courses, labs, studios, and performances that can’t be offered remotely at comparable quality. Some courses will be delivered using a hybrid of in-person and online learning. Many lectures and discussion sections will be delivered fully online, preferably synchronously. Smaller lectures and sections will be offered in person, providing there is space for social distancing. May need to schedule classes in evenings. Decisions on modes of instruction will be made on a per-course basis. Goal is for the typical student to experience at least one-third of instruction in an in-person format.

Penn State https://news.psu.edu/story/623188/2020/06/14/academics/penn-state-plans-resume-campus-work-and-learning-fall-semester

Classes will be delivered with a highly flexible mix of in-person, remote, and online. Most classes will use synchronous delivery. Will end

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in-person instruction by 11/20/20 with the remainder of the semester, including finals, online. Some non-classroom spaces will be repurposed for instruction. Assigned seating and monitoring of attendance to help facilitate contract tracing will be used as necessary.

University at Buffalo http://www.buffalo.edu/president/from-the-president/communications/campus-fall-planning.html

Modified in-person capacity, which will include a mix of in-person instruction and online courses. For in-person classes, students will sit six feet apart and face coverings will be required. Course format (in-person, hybrid in-person/online, or fully remote) will be based on course goals and curricular/clinical requirements. Following Thanksgiving break all instruction will shift to remote for the final three weeks of the semester.

Texas A&M https://provost.tamu.edu/Campus-Messages?_ga=2.111520578.754397889.1592415440-1487527877.1592415440#0ey412qqxno0

Classes will be scheduled later into each day M-F. The time between classes will extend to 30 minutes for safe passing and there will be a 45-minute break around noon for classrooms to be cleaned. Approximately half of courses will be offered exclusively online, the other half will be face-to-face, but with remote options also available. Classrooms with face-to-face classes will be limited to 33-40% of normal capacity with face coverings required.

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George Mason University https://www2.gmu.edu/coronavirus-covid-19/coronavirus-faqs-for-students

Hybrid approach with a mix of in-person instruction and expanded online classes.

University of California at Berkeley

https://sa.berkeley.edu/covid19/Fall2020

Hybrid approach. Optional for students to return to campus.

Cape Cod Community College https://www.capecod.edu/notice/college-advisory-summer-and-fall-2020-classes-moved-to-online-remote-hybrid.html

Summer and Fall 2020 are online, remote, or hybrid

CCRI https://ccri.edu/covid-19/index.html

Based on the information we have about COVID-19 today, our intent is to return this fall to in-person teaching and learning in some capacity while maintaining a strong offering of online courses. CCRI is working in close partnership with RIDOH to develop a strategic, measured health and safety plan to implement requirements for protective face coverings, strict social distancing, and increased cleaning protocols.

Massasoit Community College https://massasoit.edu/public-health-information-covid-19/

Fall will take place in three different ways. Most courses will be taught online or using video conferencing (remote). For classes that cannot be taught virtually there will be limited in-person work. Further, some courses will be taught synchronously, and some asynchronously.

Bristol Community College http://bristolcc.edu/bristolcommunity/currentstudents/studentservices/resources/healthservices/coronavirus/

Will not be offering any fully face-to-face courses. Courses will be taught one of three ways: (1) Online. Fully online course and materials. (2) Synchronous live. Courses that will offer live instruction via video technology. (3) Hybrid.

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Courses that include a blend of online and on-campus course work. These primarily include those with hands-on requirements.

APPENDIX A Excerpts from Faculty Want a Say in Whether They Teach Face to Face. The Conversation Is Not Going Well. By Megan Zahneis JUNE 09, 2020 https://www.chronicle.com/article/Faculty-Want-a-Say-in-Whether/248951?fbclid=IwAR02Fome0fagYuLCWKaGJKGqg4Wj4s8w-9-ld7q3wHZcjywvYocY512uOrw

• “Notre Dame's president, John I. Jenkins, doubled down on the importance of face-to-face education in a New York Times op-ed, writing that "the mark of a healthy society is its willingness to bear burdens and take risks for the education and well-being of its young."

• “At Notre Dame and colleges across the nation, faculty members argue that they’re not being given a say in a decision that could have consequences crucial to their own health and livelihoods. Even on campuses where administrators have solicited faculty members' thoughts about a return to face-to-face education — often through surveys asking about how they'd prefer to teach their fall classes — those efforts have generated a backlash. The way administrators try to gauge faculty opinion, many instructors say, feels coercive.”

• In South Bend, the plan is clear: "The university expects faculty to be available for in-person classes, unless an individual's circumstance results in an exception," Paul J. Browne, Notre Dame's vice president for public affairs and communications,

• But Mark A. Wollaeger, a professor of English at Vanderbilt, called the process — which is headed by the campus Equal Employment Opportunity Office — "pernicious, problematic, and kind of coercive." He criticized "the notion that we had to apply, and offer medical information, for some accommodation rather than it being our right simply to say, 'I do not feel comfortable doing this.'"

• Vanderbilt has not yet announced its plans for the fall, but "the process seems to be to assume that we will be teaching on campus in the fall unless exceptions are made for certain people in the form of accommodations,” said one faculty member, who asked to remain anonymous because of the personal impact of the policy.

• Yale's survey allowed faculty members to say whether they'd like to teach from home, from their campus office, from some other, private space, or "on campus and co-located with students," with the latter option acknowledging that they'd need to "provide robust access" for remote students and to be open to flexible class times, capping class sizes to allow for social distancing, and wearing masks in the classroom.

• The range of considerations included in the in-person option "seemed to indicate to me that the university might be pushing for that, or they devoted most attention to that

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option," Terence Renaud, a lecturer in the humanities program and the history department, said.

• Yale has said it will make a decision about reopening in the fall by early July, according to The Chronicle's reopenings tracker. Renaud isn't sure how large a role the survey results will play. "I'm really skeptical that Yale would definitely follow the majority opinion of faculty in this poll, so I took the survey with that in mind, that my response might not even matter," he said.

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Sub-Committee on “Who Should Be On Campus In Fall 2020” Input solicited from Deans, Department Chairs, SGA Representatives Draft #1 – feedback welcome We recommend all levels of students return to campus. We do not recommend select levels of students such as Freshman or Seniors. The decision on who should be on campus and when should be based on a density we can responsibly manage. The following ideas or action items are intended to help us ensure all our students have access to on-campus learning in some capacity.

1) Determine which full-time faculty will work remotely and the courses impacted by this decision. These data impact classroom requirements and potentially assist with managing campus density.

2) Identify specific classroom capacity. Will we reduce capacity and density by 50% or more? Provide the best possible scientific justification for decision so members of campus community understand the reason for the decision.

3) Identify and designate spaces on campus for on-line learning. These spaces are needed for students who live on campus and those who do not have access to appropriate technology remotely.

4) Identify and designate outdoor locations for learning and meetings. Take advantage of overhangs on buildings and potentially expand for outdoor seating.

5) Need information on live-stream classrooms – currently available, anticipated for fall and class room size and how these classrooms will be assigned.

6) Plan for a range of instructional delivery methods across courses and within courses. Some courses will be delivered completely remotely/online, others will be blended using online synchronist, online asynchronist, some face to face. We recommend that course instructional delivery be managed at the department level/College. We recommend departments/majors have the opportunity to identify priority courses for some level of on-campus engagement in case total number of on-campus courses are limited.

7) Classroom Safety – need to build a culture of safety in instructional environment and throughout campus. Need to make Adherence to Safety easy for all members of campus. Mark-up space to identify social distance requirements – classrooms, common areas if in use etc.; have hand sanitizer and when needed masks readily available; provide signage on safety expectations. We need to ensure teachers have safe space and equipment for teaching. For example, voice amplification is essential. Classroom and non-classroom space needs janitorial services and restocking safety/cleaning supplies is necessary.

8) Campus Wide Educational Campaign on Safety – educate members of campus on safety expectations and appropriate behaviors, providing rationales to ensure full understanding of needs. Education on need to be an accountable university citizen who wants to ensure personal, campus, and community health through engagement in safety expectations and who wants to provide equitable opportunities for on-campus learning for all students. The goal is to have strong campus member ‘buy-in” so instructors and staff do not need to focus enforcement.

9) Extracurricular opportunities. As possible, we encourage development of activities and events within a safe environment. Some events might be discipline specific.

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Fall 20 Academic Calendar – sub-group Audra Callahan, Sue Amatrudo, Joe Raposa, Ramprasad Balasubramanian

Explore alternate academic calendars to minimize the risk of increased cases of infection

o Start one week early, cancel certain breaks and have students leave campus by Thanksgiving, the rest of the semester will be online.

o Start two weeks early, cancel certain breaks and complete the semester by Thanksgiving.

Issues/Concerns • Should only adjust academic calendar IF we plan to teach a significant percentage of face to

face courses as opposed to online courses and students will be living in on campus housing. • Faculty Federation contract stipulates the academic year (excluding LAW) shall begin on

Sept 1 of each year and faculty are expected to be available excluding Saturdays, Sundays, and holidays. Would classes beginning prior to Sept 1 need to be approved by Faculty Federation?

• If we adopt a calendar which requires instruction on the holidays (Labor Day, Columbus Day, Veteran’s Day), would other campus departments/staff be required to work the holiday to support in class or online instruction and if so, would holiday pay/comp time be offered for faculty/staff for working on holidays? There would be a financial cost to this approach.

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CURRENT FALL 2020 CALENDAR

Fall 2020 Tuesday, September 1, 2020 Academic year commences; Convocation Wednesday, September 2, 2020 First Day of Classes Monday, September 7, 2020 Labor Day – no classes Thursday, September 10, 2020 Last day to Add, Drop, or Audit Thursday, October 8, 2020 Last day to file Pass/Fail Monday, October 12, 2020 Columbus Day – no classes Tuesday, October 13, 2020 Follow Monday Schedule Monday, November 2, 2020 Registration for Spring 2021 begins Wednesday, November 11, 2020 Veteran’s Day - no classes Friday, November 13, 2020 Last day to withdraw from a class Wednesday, November 25, 2020 Thanksgiving recess begins after last class Monday, November 30, 2020 Classes resume Tuesday, December 8, 2020 Last day of Fall classes Wednesday, December 9, 2020 Study Day Thursday, December 10, 2020 Final exams begin Wednesday, December 16, 2020 Final exams end Saturday, December 19, 2020 Final grades due

Monday Tuesday Wednesday Thursday Friday September 7, 14, 21, 28 8, 15, 22 ,29 2, 9, 16, 23, 30 3, 10, 17, 24 4, 11, 18, 25 October 5, 13*, 19, 26 6, 20, 27 7, 14, 21, 28 1, 8, 15, 22, 29 2, 9, 16, 23, 30 November 2, 9, 16, 23 3, 10, 17, 24 4, 18, 25 5, 12, 19 6, 13, 20 December 7 1, 8 2 3 4

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13 class days 13 class days 13 class days 13 class days 13 class days

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PROPOSAL SCENARIO 1:

• Begin classes one week early and start on Monday instead of Wednesday • New Res Halls will not be ready until August 28th so all classes for first week held online • Class instruction on following holidays: Labor Day, Columbus Day, Veterans Day • Classes completed by Friday, November 20th • Online Final Exams after Thanksgiving

Fall 2020

Sunday, August 23, 2020 Academic year commences; Convocation Online Monday, August 24, 2020 First Day of Classes - Online Learning ONLY Begins Monday, August 31, 2020 Face to Face Learning Begins Monday, September 7, 2020 Labor Day – classes will be held Monday, August 31, 2020 Last day to Add, Drop, or Audit Wednesday, September 30, 2020 Last day to file Pass/Fail Monday, October 12, 2020 Columbus Day - classes will be held Monday, November 2, 2020 Registration for Spring 2021 begins Wednesday, November 11, 2020 Veteran’s Day - classes will be held Friday, November 6, 2020 Last day to withdraw from a class Friday, November 20, 2020 Last day of Fall classes; Thanksgiving recess begins after last class Friday, November 27, 2020 Study Day Monday, November 30, 2020 Final exams begin ONLINE Friday, December 4, 2020 Final exams end ONLINE Monday, December 7, 2020 Final grades due

Monday Tuesday Wednesday Thursday Friday August 24*, 31 25* 26* 27* 28* September 7, 14, 21, 28 1, 8, 15, 22, 29 2, 9, 16, 23, 30 3, 10, 17, 24 4, 11, 18, 25 October 5, 12, 19, 26 6, 13, 20, 27 7, 14, 21, 28 8, 15, 22, 29 2, 9, 16, 23, 30 November 2, 9, 16 3, 10, 17 4, 11, 18 5, 12, 19 6, 13, 20

13 class days 13 class days 13 class days 13 class days 13 class days

*ONLINE INSTRUCTION

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PROPOSAL SCENARIO 2:

• Begin classes same week as original week but start on Monday instead of Wednesday • Class instruction on following holidays: Labor Day, Columbus Day, Veterans Day • Online classes for last Thursday/Friday classes held after Thanksgiving to ensure 13 class

meetings OR potential to add additional minutes to MWF and TuTh classes to make up the minutes during semester but time between classes on MWF would be 5 minutes which would be tight

• Online Final Exams

Fall 2020

Sunday, August 30, 2020 Academic year commences; Convocation Monday, August 31, 2020 First Day of Classes Monday, September 7, 2020 Labor Day – classes will be held Monday, September 7, 2020 Last Day to Add, Drop or Audit Tuesday, October 6, 2020 Last day to file Pass/Fail Monday, October 12, 2020 Columbus Day – classes will be held Monday, November 2, 2020 Registration for Spring 2021 begins Wednesday, November 11, 2020 Veteran’s Day - classes will be held Wednesday, November 11, 2020 Last day to withdraw from a class Wednesday, November 25, 2020 Thanksgiving recess begins after last class Monday, November 30, 2020 Classes resume ONLINE for Thursday classes Tuesday, December 1, 2020 Classes resume ONLINE for Friday classes; LAST DAY OF CLASSES Wednesday, December 2, 2020 Study Day Thursday, December 3, 2020 Final exams begin ONLINE Wednesday, December 9, 2020 Final exams end ONLINE Saturday, December 12, 2020 Final grades due

Monday Tuesday Wednesday Thursday Friday August 31 September 7, 14, 21, 28 1, 8, 15, 22 ,29 2, 9, 16, 23, 30 3, 10, 17, 24 4, 11, 18, 25 October 5, 12, 19, 26 6, 13, 20, 27 7, 14, 21, 28 1, 8, 15, 22, 29 2, 9, 16, 23, 30 November 2, 9, 16, 23 3, 10, 17, 24 4, 11, 18, 25 5, 12, 19, 30* 6, 13, 20 December 1*

13 class days 13 class days 13 class days 13 class days 13 class days

*ONLINE INSTRUCTION

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Proposed Scenario 3:

• Keep academic calendar unchanged • All classes after Thanksgiving would be held online • Online Final Exams

Fall 2020 Tuesday, September 1, 2020 Academic year commences; Convocation Wednesday, September 2, 2020 First Day of Classes Monday, September 7, 2020 Labor Day – no classes Thursday, September 10, 2020 Last day to Add, Drop, or Audit Thursday, October 8, 2020 Last day to file Pass/Fail Monday, October 12, 2020 Columbus Day – no classes Tuesday, October 13, 2020 Follow Monday Schedule Monday, November 2, 2020 Registration for Spring 2021 begins Wednesday, November 11, 2020 Veteran’s Day - no classes Friday, November 13, 2020 Last day to withdraw from a class Wednesday, November 25, 2020 Thanksgiving recess begins after last class Monday, November 30, 2020 Classes resume Tuesday, December 8, 2020 Last day of Fall classes Wednesday, December 9, 2020 Study Day Thursday, December 10, 2020 Final exams begin Wednesday, December 16, 2020 Final exams end Saturday, December 19, 2020 Final grades due

Monday Tuesday Wednesday Thursday Friday September 14, 21, 28 8, 15, 22 ,29 2, 9, 16, 23, 30 3, 10, 17, 24 4, 11, 18, 25 October 5, 13*, 19, 26 6, 20, 27 7, 14, 21, 28 1, 8, 15, 22, 29 2, 9, 16, 23, 30 November 2, 9, 16, 23 3, 10, 17, 24 4, 18, 25 5, 12, 19 6, 13, 20 December 7* 1*, 8* 2* 3* 4*

13 class days 13 class days 13 class days 13 class days 13 class days

*ONLINE INSTRUCTION

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Cohort Model Group (Members Bromage, Dippel, Fisher, Manke) First Report by Thursday 6/17 10 AM : outline of issues and proposed solutions Focus : To consider possible hybrid instruction models which have an in-person campus instructional component, while minimizing in-class interactions. Two models were discussed – a global cohort model, in which all students participate in a 4 + 10 model of hybrid instruction, and a major cohort model, in which students are subdivided into cohorts according to major and year. We also consider a combined cohort model which combines both approaches. All models seek to minimize the risk of in-class transmission. The global model further offers a 10-day out-of-class period, during which infected symptomatic students might begin to experience symptoms and could be identified and quarantined. All models suffer from a potentially serious downside in the likely case that out-of-class transmission risks exceed in-class transmission risks. For example, in the 4+10 approach, students may easily be infected in the quarantine period, either off campus or in the dormitories, thereby diminishing the possible advantages. The major cohort and combined cohort models may mitigate the transmission risks in the dormitories, but cannot possibly address off-campus transmission risks. Global Cohort Model

Issues and Solutions : • Scheduling

T-Th lectures and recitations meet one week in person, next week online M-W-F lectures and recitations meet M-W in person, F and following

week online • Need for in-person instruction in labs and studios

Biweekly sequencing of online material where possible • Staff members

Still on campus? • Relative risks of in-class versus out-of-class transmission

Solutions?

Major Cohort Model

Issues and Solutions: • Scheduling

Students would be organized into cohorts by major and year where possible

Gen-ed courses offered fully online Large introductory lecture courses required in many concentrations would

be fully online Smaller lab and recitation sections organized by cohorts to minimize

mixing • Living Arrangements

On-campus students could be organized according to cohorts • Relative risks of in-class versus out-of-class transmission

Mitigates risks of transmission in dorms

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Off-campus transmission risk a substantial issue

Combined Cohort Model

Issues and Solutions: as above