Question 1

What can I do to make attendance periods effective for students in mixed-mode courses with rotating groups that can only attend once every 2 weeks?

Mary Angle · Accepted Answer

Think about what learning objectives for your course could be most effectively met in person and plan time for that during in-class periods. For example, perhaps some lectures could be pre-recorded so that a portion of each class could be dedicated to hands-on activities. Read guiding questions about mixed-mode course design.

In addition, consider flipping your class, such that all lectures appear in pre-recorded video format, and use class time for students (both in-residence and remote) to actively engage with material.

Question 2

If students have visible flu-like symptoms in a face-to-face class setting, are instructors able to ask them to leave?

Mary Angle · Accepted Answer

If a student is exhibiting symptoms in a classroom, the instructor is empowered to ask the student to leave the class and to see a health care provider. The student should not return to class until they are no longer exhibiting symptoms or have been cleared by a health care provider and can provide proof of clearance to the instructor. If the student refuses to leave, the instructor should follow the guidance in the classroom guidance document (PDF).

Question 3

How should I adapt my syllabus for mixed-mode classes to reflect COVID-19-related issues?

Mary Angle · Accepted Answer

See University guidance on what to include in course syllabi about the mask requirement (PDF).

In addition, see Penn State syllabus requirements outlined in Faculty Senate Policy 43-00, including a number of example syllabus statements.

Be sure to check with your college or campus regarding locally mandated syllabus policies.

For this instructional mode, consider adding a brief description of how you will conduct class in this mode and your expectations for their participation. You might address questions like, should students be active during in-class discussions, should they participate in asynchronous discussion boards, or should they pose questions to Q&A tools remotely?

Question 4

What portion of a mixed-mode course should be in-person?

Mary Angle · Accepted Answer

Because the purpose of having a mixed-mode varies, the portion of the course that must be in-person varies. For a laboratory, studio, design, or performance-based course, the minimum number of sessions for students to be in-person is determined by the activities that must be taught with the faculty and students together. For example, for courses that are lecture/recitation style with the recitation session being in-person, then it is based on the pedagogical design of the course and how much time is dedicated to the recitation portion. If the course is mixed-mode because it is rotating students through the opportunities offered in a classroom setting with the instructor and peers, then it is largely driven by the capacity of the room in relation to the size of the class. If in the rotational model, the in-person time is less than 33%, every effort will be made to find a larger room although distancing requirements present challenges in doing so.

Question 5

If I require attendance as part of participation in the mixed-mode course, can I subtract points if students don’t attend class?

Mary Angle · Accepted Answer

Instructors should follow Faculty Senate Policy 42-27, Class Attendance, which identifies examples of legitimate, unavoidable reasons for absence, such as illness, injury, military service, family emergency, or religious observance. Instructors should accommodate student absences with flexibility during this pandemic period, especially as we don’t want students who feel ill to think that they should attend class so that their grade is not negatively impacted by an absence.

Other general resources about attendance requirements as a part of participation in the course:

View current information related to COVID-19 and classroom attendance policy on the Penn State Coronavirus Information website.
Read Class Attendance procedures (undergraduate).

While you are not required to take attendance for your mixed-mode course, if you want to take attendance, consider the following options:

Integrate iClickers into live or remote sessions.
Develop a participation survey/quiz for students to complete after each in-person session. Ask students to either expand on content discussed or ask questions they would like covered in future sessions.
Create a reflection assignment (e.g., one thing I learned, one thing I still have a question about).

Question 6

In my mixed-mode course with rotating groups, should the names of my students within their assigned groups be published on my syllabus or elsewhere?

Mary Angle · Accepted Answer

There is no need to publish a list of student names on your syllabus. Schedule students into groups in Canvas, and list on the syllabus which groups (rotation group A, rotation group B, rotation group C, etc.) should attend on different days.

Question 7

In my mixed-mode course with rotating groups, how do I keep track of which students are attending in-person on which days?

Mary Angle · Accepted Answer

Penn State’s Canvas team is building a tool within Canvas to assign students to class meeting days and to let them know on which days they are expected to attend class.

Question 8

How do I support group projects for mixed-mode instruction if some or all of my students are remote?

Mary Angle · Accepted Answer

Remote students can collaborate in Zoom or using digital tools such as Canvas groups or Microsoft Teams that provide workspace, communication, and file sharing. Students have many other online applications to collaborate remotely (i.e., Zoom, Google, etc.).

For mixed-mode courses, consider dedicating some of your in-person or synchronous remote class time for groups of students to work on projects either face-to-face or in Zoom break-out rooms.

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