Strategies for Instructional Continuity

Over the past years, SDSU has experienced emergency situations that have closed it down, or threatened to do so, for short periods of time. These emergencies have included wildfires and the H1N1 flu epidemic, both of which could occur again, as could a destructive earthquake as happened at CSU Northridge. It is important for faculty to think ahead of time about the measures they would take should the university close for several days or weeks during the semester

Our Emergency Preparedness plan requires that we have responses ready for these situations. We learned during the H1N1 flu event that we are behind in our preparation, and must develop and communicate a plan to the faculty. I welcome your comments on this draft plan for university closure

Key to this plan is the use of the University's learning management system, which currently is Blackboard. During Spring 2009, there were 1,669 active instructor accounts in Blackboard, although many instructors use Blackboard minimally. Departments and schools need to encourage their remaining faculty to begin to use the system, and encourage all faculty members to learn enough about its key features to support coursework during a campus closure

Faculty should not attempt to work through their own e-mail lists. They risk violating university policy and/or privacy laws, and their lists may not be accurate and up-to-date. As an alternative, the Blackboard email function is more secure and reliable than individual faculty group e-mail lists. Instructional Technology Services provides support for learning and effectively using Blackboard. But they will be severely challenged to support new users interested in more complex features on short notice, particularly in emergency circumstances. The best solution is to prepare now for problems that might arise in the future

Below are some specific recommendations for faculty (including graduate teaching associates) to consider in preparation for a sudden campus closure

Recommendations for planning ahead

  • Have a communication strategy; tell your students where to find course information. Make regular use of Blackboard announcements and email functions.
  • Plan how you will stay in touch with your TAs and other instructional staff.
  • Post your syllabus online.
  • Have a clearly-stated course policy regarding make-ups and absences.
  • Identify online resources such as interactive exercises, virtual labs and simulations, and lectures or talks which might be substituted for class meetings if necessary. http://merlot.org is one source for such online resources.
  • Consider alternatives to Blackboard should the system become overwhelmed. Google Docs, Wikispaces, Blogger, and Skype are examples of free, web-based resources which enable easy document and media creation, collaboration, and interaction.

Recommendations in case of closure during classes

  • Use Blackboard to post announcements, lecture notes and PowerPoint slides, to answer student questions, and to hold discussions and study groups. Use Wimba Classroom to present live lectures that can also be recorded, or use tools such as Captivate to create archived lectures for students.
  • Use Blackboard discussion boards to provide an asynchronous substitute for class discussion. Use Wimba Classroom or Wimba Voice Direct to hold synchronous online discussions.
  • Alter assignments if necessary so that they can be done at home rather than in the classroom, laboratory, or field. Consider creating assignments and learning opportunities that help students draw connections between course content and the emergency situation.
  • If it is not possible to provide alternative means for students to access and discuss class content, and to complete assignments, consider eliminating material covered in the week(s) of campus closure from final exams and basing final grade on work already completed.

Recommendations in case of closure during final exam week

  • Use Blackboard tools you know and feel confident that you can handle. Most online components require thoughtful planning and detailed instructions for students.
    • Don't assume, for instance, that you can simply videotape your lectures and post them on Blackboard without a significant time investment.
    • Consider Blackboard for final examinations. However, be aware of the challenges associated with securely and reliably administering exams online, and don't assume that using Blackboard for high-stakes assessment is easy.
  • Request final papers/projects via the Blackboard assignments feature; provide feedback through that feature. You may also use Word features such as Track Changes and Comments, or give voice feedback with Wimba Voice Tools.
  • Replace in-class final presentations with alternate assignments, such as:
    • Having students create digital "assets" which might include a PowerPoint slide deck (static or narrated), Google doc, or wiki document, or
    • Having students deliver live "virtual presentations" via Wimba Classroom, or a recorded presentation (by archiving a presentation in Wimba Classroom).
  • Direct students to online Library resources to complete research assignments.
  • For practicum/supervision/experiential courses -- especially involving accreditation or certification -- permit students to make up assignments when the university re-opens.
  • Enrollment Services: extend grading period one or two weeks to accommodate instructors with illness.
  • When all else fails, give students grades of Incomplete, and provide graduating seniors official letters explaining circumstances.