Communications » Memos and Announcements

Dear UConn Faculty,

One of the highest honors that we bestow on our faculty is the title of Board of Trustees Distinguished Professor. We are now seeking nominations for this honor to recognize UConn faculty who excel in research, teaching, and service.

We have revised our nomination process this year to broaden the diversity of nominees as well as to redistribute the effort involved in the nomination process. Previously, our procedure required all nominees to solicit external letters in their application materials. This year, we are splitting the process into two phases. In the initial phase, nominations will not include external letters. The committee will review the materials of initial phase nominees and invite a select group to advance as finalists, at which point external letters will be requested.

These changes have been driven by our selection committee, composed of academics and two student representatives. Each year, we can award only a limited number of professorships, typically three. It is possible that there are faculty who at present are not applying because the current packet of application materials requires them to solicit external letters. Faculty who have applied in recent years may have done so for several years and had no sense of whether they were close to the award, despite having solicited letters from external referees with a national and/or international reputation. The newly instituted changes are intended to help applicants understand if they have reached the finalists pool, as well as focus the effort of soliciting letters for the nominations most likely to advance in a given year.

I hope that with these changes we will be able to see the most diverse pool of applicants ever. I strongly encourage you to talk to colleagues whom you feel might meet the criteria of excellence in research, teaching, and service, and who have spent at least 10 years of their career at UConn.

The deadline for nomination materials in the first phase is Friday, November 25. More information is available on the Provost’s Office website. If you have questions about submitting materials, please reach out to amanda.pitts@uconn.edu.

After first-phase reviews, the committee will select a smaller pool of finalists, who will be notified by December 20. These finalists should then solicit letters of recommendation, including those from outside of UConn. Letters and any other materials requested for this pool of finalists will be due by February 19, 2021.

Candidates selected to receive the title of Board of Trustees Distinguished Professor will be awarded this distinction at the April meeting of the Board.

Sincerely,
Carl

Carl Lejuez
Provost and Executive Vice President for Academic Affairs

Publication date: 09/29/2020

Dear colleagues,

We are writing to let you know that the upgraded faculty consulting system has gone live today. You will find that there is now a link available to submit requests in the new system at our website, consulting.uconn.edu.

This form and the experience of submitting the form is similar to the previous version. However, the most significant change is a new dashboard that will make it easier for faculty and approvers to see where requests are in the system. The new dashboard will also be the starting point to “click to create a new consulting request.” A quick-start guide is available for the updated form at the above website address.

We are confident that this form will be an improvement on the last version. However, as with any new system, it is possible we will have some glitches that only emerge once the form is out in widespread use. For this reason, please be sure to submit any consulting requests well in advance of approval being required.

If you encounter any problems in the system or have any questions related to consulting, please reach out to us at the appropriate faculty consulting office:

• UConn Health: Dr. Scott Wetstone, Director of Health Affairs Policy Planning: wetstone@uchc.edu
• Storrs & regionals: Dr. Sarah Croucher, Director of Academic Policy: sarah.croucher@uconn.edu

Warmly,

Scott Wetstone

Sarah Croucher

Dear UConn Community,

I am pleased to share an update on our vice provost hiring plans.

The search process offered us the chance to see firsthand the exceptional talent at UConn as well the engagement of our community in the search process, with hundreds viewing the public presentations and submitting feedback on the candidates. I am grateful to each candidate who considered serving UConn in critical roles for our academic mission and community. They all are outstanding, deemed highly qualified by our search committees, and contribute to UConn in a variety of ways. I would also like to thank the search committees, who were critical to the success of the search process.

I made the decision this summer to open two vice provost positions to enhance services from the provost’s office focused on student success and the development of our faculty and staff. With strategic cuts in spending across our office, we were able to pursue that decision without adding to the cost of our office. However, at the end of this open process, it became clear that another option was possible that included a single new hire. Specifically, one candidate evidenced a unique skill set that provided the opportunity for one further reorganization of our office to meet the service needs of our community in a way that will significantly reduce our overall staffing costs and align our office with the fiscal responsibility we are asking across UConn at this unprecedented time.

I am happy to announce that Michael Bradford will serve as Vice Provost for Faculty, Staff, and Student Development. This role combines the developmental aspects of both open positions in a manner that allows for a holistic approach to supporting all members of our community. Jeffrey Shoulson, moving into the role of Senior Vice Provost for Academic Affairs, is ideally qualified to shift his portfolio to address the academic affairs aspects of both open positions. This structure also allows us to launch a comprehensive program of faculty and staff fellows to support our work, enhance the intersectional inclusiveness of our office, and support the growth of a wider pool of administrative talent at UConn.

Michael Bradford as our new Vice Provost for Faculty, Staff, and Student Development

As Vice Provost for Faculty, Staff, and Student Development, Michael will oversee all activities in the office aimed at transforming the experience and success of all members of our community. This role will include faculty recruitment, retention, and onboarding; faculty and academic staff development and recognition; faculty and academic staff equity and access; and student success and equity initiatives. While these functions encompass multiple constituencies at UConn, they are bound together by a focus on actualizing the potential we all bring to our learning and working experiences at UConn.

We are extremely fortunate to have Michael Bradford join our office. His experience includes roles as department head of Dramatic Arts, artistic director of the Connecticut Repertory Theatre, and faculty director for the Schola2rs House Learning Community. He has been a faculty member at UConn since 2000. He holds an MFA in playwriting from Brooklyn College, and a bachelor’s in general studies from UConn.

Michael made a strong impression with his understanding of the importance of development for individuals across all our campuses. His previous experience at regional campuses and in the role of faculty in residence also contributed to a sense that he would be an advocate who could represent one UConn. Both search committees clearly appreciated Michael’s experience and accomplishments, as well as his ability to inspire others to be their best selves. Michael will join the office on September 28.

Other key reorganizations in our office

Another factor that makes this decision possible is the leadership demonstrated by Jeffrey Shoulson as he has taken on increasingly elevated responsibility imbued with a deep understanding of the essential fiber of our academic mission. Moving into the role of Senior Vice Provost for Academic Affairs, Jeffrey will oversee promotion, tenure, and reappointment; academic program development, review, and accreditation; academic curricular standards and appeals; research engagement and outreach; and entrepreneurial and interdisciplinary program development. Jeffrey has served as a vice provost since 2017 and has held a variety of leadership positions at UConn since his arrival in 2012.

While the addition of Michael and change in roles for Jeffrey are the most notable, our new path forward allows Kristi Henderson, chief of staff and assistant vice provost for strategic communications, to take on additional leadership in the operations of the office to complement the outstanding work she has already done in expanding the scope and scale of academic communications from our office.

These changes also focus my portfolio on our strategic opportunities ahead and allows for more hands-on relationships with the directors of our regional campuses and the interdisciplinary centers and institutes in the provost’s office. With this realignment, I also will take a more direct role in our collaborative efforts with UConn Health in partnership with the Office of the Vice President for Research.

Moving forward with our community

As noted above, I am particularly eager to begin bringing faculty and staff fellows into our office. Combined with an outstanding team of staff in the Provost’s Office, our new alignment will ensure an aspirational, nimble, and service-oriented provost’s office to lead our academic mission forward.

This process has clearly demonstrated that we have great talent at UConn. I look forward to working with our leadership team, as well as with each of you, in steering UConn toward long-term success while facing the challenges of the coming year.

Sincerely,
Carl

Carl Lejuez
Provost and Executive Vice President for Academic Affairs

Dear Faculty, Staff and Graduate Student Colleagues,

Earlier this week, we shared detail on the mix of modalities for the spring, as well as definitions for each modality. Several of you shared feedback and questions, which we have reviewed and sought to address over the last few days. We are now providing an update on a few of the most frequent questions, and have updated the modalities as necessary. In summary:

• What option should an instructor select if they are teaching a class fully online, but may have a mix of synchronous and asynchronous elements?
  • Please use Distance Learning (DL). We have revised the definition of this modality to more clearly address this question.
• What if I want to assign a synchronous exam for an Online (WW) class, which is otherwise entirely asynchronous?
  • We encourage instructors in this modality to deliver asynchronous assessments. However, in instances where this is not possible, you must share your proposed exam dates and times with the Registrar. This will allow the Registrar to include that information in the notes in PeopleSoft, so students who are potentially enrolling in your course can be aware of any potential conflicts with the rest of their schedule and other obligations. Synchronous exam dates and times for spring 2021 courses are due by October 26 to the Registrar.

• If I choose a modality that is asynchronous, can I offer synchronous options, such as office hours and guest speakers?
  • Optional, synchronous activities including office hours, guest speakers, and conferences between faculty and groups of students can be incorporated into any modality. Please keep in mind that if you plan on scheduling an assessment or exam outside of regularly scheduled class meeting times you need to seek approval with the Registrar by October 26.

I know there are many considerations to which modality you choose. From the perspective of many of our students, they understand that this year looks different from previous years. However, many students have also shared that they are struggling and feel isolated and disconnected from their instructors and classmates. To the extent you can, please consider if your course can effectively be delivered in a synchronous modality. If not, we ask that you consider whether you can include some synchronous elements in your course delivery, whether that’s optional activities or using the flexibility of the modalities to blend synchronous and asynchronous elements. The former would provide greater consistency for students but the latter does provide some additional live connection if there are strong pedagogical reasons for asynchronous content.

To view the updated list of Spring 2021 modalities, please visit https://provost.uconn.edu/covid-19-fall-planning/covid-19-spring-modalities/.

Thank you for sharing your feedback. Your input is critical in making sure we are aligning our plans with your needs.

Sincerely,
Carl

Carl Lejuez
Provost and Executive Vice President for Academic Affairs

Dear UConn Faculty, Staff and Graduate Students,

Universities across the U.S. are at an important crossroads in their relationship with academic journals. At the same time when library resources are facing budget cuts, the costs of journals are skyrocketing, often resulting in dramatic cuts to staffing and crucial support services for faculty, staff, and students in order to continue to pay for journal subscriptions. The short- and long-term impact of COVID-19 will only exacerbate these issues.

To address this budgetary dilemma, I am partnering with Dean of the Library Anne Langley to assemble a committee to discuss the future of journal subscriptions at UConn. The committee’s work will focus on developing a strategic approach to how we can most effectively continue to maintain access to the full range of journals our academic community depends upon. In the context of this work, the committee will look to how other universities are addressing this issue and also will seek novel approaches best suited to our unique academic needs at UConn.

The committee composition will begin with 5 members of the Provost’s Library Advisory Committee and will also include 5-10 faculty, staff, and students across multiple constituencies at the University. Additionally, the committee also will include several ex-officio members from the libraries staff to provide highly valuable context and content knowledge to support the work of the group. This committee will meet regularly through Thanksgiving, leading to a recommendation for our University to follow starting in the new academic year.

If you are interested in joining this committee, please send a one paragraph statement of your interest, or the nomination of someone else, to provost@uconn.edu with the subject line: “Provost Committee on the Future of Journal Subscriptions at UConn.” We will accept all statements of interest and nominations through Sept 17.

Sincerely,
Carl

Carl Lejuez
Provost and Executive Vice President for Academic Affairs

Dear colleagues,

Although we have just begun the fall semester, it is already time to start planning for spring semester courses. At UConn, we plan to continue to deliver courses in a mix of virtual and in-person formats for the spring 2021 semester as long as gating conditions allow us to do so. This is the most prudent approach to take at this time, given how many variables could change regarding COVID-19 spread and mitigation efforts in the U.S. over the next several months.

As we did for the fall semester we are again providing the option for faculty and other instructors to provide their course in the modality of their choice, within the bounds of social distancing requirements and classroom capacity. And, as in the fall semester, all instructors need to be prepared with some elements of virtual delivery as scenarios could be fluid.

We are asking that each of you work with your department head to identify your modality choice in the coming weeks to be included in the Spring 2021 scheduling proof data due to the Registrar’s office on September 25. You should hear from your dean and/or department head soon if you haven’t already.  

For regional campus faculty, please keep in mind that faculty preferences will have to be reconciled with potential space constraints and/or other campus-specific factors such as large numbers of adjunct faculty. Please speak with your campus director if you have any particular questions or concerns.

The course modalities are outlined below:

• Online (WW) - These classes never meet in person, nor are you expected to be available at any particular time for classroom instruction. These courses are taught asynchronously with no pre-assigned meeting times. Students will have access to class materials online using HuskyCT.
• Distance Learning (DL) – These classes never meet in person, but you are expected to deliver instruction synchronously at the times for which the class is scheduled. Students will participate online using WebEx, Blackboard Collaborate, or Microsoft Teams. As a default, DL will not include a classroom assignment, but one can be requested if the instructor would like to teach from a campus classroom; a classroom for DL will be considered based on availability with preference given to courses with an in-person component.
• Hybrid/Blended (HB) – These classes have both in-person and online components. Classes will not meet in person for all scheduled meetings, but some in-person instruction will occur.  At least 25% of mandatory instruction for the class will occur in person.
• Hybrid/Blended Reduced Seat Time (HBR) – These classes have both in-person and online components. Classes will not meet in-person for all scheduled meetings, but some in-person instruction will occur. Less than 25% of mandatory instruction for the class will occur in person.
• Split (SP) - These classes will meet during all scheduled class times. However, groups of students in the class will alternate in-person and virtual attendance as designated by the instructor to maintain reduced density in classrooms.
• In-Person (P) - These classes will meet in person during all scheduled class times.
• Service Learning (SL) – This mode indicates a service learning class, with instruction times and locations to be determined by the instructor.
• By Arrangement (AR) – These are meant for clinical placements, field placements, independent study, internships, and research hours. They do not require a classroom or meeting time but are considered to be in person.

It is critical that you closely consider the parameters of each modality. You should choose the modality that most accurately reflects your plans for course delivery. Students rely on these details to consider the selection of courses that best matches their educational and personal needs. Moreover, if you are choosing a modality with any online components, you should engage with CETL staff and resources to ensure the highest quality educational experience for students across each modality type.

As in previous semesters, we will allow additional modality changes until October 19. After that time, modality changes will be considered on a very limited basis and will require department head, dean, and provost approval. As always, we appreciate your consideration of consistency for students as you consider modality changes after registration has begun.

On a related issue, we are working through how we will address any student fee waivers for the spring. We are working to simplify the process and messaging. We plan to make decisions and communicate details of the waiver before registration opening.

Thank you for your commitment to providing the high-caliber education that UConn is known for.

Sincerely,
Carl and Nathan

Carl Lejuez
Provost and Executive Vice President for Academic Affairs

Nathan Fuerst
Vice President, Division of Enrollment Planning & Management

Dear UConn Students, Faculty & Staff,

As we enter this new and different semester, we are committed to doing everything we can to help students succeed. With both residential and commuter students shifting between in-person and online courses, we know that there may be times students need to participate in their online courses while they are on campus.

There are a few different options for students to use, and in many cases reserve, on-campus spaces for taking online classes or for studying.

Reserving Library Space

Students at the Storrs campus can book seats on Levels 1, B, and Plaza of the Homer Babbidge Library via an online reservation system using their NetID. Library space at the regional campuses will be available on a first-come, first-served basis until further notice.

• In the reservation system, students can choose a seat that will be numbered and named according to where it is in the building. The system will show whether the seat has a PC, Mac, and/or access to a power outlet.
• Reservations can be made for two-hour blocks, with the option to renew once for a total time of up to four hours.
• When students arrive to their seat, they will check in using a QR code to ensure the seat will not be returned into the system for others to use.
• Students are advised to bring headphones so they don’t disturb others.
• Further details and the reservation system are available at uconn.edu.

Reserving Classrooms and Other On-Campus Spaces

Storrs, Avery Point, Stamford campuses

Students at these campuses can book classrooms and other study spaces through Nexus (you’ll need to login with your NetID). The spaces will be available from 9 a.m. to 9 p.m., Monday through Friday at Storrs and Avery Point, and Monday through Thursday at Stamford.

• Once students log in at uconn.edu, they will be able to select a campus, then a building, then a space within the chosen building.
• Spaces can be reserved in 85-minute blocks, with 5 minutes in between reservations. Students can make consecutive reservations if they need a space for longer (i.e., two consecutive reservations would be 3 hours).
• Students can make up to 5 reservations at one time, and rooms can be booked up to two weeks in advance. Rooms can be booked the same day.
• Multiple students will be able to book the same room up to capacity limits and must adhere to social distancing and masking guidelines.
• Students will receive a confirmation email after booking and email and text reminders in the days leading up to the reservation.

Waterbury campus

Campus spaces are available on a first-come, first-served basis. The rooms below are available for students to use as a quiet study space or remote learning space, or for small study groups. The capacity for each room will be posted outside the door. Students will need to show a UConn ID to enter campus, and must adhere to the posted room capacities, social distancing requirements, and mandatory mask wearing.

The following spaces are available Monday through Thursday 7:30 a.m. to 8 p.m. and Friday 7:30 a.m. to 6 p.m.

• 201 – Quiet Study Space
• 203 – Quiet Study Space
• 210 – Quiet Study Space
• 217 – Gathering Space
• 218 – Gathering Space
• 323 – Quiet Study Space
• 324 – Quiet Study Space
• 326 – Gathering Space
• 327 – Quiet Study Space

In addition to the above available classrooms, the campus also has limited gathering spaces in the lobby and, when weather permits, in the Courtyard. Any questions may be sent to scheduling specialist, Heather Price, heather.price@uconn.edu.

Hartford campus

Campus spaces are available on a first-come, first-served basis. The rooms below are available for students to use as a quiet study space or remote learning space, or for small study groups. The capacity for each room will be posted outside the door. Students will need to show a UConn ID to enter campus, and must adhere to the posted room capacities, social distancing requirements, and mandatory mask wearing.

Hartford Times Building

• 143 – Computer Lab
• 223 – Computer Lab
• 220 – Quiet Study Space
• 227 – Quiet Study Space

In addition to the above available spaces, the campus also has limited gathering spaces in the Hartford Times Building lounge spaces, as well as the ground level of the UConn Hartford Library at the Hartford Public Library. The Hartford Times Building is open Monday through Thursday, 7:30 a.m. to 9 p.m., and Friday, 7:30 a.m. to 4 p.m. The library is open Monday through Thursday, 10 a.m. to 4 p.m. Any questions may be sent to Hartford.director@uconn.edu.

Sincerely,
Carl

Carl Lejuez
Provost and Executive Vice President for Academic Affairs

Dear colleagues,

With a lot of hard work we are now through the first day of class. Much went right today but there were two issues that arose on several occasions that need to be addressed.

First, there were cases where students weren’t informed of how to access their online class. Please ensure you have posted your materials to HuskyCT and have by now shared with your students how to access course materials, especially for online and hybrid formats. If you have yet to do either, please do so as soon as possible. All instructors should have a clear HuskyCT syllabus with information on meeting times and places (in-person or virtual) as applicable. We also recommend sending an email to your students with this information to remind them of the expectations, as well as to make contact with them early on in their first week of this very different semester.

Second, there were cases where courses were delivered in ways that differed from the modality listed in PeopleSoft. As we have stressed throughout the summer, it is required that you teach your course in the exact modality listed. While we expect that these instances of teaching in a modality other than what was listed are limited, I need to underscore how critical it is for students that you teach in the modality listed in PeopleSoft. Now more than ever, our students need and expect transparency and predictability.

As a reminder, these are the expectations for the modalities:

• If you are teaching a course online (WW), all components of the course (including assessments) must be delivered remotely. You may not require any in-person attendance for these courses. Courses listed as online (WW) come with the expectation that they will be taught asynchronously (i.e. with no pre-assigned meeting times).

• Courses listed as Distance Learning (DL) come with the expectation of remote scheduled meeting times and remote assessments. You may not require any in-person attendance for these courses. If you choose to deliver some component of this course asynchronously and forgo a scheduled class meeting, it is incumbent upon you to let your students know in your syllabus, through HuskyCT announcements, email, or multiple channels.

• Courses listed as Hybrid/Blended or Split/platooning come with the expectation of some mandatory in-person instruction and/or assessments. Particularly in cases where you have split groups of students for instruction, it is imperative that you communicate early and clearly with students your expectations for when they should be in attendance.

• If you are teaching in person, the course should be delivered on campus in the classroom assigned. Our classrooms have been arranged to promote social distancing for a variety of enrollment sizes. You may make accommodations for students to continue their studies remotely as needed in the event of quarantine or other situations; however, this accommodation should not become the default/normal delivery for the course.

I know this has been a challenging task. I appreciate all that you have done and will continue to do to provide an educational experience grounded in rigor and consistency for our students. If you need further assistance, you should reach out to your department head, dean, CETL, or the Provost’s Office depending on the nature of your needs and we will be happy to work with you.

Sincerely,
Carl

Carl Lejuez
Provost and Executive Vice President for Academic Affairs

Dear UConn Faculty, Staff, and Students:

On behalf of the Search Committee, I am pleased to announce that three outstanding candidates for the position of Vice Provost for Undergraduate Studies have advanced as finalists. Candidates will meet with University stakeholders and conduct a Public Forum this week (August 25, 26, 28), where each candidate will present briefly on their vision for undergraduate studies and their qualifications to lead these initiatives under the Office of the Provost.

We invite all members of the University community to attend the public forums and to submit questions for these candidates via the modes outlined below.

To submit questions for the public forum:

• Utilize the “Public Forum Q&A Submission” form, found on our website here to submit questions for each candidate.
• Email your questions to provost@uconn.edu with the subject line: VP UGS Public Forum.
• Posit any questions via the comments section in the live presentation.

I encourage you all to submit your subsequent feedback via the feedback forms found on our website to help inform our decision on who is the most qualified candidate to spearhead this new division.

Public forum access information, candidate CVs, feedback surveys, and recordings of each public forum can be found in the “Candidate Materials and Public Forum Info” section available on the Provost’s website here. Recordings will be available within 24 hours of the presentation. Please note that users will need to log in with a NetID and password to access this page.

 

Candidate 1: Laura Burton

August 25, 2020 at 1:00 p.m.

Public Forum WebEx Link: https://uconn-cmr.webex.com/uconn-cmr/onstage/g.php?MTID=edb192a897fcd7728ea146e4e3fc795ee

 

Candidate 2: Dan Burkey

August 26, 2020 at 1:00 p.m.

Public Forum WebEx Link: https://uconn-cmr.webex.com/uconn-cmr/onstage/g.php?MTID=e9381ee1fa8a85df43b26e3143c967e98

 

Candidate 3: Michael Bradford

August 28, 2020 at 1:00 p.m.

Public Forum WebEx Link: https://uconn-cmr.webex.com/uconn-cmr/onstage/g.php?MTID=e55c1ec1cb01db49fcf28ffa40ea4ca1d

Thank you for taking the time to participate in this important process. We welcome your feedback and involvement.

 

Sincerely,

Carl

 

Carl W. Lejuez

Provost and Executive Vice President for Academic Affairs

This message is sent to all UConn faculty and graduate students on behalf of Peter Diplock, Associate Vice Provost of the Center for Excellence in Teaching and Learning.

Dear Colleagues,

I hope this communication finds you well and looking forward to the start of a new academic year!

I am reaching out to provide a CETL perspective on the state of teaching preparedness and to provide additional resources for your consideration. The list below provides a selection of curated highlights for your consideration.

I also thought it might be useful for you to have a sense of the collective university-wide effort to prepare for an unprecedented fall semester, and the unparalleled level of commitment demonstrated by our faculty and graduate TA instructors to acquire the knowledge and skills necessary to be effective in the multi-modal teaching and learning COVID-19 environment.

In the last six weeks we have seen more than 700 faculty and graduate TA instructors complete the week-long Preparing for Distance Education course.  In the last four months we have seen 7,000 registrations from more than 2,200 individuals across all CETL teaching and educational technology workshops.  There have also been many faculty and graduate TA instructors-led, department level, and school/college wide initiatives to address unique discipline specific or context specific (i.e. lab, performance, field-based, and clinical courses) challenges.  And, there is still time for additional training in the next few weeks as we plan to continue to offer our most popular workshops and 30 minute one on one consultations for more focused needs.

Sincerely,

Peter

Peter Diplock, PhD
Associate Vice Provost
Center for Excellence in Teaching and Learning
University of Connecticut
Storrs, CT

860-486-2915 (Direct)

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Resources for Fall Semester Teaching Preparation

• HuskyCT
  • Every lecture and discussion course this fall semester has a HuskyCT course site already created.  If you need HuskyCT assistance for your course please contact edtech@uconn.edu or attend one of the many workshops being offered in August.

• Syllabi resources
  • Faculty and graduate TA instructors should review fall 2020 draft language for syllabi in this shared Google doc from CETL available for all instructors to use as a template
  • Faculty and graduate TA instructors should post and display their syllabus in their HuskyCT course site
  • Faculty and graduate TA instructors are also encouraged to provide a link to their syllabus in StudentAdmin by filling out this form: https://ecampus.uconn.edu/syllabuslink/

• Student communication/engagement
  • Creating engaging instruction, meaningful work, a sense of classroom community, and structure are critical whether the class be in person, hybrid, or remote.  Learn about student desires for courses in this recent article, What Incoming First-Year Students Want Online Learning to Be or schedule an appointment with CETL staff to develop strategies for your course.
  • Faculty and graduate TA instructors teaching online and distance learning are encouraged to find ways to engage and connect with students, and promote active student-to-student interactions early in the semester to promote student feelings of engagement and connectedness. Starting the semester remotely and teaching online for the entire semester will require innovative approaches that sustain student motivation.
  • Faculty and graduate TA instructors should specify and clarify office hour protocols and their availability to meet with students.
  • Faculty and graduate TA instructors are encouraged to email their students, open their HuskyCT site early, or take other measures to assist their students in understanding what their course structure will be prior to the start of the semester. The structure of each course will be unique this fall and providing students with information earlier will assist them in preparing effectively.
  • All faculty and graduate TA instructors should develop a strategy to engage students who will not be able to attend class because of illness.  This includes utilizing Kaltura lecture capture to record and then upload lectures. If you need training on Kaltura, please register for a workshop at https://fins.uconn.edu/upcoming_workshops.php

• Accessibility:
  • Although ideally all video content should be captioned, video content on a password-protected site, such as HuskyCT, is not required to be captioned unless the faculty or graduate TA instructor is notified by the Center for Students with Disabilities.
  • Captioning is available for any video through Kaltura but it is critical for faculty and graduate TA instructors to review and correct the captioning to ensure accuracy.
  • ITS also offers a fee for service captioning option

• Assessment
  • Faculty and graduate TA instructors are encouraged to develop a thoughtful assessment strategy aligned with their learning objectives and teaching modality.  This includes remote assessment methods throughout the semester, and all final assessments which will be remote after the Thanksgiving recess.  Workshops are offered that explore alternative assessment strategies and methods.

• Technology
  • ITS has made recommendations on minimum technology requirements. If faculty and graduate TA instructors need laptops, headsets, or microphones, ITS recommends reaching out to your department IT staff and they will coordinate with ITS.
  • Be prepared for equipment and technical issues and tell students what the back-up plan is if lecture capture, recording, synchronous class time, etc. do not work out as planned.

• COVID-19 considerations
  • Acknowledge to yourself and to your students that these are difficult times. Be sensitive to student circumstances and learning environments. Work to reduce your own and your students’ stress and improve mental health.
  • All faculty and graduate TA instructors should prepare for the possibility that the university may return to entirely remote learning at some point in the semester if public health conditions deteriorate significantly. Faculty and graduate TA instructors should have a back-up plan for completing the semester, which ensures continued structure, student engagement, and community in case this should occur.
  • All courses will be taught remotely following the Thanksgiving recess.  Faculty and graduate TA instructors should be planning for how to continue to teach during this remote period and sharing that plan with students as soon as possible.
  • Faculty and graduate TA instructors should develop contingency plans to put in place should they get ill or test positive for COVID-19 during the semester (e.g. use the buddy system to identify a colleague who is aware of the syllabus and course plan and could step in and help support if needed).

• Distance Learning (DL) tips and reminders
  • If you are teaching synchronously, make sure to record all lectures. This can be done whether using Webex or Collaborate.
  • Be sensitive to possible time differences. You may have international students enrolled in your classes. For example, students in China have a 12-hour time difference.
  • If you plan to administer exams please do so during the time allotted for your course in StudentAdmin/Peoplesoft.  Moving exams outside your scheduled class time can create time conflicts for students.
  • Consider coming to campus to utilize technology in the classrooms to teach from. Please follow the University mandates for testing and be sure to reserve a classroom for your desired time.
  • CETL continues to offer their Preparing for Distance Education course if you need guidance on course planning. To register: https://fins.uconn.edu/upcoming_certificates.php
• Online (www) tips and reminders
  • Courses listed as www/online at UConn come with the expectation that the course has been designed to be taught entirely or mostly asynchronous (with judicious use of synchronous meetings, such as scheduled meetings to support students or student to student virtual meetings). If your course is to be delivered synchronously or mostly synchronously, reach out to the Registrar’s Office to have it relisted as Distance Learning.
  • Faculty and graduate TA instructors using pre-recorded lecture videos are encouraged to modularize or chunk video length to shorter segments. Research suggests ~6- to 10-minute chunks are optimum. 

• In-person, hybrid/blended, or split with some on-campus presence
  • To reduce SARS-Cov-2 transmission and to improve contract tracing, all faculty and graduate TA instructors teaching in-person modalities are encouraged to assign seating to ensure that students occupy seating according to each classroom’s new lower density COVID configuration. Diagrams will be posted in each classroom and faculty and graduate TA instructors will receive a pdf copy via email prior to the start of the semester.  Encouraging students to remain in their assigned seats throughout the semester will also promote learning students names more quickly.
  • Faculty and graduate TA instructors teaching hybrid/blended and split courses are reminded to provide all enrolled students with additional clarity about precisely when they need to be in-class versus online.
  • Prior to the beginning of the semester, faculty and graduate TA instructors teaching in person will be provided with a Personal Teaching Equipment kit that will include microphone covers, dry erase markers/eraser, and a clear mask that can be worn so students can see non-verbal expressions.
  • Classrooms at Storrs and the regional campuses are outfitted with self-service Kaltura desktop lecture capture. Please be aware that only content projected to the screen and voice captured through the microphone will be recorded. Content written on the white board or other spaces will not be recorded.
  • While some faculty and graduate TA instructors may choose to do so, they are under no obligation to simultaneously teach students in-person and remotely synchronously at the same time for the entire semester.  For those who plan to teach in person and synchronously simultaneously, faculty and graduate TA instructors should ensure they are in a classroom equipped to do so. Classrooms with live-streaming allows the faculty and graduate TA instructors to stream the content but not receive student responses; classrooms with video conferencing allow faculty and graduate TA instructors to stream but also engage the students in the conversation.  For an updated list of available technology in each classroom: https://classrooms.uconn.edu/classroom/.