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Student Communication and Engagement

Articles

  • Suggestions for Maximizing the TA Experience: Teaching assistants (TAs) are integral to the educational goals of the University, yet faculty members and course directors often wonder how best to involve their teaching assistants in their courses. As graduate TAs receive funding and make progress toward their degrees, they also contribute substantially to the student experience, in roles that may include: course planning, grading and providing feedback, leading recitations and labs, holding office hours and review sessions, developing lesson plans, creating assessments and activities, taking attendance and maintaining the class Canvas site.
  • Questions to Consider Before Assessing Student Participation

Teaching Resources and Links

Articles

  • Suggestions for Maximizing the TA Experience: Teaching assistants (TAs) are integral to the educational goals of the University, yet faculty members and course directors often wonder how best to involve their teaching assistants in their courses. As graduate TAs receive funding and make progress toward their degrees, they also contribute substantially to the student experience, in roles that may include: course planning, grading and providing feedback, leading recitations and labs, holding office hours and review sessions, developing lesson plans, creating assessments and activities, taking attendance and maintaining the class Canvas site.
  • Questions to Consider Before Assessing Student Participation

Teaching Resources and Links

Flex@Pitt: Academic Principles

Academic Principles

  1. Pitt educational standards must remain high, for both in-person and remote learners.
  2. Academic continuity is preserved when in-person instruction is not possible.
  3. Assessment of educational quality is done at the unit level.

Flex@Pitt: Operational Principles

Operational Principles
  1. This model builds on work done by faculty in Spring 2020 and can be tailored to fit the pedagogical environment and needs of the academic unit.
  2. Faculty and students must be prepared to move between in-person and online modes, as conditions can change at any time.
  3. Some students and faculty will not be able—for a number of reasons—to attend or to teach in person for part or all of the semester. (Faculty should discuss their individual needs with their chairs, deans, or regional campus presidents.)
  4. All class sessions, whether live, blended, synchronous, or asynchronous should reflect total teaching/learning time and course objectives.
  5. Under scenarios where campus is closed to in-person classes:
    • All classes that are offered remotely should incorporate a mix of synchronous and asynchronous activities.
    • All synchronous meetings will be available via videoconference and be will recorded where appropriate.
  6. Under scenarios where campus is open to classes:
    • Some classes can be taught on campus, based on space availability.
    • Class meetings will need to be modified to meet social distancing requirements (cohorts of students attending in-person on alternate days, room capacities reduced to accommodate health and safety regulations).
    • All synchronous meetings will be available via videoconference and recorded.
    • Students can attend on-campus class meetings, participate remotely, or rotate between the two. Some students may receive specific in-person attendance schedules.
    • Remote students can participate in synchronous class meetings live, though due to time zone differences may watch a video later.
    • Lab/clinical/studio/internship – models will vary.

Flex@Pitt: Operational Principles

Operational Principles
  1. This model builds on work done by faculty in Spring 2020 and can be tailored to fit the pedagogical environment and needs of the academic unit.
  2. Faculty and students must be prepared to move between in-person and online modes, as conditions can change at any time.
  3. Some students and faculty will not be able—for a number of reasons—to attend or to teach in person for part or all of the semester. (Faculty should discuss their individual needs with their chairs, deans, or regional campus presidents.)
  4. All class sessions, whether live, blended, synchronous, or asynchronous should reflect total teaching/learning time and course objectives.
  5. Under scenarios where campus is closed to in-person classes:
    • All classes that are offered remotely should incorporate a mix of synchronous and asynchronous activities.
    • All synchronous meetings will be available via videoconference and be will recorded where appropriate.
  6. Under scenarios where campus is open to classes:
    • Some classes can be taught on campus, based on space availability.
    • Class meetings will need to be modified to meet social distancing requirements (cohorts of students attending in-person on alternate days, room capacities reduced to accommodate health and safety regulations).
    • All synchronous meetings will be available via videoconference and recorded.
    • Students can attend on-campus class meetings, participate remotely, or rotate between the two. Some students may receive specific in-person attendance schedules.
    • Remote students can participate in synchronous class meetings live, though due to time zone differences may watch a video later.
    • Lab/clinical/studio/internship – models will vary.

Flex@Pitt: Operational Principles

Operational Principles
  1. This model builds on work done by faculty in Spring 2020 and can be tailored to fit the pedagogical environment and needs of the academic unit.
  2. Faculty and students must be prepared to move between in-person and online modes, as conditions can change at any time.
  3. Some students and faculty will not be able—for a number of reasons—to attend or to teach in person for part or all of the semester. (Faculty should discuss their individual needs with their chairs, deans, or regional campus presidents.)
  4. All class sessions, whether live, blended, synchronous, or asynchronous should reflect total teaching/learning time and course objectives.
  5. Under scenarios where campus is closed to in-person classes:
    • All classes that are offered remotely should incorporate a mix of synchronous and asynchronous activities.
    • All synchronous meetings will be available via videoconference and be will recorded where appropriate.
  6. Under scenarios where campus is open to classes:
    • Some classes can be taught on campus, based on space availability.
    • Class meetings will need to be modified to meet social distancing requirements (cohorts of students attending in-person on alternate days, room capacities reduced to accommodate health and safety regulations).
    • All synchronous meetings will be available via videoconference and recorded.
    • Students can attend on-campus class meetings, participate remotely, or rotate between the two. Some students may receive specific in-person attendance schedules.
    • Remote students can participate in synchronous class meetings live, though due to time zone differences may watch a video later.
    • Lab/clinical/studio/internship – models will vary.

Flex@Pitt: Operational Principles

Operational Principles
  1. This model builds on work done by faculty in Spring 2020 and can be tailored to fit the pedagogical environment and needs of the academic unit.
  2. Faculty and students must be prepared to move between in-person and online modes, as conditions can change at any time.
  3. Some students and faculty will not be able—for a number of reasons—to attend or to teach in person for part or all of the semester. (Faculty should discuss their individual needs with their chairs, deans, or regional campus presidents.)
  4. All class sessions, whether live, blended, synchronous, or asynchronous should reflect total teaching/learning time and course objectives.
  5. Under scenarios where campus is closed to in-person classes:
    • All classes that are offered remotely should incorporate a mix of synchronous and asynchronous activities.
    • All synchronous meetings will be available via videoconference and be will recorded where appropriate.
  6. Under scenarios where campus is open to classes:
    • Some classes can be taught on campus, based on space availability.
    • Class meetings will need to be modified to meet social distancing requirements (cohorts of students attending in-person on alternate days, room capacities reduced to accommodate health and safety regulations).
    • All synchronous meetings will be available via videoconference and recorded.
    • Students can attend on-campus class meetings, participate remotely, or rotate between the two. Some students may receive specific in-person attendance schedules.
    • Remote students can participate in synchronous class meetings live, though due to time zone differences may watch a video later.
    • Lab/clinical/studio/internship – models will vary.

Flex@Pitt: Operational Principles

Operational Principles
  1. This model builds on work done by faculty in Spring 2020 and can be tailored to fit the pedagogical environment and needs of the academic unit.
  2. Faculty and students must be prepared to move between in-person and online modes, as conditions can change at any time.
  3. Some students and faculty will not be able—for a number of reasons—to attend or to teach in person for part or all of the semester. (Faculty should discuss their individual needs with their chairs, deans, or regional campus presidents.)
  4. All class sessions, whether live, blended, synchronous, or asynchronous should reflect total teaching/learning time and course objectives.
  5. Under scenarios where campus is closed to in-person classes:
    • All classes that are offered remotely should incorporate a mix of synchronous and asynchronous activities.
    • All synchronous meetings will be available via videoconference and be will recorded where appropriate.
  6. Under scenarios where campus is open to classes:
    • Some classes can be taught on campus, based on space availability.
    • Class meetings will need to be modified to meet social distancing requirements (cohorts of students attending in-person on alternate days, room capacities reduced to accommodate health and safety regulations).
    • All synchronous meetings will be available via videoconference and recorded.
    • Students can attend on-campus class meetings, participate remotely, or rotate between the two. Some students may receive specific in-person attendance schedules.
    • Remote students can participate in synchronous class meetings live, though due to time zone differences may watch a video later.
    • Lab/clinical/studio/internship – models will vary.

Flex@Pitt: Operational Principles

Operational Principles
  1. This model builds on work done by faculty in Spring 2020 and can be tailored to fit the pedagogical environment and needs of the academic unit.
  2. Faculty and students must be prepared to move between in-person and online modes, as conditions can change at any time.
  3. Some students and faculty will not be able—for a number of reasons—to attend or to teach in person for part or all of the semester. (Faculty should discuss their individual needs with their chairs, deans, or regional campus presidents.)
  4. All class sessions, whether live, blended, synchronous, or asynchronous should reflect total teaching/learning time and course objectives.
  5. Under scenarios where campus is closed to in-person classes:
    • All classes that are offered remotely should incorporate a mix of synchronous and asynchronous activities.
    • All synchronous meetings will be available via videoconference and be will recorded where appropriate.
  6. Under scenarios where campus is open to classes:
    • Some classes can be taught on campus, based on space availability.
    • Class meetings will need to be modified to meet social distancing requirements (cohorts of students attending in-person on alternate days, room capacities reduced to accommodate health and safety regulations).
    • All synchronous meetings will be available via videoconference and recorded.
    • Students can attend on-campus class meetings, participate remotely, or rotate between the two. Some students may receive specific in-person attendance schedules.
    • Remote students can participate in synchronous class meetings live, though due to time zone differences may watch a video later.
    • Lab/clinical/studio/internship – models will vary.

Flex@Pitt: Operational Principles

Operational Principles
  1. This model builds on work done by faculty in Spring 2020 and can be tailored to fit the pedagogical environment and needs of the academic unit.
  2. Faculty and students must be prepared to move between in-person and online modes, as conditions can change at any time.
  3. Some students and faculty will not be able—for a number of reasons—to attend or to teach in person for part or all of the semester. (Faculty should discuss their individual needs with their chairs, deans, or regional campus presidents.)
  4. All class sessions, whether live, blended, synchronous, or asynchronous should reflect total teaching/learning time and course objectives.
  5. Under scenarios where campus is closed to in-person classes:
    • All classes that are offered remotely should incorporate a mix of synchronous and asynchronous activities.
    • All synchronous meetings will be available via videoconference and be will recorded where appropriate.
  6. Under scenarios where campus is open to classes:
    • Some classes can be taught on campus, based on space availability.
    • Class meetings will need to be modified to meet social distancing requirements (cohorts of students attending in-person on alternate days, room capacities reduced to accommodate health and safety regulations).
    • All synchronous meetings will be available via videoconference and recorded.
    • Students can attend on-campus class meetings, participate remotely, or rotate between the two. Some students may receive specific in-person attendance schedules.
    • Remote students can participate in synchronous class meetings live, though due to time zone differences may watch a video later.
    • Lab/clinical/studio/internship – models will vary.

Flex@Pitt: Operational Principles

Operational Principles
  1. This model builds on work done by faculty in Spring 2020 and can be tailored to fit the pedagogical environment and needs of the academic unit.
  2. Faculty and students must be prepared to move between in-person and online modes, as conditions can change at any time.
  3. Some students and faculty will not be able—for a number of reasons—to attend or to teach in person for part or all of the semester. (Faculty should discuss their individual needs with their chairs, deans, or regional campus presidents.)
  4. All class sessions, whether live, blended, synchronous, or asynchronous should reflect total teaching/learning time and course objectives.
  5. Under scenarios where campus is closed to in-person classes:
    • All classes that are offered remotely should incorporate a mix of synchronous and asynchronous activities.
    • All synchronous meetings will be available via videoconference and be will recorded where appropriate.
  6. Under scenarios where campus is open to classes:
    • Some classes can be taught on campus, based on space availability.
    • Class meetings will need to be modified to meet social distancing requirements (cohorts of students attending in-person on alternate days, room capacities reduced to accommodate health and safety regulations).
    • All synchronous meetings will be available via videoconference and recorded.
    • Students can attend on-campus class meetings, participate remotely, or rotate between the two. Some students may receive specific in-person attendance schedules.
    • Remote students can participate in synchronous class meetings live, though due to time zone differences may watch a video later.
    • Lab/clinical/studio/internship – models will vary.

Articles

  • Suggestions for Maximizing the TA Experience: Teaching assistants (TAs) are integral to the educational goals of the University, yet faculty members and course directors often wonder how best to involve their teaching assistants in their courses. As graduate TAs receive funding and make progress toward their degrees, they also contribute substantially to the student experience, in roles that may include: course planning, grading and providing feedback, leading recitations and labs, holding office hours and review sessions, developing lesson plans, creating assessments and activities, taking attendance and maintaining the class Canvas site.
  • Questions to Consider Before Assessing Student Participation

Teaching Resources and Links

Flex@Pitt: Academic Principles

Academic Principles

  1. Pitt educational standards must remain high, for both in-person and remote learners.
  2. Academic continuity is preserved when in-person instruction is not possible.
  3. Assessment of educational quality is done at the unit level.

Flex@Pitt: Operational Principles

Operational Principles
  1. This model builds on work done by faculty in Spring 2020 and can be tailored to fit the pedagogical environment and needs of the academic unit.
  2. Faculty and students must be prepared to move between in-person and online modes, as conditions can change at any time.
  3. Some students and faculty will not be able—for a number of reasons—to attend or to teach in person for part or all of the semester. (Faculty should discuss their individual needs with their chairs, deans, or regional campus presidents.)
  4. All class sessions, whether live, blended, synchronous, or asynchronous should reflect total teaching/learning time and course objectives.
  5. Under scenarios where campus is closed to in-person classes:
    • All classes that are offered remotely should incorporate a mix of synchronous and asynchronous activities.
    • All synchronous meetings will be available via videoconference and be will recorded where appropriate.
  6. Under scenarios where campus is open to classes:
    • Some classes can be taught on campus, based on space availability.
    • Class meetings will need to be modified to meet social distancing requirements (cohorts of students attending in-person on alternate days, room capacities reduced to accommodate health and safety regulations).
    • All synchronous meetings will be available via videoconference and recorded.
    • Students can attend on-campus class meetings, participate remotely, or rotate between the two. Some students may receive specific in-person attendance schedules.
    • Remote students can participate in synchronous class meetings live, though due to time zone differences may watch a video later.
    • Lab/clinical/studio/internship – models will vary.

Flex@Pitt: Operational Principles

Operational Principles
  1. This model builds on work done by faculty in Spring 2020 and can be tailored to fit the pedagogical environment and needs of the academic unit.
  2. Faculty and students must be prepared to move between in-person and online modes, as conditions can change at any time.
  3. Some students and faculty will not be able—for a number of reasons—to attend or to teach in person for part or all of the semester. (Faculty should discuss their individual needs with their chairs, deans, or regional campus presidents.)
  4. All class sessions, whether live, blended, synchronous, or asynchronous should reflect total teaching/learning time and course objectives.
  5. Under scenarios where campus is closed to in-person classes:
    • All classes that are offered remotely should incorporate a mix of synchronous and asynchronous activities.
    • All synchronous meetings will be available via videoconference and be will recorded where appropriate.
  6. Under scenarios where campus is open to classes:
    • Some classes can be taught on campus, based on space availability.
    • Class meetings will need to be modified to meet social distancing requirements (cohorts of students attending in-person on alternate days, room capacities reduced to accommodate health and safety regulations).
    • All synchronous meetings will be available via videoconference and recorded.
    • Students can attend on-campus class meetings, participate remotely, or rotate between the two. Some students may receive specific in-person attendance schedules.
    • Remote students can participate in synchronous class meetings live, though due to time zone differences may watch a video later.
    • Lab/clinical/studio/internship – models will vary.

Flex@Pitt: Operational Principles

Operational Principles
  1. This model builds on work done by faculty in Spring 2020 and can be tailored to fit the pedagogical environment and needs of the academic unit.
  2. Faculty and students must be prepared to move between in-person and online modes, as conditions can change at any time.
  3. Some students and faculty will not be able—for a number of reasons—to attend or to teach in person for part or all of the semester. (Faculty should discuss their individual needs with their chairs, deans, or regional campus presidents.)
  4. All class sessions, whether live, blended, synchronous, or asynchronous should reflect total teaching/learning time and course objectives.
  5. Under scenarios where campus is closed to in-person classes:
    • All classes that are offered remotely should incorporate a mix of synchronous and asynchronous activities.
    • All synchronous meetings will be available via videoconference and be will recorded where appropriate.
  6. Under scenarios where campus is open to classes:
    • Some classes can be taught on campus, based on space availability.
    • Class meetings will need to be modified to meet social distancing requirements (cohorts of students attending in-person on alternate days, room capacities reduced to accommodate health and safety regulations).
    • All synchronous meetings will be available via videoconference and recorded.
    • Students can attend on-campus class meetings, participate remotely, or rotate between the two. Some students may receive specific in-person attendance schedules.
    • Remote students can participate in synchronous class meetings live, though due to time zone differences may watch a video later.
    • Lab/clinical/studio/internship – models will vary.

Flex@Pitt: Operational Principles

Operational Principles
  1. This model builds on work done by faculty in Spring 2020 and can be tailored to fit the pedagogical environment and needs of the academic unit.
  2. Faculty and students must be prepared to move between in-person and online modes, as conditions can change at any time.
  3. Some students and faculty will not be able—for a number of reasons—to attend or to teach in person for part or all of the semester. (Faculty should discuss their individual needs with their chairs, deans, or regional campus presidents.)
  4. All class sessions, whether live, blended, synchronous, or asynchronous should reflect total teaching/learning time and course objectives.
  5. Under scenarios where campus is closed to in-person classes:
    • All classes that are offered remotely should incorporate a mix of synchronous and asynchronous activities.
    • All synchronous meetings will be available via videoconference and be will recorded where appropriate.
  6. Under scenarios where campus is open to classes:
    • Some classes can be taught on campus, based on space availability.
    • Class meetings will need to be modified to meet social distancing requirements (cohorts of students attending in-person on alternate days, room capacities reduced to accommodate health and safety regulations).
    • All synchronous meetings will be available via videoconference and recorded.
    • Students can attend on-campus class meetings, participate remotely, or rotate between the two. Some students may receive specific in-person attendance schedules.
    • Remote students can participate in synchronous class meetings live, though due to time zone differences may watch a video later.
    • Lab/clinical/studio/internship – models will vary.

Flex@Pitt: Operational Principles

Operational Principles
  1. This model builds on work done by faculty in Spring 2020 and can be tailored to fit the pedagogical environment and needs of the academic unit.
  2. Faculty and students must be prepared to move between in-person and online modes, as conditions can change at any time.
  3. Some students and faculty will not be able—for a number of reasons—to attend or to teach in person for part or all of the semester. (Faculty should discuss their individual needs with their chairs, deans, or regional campus presidents.)
  4. All class sessions, whether live, blended, synchronous, or asynchronous should reflect total teaching/learning time and course objectives.
  5. Under scenarios where campus is closed to in-person classes:
    • All classes that are offered remotely should incorporate a mix of synchronous and asynchronous activities.
    • All synchronous meetings will be available via videoconference and be will recorded where appropriate.
  6. Under scenarios where campus is open to classes:
    • Some classes can be taught on campus, based on space availability.
    • Class meetings will need to be modified to meet social distancing requirements (cohorts of students attending in-person on alternate days, room capacities reduced to accommodate health and safety regulations).
    • All synchronous meetings will be available via videoconference and recorded.
    • Students can attend on-campus class meetings, participate remotely, or rotate between the two. Some students may receive specific in-person attendance schedules.
    • Remote students can participate in synchronous class meetings live, though due to time zone differences may watch a video later.
    • Lab/clinical/studio/internship – models will vary.

Flex@Pitt: Operational Principles

Operational Principles
  1. This model builds on work done by faculty in Spring 2020 and can be tailored to fit the pedagogical environment and needs of the academic unit.
  2. Faculty and students must be prepared to move between in-person and online modes, as conditions can change at any time.
  3. Some students and faculty will not be able—for a number of reasons—to attend or to teach in person for part or all of the semester. (Faculty should discuss their individual needs with their chairs, deans, or regional campus presidents.)
  4. All class sessions, whether live, blended, synchronous, or asynchronous should reflect total teaching/learning time and course objectives.
  5. Under scenarios where campus is closed to in-person classes:
    • All classes that are offered remotely should incorporate a mix of synchronous and asynchronous activities.
    • All synchronous meetings will be available via videoconference and be will recorded where appropriate.
  6. Under scenarios where campus is open to classes:
    • Some classes can be taught on campus, based on space availability.
    • Class meetings will need to be modified to meet social distancing requirements (cohorts of students attending in-person on alternate days, room capacities reduced to accommodate health and safety regulations).
    • All synchronous meetings will be available via videoconference and recorded.
    • Students can attend on-campus class meetings, participate remotely, or rotate between the two. Some students may receive specific in-person attendance schedules.
    • Remote students can participate in synchronous class meetings live, though due to time zone differences may watch a video later.
    • Lab/clinical/studio/internship – models will vary.

Flex@Pitt: Operational Principles

Operational Principles
  1. This model builds on work done by faculty in Spring 2020 and can be tailored to fit the pedagogical environment and needs of the academic unit.
  2. Faculty and students must be prepared to move between in-person and online modes, as conditions can change at any time.
  3. Some students and faculty will not be able—for a number of reasons—to attend or to teach in person for part or all of the semester. (Faculty should discuss their individual needs with their chairs, deans, or regional campus presidents.)
  4. All class sessions, whether live, blended, synchronous, or asynchronous should reflect total teaching/learning time and course objectives.
  5. Under scenarios where campus is closed to in-person classes:
    • All classes that are offered remotely should incorporate a mix of synchronous and asynchronous activities.
    • All synchronous meetings will be available via videoconference and be will recorded where appropriate.
  6. Under scenarios where campus is open to classes:
    • Some classes can be taught on campus, based on space availability.
    • Class meetings will need to be modified to meet social distancing requirements (cohorts of students attending in-person on alternate days, room capacities reduced to accommodate health and safety regulations).
    • All synchronous meetings will be available via videoconference and recorded.
    • Students can attend on-campus class meetings, participate remotely, or rotate between the two. Some students may receive specific in-person attendance schedules.
    • Remote students can participate in synchronous class meetings live, though due to time zone differences may watch a video later.
    • Lab/clinical/studio/internship – models will vary.

Flex@Pitt: Operational Principles

Operational Principles
  1. This model builds on work done by faculty in Spring 2020 and can be tailored to fit the pedagogical environment and needs of the academic unit.
  2. Faculty and students must be prepared to move between in-person and online modes, as conditions can change at any time.
  3. Some students and faculty will not be able—for a number of reasons—to attend or to teach in person for part or all of the semester. (Faculty should discuss their individual needs with their chairs, deans, or regional campus presidents.)
  4. All class sessions, whether live, blended, synchronous, or asynchronous should reflect total teaching/learning time and course objectives.
  5. Under scenarios where campus is closed to in-person classes:
    • All classes that are offered remotely should incorporate a mix of synchronous and asynchronous activities.
    • All synchronous meetings will be available via videoconference and be will recorded where appropriate.
  6. Under scenarios where campus is open to classes:
    • Some classes can be taught on campus, based on space availability.
    • Class meetings will need to be modified to meet social distancing requirements (cohorts of students attending in-person on alternate days, room capacities reduced to accommodate health and safety regulations).
    • All synchronous meetings will be available via videoconference and recorded.
    • Students can attend on-campus class meetings, participate remotely, or rotate between the two. Some students may receive specific in-person attendance schedules.
    • Remote students can participate in synchronous class meetings live, though due to time zone differences may watch a video later.
    • Lab/clinical/studio/internship – models will vary.

Student Communication and Engagement

Articles

  • Suggestions for Maximizing the TA Experience: Teaching assistants (TAs) are integral to the educational goals of the University, yet faculty members and course directors often wonder how best to involve their teaching assistants in their courses. As graduate TAs receive funding and make progress toward their degrees, they also contribute substantially to the student experience, in roles that may include: course planning, grading and providing feedback, leading recitations and labs, holding office hours and review sessions, developing lesson plans, creating assessments and activities, taking attendance and maintaining the class Canvas site.
  • Questions to Consider Before Assessing Student Participation

Flex@Pitt: Operational Principles

Operational Principles
  1. This model builds on work done by faculty in Spring 2020 and can be tailored to fit the pedagogical environment and needs of the academic unit.
  2. Faculty and students must be prepared to move between in-person and online modes, as conditions can change at any time.
  3. Some students and faculty will not be able—for a number of reasons—to attend or to teach in person for part or all of the semester. (Faculty should discuss their individual needs with their chairs, deans, or regional campus presidents.)
  4. All class sessions, whether live, blended, synchronous, or asynchronous should reflect total teaching/learning time and course objectives.
  5. Under scenarios where campus is closed to in-person classes:
    • All classes that are offered remotely should incorporate a mix of synchronous and asynchronous activities.
    • All synchronous meetings will be available via videoconference and be will recorded where appropriate.
  6. Under scenarios where campus is open to classes:
    • Some classes can be taught on campus, based on space availability.
    • Class meetings will need to be modified to meet social distancing requirements (cohorts of students attending in-person on alternate days, room capacities reduced to accommodate health and safety regulations).
    • All synchronous meetings will be available via videoconference and recorded.
    • Students can attend on-campus class meetings, participate remotely, or rotate between the two. Some students may receive specific in-person attendance schedules.
    • Remote students can participate in synchronous class meetings live, though due to time zone differences may watch a video later.
    • Lab/clinical/studio/internship – models will vary.

Flex@Pitt: Operational Principles

Operational Principles
  1. This model builds on work done by faculty in Spring 2020 and can be tailored to fit the pedagogical environment and needs of the academic unit.
  2. Faculty and students must be prepared to move between in-person and online modes, as conditions can change at any time.
  3. Some students and faculty will not be able—for a number of reasons—to attend or to teach in person for part or all of the semester. (Faculty should discuss their individual needs with their chairs, deans, or regional campus presidents.)
  4. All class sessions, whether live, blended, synchronous, or asynchronous should reflect total teaching/learning time and course objectives.
  5. Under scenarios where campus is closed to in-person classes:
    • All classes that are offered remotely should incorporate a mix of synchronous and asynchronous activities.
    • All synchronous meetings will be available via videoconference and be will recorded where appropriate.
  6. Under scenarios where campus is open to classes:
    • Some classes can be taught on campus, based on space availability.
    • Class meetings will need to be modified to meet social distancing requirements (cohorts of students attending in-person on alternate days, room capacities reduced to accommodate health and safety regulations).
    • All synchronous meetings will be available via videoconference and recorded.
    • Students can attend on-campus class meetings, participate remotely, or rotate between the two. Some students may receive specific in-person attendance schedules.
    • Remote students can participate in synchronous class meetings live, though due to time zone differences may watch a video later.
    • Lab/clinical/studio/internship – models will vary.
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