Frequently Asked Questions

Frequently asked questions about maintaining continuity of learning throughout the semester.

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Academic Integrity and Assessments

For information on planning for, communicating about, and responding to academic integrity, read about guidelines and practical advice. In addition, the Schreyer Institute has provided strategies to discourage academic integrity violations.

If you feel that your exams require proctoring, read more about your options.

Yes, these policies exist to reduce conflicts between exams, as well as manage physical facilities. If your exams will be scheduled during a fixed timeframe in the evening, whether offered remotely or in-person, schedule in advance following the normal process. Exams that will be offered over extended and flexible times, similar to take-home exams, do not need to be scheduled centrally. Make expectations clear in your syllabus. 

Learn more about your options to assess students and verify they are not using external resources.

There is no University-wide proctoring service. You might consider implementing many low-stakes assignments as opposed to a few high-stakes assessments, having students generate material such as papers, projects or videos, hand-written assignments, or e-portfolios. You might also use Turnitin, a web-based writing assessment toolkit, which allows instructors to provide feedback to students through markup tools, rubrics, proofing tools, and originality reports to detect plagiarism.

For information on writing quality exams, choosing among different types of exams, and administering exams in a remote environment, you can read the following resources:  

If you offer the exam in a synchronous, remote environment for all students, consider creating a break-out room in Zoom for each student to take the exam. The instructor and any grading assistants can monitor by circulating from room to room.

Course Policies and Syllabus

Instructors should follow Faculty Senate policy 42-27, Class Attendance, which identifies examples of legitimate, unavoidable reasons such as illness, injury, military service, family emergency, or religious observance. Instructors are encouraged to accommodate student absences with flexibility during this pandemic period, recognizing that many circumstances are beyond the control of individual students. Additionally, instructors should encourage students who are feeling ill not to attend class in order to protect the well-being of others. 

For more information, read the Class Attendance procedures (undergraduate) in the Academic Administrative Policies and Procedures Manual.

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. 

Instructors can work with students in other time zones to identify an alternate time in addition to the time scheduled by the registrar. You may choose to assist students in other time zones, but you are not required to do so. Instructors who choose to provide time zone assistance are not expected to schedule a different time for each individual student.


  • Avoid all time periods that overlap with posted final exam time periods so that additional conflicts do not arise.
  • Determine whether you want to offer the alternative time(s) to all students or only those who are in another time zone; if the latter, identify those students before the final exam schedule is announced.
  • To avoid confusion, select alternate exam time(s) on the same day as the published final exam.
  • Instructors may select an alternate exam time(s) or ask students in other time zones to identify their preferred times, then select a number of times and ask students to choose one.

In Canvas, you can either assign an alternate time for these students or manually unlock the exam via the Moderate Quiz page for the students just before their scheduled alternative time.

Be sure to let students know that they will only be able to access the exam at their scheduled time.

This answer focuses on whether and how instructors may choose to assist students in other time zones during finals week. Instructors should review faculty senate policies 44-20 and 44-25 and contact college or campus administrators for general guidance.

If the recordings are only accessible to students in the class, there are no privacy concerns. If you intend to use or share the recording outside of students in that class, all student images, names, chat, and other data must be deleted. If all student data is not deleted, you must get the students’ written consent to use or share the recording outside of students in that class. Review the class recording guidelines created for instructors.

Undergraduate students can appeal for a retroactive late drop through the Faculty Senate. Students should consult with their academic adviser, and petitions must be submitted through the student’s college or campus; students do not appeal directly to the Faculty Senate Office. Learn more about the process.

Graduate students’ requests for retroactive late drops are made by the student’s graduate program through Graduate Enrollment Services. Contact the student’s Records Coordinator in Graduate Enrollment Services for more information.

You may provide traditional sorts of make-up assignments (e.g., provide slides, offer office hour appointments, extend due dates, etc.) appropriate for the course and its designated delivery mode. Policy 42-27 on Class Attendance states, “Instructors also should provide, within reason, the opportunity to make up work for students who miss classes for other legitimate but unavoidable reasons. …it should be recognized that not all work can be ‘made-up’ and that absences can affect student performance in a class.”   

Consider asking if the student is unable to participate in the whole course or unable to participate in certain elements (e.g., cannot attend any in-person sessions but can complete assignments on time). Current policy applies, in that you can’t adjust the grading scheme for a student who needs make-up work since all students have to have the same opportunity to earn grades that you outlined in your syllabus. For example, if a student has missed a quiz but all students have the opportunity to drop their lowest quiz grade, you can’t have the student be forced to drop the quiz that they missed as their lowest grade. Determine whether there are simple ways to provide access to the elements that the student will miss, so that there would be no need for make-up work.  

For example, in the case of a student who cannot attend class in person, it may be easy to record a live lecture and post it in Canvas; but it may not be easy to simulate a physical lab experience for the student to complete outside of class. Instructors are not asked to create alternate ways to deliver course material; rather, they are asked to provide flexibility, within reason, on how students might achieve learning outcomes to students who unexpectedly cannot participate in part or all of a course for a period of time.

Engaging Students

Assign students to participate in an introduction discussion forum in Canvas to introduce themselves to you and their classmates. Hold open office hours via Zoom to meet your students. We encourage all instructors to engage with their students and create a learning community in the course, no matter the mode of instruction. For more ideas related to getting to know your students, view resources from the College of Information Sciences and Technology.

Engaging students with course content through reflective activities, peer discussions, and instructor feedback increases the likelihood of achieving learning outcomes. Consider the following resources for engaging your remote students: 

Motivation for remote synchronous and asynchronous courses may be different for traditional residential students than their motivation for in-person courses. Consider adding a statement to your syllabus saying that remote courses require a certain level of self-direction. For many students, this may be the first time that they have taken a course in this mode. In addition, consider adding an (recorded or live) orientation meeting to go over expectations for the remote course. Share with students how their participation will be similar or different from participation in in-person courses. Especially in remote asynchronous courses, it is a good idea to review the syllabus, materials in Canvas (calendar, assignments, common due dates), and expectations for engaging in the course throughout the week.

Health and Safety

As of June 28, masks are optional for those who are fully vaccinated. Those who are fully vaccinated (two weeks after the second dose in a two-dose series, such as the Pfizer or Moderna vaccines, or two weeks after a single-dose vaccine, such as Johnson & Johnson’s Janssen vaccine) are not required to wear masks or physically distance in on-campus spaces unless they work in a designated health care space. You may still choose to wear a mask even if you are vaccinated. The transition back to in-person campus experiences is going to be different for each of us. Because people will have varying levels of comfort with wearing or not wearing a mask, regardless of vaccination status, we need to be respectful and thoughtful about how we support one another. While you are not required to wear a mask if you are vaccinated, wearing a mask if someone requests it is a good way to show that you care for all members of the Penn State community.

As of June 28, masks are optional for those who are fully vaccinated (two weeks after the second dose in a two-dose series or two weeks after a single-dose vaccine), including in classroom, advising, and student services spaces. Unvaccinated individuals must continue to wear masks indoors at all times. If you want someone to wear a mask when interacting with you, you can request that they do so, but cannot require it. It is important to note that those who are working in or visiting designated health care environments must continue to wear masks indoors and maintain distancing regardless of vaccination status.

Unvaccinated individuals must continue to wear masks indoors at all times. The COVID-19 vaccines are effective at keeping you from contracting COVID-19, as well as protecting you from severe illness should you contract COVID-19.

Getting vaccinated and encouraging students to get vaccinated is the most important step you can take to protect yourself and others from COVID-19 in instructional spaces. In addition, instructors/advisers/graduate teaching assistants can be clear in syllabi and other documents that Penn State policy requires those who are unvaccinated to wear masks indoors. Those working in student-facing office spaces may wish to post reminders that those who are unvaccinated are required to wear masks.

Because students may be out of practice with being in spaces such as classrooms and offices, consider helping them reacclimate by encouraging the use of practices that help to prevent the spread of COVID-19 and other seasonal illness such as flu (e.g., hand hygiene, wearing of masks, not coming to class when ill). Remind students not to assume that only unvaccinated people will wear masks, as there are many reasons those who are vaccinated will continue to wear a mask. If wearing a mask makes them more comfortable, then they should continue to do so.

No. If an individual is not vaccinated, they are permitted in classrooms and advising spaces as all others are, provided they are masked. Physical distancing is not required for vaccinated or unvaccinated people.

No. If an individual is not vaccinated, they are permitted in classroom and advising/student services spaces as all others are, provided they are masked.

Instructors must work within the expectations of the course mode that is on the schedule of courses. If the course is scheduled as P (in-person), then the instructor must hold at least 75% of their course sessions in person. The remaining 25% could be remote synchronous or asynchronous, but, in all cases, the design of the course should be driven by pedagogical principles, and remote or asynchronous formats should not be used to avoid being in a classroom.

Yes, if you are alone in a walled office, you may remove your mask, regardless of whether or not you are vaccinated.

Some faculty have been seeking additional guidance on how to work with students who test positive for coronavirus or who find themselves in other special circumstances created by this crisis, which could include:

  • caring for family members and friends who contract the virus;
  • caring for children who are not attending school/daycare;
  • food and housing insecurity caused by loss of employment; etc.

Students who contract this virus will have varying symptoms, from mild cold symptoms to flu-like symptoms to hospitalization (the least likely). Mild to moderate illness can last up to 14 days. Students are being encouraged to communicate with their faculty to describe their level of illness and the work that they can accomplish while they are ill. Other related challenges that might impact attendance should be communicated to faculty in a similar fashion.

Senate Policy 42-27 on Class Attendance emphasizes the importance of regular attendance but also grants faculty a great deal of latitude in providing reasonable opportunities for students to make up work for legitimate and unavoidable reasons including illness, family emergency, etc. Although faculty can use their judgment in assessing a student’s illness claim, students are not required to secure the signature of medical personnel and faculty do not need to secure documentation to support their professional judgement.

When undergraduate students are ill:
In situations where undergraduate students become ill near the end of the semester, faculty have the option of assigning deferred grades under Senate Policy 48-40. This policy requires students to complete the work within the prescribed timeline or else the grade is converted to an F. Students and faculty will be notified of the approaching deadline, and faculty have the option of requesting an extension; they can also update the F grade later using the grade-change process. The use of deferred grades is appropriate on a case-by-case basis but not for an entire class.

When graduate students are ill:
When a graduate student becomes ill near the end of the semester or faces other significant life events, policy GSAD-906 Graduate Student Leave of Absence provides three opportunities to meet the needs of the student:

  • Short-Term Absence (< 3 weeks)
    • appropriate when the graduate student is expected to be able to complete the work within the semester
  • Extended Absence (within a semester)
    • appropriate when the graduate student is expected to be able to complete the work within the semester or when a Deferred Grade will allow the student to finish the work when they have recovered from the illness; Graduate Council’s policy GCAC-401 Grading System has additional information on Deferred Grades for graduate students
  • Leave of Absence
    • appropriate when the graduate student is not expected to complete the work in a timely fashion even with the Deferred Grade extension
    • if necessary, an Extended Leave can be converted to a Leave of Absence as described in the policy

Students completing hands-on laboratory experiments/projects at home must submit the “Labs at Home” approval request form to Environmental Health and Safety (EHS) for a risk review and approval. Many students’ homes are not set up with adequate ventilation and lack environmentally safe disposal procedures, and students may have insufficient experience to handle the situation if something were to go wrong, along with other concerns about chemical safety and other safety considerations.

You should not ask someone for test results. You can communicate to students that your expectation is that they have completed their required testing and that they are following isolation requirements if they tested positive.

No one should come to a lab/studio/work/class if they have symptoms or have tested positive for COVID-19 until the isolation period is completed and symptoms resolve fully. If someone tests negative, they can return to a lab/studio/work/class while continuing to abide by all safety procedures and protocols including masking, distancing, and hygiene practices.

There are no additional COVID-19 testing requirements for conducting on-campus research. Students must have a negative COVID-19 test result before returning to campus as part of their return for the spring 2021 semester. However, there are no additional test requirements for entering research facilities.

All students are required to complete pre-arrival testing before returning to campus for any activity, including lab or studio work. It is appropriate for a lab or studio leader to be clear about the expectation that the student complete the required testing and ask whether the student has completed the testing; however, a lab or studio leader should not ask for a test result. If a student tests positive, then supervisors will be notified as part of Penn State’s contact tracing process.

Lab instructors must adhere to specially designed requirements and guidelines provided to academic units. Masking and physical distancing guidelines apply. For specific precautions to take, see the Universal Masking and PPE Recommendations.

Extra masks are not stocked at the podium. Instructors are issued an initial box of 50 procedure masks. It is recommended that the instructor bring 2–3 additional procedure masks to issue to students who forget their masks. Instructors also may ask the student(s) to leave the classroom and retrieve their cloth mask before returning to class. Instructors will be able to obtain additional procedure masks through their Department or College.

Consistent with Centers for Disease Control/Pennsylvania Department of Health guidance, Penn State defines a close contact as someone who was within 6 feet of an infected person for at least 10 minutes starting from 2 days before illness onset (or, for asymptomatic people, 2 days prior to positive specimen collection) until the time the patient is isolated.

Traditional classroom settings have been re-configured with an “instructor zone” to create at least 6 feet or more of physical separation between the instructor and the nearest student. In addition, classroom occupancies have been greatly reduced to maintain at least 6 feet clearance between student seating. This is illustrated in pages 8 and 9 of Penn State’s Instruction, Universal Masking and PPE Recommendations (DOC). As long as 6 feet of physical distancing is maintained, then the students and instructors would not be deemed close contacts if someone in the class were to test positive for COVID-19.

In instructional settings where contact is closer than 6 feet for more than 10 minutes, those individuals should be identified by the positive individual through the contact tracing process and would be required to quarantine. Although some faculty and students have been issued face shields as an added layer of protection in these settings, this does not necessarily exclude these individuals as close contacts.

Those identified as close contacts are quarantined for 14 days from the date of the last contact and tested. If they test positive, they are isolated. If not, they remain in quarantine for a period of 14 days from the date of the last contact.

Starting August 6, 2020, all faculty and staff are strongly encouraged to complete a daily symptom checker to self-screen for potential COVID-19 symptoms before returning to campus. You can access the COVID-19 Symptom Checker in the Penn State Go mobile app. Download Penn State Go from the Google Play Store or the Apple App Store.

Once the app is installed, you can select the Faculty and Staff Experience when prompted to select your Penn State Go Experience. If you already downloaded the app and selected a different Penn State Go Experience, you can change to the Faculty and Staff Experience using the “Change App Experience” icon.

The daily COVID-19 symptom checker is located under the Coronavirus Resources section.

For more information, visit the Penn State Go website and learn about its features.

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)

There are four common types of face coverings: procedure masks, cloth masks, clear face masks, and clear face shields (the latter of which may be used in addition to one of the other three in laboratory-type settings, where substances may splatter). The University requires that all instructors wear procedure masks or cloth masks while instructing students. Clear face masks may be required if students need to be able to see the instructor’s lips (e.g. in a language course). If a student has a disability-related reason to need to view the instructor’s facial expressions or read lips for best comprehension, Student Disability Resources will have clear masks to support student access and will contact faculty as needed regarding these accommodations. For more information, see the Universal Masking and PPE Recommendations.

The Penn State Graduate Program in Acoustics collaborated with the Dept. of Environmental Health and Safety to test sound levels and audio signals to determine how instructors with face masks will be perceived by students. Results showed that procedure masks “facilitate clear communication in an instructional setting, as they do not muffle speech as much as cloth masks.” Procedure masks are disposable, single-use masks that will be provided, with care instructions, to instructors no later than the week before classes begin.

Results were consistent across room types and Zoom meetings, and amplification (microphones) were helpful in producing intelligible sound. For more information, see the Acoustics Testing results document.

The Office of Physical Plant will supply and maintain a canister of disinfectant wipes in each General Purpose Classroom, Departmental Classroom, and “Open” Computer Lab. The wipes can be used by instructors and students to disinfect frequently touched surfaces such as desktops, podiums, door handles, light switches, etc. Use of the wipes is not a requirement in between classes, but is an option made available if disinfecting of frequently touched surfaces is desired. OPP Custodial will be disinfecting these rooms once daily, Monday through Friday, so the use of the wipes can be a supplement in between these cleanings. Frequently touched surfaces in these rooms include, but are not limited to, chairs, light switches, door handles, computers, keyboards and mice, touch screens, tables, trash receptacles, recycling receptacles, printers, desktops, podiums, and chalk tray rails.

Inclusion and Student Well-being

Starfish is a critical tool to use during this situation. Instructors can raise flags about any student in their course, and those flags can be viewed by assigned academic advisers, who use those flags to triage outreach.

The Starfish “How-To Guides” have in-depth information about how to use this tool.

Instructors teaching during a world-wide pandemic and within a country experiencing anti-racism activism will undoubtedly have students in their class who are experiencing distress. Teaching students while being aware of their traumatic experiences is referred to as trauma-informed pedagogy. Consider the using some of the following strategies to help:

  • appropriately validate their experience
  • acknowledge the difficult time they are having
  • offer an alternate time to discuss their distress
  • be willing to end the class and consult with campus resources for next steps (i.e., Counseling and Psychological Services (CAPS)Student Disability Resources (SDR)Student Care & Advocacy)
  • email to express support and how you are also adjusting to the new reality (i.e., humanize yourself)
  • make yourself available to engage with them; hold multiple office hours throughout the week to accommodate varying schedules
  • let them know that you are empathetic and understanding of the current situations
  • briefly summarize some concepts taught in previous classes to help refresh students
  • openly discuss concerns and fears regarding COVID-19 if students want to engage
  • try to introduce positivity and use encouraging language with students, while still acknowledging the difficulties of current events
  • help students connect with mental health counselors or other University support as appropriate

Do your best to consider the possible circumstances that students and their families may be experiencing right now. Approach students with care and concern. Build flexibility into your course to assist students who are facing any of these situations or others:

  • housing and food insecurities
  • inadequate access to healthcare while facing health issues
  • attempting to learn in an environment non-supportive of LGBTQ+ students
  • prevalence of COVID-19 in their racial/ethnic communities
  • the need to quarantine or isolate for an extended period during the semester
  • the need to leave campus to care for an ill family member during the semester
  • grief from the loss of loved ones to COVID-19 and fear for their own health
  • grief from the loss of loved ones to police or other violence and fear for their own safety
  • involvement in Black Lives Matter and anti-racism activism, and added health risks of participation
  • the need to care for younger siblings or to work while completing their studies
  • difficulty concentrating in their home living environment
  • technology and connectivity challenges that make participation difficult
  • limited access to the kinds of disability accommodations that were available on campus
  • anxiety from constantly changing U.S. government regulations restricting international travel and study
  • concerns about anti-immigrant sentiments, and fear of backlash and violence toward International students

For support addressing accessibility concerns that students with disabilities may encounter in the remote learning environment, faculty can schedule one-on-one consultations by filling out the Accessibility Consultation Form. The Accessibility Team can offer assistance with accessible digital course materials, lecture technology, Canvas, captioning, or any other accessibility questions. 

Accessibility Training for Instructors webinar sessions are also available via Zoom for faculty to learn how to develop and transition summer courses to a remote environment. Log in with your Penn State Access Account on the Learning Resource Network website to register for these sessions.

Support resources differ based on your campus:

  • University Park students who are experiencing unforeseen circumstances because of COVID-19 can be referred to the Student Care and Advocacy office.
  • World Campus students can view Care and Concern information to access resources.
  • Students at other Penn State campuses should check their campus Student Affairs website for Care and Advocacy contact information.

For many campuses, you will find a report form that the student can complete, or that can be completed by you on behalf of the student. Additionally, students facing financial insecurity may complete the Student Emergency Fund application form.

The Sponsored Relations Office in the Office of Global Programs has been working with all of Penn State’s partner sponsoring organizations. They have been instrumental in informing sponsors about the University’s response to the global crisis. They are also keeping an inventory of specific program requirements set by sponsors. Students should be encouraged to contact the office at

During this time, you may be working with students that are experiencing distress for a variety of reasons. Although you are not meeting with students in person, you may notice changes in behaviors (such as failing to complete class assignments) or receive direct communications from students that indicate their distress. Use the Red Folder for your campus to identify and respond to the behaviors appropriately. This tool can help you determine an appropriate level of concern, ways to respond, and referral resources at your campus. If you are interested in learning more about ways to recognize and respond to students who may be experiencing distress, a brief on-demand faculty development course is available called OL 1200: Responding to World Campus Students in Distress. While it was developed to respond to World Campus students, the principles may be generalized to apply to all students.

Many aspects of students’ lives are in flux right now. Encourage them to practice self-care and positive coping strategies. They can utilize resources provided by Penn State Health Promotion and Wellness to learn strategies and discover engagement events they can participate in to connect with other students.

The Penn State Libraries is committed to supporting teaching, learning, and research during this time of remote and online instruction. Explore the Remote Resources for Penn State Library Users to see what is available to you and your students.

Starfish is a critical tool to use during this time. If you know students who are not connecting to your online course, please use Starfish flags to alert academic advisers so they can reach out and support these students.

Instruction and Pedagogy

Instructors must work within the expectations of the course mode that is on the schedule of courses. If the course is scheduled as P (in-person), then the instructor must hold at least 75% of their course sessions in person. The remaining 25% could be remote synchronous or asynchronous, but, in all cases, the design of the course should be driven by pedagogical principles, and remote or asynchronous formats should not be used to avoid being in a classroom.

Students can use Zoom to meet with their group to discuss, collaborate on, and rehearse group presentations. One team member can submit the group’s recording link or file to the corresponding Canvas assignment dropbox. If the course is being delivered synchronously, groups can present “live” during the class session using Zoom. Consider using VoiceThread for asynchronous presentations that allow students to comment/question on the presentation. Review the class recording guidelines created for instructors.

Review the class recording guidelines created for instructors.

Yes, there are places on campus for this purpose. In addition to the normal student spaces that have had seating adjusted to account for physical distancing, approximately 45 rooms have been identified on the University Park campus as Remote Learning Rooms. These rooms are open for use during normal building hours and have clear signage indicating that they are intended for accessing remote classes. The rooms do not have computers available for student use, so students will need to bring their own technology. Students should wear headphones so they do not distract others. If they are talking as part of class participation, they should be aware of their speaking volume and consider using headphones with a microphone. Details can be found selecting the Remote Learning Rooms layer on the campus map or on the Penn State Go app. Clicking on the Remote Learning icon (headphones) will provide detailed information for each building.

Whether teams are all in residence, all remote, or in a mixed setting, CATME is an option for peer evaluations. This tool requires some initial setup. CATME is a paid service. You will have to discuss this with your academic unit regarding fees.

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.).

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.

The online tool LionSpace FIS (Facilities Information System) has a new feature that provides detailed information and photographs of many Penn State classrooms. All General Purpose Classrooms (GPCs) at University Park, as well as many other rooms at University Park and the Commonwealth Campuses, are included. You can access LionSpace FIS with your Penn State credentials. The link “How to Find Room Photos” provides instructions on how to use the tool and you log in by clicking the blue “LionSpace FIS” button.

Canvas is Penn State’s online system for teaching and learning. You can use the following technology tools in both a remote learning environment and a learning environment with in-person elements: 

For more guidance determining which set of tools will help meet your student learning outcomes, reach out to your TLT Course Liaison to book a consultation.

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.

No, instructors are not required to provide courses in delivery modes other than the delivery mode designated for their course. Instructors should consider how students may make up missed work if students are out for short or lengthy periods of time.  

For student expectations for in-person courses, review the in-person details page. Students are expected to attend all classes in-person. Instructors should follow Faculty Senate policy 42-27—Class Attendance, with some flexibility. If a window of absence is lengthy, instructors may need to consider additional flexibility.

Although instructors are not required to provide courses in delivery modes other than the one designated or prepare their courses in multiple delivery modes, they may be asked to consider alternative ways for students to participate, especially if students who have chosen Learn from Home options have no other course sections to choose from. Not all courses can be offered in a different mode than that originally scheduled.

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.

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.

Check the University Libraries’ Ebooks and Other Course Materials to determine if the materials are available to students. If not, you can provide in Canvas most materials needed for students to successfully complete the course. See more information related to copyright when rapidly shifting your course from in-person to remote teaching.

You can also send your own scans of materials to be posted in e-reserves. To submit materials, please complete the request form and email accompanying scans to

For assistance with copyright-related issues, please fill out the Copyright, Publishing, and Open Access form or book an appointment with a librarian from the Office of Scholarly Communications and Copyright.

Students who are disruptive in a remote class should be handled in the same way that they are handled in a face-to-face class. You should set clear standards of behavior and communicate your expectations. If disruptive behavior occurs, you should confront the behavior. If the student continues to be disruptive, you should ask the student to leave the class, notify your unit head, and file a report online with the Office of Student Conduct. Staff in the Office of Student Conduct also are available to discuss your concern at

Some instructors have experienced online classroom disruptions by participants who are not enrolled in the course, or Penn State. More recommendations on preventing and managing disruptions are available in the Canvas Blog article.

Instructor feedback will be particularly important for students who are new to a remote setting and don’t have regular face-to-face interactions, as well as for students who may be absent for an extended period from an in-person course. You are encouraged to provide feedback during office hours or via tools such as Canvas. If you wish to provide feedback via Canvas, see Canvas feedback guidance.


Instructors and staff should continue to follow the meeting safety guidelines outlined by the University to avoid Zoom-bombings.

Xfinity’s 1.2 Terabyte (1,229 GB) Internet Data Usage Plan is now included with Xfinity Internet for most customers.

With 1.2 terabytes of data in a month, you can video conference for 3,500 hours, watch 1,200 hours of distance learning videos, stream 500 hours of high-definition video content a month, or play more than 34,000 hours of online games. A typical class that meets 150 minutes per week would use approximately 5 GB of data per month if using video and audio. Use of Zoom audio only uses approximately 0.5 GB per month.

For more information, including specifics on overage rates and timelines for rolling out this data plan in your area, read the FAQs on the Xfinity website.

Contact the local IT unit at your college, campus, or department to learn about these technologies.

Instructors can locate information about which software students can access from international locations in the International Restrictions of Penn State Software and Technology Services (PDF)

Currently, the software the University makes available to students is accessible either directly or through the use of a Penn State VPN. However, international governments can change access to the software at any time. 

Instructors must use the classroom podium computer to present their lessons, ensuring participation for remote students and in-person students. If you choose to use your laptop or another device, the in-room audio will not work. Ensure that your files are accessible online or via USB drive.

It is recommended that instructors arrive 15 minutes before class to set up the necessary technology. For step-by-step instructions for setting up the podium computer, see the recommendations for Teaching with Zoom in a General Purpose Classroom (GPC) at University Park (PDF).

You can also see the Zoom at Penn State resources for more information.

Kaltura is the best tool for sharing pre-recorded videos with students in countries with restrictions that impact Canvas access. You can refer to the Penn State Kaltura website and Penn State ITLD Kaltura training for more information. No country officially blocks Kaltura, but access is dependent on country, location within certain countries, and the enforcement of local restrictions.

Your assigned classroom will determine the group that will help test technology — three different IT groups service classrooms at Penn State:

  1. Teaching and Learning with Technology (TLT): General Purpose Classrooms (GPCs) at University Park

    Instructors at University Park can email TLT personnel at to set up a quick orientation or practice session in a GPC classroom. In the email, instructors should include their name, contact information, availability, building name, and GPC room number. If instructors are scheduled to teach, they should have card-swipe access into any building with GPCs. TLT personnel have access to individual classrooms. 

    For General Purpose Classroom (GPC) layouts and spacing to manage COVID-19 concerns, visit the LionSpaceFIS (Facility Information System) website. After launching the LionSpaceFIS program, click on the “Campus Viewer” button and search for the desired building and floor. Select a room on the map and click the photo or “View Gallery for all photos.”

  2. IT units at University Park colleges: College classrooms

    For college classrooms, contact the IT college unit at the appropriate University Park college for assistance.

  3. IT units at Commonwealth campuses: Campus classrooms

    For campuses other than University Park, it is recommended that you contact the local campus IT unit for assistance.

Tech Tutors can also help if instructors are in the physical classroom between 10:00 a.m. and 6:00 p.m., Monday through Friday, and would like a participant to log in to test Zoom. Instructors can visit the Tech Tutors website and click the yellow “Connect Online” button for help.

Instructors and staff should work with their local IT units to formalize computer/technology requests. University IT is continually working on the availability and distribution of equipment.

Students who lack reliable broadband have several solutions they can utilize.

If they have sufficient cell coverage in their area, they can use their phone as a hotspot. Penn State IT has provided instructions on how to set up hotspots on SamsungPixel, and iPhones. In order to use a personal hotspot on their device, students may also secure additional data from their wireless carrier.

The following providers have information readily available on how to upgrade data: AT&T, Charter, Comcast, Sprint, T-Mobile, and Verizon. Find more providers and information on the FCC’s Keep Americans Connected page.  

If they do not have access to a computer and/or reliable broadband from their location and have exhausted all other resources, they can log in to the IT service portal and fill out the Penn State Mobile Technology Request Form to formalize their computer/access request.

Information about their request will be relayed via the phone number they provide in the request form.

Due to the prohibitive costs, international customs regulations, export controls, security concerns, and the potential that these factors may impact both the delivery and the return of equipment, we are unable to ship internationally.

The Zoom at Penn State website offers students, faculty, and staff detailed information about Zoom, including training resources, frequently asked questions, and support.

To obtain a license for the following applications please visit the Software Request website.

  • Adobe CC
  • Microsoft Azure Dev Tools for Education
  • TeamViewer

For more information, please visit  Penn State Software.

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