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: 

• Zoom
• Kaltura
• Office 365
• GSuite for Education
• LinkedIn Learning
• Yammer
• Voicethread
• Padlet
• Nearpod (paid service for asynchronous)
• Nearpod Student-paced Sessions  
• Reviewed Courseware List

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 ul-reserveshelp@lists.psu.edu. 

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 studentconduct@psu.edu.

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.