COVID-19 Resources and Best Practices

Safety

What are the guidelines on Personal Protection and Hygiene?

https://safeandhealthy.osu.edu/personal-protection-hygiene

What are the guidelines on Physical Distancing ?

https://safeandhealthy.osu.edu/physical-distancing

What is the policy on “shareable” objects?

To reduce potential contamination, all personnel and offices are discouraged from “sharing” equipment and supplies with each other and students. Examples of objects include microphones, headphones, phones, pens, markers, papers, journals, etc.

CFAES recommends:
♦    All department offices use posters or TV screens to display relevant highlights and links where students can find more information
♦    All department offices use fillable forms available for download. Processes for an online approval process should be initiated
♦    All personnel should use shareable electronic documentation when meeting with students. (https://u.osu.edu/oncourse/)
♦    All students use their iPads or laptops at appointments for note taking and file sharing of documents (https://u.osu.edu/advisingdocumentation/)
♦    Instructors teaching F2F equip themselves with “kits” that include their own set of dry-erase markers, chalk, erasers, sanitizer and bleach wipes.
♦    Instructors use electronic documents for submission of student work via Carmen.

What is the policy on cleaning spaces?

CFAES recommends inside doors are propped open to reduced high traffic touch.

Workplace

https://safeandhealthy.osu.edu/workplace

What IT support is available for telework?

To function at the highest level of efficiency, CFAES will provide all personnel with the necessary tools to function remotely. Including, but not limited to, headphones, webcams, and laptops. Contact the IT service desk for support needs – 614-514-4848 or itservicedesk@osu.edu.

Classrooms and Laboratories

https://safeandhealthy.osu.edu/classrooms

How should unit/personnel availability be posted?

https://safeandhealthy.osu.edu/workplace

CFAES will require each department to post a protocol on scheduling appointments with faculty and staff. All faculty and staff will post personal availability. Areas to consider posting - signage, email signature, website, OnCourse, etc.

How should individual appointments be made?

CFAES recommends all advising appointments and office hours occur virtually. Zoom is the preferable method so documents can easily be shared and referenced during the meeting.

If F2F appointments must occur, to maintain appropriate physical distancing, CFAES recommends:

♦    Stagger personnel presence in spaces
♦    Schedule appointments to start on the 15-and 45-minute increments of the hour to reduce the number of students in the waiting rooms and allow for cleaning between appointments
♦    Creating “one way” traffic flows in the halls
♦    Outdoor meetings when weather permits while maintaining FERPA
♦    Drop-in appointments are discouraged.

What areas are instructors expected to clean in classrooms/labs?

CFAES requires all instructors to wipe down all infrastructure before and after lectures and all students to wipe down all lab surfaces and equipment as part of the protocol for each lab session.

Additional Safety Guidelines and Resources

CDC – Colleges and Universities
https://www.cdc.gov/coronavirus/2019-ncov/community/colleges-universities/index.html

Ohio - Responsible RestartOhio - Institutions of Higher Education
https://coronavirus.ohio.gov/static/responsible/Higher-Education.pdf

Advising

How should individual appointments be made?

CFAES recommends all advising appointments and office hours occur virtually. Zoom is the preferable method so documents can easily be shared and referenced during the meeting.

If F2F appointments must occur, to maintain appropriate physical distancing, CFAES recommends:

♦    Stagger personnel presence in spaces
♦    Schedule appointments to start on the 15-and 45-minute increments of the hour to reduce the number of students in the waiting rooms and allow for cleaning between appointments
♦    Creating “one way” traffic flows in the halls
♦    Outdoor meetings when weather permits while maintaining FERPA
♦    Drop-in appointments are discouraged.

What does CFAES recommend for Advising procedures?

Academic units should develop and implement a plan to assure students are able to access advisors and advising information when needed.

♦    Contact information should be easily accessible

Advisors have and awareness of Mental Health and Wellness resources available for students and be familiar with referral processes.

https://safeandhealthy.osu.edu/mental-health-wellness

It is recommended that academic units develop and implement a student communication plan for advisors and graduate chairs.

♦    Check-in schedule E.g. week - 1, 5, 10, 13
♦    Check list script to assess technology needs, internet access, books, library, training, mental health, etc.
♦    Provide “responses” and resources/contacts
♦    Advisors are not permitted to “pass off” students to other advisors
♦    Respond to emails with 24-hours on weekdays

What strategies are recommended for connecting with advisees?

Faculty and staff advisors are expected to reach out to their advisees on a regular basis to assess comfort and needs - housing insecurity, food insecurity, anxiety, mental well-being, technology access, employment, internships, deadlines, scheduling, etc. Maintaining connections with students should be a high priority. It is important to welcome and integrate new students and to provide needed support for at-risk students.

What strategies are recommended for maintaining connections with graduate advisees?

To ensure all graduate students have the resources and feedback needed to make progress we request that faculty work with their graduate students to devise a mentoring plan for the fall semester. This should include zoom-based meetings that occur on a regular basis (e.g. weekly or biweekly). Situations will also arise where graduate students need to be trained to follow new protocols and operate unfamiliar equipment in the lab. Where social distancing can be maintained these meetings between advisors and students should proceed.

How will graduate students be onboarded?

Graduate Studies Chairs / Coordinators should assume all orientation events will be virtual at this point and begin developing these. If departments do not offer a new student orientation course this could be added as a means to welcome and engage new students, introduce the faculty and their research programs and highlight the breadth of research and support services OSU has to offer.

Additional Advising Resources and Information

General Covid Advising Guidance and Academic Resources
https://advising.osu.edu/coronavirus-advising-guidance
https://advising.osu.edu/autumn-2020-planning

NACADA - Academic Advising Resources in Response to COVID-19
https://nacada.ksu.edu/Resources/Clearinghouse/COVID-Resources.aspx

Academic Advising Amid Social Distancing
https://www.insidehighered.com/advice/2020/03/23/advisers-will-need-develop-new-means-working-students-given-covid-19-opinion

Instruction

How does the University Registrar classify modes of course delivery?

https://registrar.osu.edu/scheduling/SchedulingContent/SIS_Class_Labels_Job_Aid.pdf

In-Person A class that is conducted in-person, with or without a limited amount of direct online instructions and interaction.** consider using this approach for small seminars or courses with relatively small enrollments (< 20 students) that contain significant laboratory, field, performance, or experiential components that will be difficult to transfer online in a way that maintains the integrity of the course. 

Hybrid A class with a combination of in-person instruction and online instruction. Hybrid delivery includes HyFlex and Flipped course models.** consider using one of these approaches for courses with slightly larger enrollments (~20 – 50) that contain significant laboratory, field, performance, or experiential components or that require more direct supervision or guidance from the instructor

Hybrid Flexible (Hyflex) A course design that presents the components of a course in a flexible hybrid structure that allows students to participate in-person or online or both. Students may change their mode of attendance at any time based on their preferences. This course model is often cited as one of the most intensive for instructors to facilitate.
https://library.educause.edu/resources/2010/11/7-things-you-should-know-about-the-hyflex-course-model

Flipped A course design that reverses the typical lecture and homework elements of a course. Lecture material is delivered outside of the classroom, typically through asynchronously eLearning. Class time is repurposed as a workshop where learners can practice and apply skills learned from lecture through hands-on activities.
https://library.educause.edu/resources/2012/2/7-things-you-should-know-about-flipped-classrooms

Distance Enhanced and Distance Learning (Distance Education) Education that delivers instruction to students who are separated from the instructor and that supports regular and substantive interaction between students and the instructor synchronously or asynchronously using technology.** consider Distance Enhanced or Distance Learning for larger courses (e.g. courses > 100 students), for courses that do not contain significant laboratory, field, performance, or experiential components, and/or when shifting materials online will not harm the integrity of the course

If I teach distant, how much interaction is expected of me?

Regular and Substantive Interaction Over time and through the gathering of various interpretations, "regular and substantive interaction" is defined by four elements, outlined in more depth in the article Interpreting what is Required for Regular and Substantive Interaction. Those four elements include:

♦    Interaction initiated by instructor
♦    Initiation of interaction must be regular and frequent
♦    Interaction must be meaningful or of an academic nature
♦    Interaction must be initiated by academic personnel who meet accrediting body standards

What is the difference between Synchronous and Asynchronous?

https://er.educause.edu/articles/2008/11/asynchronous-and-synchronous-elearning

Synchronous Learning that is conducted in real time or in which a group of learners meets at the same time. Synchronous e-learning is commonly supported by videoconferencing (i.e. CarmenZoom) and may provide a more social experience and opportunity to ask and answer questions in real time. However, it reduces the flexibility that asynchronous methods offer. If synchronous sessions are required as part of a DL course, it is crucial to make learners aware by including details in the syllabus and in the class schedule in BuckeyeLink.

Asynchronous Distance learning that is completed independently or is not happening at the same time. Asynchronous e-learning is commonly facilitated by media such as email and discussion boards and is a key component of the flexibility of online learning. Students often expect that online courses will be completely asynchronous.** Best practices support the use of asynchronous course designs for Distance Enhanced and Distance Learning.

What resources are available for course design?

Office of Distance Education and eLearning (ODEE) - Teaching Consultation Request
https://resourcecenter.odee.osu.edu/form/4342

Keep Teaching
https://keepteaching.osu.edu/

Agricultural and Applied Economics Association: Online Learning and Teaching Resources:
https://www.aaea.org/membership/online-teaching-resources

What tools are available to help me develop my lecture-based course?

Planning Strategies
https://keepteaching.osu.edu/planning-strategies

Teaching Tools
https://keepteaching.osu.edu/teaching-tools

Quality Assurance
https://odee.osu.edu/quality-assurance

What are the best practices for assessment?

https://keepteaching.osu.edu/assessments

https://resourcecenter.odee.osu.edu/course-design-and-pedagogy/keep-teaching-alternatives-traditional-finals

CFAES recommends instructors consider:

♦    Take home or fully online assessments to remove pressures of students coming to campus
♦    If exams are F2F, develop processes allowing for flexibility if students/instructors become ill

How can I integrate iPads into my classroom?

Digital Flagship Teaching Practices – Curricular Integration of iPad Technology
https://digitalflagship.osu.edu/sites/default/files/2018/04/detailed_strategies_for_curricular_integration_of_ipad_external.pdf

CFAES recommends instructors develop courses that are iPad accessible.

What happens if I get sick or new stay at home orders are issued?

In preparation for faculty, staff, and/or student illness/quarantine or new stay at home orders, CFAES recommends all instructors prepare online materials for all courses/lectures. All lectures, synchronous online and F2F delivery, should be Zoom recorded to accommodate those students unable to attend.

What tools are available to help me develop my lab based course?

Planning Strategies
https://keepteaching.osu.edu/planning-strategies

Teaching Tools
https://keepteaching.osu.edu/teaching-tools

What does CFAES recommend for Designing F2F labs?

With the significant reduction in laboratory capacity due to distancing requirements, CFAES encourages instructors to be creative in designing labs.

♦    Prepare introductory material for labs (including examples of how to conduct the various parts of the lab) and post online for students to view before coming to the lab. This may help reduce the amount of time needed for each lab period and could potentially allow two “rotations” of students to complete the lab during the scheduled time period. Splitting the lab into two sections would help maintain distancing while still allowing for an in-person experience.

♦    Use a buddy system in labs whereby one half of the pair attends in-person while the other half is participating virtually (FaceTime, CarmenZoom, Google Duo) with their partner – alternate partners to be in lab on a schedule

What tools are available to help me develop online labs?

Keep Teaching: Virtual Labs
https://resourcecenter.odee.osu.edu/course-design-and-pedagogy/keep-teaching-virtual-labs

https://resourcecenter.odee.osu.edu/course-design-and-pedagogy/virtual-lab-resources?search_text=laboratories%20through%20the%20internet%20and%20to%20control%20robotics%20connected%20to%20scientific&search_terms=laboratory

https://resourcecenter.odee.osu.edu/course-design-and-pedagogy/build-online-lab-carmen-quizzes

What are the guidelines on Transportation?

https://safeandhealthy.osu.edu/transportation

What are guidelines for Field-based classes?

(based on recommendations from the Safe Campus & Scientific Advisory Subgroup - updated 6.25.20)

CFAES recommends wherever possible, field-based activities should be revisited or adjusted to avoid off campus group transportation or overnight accommodation.

♦    Where group transportation to a field site is needed, it is recommended that it be planned to accommodate physical distancing expectations or 6 feet spacing between passengers and 30 sq. feet of space per passenger as well as to design flow into and out of transportation vehicles in a way to minimize contact among those on the field trip.

♦    At a field site, it is recommended that regular physical distancing expectations apply and that, where practical, the number of individuals present at the site at a given time be limited.

♦    Where feasible, work should be performed outdoors in sparsely populated areas, and the time in any buildings should be kept to a minimum.

♦    Masks should be worn at all times. Regular hand washing or hand sanitizing should be practiced, and appropriate hand sanitizers (i.e., preferably foam, 70% alcohol) should be provided.

♦    If students and instructors are using common equipment or materials, these should be disinfected before the first use, between users on the trip, and after the final use before being returned to storage.

♦    Food or beverages should not be shared and it is recommended that plans for meals be developed in advance and include consideration of required physical distancing.

♦    Plans for overnight field experiences should be reviewed centrally by the academic unit, in consultation with a designee from the Safe Campus and Scientific Advisory Committee or equivalent committee.

How should I be prepared to accommodate students who are unable to or choose not to attend in-person classes?

In preparation for faculty, staff, and/or student illness/quarantine or new stay at home orders, CFAES recommends all instructors prepare online materials for all labs. All F2F labs will be Zoom recorded to accommodate those students unable to attend.

Additional Teaching Resources and Information

Online software resources:
https://universitybusiness.com/free-college-management-software-faculty-resources-coronavirus-covid-19/?eml=20200522&oly_enc_id=3914I5592589D3X

Online teaching resources: (developing the teaching experience)

https://uitl.osu.edu/instructor-support/uitl-remote-teaching-communities-practice

https://uitl.osu.edu/instructor-support/uitl-teaching-remotely

https://keeplearning.osu.edu/

Teaching Hybrid/High Flex Courses:

http://www.alverno.edu/media/alvernocollege/technologyservices/moodle/HybridTeachingBestPracticesCheatSheet.pdf

https://www.colorado.edu/assett/faculty-resources/resources/hybrid-course-design

https://philonedtech.com/covid-19-planning-for-fall-2020-a-closer-look-at-hybrid-flexible-course-design/

A few readings about teaching online/ during COVID:

https://www.chronicle.com/article/5-Takeaways-From-My-Covid-19/248713

https://www.chronicle.com/article/5-Low-Tech-Time-Saving-Ways/248519

https://www.chronicle.com/interactives/advice-online-teaching

https://www.insidehighered.com/advice/2020/03/18/how-make-online-learning-more-intimate-and-engaging-students-opinion

https://www.ispringsolutions.com/blog/making-your-online-course-interactive

Books:

Stein, J. & Graham, C. R. (2014). Essentials for Blended Learning: A Standards-Based Guide (Essentials of Online Learning). 2nd ed. https://www.amazon.com/Essentials-Blended-Learning-2nd-Online/dp/1138486329/ref=pd_lpo_14_img_1/143-5644222-8401703?_encoding=UTF8&pd_rd_i=1138486329&pd_rd_r=dac77563-a825-4d24-9dcb-e0afcab83eda&pd_rd_w=KDZ5N&pd_rd_wg=E05P9&pf_rd_p=7b36d496-f366-4631-94d3-61b87b52511b&pf_rd_r=MBCQP3T4WCMXCFAJNJJR&psc=1&refRID=MBCQP3T4WCMXCFAJNJJR

Lang, J. M. (2013). Cheating Lessons. Harvard University Press. https://library.ohio-state.edu/record=b7408736

Student Experience

Where can I find guidance on student events?

CFAES recommends following the guidance on page 15 of the document at the following link: https://studentlife.osu.edu/posts/documents/student-life-return-to-campus-game-plan-7-9-2020-1-final.pdf

Where can I find information for student clubs and organizations?

CFAES recommends following the guidance summarized by the Office of Student Life provided in the document at the following link: https://activities.osu.edu/posts/documents/guidance-for-student-organizations-20-21-updated-july-13-2020.pdf

How can I maintain Connections and a sense of Community with students?

Mental Health and Wellness
https://safeandhealthy.osu.edu/mental-health-wellness

Entering first-year and transfer students
https://undergrad.osu.edu/covid-19-response/entering-first-year-and-transfer-students

How will CFAES recruit students?

Students Applying for Autumn 2021
https://undergrad.osu.edu/covid-19-response/students-applying-for-autumn-2021

Graduate and Professional Admissions' response to COVID-19
https://gpadmissions.osu.edu/resources/covid-19.html

CFAES Recruiting Recommendations
All departments will develop materials such as virtual tours, interviews with current students, blogs, student panels, webinars, and FAQ’s for recruitment events to make these events and associated online resources as impactful as possible for prospective students.