Continuity of Instruction

RIT is committed to the continuity of instruction (also called academic continuity) in the event of an emergency disruption that may result in the suspension of all activities, including face-to-face classes on RIT campuses. To prepare for any significant disruption in classes, ranging from closure due to weather or a public health emergency, to a campus evacuation or closure, all RIT instructors should have a plan in place to:

Consider and prepare for disruptions
Organize your course materials electronically before the start of classes and communicate with students during normal operations
Conduct classes during a disruption by using online communication technologies

What Can You Do?

For anyone who has taught since the spring of 2020, the need to develop a continuity of instruction plan is clear. Consider the following suggestions for developing or refining your plan.

Planning for Continuity with Instructional Design

Designing for continuity of instruction can be easier if you have recently re-examined the design of your course and reflected on the types of evidence that you need to determine how well students have learned. Employing a learner-centered instructional design process can help you identify options for continuing instruction in a different modality or by using digital tools. The instructional designers and technologists of ILI can serve as conversation partners and guides as you reflect on and refine your course design with flexibility in mind. Request a consultation with a designer or technologist to begin this process.

Use ILI Supported Tools for Key Aspects of Your Continuity of Instruction Plan

Once you have determined how you will ensure the continuity of your instruction, include information about your plan in your course syllabi. Let students know what they should do if you or they experience a disruption. Keep Access Services providers for your course up-to-date as well. Post your syllabus in the myCourses shell that was automatically generated for your class. Only students enrolled in your course have access to that myCourses shell.

Use myCourses as the "home base" for your class. Use the Assignment, Quiz, and Discussion tools as a digital alternative to physical assessments or face-to-face interaction.
Use the Content tool in myCourses as a central location for posting syllabi, course schedules, assignment instructions, lecture notes, presentations, lab activities, and links to external web resources.
In a shift to alternate modes of instruction, survey students regarding their access to technology and the strength of their Internet, whether they have a quiet place to study and participate in your classes. Consider their responses as you implement your continuity of instruction plan.
Encourage students to set up notifications in myCourses to be alerted by email or text when you make updates to your course. Tutorials: text instructions, video tutorial, or ASL instructions.
This blog post from ILI describes other methods for ensuring continuity of instruction using a variety of digital tools.
Consult the list of academic technologies supported by the ILI and links to documentation.

Include a Communication Policy in your Continuity Plan

All courses should have a communication policy in place--something that describes for students how they can contact you between course sessions. In the event of a significant disruption to instruction, a communication plan is even more important. Let students know which communication tools you will use to keep them updated, how and when they can contact you via these tools, and how quickly you will respond. You may also wish to create a discussion forum or Slack channel on your course workspace for students to post questions about the course. Keep Access Services providers up to date on key communications.

Leverage RIT Libraries' Online, Discipline-Specific Resources

Instructors can request to have a wide range of copyrighted, print and/or video-based materials made electronically accessible to students via the online course reserve process. Journal or newspaper articles, chapter readings, and/or instructor-generated resources such as lecture notes are just some examples of what can be put on reserve for a course. Faculty and students can also access a wide range of discipline-specific databases, which offer free, copyright-cleared access to thousands of peer-reviewed research publications. The subject-specialist librarians, assigned to each RIT college, can also work with you and your students to find resources and provide instruction on how to do research through these resources.

Where Can I Get Help?

The Innovative Learning Institute provides advice on course design, and consultation and support for captioning audio materials, putting course materials in myCourses, and creating online teaching and learning environments
RIT Libraries provides assistance with identifying online curriculum resources, using research databases, and putting course materials on electronic reserve
RIT emergency information is RIT's online resource for emergency preparedness and response on campus including RIT Alert communication options
Business Continuity oversees development of campus-wide programs and plans that enable RIT to respond to incidents and return to normal operations quickly

Additional Resources

10 Tips for Success from New Online Teachers--advice on online teaching from faculty, for faculty.
A Guided Tour of the Demo Online Courses--this post provides an overview of six example online courses and how to get access to those courses and other resources.
Building Academic Integrity into Your Course--this post describes strategies and tools for online quizzes and exams.
Building Inclusive Communities in All Modes of Instruction--building a classroom community is critical for learning; this post provides strategies.
Course Design as Teaching Presence in Online Courses--this blog post describes strategies for effective online teaching.
Teaching in the A/B Mode--this post summarizes a panel held in October of 2020. While it is helpful for understanding the complexities of the A/B mode, the participants also discussed their instructional choices, successes, and challenges in a way that is relevant for teaching in all modes.