Goal
To design tips and principles for class attendance policies when social distancing is important, but also to develop policies and best practices to deal with absences if illness occurs.
Principles
Recommendations
General Practices
Practices for the 鈥渓ecture鈥 component of large classes
- 础濒濒听lecture periods will be 100% remote for large classes.
- If teaching synchronously, the following methods could allow forattendance and participation credit:
- Give a reading quiz at beginning of class period, delivered on Canvas, available only during class time (make time during class for this).
- Give a brief quiz during the last 5-10 minutes of class, delivered on Canvas.
- Use and give students points for posing questions or answering questions during a specific time window (e.g., during the 24 hours after a lecture). Use a rubric to clarify expectations and to facilitate consistency in grading. This likely needs to be moderated by a TA.
- Use to poll students or ask questions during the lecture period. Encourage and take follow up questions.
- If teaching asynchronously, the following methods could be considered to allow for attendance and participation credit:
- Reading questions assigned on Canvas (specific due dates and times).
- Post-lecture video viewing questions assigned on Canvas (specific due dates and times).
- Use to have students answer questions during their viewing of a pre-recorded lecture video.
- Use and give students points for posing questions/answering questions during a specific time window. Use a to clarify expectations and to facilitate听consistency in grading. This likely needs to be moderated by a TA.
Practices for Encouraging Attendance and Participation in Recitations or Small Section Meetings of Larger Classes
For synchronous, in-person offerings
- Offer a 鈥渉yflex鈥 (hybrid-flexible) format all semester.
- Offer every meeting by Zoom.
- Record every meeting with Zoom鈥檚 functionality and post afterwards.
- Count in-person and remote attendance equally.
- Choose activities and discussions that do not require shoulder-to-shoulder work.
- Use () and to create working groups (whole enrollment of small group or break into smaller groups) and share documents, spreadsheets or presentations.
- Set up where shared documents, spreadsheets or presentations can be uploaded or follow up questions can be answered for group credit.
- Keep remote attendees in the loop.
- Use two devices, one for yourself to project content, and one to show remote attendees the room.
- Keep an eye on the chat and 鈥渞aised hand鈥 features of Zoom.
- Restate comments made by participants from either
format.
- Assign students to complete journal entries or responses on Canvas by the end of the day.
For synchronous, fully remote offerings
- Use Zoom鈥檚 breakout rooms and call on each 鈥淩oom鈥檚鈥 participants to share out after breakout rooms are 鈥渃losed.鈥
For asynchronous offerings
- Many of the recommendations above might apply.
- Have students sign up for required 1-on-1 zoom meetings on a regular basis for 鈥渃hecking in鈥.
- Well-scaffolded independent projects based upon students鈥 passions, combined with regular check-ins. This likely needs to be moderated by a TA.
- Use Canvas Collaborations/Groups but allow student groups to schedule their own time for group work with a deadline for completion. Use Canvas Individual Assignments or Group assignments to assign credit.
- Use . To assign participation credit, use and give students points for posing questions/answering questions during a specific time window. Use a to clarify expectations and to facilitate consistency in grading. This likely needs to be moderated by a TA.
Lessons Learned from spring 2020
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