Communications & Outreach
Disruptions during a semester require both some immediate communications and ongoing communications and outreach to students.
See suggestions below for how to approach each phase.
Immediate Outreach
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Recognize technical limitations.
Remember that in the event of some disruptions, such as natural disasters, students may have no power or working internet access. Thus, it is possible they cannot respond to your communications nor reach out to explain their current situation. Please be aware of this potential and do not penalize students who you hear from days later. -
Send a note.
An easy way to show you are concerned about your student is to send an email (aka "Concern Email"). Acknowledge the disruption and whatever catastrophe caused it and ask if they are OK, as well as what they might need per the class right now.
While a group email is perfectly fine (particularly for large-enrollment classes), consider drafting an email you can copy and paste to send to each student individually (put their first name in your subject line, e.g.: "Shelly - checking in"), which can help students feel seen and cared for. You can also include their name in the opening of the email's content: "Dear [Shelly],"
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Report concerns.
ETSU's Office of the Dean of Students wants to assist students in crisis. If, through your communications with students, you learn of any student with significant, disruption-related needs, please submit a CARE report. -
Send a quick reassurance.
Either in your Concern Email or in another one that follows it in a day or two, send an email (and post in your course's D2L site) a reassurance that you will be taking steps to adapt the course in light of the semester's disruptions.
Your course updates may not be ready to share with students - you still may not know what they are!
In this case, at least reach out to let them know you will be adjusting the course in light of the shortened timelines, and that the changes will make success in the course achievable. Let students know you'll be posting regular updates on D2L's home page (see below).
You might also consider making a short video to post on your D2L site, saying the same. (Make this a supplemental step, rather than a primary one. Direct outreach at this time is best.)
Continuing Communications
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Offer an optional class check-in.
If classes are disrupted for a period of time, you might wish to offer an optional class check-in during the period of disruption.
Students may have questions about what's next for the course - or may just feel a bit lost in this moment.
If it's possible for you to do so, consider offering an optional Zoom for students. This is to check in with them, reassure them that changes are coming, and perhaps (if you have a sense of them) suggest what those changes might be.
It is important to emphasize to students that attending this Zoom is purely optional.
If you are still making decisions, perhaps this can also be a time to ask for some student feedback about what might be most useful to keep or trim for the missed content. You don't have to accept all suggestions, but they may give you insights that are useful to consider.
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Post updates.
As you are able, post quick daily updates on your D2L News page. In these updates, include where you are in the decision process for upcoming course content and assignments.
Again, if you are unsure of what those updates are, that's OK! You can even let students know that you are attending our CTE workshop to figure out your class.
The key is to not "go dark" on students who may feel uncomfortable and uncertain about what is next. Just staying in touch with them and giving updates will feel reassuring.
Try to communicate a positive outlook that suggests to students "all will be well."
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Post clear links to adapted content.
As you post updates in your D2L News (and perhaps send out as emails), ensure your revised course requirements are clearly updated (updates marked) and that students can quickly and easily locate them.
Some suggestions to help students find updates:
- Link to all updated documents (syllabus, course schedule, assignment guidelines) in a D2L News post.
- Mark all updated documents' titles in D2L as UPDATED (date): [item title]
- For syllabus and course schedule in particular, mark updates/changes in a different-colored font.
Tips for Efficient, Effective, and Empathetic Communications
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Use a form.
To collect responses from students about their current needs, consider developing a short Microsoft or Google Form.
Send a link to the form to students (in your Concern Email, e.g.). These forms can also be embedded in D2L.
Using a form helps you keep all responses in a uniform place, so you don't have to scroll through multiple email replies as you ensure each student's needs are addressed.
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Take advantage of visuals.
Check in with students by asking them to indicate how they are doing using a visual scale or by selecting an image that represents how they feel. (You can provide some random images or ask them to find one themselves - *if* they have access to power and internet).
This is an activity you can include in a Concern Email or Needs Form (above), and/or use to begin a class meeting with once classes resume - to acknowledge the disruption and get a sense of where your students are as you begin teaching.
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Avoid policing.
Communicate your respect for and trust in your students by not requiring documentation of their situation, if they are requesting your flexibility.
Policing in this way only adds to your time and task list, while adding another layer of stress and tasks for students who are going through a genuine crisis.
It is true that you may have some students take advantage of your flexibility. Perhaps the best mindset is to simply recognize that those students may also truly need your flexibility, just for other reasons.
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Be compassionate.
In your communications with students, take a moment to reflect on what it might be like to be in their shoes right now.
Share this insight with your students in your communications. For example, "I recognize what a confusing time this must be for you right now, wondering what is next for our classes and how our schedules are going to change." Also remember that your class is just one in their schedules, and they may feel stressed about keeping up with all the changes.
In addition, continue to acknowledge in your communications that some of your students may be facing disaster-related challenges. This is not only good support for those students (if they can access your communications), but a good reminder to other students that there is variability in how their peers can interact with the class right now.