Teaching through Disruption

TEACHING THROUGH DISRUPTION

 

Wrecking ball icon to symbolize "disruption"Life happens. What if an emergency reaches you or your students? How would you respond? 

Extended campus closures may occur for a variety of reasons: weather events, unexpected campus threats, even a pandemic. These emergencies will most likely impact your ability to continue your teaching as you had planned. As faculty members, it's important to have a plan to be prepared to adapt instruction when needed so that we are ready to support our students to continue learning under difficult circumstances. We are in a unique leadership role where we can help our students navigate these challenges by being a focal point of communication and support.

On this page, we will cover three sections:

  1. How do I proactively prepare for disruption?
  2. It's time to switch to emergency remote learning. What to do now?
  3. What resources are available to help me prepare for a disruption?

 

SECTION 1:

How do I proactively prepare for disruption?

The steps below can help guide you through planning for an emergency. Select each topic below to reveal additional information:

☎ Create a Communication Plan

Make sure you can receive accurate university information during the event of an emergency and have a plan handy so you can quickly act when an emergency happens and you need to communicate with your students.

Here are some ideas:

  • Download student contact information from My CSUN Portal (SOLAR) so you have a physical copy in case you need to get in touch with your students and either your internet or CSUN's systems are down. 
  • Make sure your students have your contact information handy.
  • Remind students to download or print a copy of the syllabus.
  • Use Canvas as the hub for student-instructor communications, leveraging Discussions where students have a channel of communication among themselves.
  • Include a line in your syllabus or in Canvas informing your students about what to do in case they can't reach you during an emergency.
📁 Have a Backup Plan that Does Not Rely on Technology

It is possible that in the event of an evacuation during a wildfire or an earthquake, you (or your students) will not be able to rely on the internet. Have a plan for yourself and let your students know what to do should they lose access to power, equipment or software services.

Here are a few suggestions:

  • Back up copies of any teaching materials prior to the start of the term/semester in case you are unable to access the files in Canvas or my CSUNBox.
  • Throughout the semester, download and backup grading records and other key course information that is necessary for continuing instruction or completing the course.
  • Document and save key department contacts, including your Department Chair, Administrative Office Coordinator, or faculty colleagues who can assist if you are unavailable to access technology or provide direct communications to students.
  • Consider printing out emergency contacts that can be stored in a wallet or purse. Some important phone numbers to save include: IT Desk Help, your department chair, and one or two department colleagues you can call in an emergency.
  • Ensure you have provided clear directions on how students can continue instruction in the event that you cannot access Canvas or other learning resources. 
🔀 Plan to Switch Modalities

Plan now and adopt instructional tools that will allow you to teach remotely to reduce stress if such a need arises. Try a quick trial run of new tools that you may need to use so you'll have some familiarity thus reducing the learning curve during an emergency.

  • Learn the basic features of Canvas: customizing your course navigation, organizing course content, sending messages and announcements, creating assignments and grading student work. 
  • Update your syllabus with your contact information, course materials, and instructions for students on what to do in the event of a disruption to instruction.
  • Emergency remote learning is not the same as teaching regular online classes. In case of an emergency, know what to prioritize: stick to asynchronous, low-bandwidth teaching strategies, be flexible with deadlines and your policies. 

SECTION 2:

It's time to switch to remote learning. What to do now?

The following drop-down menus of information are intended to help you think through decisions during a rapid transition of modalities.

⏳ What Can I Do Now?

There are many things to do, but what needs your attention right away? Before diving into the details of making a new plan to modify your course, consider these first steps:

✉️ Send an encouraging message to students

During this time of transition, students will likely be looking to us for support as they may be experiencing anxiety and worry. Reach out as soon as possible, even if you haven't yet formulated the microlevel details of your plan. Use the same communication channels to avoid confusion (e.g., always use the class email list or always use Canvas announcements to send messages to students). Share your expectations for checking messages from you. Let them know how they can contact you and how soon they can expect a reply.

Students will understandably have many questions, so your communication clarity can help ease worries.  In our Early Alerts page, we reference some communication strategies for crafting messages when we have difficult news to share (Walton & Brady, 2019).

Need some inspiration? We collected a few sample messages from CSUN faculty that you can grab and use with your students in this shared Google Doc: Messaging Students about a Disruption in the Course Links to an external site.. Feel free to also share your strategies for encouraging students. 

📆 Establish priorities in your course schedule

Ask yourself what can realistically be accomplished during this time period and what is more important? Will you be able to keep your original course syllabus, schedule and assignments? It’s okay if not; give yourself permission to make changes and allow for flexibility in the schedule, just in case the situation takes longer to resolve than expected. Faculty are within their rights to change their syllabus, so long as students are notified (include revision dates) about new required elements (e.g., due dates, methods of evaluation, course requirements, grading criteria; CSUN Syllabus Policy). Acceptance that the course may not unfold as you had originally planned may allow you to manage the moment more easily. In another drop-down item below on planning for teaching remotely, you will notice that there is a spectrum of decisions you will need to make pending your time and skillsets.

✅ Review your course policies

Consider if course expectations now need to be modified (e.g., late work, course engagement, online etiquette expectations). For instance, if you originally allocated points for in-class participation & engagement, how will those points be earned (or will you drop that expectation)? Or if you decide to give “take-home” exams, consider explicitly operationalizing the more grey areas of academic integrity (e.g., is working with a classmate to formulate responses considered cheating in your course). As you think through those changes, keep in mind the impact this situation may have on students' ability to meet those expectations, including illness, lacking power or internet connections, or needing to care for family members.

⚖️ Stay conscious about equity as you make decisions

Before you finalize decisions, especially ones with higher stakes (e.g., decisions with course points attached), ask yourself will this decision inadvertently advantage some and disadvantage others? Will everyone be able to access the changes I make to my course curriculum in an equitable and fair manner? Keep in mind, some students may not have access to the internet when not on campus, others may be differently-abled and are supported by DRES or the NCOD. What accommodations can be made for equitable outcomes? Can I draw from Universal Design Principles strategically? Expect that you will need to make accommodations and err on the side of trusting students if they tell you they can’t do something.

🤗 Be kind to yourself

Faculty who care deeply about our students can give so much that self-care, which enables us to remain calm and offer empathy and understanding, is forgotten. This is akin to the airlines suggesting that parents put their own oxygen mask on first, then they are best able to assist others. In this moment, what will help you stay balanced and connected to your support networks (e.g., loved ones, family, friends, health care providers, counselors, trusted colleagues)? Did you know all CSUN employees and their dependents can receive counseling and other resources through EAP’s Life Matters? Remember that you are valued by CSUN and you will navigate this moment the best way you know how.

🪞 Which Describes Me Best?

To begin meeting the challenges of teaching through disruptions, you might want to consider your current experience level in teaching with technology. Reflecting on your comfort level first may help you be better equipped to make the decisions you will be faced with as you create your plan of action. 

➡ I have not used instructional technology like Canvas or Zoom.

Don't worry; maybe the best option for you is to just immediately rely on email. You can certainly look into learning Canvas and Zoom, but you shouldn't feel obligated to learn everything you need to know during a disruption. If you need a quick solution, keep it real simple. Remember that you can contact your students through the My CSUN Portal (SOLAR) roster Links to an external site. or the automatically generated Class Email List and provide them with written instructions about how you will modify the class by adding reading assignments and accepting assignments by email. You can also learn how to use Zoom, the campus video conferencing tool and hold class meetings live online with your students with only minimal modifications to your class plans. 

➡ I have some experience with instructional technology but I rely on doing many things in class.

Go with your strengths and use the tools the way you have been. Use Zoom for class meetings to replace the in-person meetings and continue using Canvas. If you collect assignments in person, you can receive them by email or, if you can, learn how to use the Assignment Tool Links to an external site. in Canvas. If you have in-person activities like exams and you have not created an online quiz before, you can weigh the options of modifying the assessment method to something that does not require students to be present with you. Or you can learn how to do Online Quizzing on Canvas (remember you may need to modify your questions to be geared more towards a take-home test that is open book).

➡ I’ve taught hybrid or online courses but I have face-to-face courses where I do things in class.

Your online teaching skills will be helpful for you as you decide how to convert face-to-face activities into online ones. You can create video lectures for your students, but there is still no reason not to use Zoom for class meetings, especially if your course is designed for live interaction. Designing an online class as you are teaching is a lot of work - consider ways you can minimize your efforts. And if you have the bandwidth, find ways to help your colleagues who have less experience.

How Do I Create a Plan?

The first step to teach remotely is to think about all the parts of your course that may need an alternative modality now that you aren't in a face-to-face environment. It is okay to change because what you had planned may no longer work remotely.

Use the worksheet below as a guide to your brainstorm process. What changes do you need to make in your class to accomplish your learning objectives remotely? As you fill out your own worksheet, select the items in the accordion list below to learn about technologies available at CSUN and online equivalents to instructional components of a face to face class. You can also see some sample completed worksheets from faculty with various comfort levels with technology. 

Teaching Remotely Worksheets

📄 Blank worksheet Links to an external site.

What adjustments do I need to make in my course in order to teach remotely?

The components outlined below list the most common and critical aspects of a face to face class which often have points allocated towards the final grade. As you learn about online alternatives to instructional practices that are familiar, pay attention to the various instructional technologies available at CSUN that can help you teach remotely. As you make decisions, keep accessibility in mind and refer to campus accessibility services and resources for assistance. When looking for more in-depth information about creating technology-enriched practices in teaching, refer to Faculty Development's eLearning Resources page.

📣 Announcements

Which primary mode of communication will you use with your students?

Alternatives/ Technologies

  • Email
  • Announcements
  • Tools to Explore:
    • Solar roster (CSUN email)
    • Class email list (CSUN email)
    • Canvas Announcement
    • Canvas Inbox

Considerations

  • Let students know the best means of communication between you and the students.
  • When can students now expect a response from you (e.g., within 24-48 hours)?
📄 Assignments: Papers/Homework

How will students submit assignments and receive feedback from you?

Alternatives/ Technologies

  • Online Submissions
  • Tools to Explore:
    • Canvas Assignments
    • Turnitin in Canvas Assignments
    • Google Drive
    • MyCSUNBOX

Considerations

  • Clearly state the due dates in each assignment
  • Give your students clear directions (with the purpose, steps & grading criteria), including instructions on how to submit them and let them know how you access your feedback. Designing assignments transparently can reduce student anxiety. Learn more about transparent assignments in the Teach with Transparency page.

Resources

💬 Discussions

If your class relied on discussions and debates and you allocated points for this expectation, will you still require this and/or how will you score engagement?

Alternatives/ Technologies

  • Synchronous Discussions
  • Asynchronous Discussions
  • Tools to Explore:
    • Zoom (synchronous)
    • Canvas Chat Tool (synchronous)
    • Canvas Discussions (asynchronous)

Considerations

  • Breakout rooms in Zoom can be used for discussions in small groups.
  • Canvas Discussions can be customized for interactive communication on your class topics.

Resources

⭐️ Grading and Feedback

How will you provide feedback on assignments and let students know their grades?

Alternatives/ Technologies

  • Grade all online submissions in Canvas
  • Speedgrader in Canvas lets you view and grade student assignment submissions in one place
  • Tools to Explore:
    • Gradebook
    • Speedgrader

Considerations

Canvas has many tools you can use for grading student work:

Resources

🤝 Group Projects

If group work is still required, how will you help facilitate group meetings?

Alternatives/ Technologies

  • Online team collaboration
  • Tools to Explore:
    • Canvas (Groups, Collaborations)
    • Google Drive
    • Zoom
    • Microsoft Teams

Considerations

  • All CSUN students have access to Zoom to create meetings.
  • Students can work together on the same document using GoogleDrive or Microsoft Teams.

Resources

👋🏿 Guest Speakers

How could guest speaker content still be delivered?

Alternatives/ Technologies

  • Live and/or recorded personal guests
  • Curated content from across the internet
  • Tools to Explore:
    • Zoom
    • YouTube
    • Canvas

Considerations

  • Invite guests to present live on Zoom
  • Upload video content from video open sources such as TED Talks

Resources

🔬 Labs/Studios

If students need to experiment to learn, what alternatives can be considered?

Alternatives/ Technologies

  • Take part of lab online
  • Provide video demonstrations of techniques
  • Investigate virtual labs
  • Provide raw data for analysis
  • Explore alternate software access
  • Tools to Explore:
    • Canvas
    • Camtasia
    • Snagit
    • YouTube
    • MyCSUNBox
    • Publisher Content (i.e. MyLab Math)

Considerations

Your video lectures can be stored in Box, or uploaded to YouTube and embedded in Canvas.

Resources 

🎤 Lectures

What is your plan to continue sharing & discussing content knowledge with students?

Alternatives/ Technologies

  • Synchronous Online Lectures
  • Recorded lectures and screencasts
  • Tools to Explore:
    • Zoom
    • SnagIt
    • Camtasia
    • Canvas
    • MyCSUNBox
    • YouTube

Considerations

  • Use Zoom for synchronous video lectures.
  • Your video lectures can be stored in Box, or uploaded to YouTube (Unlisted) and embedded in Canvas.
  • All instructional videos need to be captioned. CSUN faculty and staff can request captioning by visiting the NCOD Media Captioning webpage.

Resources

🚪 Office Hours

Alternatives/ Technologies

  • Asynchronous Discussions
  • Instant Messaging
  • Tools to Explore:
    • Zoom
    • Canvas Q&A Discussions
    • Canvas Chat

Considerations

  • Explore Zoom features: breakout rooms or the waiting room for privacy.
  • Set up a Q&A Discussion Forum for general course questions.
  • Let your students know when you will be available to be reached via Canvas chat.
  • If you anticipate having difficult dialogues, Faculty Development resources with practical advice on how to manage those difficult moments may be of use.

Resources

✅ Quizzes/Exams

What assessments will be in place to evaluate student learning related to your course objectives?

Alternatives/ Technologies

  • Online assessments
  • Tools to Explore:
    • Canvas Quizzes
    • Google Forms

Considerations

  • Explore Canvas Quiz settings for graded exams.
  • Visit the Online Testing Strategies to Promote Academic Honesty webpage to learn about online exam design practices. 
  • Keep in mind higher-stakes online exams can add to student anxiety. Consider offering practice tests that are low stakes allowing students to ensure their internet is sufficient, adding to their comfort for the actual exam.

Resources

🗂 Resources

Aside from your assigned text, do students need additional course resources that you would usually pass out during class?

Alternatives/ Technologies

  • Open Educational Resources 
  • Tools to Explore:
    • Canvas (Files, Pages, Links, Modules, Text Headers, Course Menu Navigation)

Considerations

  • Use Modules and Headers in Canvas
  • Disable unnecessary items in your Course Menu
  • See if there is an option for ebook or online access for your textbook with the University Library librarians
  • Test how your material looks on mobile devices keeping in mind that students use the Canvas Student App

Resources

🗣 Student Presentations

How will students present their work to the rest of the class, if that is still required?

Alternatives/ Technologies

  • Online live presentations using Zoom
  • Recorded student presentation
  • Tools to Explore:
    • Zoom
    • MyCSUNBox
    • YouTube
    • Canvas
    • PowerPoint
    • Keynote
    • Google Slides

Considerations

  • Make students co-hosts in a Zoom meeting so they can lead a presentation.
  • Students can explain, teach, or showcase a concept recording videos over slides.

Resources

📜 Syllabus

Where will students access your revised syllabus and how will they know which one is the most recent?

Alternatives/ Technologies

  • Place your syllabus and course documents in Canvas (Word, PDF) or Link to a Google Doc
  • Email your syllabus file
  • Tools to Explore:
    • Canvas (Files Pages and Syllabus Tool)
    • Google Doc
    • CSUN email

Considerations

  • Update your syllabus with information specific to online learning. If you have to significantly change your assignments (e.g., online exams instead of in-class exams; open note exams) please consider how you will specifically operationalize cheating in your course now. What's the line between collaborating and copying? If your approach to academic dishonesty was to simply point to the CSUN policy (and that's it), a disruption in your course and new assignments means more clarity may be needed now. Faculty Development's Teaching Toolkit includes a comprehensive Promoting Academic Honesty webpage to make this adjustment easy for you. 
  • Make sure your syllabus is easy to find in your Canvas course
  • Consider adding Rules for Netiquette Links to an external site. for online discussions

Resources

 

SECTION 3:

What resources are available to help me prepare for a disruption?

Faculty Development offers different options for professional development to fit the needs of faculty looking to teach online or incorporating technology- enriched practices to their teaching.

For current information about our programs, visit the eLearning page. You can find the dates and links to our workshops on the Faculty Development Events page.

Below are some options for our self-paced programing and resources that are available to you year-long:

💡 Faculty Development Resources

In addition to the Teaching Toolkit you're accessing right now, check out these additional self-paced resources from FacDev:

Get Up To Speed with Online Teaching Self-Paced Course

The Get Up to Speed with Online Teaching program is a self-paced ongoing program designed for faculty newer to online teaching but also a good option for more experienced faculty interested in new ideas to enhance their courses. For more information or to register, visit the Get Up to Speed with Online Teaching page.

New Faculty Handbook

The New Faculty Handbook serves as an introduction to our university and new faculty community. There you will find valuable resources such as campus parking, technology, key contacts, and critical information about teaching.

Preparing Your Course in a Rush

We understand the extra stress that new faculty experience in a transition to a new job, and created a resource to help with some urgent issues at the time a class is assigned last-minute. Please see the Preparing Your Course in a Rush Google Doc Links to an external site..

🏫 Campus Resources