Teaching & Research
Health, Safety and Academic Excellence
For accessibility purposes, content from what was previously the downloadable PDF "Employee Guide to a Healthy & Safe Workplace" has been published on the Employees webpage and other pages of the Roadmap website. For deans, chairs and directors and anyone else in academic affairs with supervisory roles will find helpful information in the Employees page.
Summer II courses will be held predominantly online
For summer II, nearly all classes will be delivered online. The only courses that will remain face-to-face are those that require a face-to-face component for licensure or degree requirements. Read the full statement
We are planning for a return of face-to-face instruction and services in fall 2020.
Guidance & Resources for Faculty
During this challenging time, we recognize the critical role and workload of faculty to ensure students are successfully guided through their courses and academic activities. Texas State has a long history of compassion, a student-centered approach, and innovation in teaching and learning. We greatly appreciate your understanding, flexibility, and cooperation as university responds to this public health challenge and implements health and safety standards.
- First and foremost, faculty are asked to consider actions that are in the best interests of course learning processes and outcomes and students’ academic progression. The key is to prioritize learning goals and learning materials, determine the appropriate course design, practice new methods, and communicate expectations to students. Planning for multiple scenarios is the key to preparedness.
- Remember that the Office of Faculty Development, Office of Distance and Extended Learning, and IT Assistance Center are prepared to assist you directly. For quick access, all three units have combined their upcoming workshop and professional development offerings on a single web page: Faculty Training Opportunities
- Different course designs and instructional delivery modes, based on the occupant capacity of rooms and facilities, learning outcomes, and other factors, will need to be contemplated and developed. Course design and delivery will be managed by the faculty member based on approval by the chair/director and in consultation with the dean, and when appropriate, the provost.
- In all courses, faculty initiate regular, frequent, and substantive interaction with students. Section 05 of AA/PPS 02.01.30, Distance Education Courses and Programs, provides guidance on how to achieve the interaction that is expected by students and required by regulatory and accreditation standards.
- The Division of Information Technology (DOIT) will equip classrooms with technological tools to support synchronous and/or asynchronous content delivery, and dedicate resources for faculty to deliver high-quality, effective hybrid and online instruction and resources for students to ensure effective and uninterrupted learning.
- Online courses are part of a larger instructional delivery strategy. These courses may include online and hybrid courses that were designed and included in summer session II 2020 and fall 2020 schedule of classes or those designated to meet workplace modifications or alternative arrangements approved by the chair/director in consultation with the dean, and when appropriate, the provost. All instructors teaching online or hybrid courses must be certified to teach in these modalities. Information on certification is available from the Office of Distance and Extended Learning. Other considerations include the impact of electronic course fees charged to students, student demand and expectations for engagement, student readiness for online courses, and reporting requirements to the Texas Higher Education Coordinating Board (THECB) and Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).
- Be realistic about your students and yourself: When outlining a new course syllabus or revising a course that is currently running, think about what will need to change to accommodate remote/online teaching. Will you need to extend deadlines or simplify an assignment or task to allow for extra time required for differing student situations or logistics of working electronically? Consider alternative assessment strategies that effectively measure student learning while maintaining academic integrity. How will you manage your own time in running different aspects of the course? How prepared are you to use new technology?
- Use familiar tools: In times of disruption, emergency or crisis, you and your students are already stressed. Plan to use tools and technologies that are readily available, provided by and supported by Texas State, and easy to use or learn.
- Encourage students to get help and join communities: You cannot solve all of the students’ problems remotely. Be aware of tutoring, counseling, and support resources offered by the university that you can point students to when they need them. Use forums and other tools to encourage students to communicate with each other to informally check-in or form study groups. Build in group activities so students are required to connect with their peers throughout the course, to mitigate any feelings of disconnection or loneliness.
- Communicate your plan: After you’ve assessed the situation and made a plan, convey your expectations to students. Prepare to be able to communicate with students early and often, especially in emergencies. Create lists of names and email addresses shortly after the term begins and let students know where to look for emergency contact about the course. Even without set plans, promptly communicate with students to indicate that changes are coming and to reinforce expectations for checking email or Canvas (or TRACS) to know how instruction will continue. We recommend asking every student to acknowledge they understand and are ready to participate (via individual messages or email for a small class; perhaps via a survey for a large class). Highlight changes to the syllabus and schedule.
- Face-to-face only courses may be delivered normally when the student enrollment is no more than 50% of the room’s rated maximum occupancy. For more on how classroom capacity will be managed, visit the "Instructional Delivery & Classroom Capacity" section in the Social Distancing Measures page.
- Course syllabi should:
- Address the mode of class delivery, access to class materials, examination procedures, and other instructional strategies.
- State how office hours will be handled for student appointments.
- Include statement on cloth face covering requirement and violation procedures.
- Include the following statement in the syllabus: Civility in the classroom is very important for the educational process and it is everyone’s responsibility. If you have questions about appropriate behavior in a particular class, please address them with your instructor first. Disciplinary procedures may be implemented for refusing to follow an instructor’s directive, refusing to leave the classroom, not following the university’s requirement to wear a cloth face covering, not complying with social distancing or sneeze and cough etiquette, and refusing to implement other health and safety measures as required by the university. Additionally, the instructor, in consultation with the department chair/school director, may refer the student to the Dean of Students Office for further disciplinary review. Such reviews may result in consequences ranging from warnings to sanctions from the university. For more information regarding conduct in the classroom, please review the following policies at https://policies.txstate.edu/division-policies/academic-affairs/02-03-02.html, Section 03: Courteous and Civil Learning Environment, and https://studenthandbook.txstate.edu/rules-and-policies/code-of-student-conduct.html, number II, Responsibilities of Students, Section 02.02: Conduct Prohibited.
- Provide general information on how disruptions to routine instruction will be handled (such as when the worst case scenario occurs).
- Include a pandemic disruption tolerant attendance policy.
- Specify appropriate assessment and testing that will ensure academic integrity.
- Include a statement about the reporting tool for notification of positive COVID-19 tests/illnesses to the university (when available).
- Instructors may choose to record lectures, discussions, and class activities for students who need later access. The following must be observed regarding recordings:
- Include a statement in the syllabus indicating that lectures, discussions, and class activities may be recorded for facilitating remote instruction.
- Discuss with students that lectures, discussions, and class activities may be recorded and provide the reason for the same.
- Ensure that recordings are only accessible through NetID and password by students enrolled in the current semester. This may be accomplished by Zoom integration through Canvas.
- Ensure that the recording is available only to students enrolled in the current semester and that these recordings not be used in future semesters.
- Faculty should have class materials available in Canvas in order to facilitate the 50% maximum density rule in classrooms or a switch to fully remote instruction should that become necessary.
- All courses should establish contingency plans for a swift and efficient transition to remote instruction should the worst case scenario unfold.
- Departments/Schools are responsible for ensuring continuity of instruction when instructors of record can no longer assume the regular load.
- Cloth face coverings must be worn by faculty and teaching/instructional assistants in classrooms. Cloth face coverings must be worn by faculty and teaching/instructional assistants also in laboratory or clinical settings where close contact is required, unless a mask with higher protective properties is required.
- Individuals at high risk for complications from COVID-19, as defined by the CDC, will have the opportunity to request additional workplace modifications. Faculty members with questions about circumstances or conditions not defined by CDC may consult with their department chairs/school directors about safeguards and options for alternative arrangements.
- In committing to the Bobcat Pledge, all faculty and staff must conduct a self-assessment for symptoms of COVID-19 before the start of their workday.
- All faculty should complete online teaching certification or self-certification. More information on certification is available from the Office of Distance and Extended Learning.
- Office hours may be held virtually or electronically (Zoom, Teams, phone).
- Through the use of Canvas or other appropriate means, instructors should be prepared to work with students who must self-quarantine, or are certified as vulnerable populations who should not come to class, etc.
- Explore how students can get the most from remote learning.
- Remember, more important than any technology is your presence, confidence, and care for your students and the continuity of our learning community.
- Engagement with your students should begin before the semester begins. Students may have questions or be anxious about the upcoming changes or term. Frequent short messages and updates will help students understand the care and planning you are investing in your course and encourage them to be properly prepared.
- Students may feel especially vulnerable at this time. The College Transition Collaborative provides advice on communicating with students with clarity and compassion. Texas State’s Counseling Center has a COVID-19 resource page, as well.
- Familiarize yourself with support services available to students so you can refer them to the appropriate resource
At Texas State University, we value the community of learning we create with and among our students. In a crisis, we can come together to maintain quality and continuity of the learning experience with planning, interaction and engagement, and support. Course design strategies should allow for flexibility for you and your students so that accommodating changes in delivery does not have to be significantly disruptive or require significant re-design. As you make plans for summer II 2020 and fall 2020 semesters, we encourage you to utilize these resources:
The Office of Research and Sponsored Programs has provided comprehensive guidance for research during the COVID-19 pandemic, including the following:
- Phase 1 resumption of laboratory-based and field research must be supported by specific standard operating procedures for each laboratory/program. These procedures must be submitted to the Office of Research and Sponsored Programs and compliance will be reviewed at regular intervals.
- When conducting research, ensure that you are abiding by the university’s 10 Guiding Principles for Health, Safety and Wellness
- The on-site research work of graduate and undergraduate students must be entirely voluntary and authorized by the student’s advisor. This mutual agreement must be documented and confirmed by the student’s program director.
- There is no change to the status of our phased resumption of research in research facilities and field sites for summer II.
- Training Opportunities for Faculty - Upcoming training activities including workshops, learning communities, drop-in consultations, online teaching certification
- Teaching Continuity Guide - Office of Distance and Extended Learning
- Remote Teaching and Collaborating Resources - ITAC
- Let's Do Lunch! Events by Faculty Development
*Information provided in the Roadmap may change or be updated as needed to respond to the evolving COVID-19 situation.