Long-term Protocol (Multi-Day to Extended Shifts)

Long-term disruption scenarios: Class delivery may be interrupted for more than two class sessions and/or the predicted end of the disruption is multiple days away or is unknown. These situations might arise due to extended campus-wide closures, natural disasters, public health declarations, major infrastructural damage, or other large-scale emergencies.

A long-term pivot requires restructuring the remainder of your current instructional unit or perhaps even the whole term, as instructional hours and student cognitive bandwidth will shift. The timing and duration of the disruption will be critical considerations and will require unique responses based on the specifics of the emergency. The guidance here is not prescriptive, but should afford you a solid starting point for a more long-term modification to your course structure. 

Focus on Learning Outcomes: Regardless of the duration of the disruption, the core principle should be a commitment to guiding students toward their achievement of the course’s learning outcomes. Identify which course outcomes are foundational for accreditation, degree progression, or subsequent coursework, and which secondary topics can be deprioritized or consolidated. Ensure that whatever modifications you make to the instructional environment maintains fidelity to the course’s primary statute learning outcomes.

It’s essential to plan for course adjustments and communication to ensure a smooth transition in the learning space.

• Adjust your expectations for students: Throughout the semester, you may need to adjust some of your expectations for students, including participation, engagement, grading, and deadlines. As you think through these changes, keep in mind the effect that a campus disruption may have on students’ ability to meet those expectations. Students may encounter additional barriers, which you should be mindful of. These include changes in schedule or work, illness, limited power or internet connections, or needing to care for family members. Be ready to handle requests for extensions or accommodations equitably.
• Be mindful of connectivity. Some students rely on MSU’s infrastructure for internet access. Should access to campus be restricted, it is possible that some students may have limited internet connectivity or be reliant on cellular networks for their internet access. Please keep this in mind. Here are two sites to help find accessible WiFi hotspots:
  • Connected Nation WiFi Hotspots
  • Eduroam
• Develop a robust communication plan: Clarify your expectations and course elements and communicate them to students. Tell students how they can contact you (email, office hours, Microsoft Teams, etc.), and how soon they can expect a reply from you. Consider using the D2L announcements and discussion board tools to push out course-level communications.
• Consider realistic goals for instruction: Be realistic about what can and cannot be accomplished in a particular learning environment (in person, hybrid, remote, online). If necessary, refocus the course goals on realistically attainable objectives. Clarify what your expectations are for students’ efforts with regard to reading and homework. Be clear with students about what you expect of them with regard to participation and discussion.
• Adjust your syllabus as needed: Make sure your policies are clear (attendance, participation, grading, schedule, web cam [if applicable]); consider including a brief explanation of why the policy supports student success. If necessary, adjust your syllabus during the semester. Provide as much detail as possible about changes. If you are teaching remotely, do not expect students to participate in synchronous sessions at a time other than the normal course time. CTLI's syllabus guidance provides language that should be included in your syllabus.

When a long-term disruption occurs, communicate immediately—even before all your specific instruction decisions are finalized. Early notice can help mitigate student anxiety and set clear expectations.

• Post an announcement with your clear plans and instructions in D2L using the D2L Announcements Tool.
• The most reliable way to reach all your currently enrolled students is to use the "Email Students in a Class" tool on the Registrar's Instructor Systems site. Use that tool to craft a message to your students. Include in the message links to any zoom meeting you set up, and links to your D2L course site. Clearly tell students what steps they need to take.
• Use the Emergency Teaching Communication guide for a full communications plan, including a sample initial email
• Be sure to rely on the same communication channel throughout the duration of the instructional disruption, in order to minimize the cognitive load on your students. 

As the disruption unfolds, your goal should be fidelity to the course's learning outcomes while maintaining flexibility and empathy for your students. Stay abreast of all university, college, and department communications, and relay them to your students. As you deliver your modified class, note what common questions students seem to have, and dedicate some time to each class session to address them. Re-use your communications from before (e.g. "Email Students in a Class" tool, D2L Announcements) to post a follow-up FAQ.