The Center for Engaged Teaching and Learning fosters excellence in teaching and learning at Mars Hill University by providing resources, enrichment opportunities, faculty development, and strategies that support quality and innovative instruction.
Policy Guidance:
As always, individual instructors should exercise sound professional judgment to create or revise classroom policies (e.g., attendance, late work) in their courses. Provide as much flexibility as possible for students who may miss class or Moodle interactions because they are unable to access campus/Moodle, or they are assisting loved ones in recovery efforts. The Provost asks us to err on the side of grace when considering our own and our students’ situations. Please discuss with your chair and/or dean for difficult student situations or if you have questions about course withdrawal policy exceptions.
1. What should I do if students are unable to return to campus or attend online classes due to hurricane damage?
Faculty should prioritize flexibility during this time. Encourage students to communicate any difficulties as soon as possible. Options to consider include:
a) Providing recorded lectures or asynchronous learning opportunities.
b) Extending deadlines for assignments and assessments.
c) Offering alternative formats for students to engage in coursework, such as email submissions.
2. How can I maintain communication with students who have unreliable Internet access?
Consider using multiple methods of communication:
a) Use the university’s Moodle system for announcements when possible.
b) Encourage students to provide alternative contact methods, such as phone numbers or physical addresses.
c) Text messaging (Remind or Google numbers are acceptable) or phone calls may be more reliable than email or Moodle for some students.
d) Share important updates in smaller file sizes that can be easily downloaded over slow connections.
3. What if I am unable to return to campus due to hurricane-related challenges?
Faculty members should contact their department chairs immediately to discuss temporary remote teaching options. CETL is available to assist with:
a) Setting up virtual office hours.
b) Coordinating course materials that can be shared online or through alternative methods.
4. How can I modify my course assignments and assessments to accommodate students affected by the hurricane?
Flexibility is key. Consider the following:
a) Convert in-person exams to take-home or online exams where feasible.
b) Break down larger assignments into smaller, more manageable tasks with staggered deadlines. We have had workshops on this in the past we have previously called this “chunking”
c) Allow alternative project formats that align with students' current access to resources (e.g., written summaries instead of multimedia projects).
5. What mental health or wellness resources are available to students?
It’s important to acknowledge the emotional impact of the hurricane. Encourage students to:
a) Access campus counseling services or our Chaplin in person or remotely.
b) Stay connected with their peers for emotional support through group messaging or phone calls.
6. Are there additional tools or support from CETL to help me manage this situation?
Yes, CETL has or is offering:
a) Workshops on creating flexible learning environments.
b) One-on-one consultations on redesigning course content to accommodate disruptions.
c) Resources on trauma-informed teaching practices.
d) Faculty debriefing sessions
7. What if I need to cancel class sessions?
Notify your department chair and students as early as possible. If possible, offer make-up sessions or alternate materials to ensure continuity of learning. CETL can help brainstorm alternative learning strategies that minimize disruption.
8. How can I ensure equity in my classroom during the recovery phase?
Ensure that all students have access to the same resources and are given the same consideration. Be mindful of students facing significant hardships. Suggestions include:
a) Offering extended deadlines and making accommodations without penalties.
b) Creating varied ways for students to demonstrate learning outcomes.
9. What do I do for a student that no longer has access to his textbook?
Recognizing that some students may not have access to their books, please ensure that alternative sources of instruction materials can be used; for example, online resources that are free and readily accessible to students, scanned materials that can readily be posted, and others.
10. Who can I contact for further assistance or to share concerns?
For additional support, please reach out to:
6If you have additional questions that have not be answered here please feel free to submit your question here to The Return to Instruction Taskforce https://forms.office.com/r/aUH9YEgaDk
Stay safe and thank you for your dedication to our students’ education and well-being during this challenging time.
Your MHU CETL!
Note that the first step, before anything else, is to make sure you and your family are personally safe and well, and have the resources you need. Reach out if you need help with physical, mental, transportation, technology, or other needs.
► Listen to (or read the transcript of) “Baseline Response to Critical Incidents” featuring Caroline Warren and Carolyn Schuyler from UVA
► Email your students for a check-in before classes resume (a template of this email for your use can be found in the CETL Emergency Resources Folder)
► Your concern for their well-being, including offers to help find resources or help if needed
► Acknowledgement of the extreme circumstances the area is dealing with
► Reassurance that there will be modifications to due dates, schedules, and other course content (including reassurance that any assignments scheduled to be due over the emergency period will be rescheduled)
► Reorientation about when and where class will begin meeting again
► What to expect on the first day back and/or any details you have about class reorganization
► Reevaluate and revise your course assignments, schedule, and content
► Prioritize key assessments that are directly aligned with your Student Learning Outcomes (SLOs) for the course
► Eliminate and/or reduce non-essential tasks that do not significantly impact student’s mastery of core concepts
► Offer flexibility in deadlines and grading where possible to accommodate students dealing with ongoing disruptions
► Write a revised syllabus and schedule with all of the changes you make for the course
► Reach out to the MHU CETL or attend one of the CETL’s drop-in sessions if you need help with self-care or revising your course
► Post a copy of your revised syllabus and schedule to Moodle for your students to reference, and consider emailing it out as well
► Where and when possible, alert students to updated deadlines for assignments that were posted before Hurricane Helene, as well as updates on expectations for when you will have assignments graded
Make sure your students have access to MHU specific resources including:
► The MHU RESOURCES DIRECTORY FALL 2024 (URL - https://drive.google.com/file/d/1poqMNPdo708sHdpLd7SlDwqrC0MV22oJ/view)
► The MHU Counseling Center (URL - https://www.mhu.edu/campus-life/support-resources/counseling-center/)
► The MHU Chaplain’s Office (URL - https://www.mhu.edu/current-students/religious-life/)
If you or one of your students have significant needs, please email this address MHUHeleneAssistance@mhu.edu.
► Take attendance (non-punitively) and continue each class after to ensure the safety of our students
► Make sure to acknowledge what has happened, check in with students, and provide time for processing recent events
► Consider including a community-building activity
► Go over the changes to the course syllabus and schedule
► Consider involving student input in some class changes (e.g., what assignments to keep or what topics to cover)
► Point students to available resources, as needed
► Leave time for questions and discussion
Subject: Checking in and Course Updates Following Recent Events
Dear (Student's Name/Students),
I hope this message finds you safe and in good spirits despite the difficult circumstances we are all facing following the recent. I want to begin by expressing my concern for your well-being. I understand that many of you may be dealing with challenges far beyond your academic responsibilities right now, and I want you to know that I am here to support you in any way I can.
In light of the situation we are all navigating, I will be making modifications to our course for the remainder of the semester. My primary goal is to accommodate your needs as we all adjust and recover. I will provide more specific information about these adjustments soon, but for now, please know that flexibility will be central to our approach moving forward.
To help ease any concerns, I want to remind you of our class schedule:
Course Name: (Course Title)
Class Meeting Times: (Days/Times)
Location: (Online/In-person/Hybrid)
On our first day back, we will (hold a discussion to see how everyone is doing / briefly review where we left off / introduce any changes). We will also outline the revised plan for the rest of the semester to ensure that everyone can stay on track in a manageable way. Please don’t hesitate to reach out if you have any immediate concerns or need support.
Take care of yourself and your loved ones during this time. I look forward to reconnecting soon, and please remember that your health and well-being are my top priority.
Warm regards,
(Your Name and signature)