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faculty toolkit campus

To keep faculty informed on the latest news and happenings, we have compiled a list of key resources, FAQs and more. Use this page as a guide during the Fall 2020 semester, from delivering content on-campus and online to providing support through helpful tools and services.

Teaching Resources for Fall 2020

Syllabus Language – Explore the required and recommended syllabus language for the 2020-2021 academic year.

Teaching in The Fall Planning Group Recommendations – Get recommendations provided by the planning group for pedagogy, syllabus statements, final exam options and plans for illness.

Online Exam Guide – Learn how to best offer your exams online.

Blendflex Teaching Model – Find all you need to know about teaching in the Blendflex model classroom.

Keep Teaching – Discover key tools for delivering courses online and finding colleagues to help along the way.

Guidance for Researchers – Explore lab guidelines, including the tiers, safety measures and more as we return to research.

Return to Campus Mandatory Training Guide – If you are returning to campus, you are required to complete this training first. This guide will show you how to sign up.

Accessibility and Disability – Pertinent answers from Student Accessibility Services and support for faculty about course access and disability accommodations during this unique semester.

COVID-19 Testing Guidance

What if I think I have COVID-19?

  • Stay home and don’t come to campus
  • Avoid contact with others
  • Contact your primary care physician
  • Call the UCF COVID Line at 407-823-2509
  • Continue home isolation until you’ve consulted with your healthcare provider about returning to campus

On-Campus Testing

A COVID-19 and antibody testing site is available at UCF in partnership with Aventus Biolabs. A test order by a medical provider is required.

UCF faculty can make a telehealth appointment by calling the UCF COVID Line at 407-823-2509.

COVID TRAINING & SELF-CHECKER

Students:

Complete the COVID-19 Student Return to Campus Training available in Webcourses. Additionally, before returning to any UCF campus, you must fill out the COVID Self-Checker available in the UCF Mobile app each day.

Employees:

Complete the COVID-19 Employee Return to Campus training available in Webcourses. All employees returning to any UCF campus also are required to fill out COVID Self-Checker available in the UCF Mobile app daily.

Visitors, Vendors & Contractors:

All UCF visitors, vendors and contractors are required to conduct symptom monitoring through the online visitor COVID Self-Checker before coming to campus or any university property.

example of COVID Self-Checker button on the UCF Mobile app

Frequently Asked Questions

Here are the most frequently asked questions by faculty regarding teaching and learning during this fluid situation to ensure academic continuity at UCF. We’ve also compiled a list of FAQs about academics, operations, employment, health and safety, and more. Check out all coronavirus FAQs.

Fall Teaching

The Teaching in the Fall Taskforce has required and recommended language you can use. Find syllabus language here.

Students who come to class without a mask should be asked to leave. The UCF COVID-19 Return to Campus policy says:
A student may be asked to leave a facility or a classroom if they are not abiding by the university’s health and hygiene rules as outlined in this policy. A student who refuses to leave a facility or classroom may be referred for student disciplinary action for causing a disruption.

A student who refuses to comply with this should be referred to Student Conduct (see, e.g., https://scai.sdes.ucf.edu/report-an-incident/). They have no choice in this matter, just as they have no choice in other matters of conduct (e.g., they can’t disrupt a class). Students who intentionally refuse to wear a facial covering will face increasing penalties, up to dismissal.

All faculty should plan for the potential for students to need additional flexibility with courses, particularly courses with an in-person component.

  • Attendance requirements should be relaxed as much as possible without compromising the learning objectives of the course.
  • Faculty should use the videoconferencing capabilities of the classroom to livestream and record lectures.
  • Faculty should have clear instructions and adequate resources online for students to make up work or complete work asynchronously when necessary.

We are asking each faculty member to be proactive and have a plan. The Teaching in the Fall Taskforce has put together these recommendations:

  • Identify at least one faculty member who can serve as an instructional backup for each course section, taking into consideration course modality, faculty expertise, and availability.
  • Develop a transition plan for shifting to backup instructors. The plan should include details on how the change will be communicated to students, how access to the syllabus and other instructional materials needed to continue course instruction will be provided, and a plan for regular communication among primary and backup faculty to facilitate a smooth transition.
  • Create plans for two scenarios: a short-term (2-3 weeks) and a long-term (3 weeks or longer) need.
  • Place as much course information (e.g. assignments, exams, etc.) as possible for the entire semester in Webcourses at the beginning of the term.
  • Make similar contingencies for thesis, dissertation, and independent study supervision backups.

If a student in an on-campus class falls ill, tests positive, etc., they report it via the UCF COVID Line at 407-823-2509. This triggers a public health response. If everyone in a class has been wearing face coverings and staying physically distanced there will be minimal risk of COVID transmission. The health officials will determine whether there is a reason to test others in the class, isolate anyone, or contact anyone.

All classes will be remote after Thanksgiving. The Center for Distributed Learning has put together this guide to online final exams.

If you have chosen the Blendflex model, you will use the technology in the classroom. If you haven’t chosen Blendflex, there is a chance you may still use the technology for a student who becomes ill. Explore the video guide to the technology, and more information on the Blendflex model.

We understand that your students respect you and trust you as their faculty member. You can show them the ucf.edu/coronavirus website for the latest information and resources, and if appropriate, point them to UCF Counseling and Psychological Services.

UCF Facilities is providing sanitizing wipes in each classroom. Faculty and students are responsible for wiping down personal workspaces with provided sanitizing wipes. Classrooms will be cleaned daily.

Ask your student to call the UCF COVID Line at 407-823-2509. Be sure the student knows your academic expectations so they can continue to learn remotely until they are cleared to come back to campus.

No. But if you would like to hold in-person office hours, you can as long as you follow the physical distancing and face covering guidelines.

The Faculty Center for Teaching and Learning has gathered resources to promote academic honesty in the classroom.

Yes. Speak with you supervisor, fill out the COVID-19 self checker and be sure to wear your face covering.


Teaching in the Fall Planning Group Recommendations

Over the past several months, this planning group has carefully considered how teaching can continue safely and best during the pandemic, both for success on campus or online. Meet the other UCF COVID-19 planning groups.

Plan for Possible Instructor Illness

To best prepare for the potential of the illness of several faculty at the same time due to COVID-19, we recommend that each department proactively do the following:

  • Identify at least one faculty member who can serve as an instructional backup for each course section, taking into consideration course modality and faculty expertise, and availability.
  • Develop a transition plan for shifting to backup instructors. The plan should include details on how the change will be communicated to students, how access to the syllabus and other instructional materials needed to continue course instruction will be provided, and a plan for regular communication among primary and backup faculty to facilitate a smooth transition.
  • Create plans for two scenarios- a short term (2-3 week) and a long-term (3 weeks or longer) need.
  • Encourage all faculty to place as much course information (e.g. assignments, exams etc.) as possible for the entire semester in WebCourses at the beginning of the term.
  • Urge faculty to make similar contingency plans for thesis, dissertation, and independent study supervision backups.

Use COVID-Related Syllabus Statements

To create more consistency for our students, we recommend the use of shared statements to be in all syllabi. Find a list of syllabus sample statements addressing a wide range of issues that may be relevant to your course — using them as they are or modifying them for your purposes.

Attendance

All faculty should plan for the potential for students to need additional flexibility with courses, particularly courses with an in-person component.

  • Attendance requirements should be relaxed as much as possible without compromising the learning objectives of the course.
  • Faculty should use the videoconferencing capabilities of the classroom to livestream and record lectures.
  • Faculty should have clear instructions and adequate resources online for students to make up work or complete work asynchronously when necessary.

On-Campus Final Exam Options

All faculty should follow the UCF Final Exam policy Faculty teaching on-campus courses may choose among several options for their final exams or final assessment.

  1. Give remote exams during the final exam period.
  2. Assign final projects or other authentic assessments instead of final exams during the final exam period.
  3. If it is imperative for exams to be taken face-to-face, consider administering exams before Thanksgiving. Use the period after Thanksgiving for learning activities more amenable to an online format.