[et_pb_section fb_built=”1″ _builder_version=”4.27.2″ global_colors_info=”{}”][et_pb_row column_structure=”3_5,2_5″ _builder_version=”4.27.2″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”3_5″ _builder_version=”4.27.2″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.2″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
As a result of Hurricane Helene and the resulting campus closure, there is a need to condense 9 weeks of instruction into 7 weeks.\u00a0 We are providing 3 resources with tips on how to resume instruction:<\/p>\n
Our hope is that these resources, along with consultations with one of our educational developers, will help you create a successful learning experience for you and your students.<\/p>\n
[\/et_pb_text][\/et_pb_column][et_pb_column type=”2_5″ _builder_version=”4.27.2″ _module_preset=”default” global_colors_info=”{}”][et_pb_cta title=”CFC is Open for Consultations” _builder_version=”4.27.2″ _module_preset=”default” background_color=”#592C88″ global_colors_info=”{}”]<\/p>\n
We are available for consultations, which can be scheduled through our scheduling platform Calendly.\u00a0 Please see CFC Consultations<\/strong> <\/span>to schedule with any of us.\u00a0<\/a><\/span><\/p>\n [\/et_pb_cta][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.2″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.2″ _module_preset=”default” global_colors_info=”{}”][et_pb_accordion toggle_icon=”||divi||400″ _builder_version=”4.27.2″ _module_preset=”default” background_color=”#FFFFFF” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″][et_pb_accordion_item title=”Adjusting Your Course for a Shortened Semester” open=”on” _builder_version=”4.27.2″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n Adjusting a course to account for the loss of two weeks due to an emergency event can be challenging, but it\u2019s possible with careful planning. The CFC and the Division of IT have collaborated to bring you strategies to help make the necessary changes while maintaining academic rigor.<\/p>\n<\/div>\n This Course Modification Worksheet<\/a> will help you decide how to modify your course for a compressed semester<\/strong>.\u00a0 The link opens a Word document.\u00a0Download<\/strong> by going to File>Save As and save the document to your computer.<\/p>\n This worksheet can be completed quickly and used to guide decisions that prioritize student learning in a shortened timeframe. It is designed to help faculty quickly adapt your courses for an unplanned disruption that results in condensing your curricula. The focus is on adjusting student learning outcomes (SLOs), prioritizing key content, and planning delivery in face-to-face and online modalities.<\/span>\u00a0<\/span><\/p>\n Step 1: Acknowledge the circumstances.<\/span><\/b>\u00a0<\/span><\/p>\n It is important to acknowledge the personal losses that we and our students continue to endure as individuals, the suffering of our communities, and the loss of instructional time. Rather than overloading ourselves and our students to make up for lost time, the recommendation is to focus on prioritizing key learning outcomes and essential material to ensure meaningful progress without overwhelming ourselves and our students.<\/span>\u00a0<\/span><\/p>\n \u00a0<\/span>Step 2: Identify core student learning outcomes (SLOs).<\/span><\/b>\u00a0<\/span><\/p>\n A. <\/span>List your original SLOs.<\/span><\/i> What were the SLOs at the beginning of the course? Add SLOs as needed.<\/span> \u00a0\u00a0 SLO 1:<\/span>\u00a0<\/span><\/p>\n \u00a0\u00a0 SLO 2:<\/span>\u00a0<\/span><\/p>\n \u00a0\u00a0 SLO 3:<\/span>\u00a0<\/span><\/p>\n \u00a0\u00a0 SLO 4:<\/span>\u00a0<\/span><\/p>\n \u00a0\u00a0 SLO 5:<\/span>\u00a0<\/span><\/p>\n C. Prioritize the most essential remaining SLOs. Which SLOs are critical for your students to achieve by the end of the course? (You may need to <\/span>cut some SLOs or spend less time<\/span> on some given the time constraints). Add SLOs as needed.<\/span>\u00a0<\/span><\/p>\n \u00a0\u00a0 Critical SLO 1:\u00a0<\/span>\u00a0<\/span><\/p>\n \u00a0\u00a0 Critical SLO 2:<\/span>\u00a0<\/span><\/p>\n \u00a0\u00a0 Critical SLO 3:<\/span>\u00a0<\/span><\/p>\n Step 3: Align content to prioritized SLOs.<\/span><\/b><\/p>\n \u00a0A. Reassess content. What content (e.g., readings, lectures, videos, etc.) aligns directly with the critical SLOs you identified above? What content could you just highlight or spend reduced time on? Instead of full lectures, offer condensed versions, such as summaries or overviews, to provide key takeaways.\u202f<\/span>Microsoft Copilot<\/span><\/b><\/a>\u202fmay help in this process.<\/span>\u202f<\/span><\/b> Add SLOs as needed.<\/span>\u00a0<\/span><\/p>\n \u00a0 Content for Critical SLO 1:<\/span>\u00a0<\/span><\/p>\n \u00a0 Content for Critical SLO 2:<\/span>\u00a0<\/span><\/p>\n \u00a0\u00a0 Content for Critical SLO 3:<\/span>\u00a0<\/span><\/p>\n B. Remove or condense non-essential content.\u00a0 What content can you remove or consolidate while still meeting the critical SLOs?<\/span>\u00a0<\/span><\/p>\n Content to remove:<\/span>\u00a0<\/span><\/p>\n Content to condense:<\/span>\u00a0<\/span><\/p>\n Step 4: Adjust instructional modes as needed.\u00a0<\/span><\/b>\u00a0<\/span><\/p>\n A. For face-to-face classes. How can you adjust in-person activities to be completed within the remaining instructional days?<\/span><\/p>\n Activities to modify (e.g., discussions, group work, active learning exercises).<\/span><\/p>\n B. For online classes. How can you shift or adapt activities in the online environment? Consider using asynchronous or low-tech options where possible.<\/p>\n Activities to modify (e.g., discussion boards, short recorded lectures, group projects):<\/span>\u00a0<\/span><\/p>\n Step 5: Adjust assignments\/assessments and deadlines as needed.\u00a0<\/span><\/b>\u00a0<\/span><\/p>\n A. Reassess assignments and assessments. Can you reduce the number of assignments or simplify existing assignments to meet critical SLOs? Can you create alternative assignments? <\/span>\u00a0<\/span><\/p>\n Revised Assignment and assessment plan:<\/span>\u00a0<\/span><\/p>\n Assignment 1 (aligned with Critical SLOs):<\/span>\u00a0<\/span><\/p>\n Assignment 2 (aligned with Critical SLOs):<\/span>\u00a0<\/span><\/p>\n Assessment 1 (aligned with Critical SLOs):<\/span>\u00a0<\/span><\/p>\n Assessment 2 (aligned with Critical SLOs):<\/span>\u00a0<\/span><\/p>\n Consider an Honor Statement Instead of a Monitoring Software: Limited internet connectivity in the region is a real concern.\u00a0<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n B. Revise syllabus with new deadlines for adjusted assignments\/assessments.<\/span>\u00a0<\/span><\/p>\n Step 6: Adjust Weighting.<\/span><\/b>\u00a0<\/span><\/p>\n If eliminating assignments, consider redistributing the grading weight among the remaining assignments, exams, and projects. Using\u202f <\/span>Canvas grade weighting<\/strong><\/span><\/a>, you can easily accomplish this.<\/span>\u00a0<\/span><\/p>\n Step 7: Communicate your new plan.<\/span><\/b>\u00a0<\/span><\/p>\n How will you communicate these changes to your students? Clear and compassionate communication is key. Outline your plan to update students on changes in SLOs, expectations, and deadlines in your syllabus.\u00a0<\/span>\u00a0<\/span><\/p>\n Sample Canvas message: \u201cI am adjusting some of our course deadlines and policies to provide needed flexibility for us all as we cope with the devastation of Hurricane Helene. I ask that you extend patience and grace to me and to your classmates in adopting the following changes: Highlight changes and link updated documents.<\/span>\u00a0<\/span><\/p>\n Communication via \u202f<\/span>Announcements<\/a><\/strong>, the \u202f<\/strong><\/span>Canvas Inbox<\/a><\/strong>, and perhaps an\u202f<\/span>email from the Navigate<\/a><\/strong>\u202f<\/strong>platform are all good ways to broadcast your message as broadly as possible.<\/span>\u00a0<\/span><\/p>\n <\/p>\n Final Checklist:<\/span><\/b>\u00a0<\/span><\/p>\nQuick Guide to Prioritizing Student Learning: Strategies for Shortened Instructional Timeframe<\/span>\u00a0<\/span><\/h3>\n
B. <\/span>Determine which SLOs you have you already met. <\/span><\/i>Mark through those.<\/span>\u00a0<\/span><\/p>\n\n
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\n \u00a0<\/span>\u00a0<\/span><\/td>\n I have identified the most critical SLOs.<\/span>\u00a0<\/span><\/td>\n<\/tr>\n \n \u00a0<\/span>\u00a0<\/span><\/td>\n I have aligned the remaining course content with the critical SLOs.<\/span>\u00a0<\/span><\/td>\n<\/tr>\n \n \u00a0<\/span>\u00a0<\/span><\/td>\n I have modified instructional activities for both face-to-face and online delivery.<\/span>\u00a0<\/span><\/td>\n<\/tr>\n \n \u00a0<\/span>\u00a0<\/span><\/td>\n I have adjusted assignments and assessments to reflect the most critical SLOs.<\/span>\u00a0<\/span><\/td>\n<\/tr>\n