Getting Ready for Spring 22
This page provides detailed information about campus plans and preparation for 2021-22 instruction.
We offer the guidelines and definitions outlined below to enable you to prepare, while recognizing that plans may need to change due to variable public health regulations and campus conditions.
Our planning principles underscore flexibility, community well-being, COVID mitigation, and ensuring educational access as we learn to work together in a new environment.
The UC vaccination program contains information about system-wide vaccination expectations for students, staff and faculty.
For Chairs and Provosts: What to do when one of your instructors tells you they tested positive for COVID-19 (a 9/22/21 communication from VPAA Lee)
If you test positive using a rapid home test, immediately follow campus positive test protocols and notify your department Chair. You (or your department Chair) can also email firstname.lastname@example.org so that the campus can keep accurate records about COVID-19 transmission rates. Students should use Health e-Messenger to report a positive test result.
The following questions and answers are designed to help instructors and TAs prepare for spring quarter instruction. Some campus guidance about testing, masking, notifications, and other COVID related policy may evolve in the coming weeks.
Although subsequent developments in public health guidance may require us to make changes, these answers are intended to provide the best and most up-to-date basis for you to prepare to teach this quarter, whether you are teaching in-person, remotely, online, or in a hybrid format.
These FAQs will be supplemented and updated as needed on an ongoing basis. If you would like to propose an additional question, or if you have other additions or corrections, please email email@example.com.
INSTRUCTION, OFFICE HOURS, AND EXAMS
If students aren unable to attend class in person, what options will they have to access class materials and meetings?
There are two primary ways for students who are sick or unable to attend class to engage with materials. The first option is for the instructor to use the Lecture Capture system and record in-person class meetings. Lecture Capture is available in all general-assignment classrooms. Learn more about Lecture Capture here. The second option is to temporarily allow emergency remote attendance, which includes real-time engagement from both in-person and remote students. These class or section meetings are taught from UCSC classrooms with remote students who are sick or unable to attend class joining via Zoom. To support this, some small to medium-size rooms are equipped with DTEN Zoom devices; see more about DTEN devices here. More information on what to do if your class needs to shift temporarily to allow emergency remote attendance is available, as is support (firstname.lastname@example.org).
Other options, for instructors and TAs alike, may include giving students work that they can complete asynchronously, particularly in courses such as studio courses where remote attendance and recording the class may not make sense. Depending on the course, you may want to work directly with the student to allow them to propose ways they can keep up with the course material and show their learning. The Center for Innovations in Teaching and Learning (CITL) and Online Education (OE) are available to consult with any instructor who would like to discuss alternative ways to accommodate students who temporarily cannot attend an in-person class. We strongly encourage instructors to work closely with their TAs to make these decisions transparently and collaboratively.
Is using Lecture Capture to record my class an appropriate substitute for Blended Synchronous instruction?
The key is to consider your learning objectives for the class meeting and how students will accomplish them. If your objectives do not require significant student engagement, using Lecture Capture to record your class session can work well.
I don’t have time to come to you for support or look at an infographic. What are some of the basic steps I need to take if a student needs to attend an in-person class remotely?
Use a microphone and confirm that your remote students can hear you;
Should students who have tested positive and are self-isolating attend class virtually if their health permits? What are best practices for that kind of blended synchronous instruction?
Depending on what you want to accomplish in your class meetings, you may choose to allow emergency remote attendance in addition to (or instead of) using the Lecture Capture system.
I have a student who has asked to consistently attend my in-person class remotely this quarter (due to fears around COVID/commuting/housing issues, etc.). Do I have to allow this? What should I tell them?
If I have to transition my course to remote instruction due to being in quarantine, will there be support?
Absolutely. Rapidly transitioning an entire course to a remote format can be challenging and support is available. Here's a quick guide for your reference. Also, reach out to us at email@example.com to have one of us walk through your course with you to make sure all of the links and communications are in place.
Where can students go to take classes if their dorm room is too crowded or they do not have reliable internet at their dorm or residence?
How can I support my students who don’t have reliable internet or a functioning computer?
Graduate and undergraduate students who do not have a functioning laptop or are struggling with poor or no internet should email the Dean of Students office at firstname.lastname@example.org. For a program overview, visit Slug Support.
Students who live on campus and do not have reliable internet access have a few options to improve access. See this webpage from the Dean of Students for additional information.
If I teach an in-person class, what are my options for how I hold office hours?
Consult with your department or program chair to see if there are expectations for office hour formats. If you are a TA, consult with the instructor of record and other members of the teaching team. Many instructors and TAs alike have remarked on the benefits of holding virtual office hours to support student learning, and we expect that this practice will continue beyond the pandemic. Offering students at least some virtual office hours may provide them with more flexibility to attend office hours. Check out the Open Student Hours page for more ideas on practices for office hours/student hours.
Should a remote course have remote exams?
If a course is being taught remotely, it should have remote exams. We are happy to provide Zoom Corps proctors for instructors who would like additional help with proctoring online exams. We can also provide instructional design help in creating assessments that are less open to academic integrity violations. In rare cases, instructors do still request ProctorU, though for a variety of reasons we think this choice is not ideal in most cases. The Registrar’s office cannot normally provide room reservations for courses that appear in the catalogue as remote.
If a student is given permission to attend a course remotely for the duration of the quarter (Emergency Remote Attendance, or ERA), the default expectation is that that student will take the exams remotely as well. If an instructor expects students to come to exams in person when they have been given permission for ERA, the instructor should secure written confirmation from the student at the start of the quarter that they understand that they will be expected to take an in person exam. Given that campus housing is full and the rental market in town is abysmal, making it very difficult for students who have been remote earlier in the year to return just for Spring, we hope instructors will consider not requiring students to take exams in person when they are attending an in person course remotely.
Should instructors of fully in-person classes make any preparation to offer remote exams in the event of emergency conditions?
While health experts do not expect a return to fully remote instruction, all instructors and teaching teams should be prepared to transition to remote instruction—including final exams—in the event of major campus disruptions.
Will there be support for me to offer exams on Zoom?
Yes, instructors who plan to offer exams on Zoom can request support from undergraduate student employees who can assist with proctoring. The process is detailed in this document, and the key first step is the following:
Step 1 (as soon as possible and no later than one week before the exam):
What do I do if students express discomfort with attending class in person?
Per campus guidance on instruction, instructors and TAs are asked to refer students to the appropriate campus resources depending on what you know about why they are not comfortable attending class. Below is a list of resources.
What should I do if some of my students can’t take an exam in person?
Exams can be proctored remotely via Zoom or, if you believe you can find no feasible alternative, through ProctorU. If you choose to use Zoom, email email@example.com for guidance. If you choose to use ProctorU, per requirement of the Academic Senate, use of ProctorU needs to be clearly stated in your syllabus. For questions or assistance with using ProctorU, contact firstname.lastname@example.org or submit an exam-scheduling request. For students’ questions and concerns, direct them to the ProctorU FAQ section.
CLASSROOMS AND OTHER INSTRUCTIONAL SPACES
Will my general assignment classroom be equipped with the technology to allow students to also join remotely?
The Lecture Capture system installed in all general-assignment classrooms can be used to record the audio and video of your lectures; it was not designed to allow students to attend remotely.
Will microphones be available to instructors to check out for the quarter?
At this time Learning Technologies has a limited number of microphones available for checkout that are designed to work with the amplification systems in large classrooms. If you would like one, use the ITS ticketing system and make your request via SlugHub (formerly ITRequest). Enter keyword "classrooms" and select General Assignment Classrooms.
Will surfaces in my classroom be cleaned?
According to the CDC, COVID-19 is transmissible as an airborne virus. Following guidance from campus and county health officers, classroom surfaces will be cleaned with the same regularity that they were cleaned prior to the pandemic.
How will I know whether my classroom is properly ventilated?
Per the August 27 communication from EVC Kletzer, UCSC’s larger buildings have air handling units that bring in filtered air to the indoor spaces from outside and shunt indoor air back outdoors, while its smaller buildings often have windows that open. For buildings with operable windows, they can be left open, along with doors, for maximum air flow. Portable air purifiers may be requested to move and filter air for smaller classrooms without operable windows through the campus COVID supplies program. Requests should be submitted by Department or building managers, rather than by individual instructors.
How is ventilation being addressed in the rooms?
Will my classroom have additional air filtration?
What COVID supplies will be available in my classroom?
How do I request additional supplies for my classroom?
Will seats be removed or marked as unusable?
USE OF TECHNOLOGY AND RELATED ISSUES
What is Lecture Capture?
Lecture Capture records in-person classroom sessions and makes them available for students to review asynchronously. It records the content shown on the projector(s) and the classroom audio, and can optionally include a camera directed at the front of the room. Recordings are stored in the YuJa media management system and are automatically published for your students to review. Lecture Capture is currently available in all general assignment classrooms. Use of Lecture Capture is optional — recording of classes is scheduled only at the instructor’s request.
How do I request to turn on Lecture Capture for my class?
Requests for Lecture Capture can be made through this webpage. Importantly, courses are captured only with the permission of the course instructor, so you must specifically request Lecture Capture be scheduled for your class.
If I teach an in-person class, is recording the class using Lecture Capture recommended?
Yes, if you are teaching an in-person lecture course, we recommend that you use the new Lecture Capture system. While watching a recorded lecture is not a substitute for attending a class meeting, having recordings of lectures available to students is known to support student learning, and if students are sick or unable to attend, the recordings are likely to help them keep up with course work. One of the things most frequently reported by students as an “upside” of pandemic era remote instruction was the availability of recordings of lectures.
Do I need to ask students for consent if I record a class session?
Per the UCSC Privacy Office, consent is not required but you must notify students that the class session is being recorded.
Here are some best practices for recording class sessions:
If you are using the Lecture Capture system with video turned on, the classroom camera is positioned to record only the instructor and whiteboard area in the front of the room. Incidental recording of other people will only occur if they move into or through that area. Audio is also only captured by the instructor’s microphone or ceiling mics designed to amplify the instructor’s voice. For this reason, if students ask questions you will likely want to repeat them so they show up on the recording.
In any case, make sure to notify students of the class being recorded, and in addition to allowing students to ask questions during the class, offer them the option to ask questions after class or during office hours when Zoom or Lecture Capture is not being used to record.
How do I take attendance if I have both in-person students and students in Zoom?
There’s more than one way to take attendance for both groups of students, and we encourage you to seek support if you have any questions (email@example.com). Here are a few options for attendance:
Assuming that throughout the quarter some students will be unable to attend my in-person course or section, does it make sense for me to schedule Zoom meetings for all of my course or section meetings at the outset of the quarter?
There are two approaches you can take if you have both in-person and remote students:
What is a DTEN, and what is it used for?
When will DTENs be available for use in classrooms?
What if the classroom I am scheduled to teach in does not have a DTEN and I would like to use one?
If I need to use Zoom to include remote students synchronously, do I need to have a DTEN?
How do I set up a meeting that includes a DTEN?
How do I start a meeting that includes a DTEN?
Should I include all students in my class when setting up a Zoom meeting for remote participation?
What if I allow all of my students to join remotely and some students who are in the classroom also join the Zoom meeting?
SYLLABUS LANGUAGE, FACE COVERINGS, BADGES, AND COVID TESTING
(UPDATED: April 2022) With the return to in-person instruction, what should instructors and TAs expect for instructor COVID-19 notifications and student badges (YELLOW badges in particular)?
(UPDATED: April 2022) What kind of masks does the campus provide and recommend for Spring 2022?
What should I say in my syllabus about COVID, masking, expectations, etc.?
What can I do to encourage students to wear face coverings in class, while mandated by the campus?
Effective April 10, masks are not required for most indoor settings at UC Santa Cruz facilities, but their use is still strongly recommended. Masks are still required on campus public transportation, in the Early Education Services centers, and in clinical settings.
Do you have sample language for addressing issues related to badges?
Yes, see the following:
What if a student refuses to wear a face covering in a setting where face coverings are required by the campus?
Students are expected to adhere to any face covering requirements in effect in the same way that they are expected to conform to elements of the Student Code of Conduct or other campus policies.
Effective April 10, masks are not be required for most indoor settings at UC Santa Cruz facilities, but their use is still strongly recommended. Masks are still required on campus public transportation, in the Early Education Services centers, and in clinical settings.
Will students be tested upon returning to campus for spring quarter?
Will I be notified if one of my students tests positive for COVID-19?
When a student tests positive through the campus testing facilities, a notification will be sent to instructors of in-person classes, studios, and labs. Instructors should then notify the members of the teaching team, including TAs and any learning assistants who attend that class, if they need this information to maintain student records (such as attendance) and keep track of students in isolation. Encourage students who test positive at home to notify you of their positive test and also to report their positive test to the Student Health Center using Health e-Messenger.
How does the student badge system work?
For the most recent information on the student badge system (including an update about admitting students with yellow badges to class), see the February 2022 procedural guidance titled COVID-19 Compliance: Student Badge Protocol.
How will my TAs and other course personnel such as Tutors and Learning Assistants know that a student has tested positive in an in-person course?
When you are notified that a student in the course has tested positive, you should forward the message to other members of the teaching team who regularly attend class in person. TAs and tutors may not be included in that messaging if their information is not clearly provided in AIS. Asymptomatic testing is available on campus. Symptomatic students should go to the Student Health Center to be tested. Symptomatic instructors/faculty should contact their health provider to find out where symptomatic testing is being offered.
Following CDC and CDPH guidance, people who are fully vaccinated, including booster dose, with no COVID-like symptoms do not need to quarantine or be restricted from work following an exposure to someone with suspected or confirmed COVID-19. Public health guidance regarding isolation and quarantine can change. Visit the CDPH COVID website for current guidelines.
What should I do if a student is coughing, sneezing, or looks ill?
At the start of the term in your syllabus language, and regularly throughout the term, remind students not to come to class if they are feeling unwell. Given the range of symptoms associated with COVID-19, any student with cold- or flu-like symptoms should be encouraged to stay home and to get tested at the Student Health Center. Students who feel well enough should be encouraged to attend class remotely if you are offering a remote option, or to review lecture or other class materials as they would have pre-pandemic in cases of student illness.
If a student has COVID-like symptoms or tests positive, how long are they expected to isolate from others?
Per the latest CDC, CDPH, and Santa Cruz County guidance, individuals who test positive are expected to isolate for five days from either onset of symptoms or date of the positive test, whichever comes first. Isolation may be extended if symptoms persist. After a negative antigen test at least five days from the beginning of isolation, asymptomatic individuals can leave isolation but should continue to be vigilant about mask wearing outside the home for at least another five days.
Online: A course offering format that is expressed in synchronous or asynchronous instruction (more on that below), without meetings in a physical space, and only includes courses that have been approved by the Academic Senate Committee on Courses of Instruction (CCI).
Remote: Remote instruction, which emerged on a large scale in March 2020 as “emergency remote instruction,” refers to the type of instruction that is primarily being offered during the current pandemic and that is likely to be used during significant campus disruptions in the future. This includes courses that would normally be taught in person but are being offered remotely due to COVID-19. The majority of these courses have not gone through the Academic Senate’s formal process for course approval to be taught in an online format and are being taught in a remote format during the pandemic only. Courses being taught during this period of remote instruction are commonly synchronous (Zoom-based offerings) with set course meeting times, but these courses may also incorporate asynchronous materials such as pre-recorded lectures.
In Person: Courses in which lectures or seminars are offered in-person with a single modality of instruction by the primary instructor. For those lecture courses that have discussion sections/secondary labs, these may or may not be held in person pending the availability of classrooms. As in the past, instructors may elect to teach in a classroom with webcast functionality, and to make recordings of their lectures available to students.
Synchronous: Instruction that is characterized by its use of videoconferencing software to facilitate face-to-face, real-time interaction with students. Similar to courses taught in person, synchronous online courses are also characterized by their use of set meeting times that are advertised to students when they enroll.
Asynchronous: Instruction that is characterized by its reliance on lectures, engagement activities, assessments, or other course materials that are pre-recorded and carefully pre-planned for students who will have minimal (or no) face-to-face, real-time interactions. Unlike fully synchronous or in-person courses, asynchronous courses do not have set meeting times that are advertised to students when they enroll; instead, students typically access the materials at a time of their choosing within the timeframe specified by the instructor (e.g., all of week three materials might be available on the first day of week three). That said, all UCSC asynchronous courses give students at least some opportunities every week for synchronous engagement, i.e., real-time interaction with the instructional team and with other students in the class, including office hours or problem set working groups. Final exams in asynchronous courses require a fixed three-hour time block that will need to be offered during one of the “non-standard” times in the final exam schedule. Because students may have conflicts with exams in their other asynchronous classes, faculty teaching asynchronous courses should also offer alternate exam times.
Hybrid: A term used generally to describe models of teaching and learning that include multiple modalities in one course. These might be asynchronous and in-person, synchronous and in-person, asynchronous and synchronous, etc. Hybrid is a broad term and can quickly lead to confusion, hence it is advisable to use more specific terms to refer to modalities of instruction.
Flipped: Flipped classrooms involve a teaching technique that combines the strengths of asynchronous and synchronous formats with a synchronous in-person or remote (Zoom-based) element that is characterized by the use of active learning techniques that often prioritize student engagement through group work. Each student is expected to engage with both the in-person and the remote elements.
Emergency Remote Attendance: An in-person course where, due to an emergency situation, a student(s) attend(s) remotely while the majority of students attend in person. In-person courses that include emergency remote attendance were not designed or formally approved by the academic senate for dual modalities. Requests for remote attendance originate from the student who is experiencing an emergency, and are voluntarily considered by the instructor.
Blended Synchronous: Class meetings or entire courses that include real-time engagement from both in-person and remote students. These class meetings or courses are taught from classrooms on UCSC campuses with remote students joining via Zoom. All students, remote and in-person, are given opportunities to engage in real-time.
HyFlex: A course design model that can include student participation that is in-person, synchronous (Zoom-based), and asynchronous (recordings of synchronous class meetings). Students in this model are often given flexibility to choose their mode of attendance, which may differ from one class meeting to the next. This model suffers from providing modalities that can lead to inequities in student learning, and a variant on the HyFlex model that attempts to address these concerns is Blended Synchronous (defined above), which excludes an option for an asynchronous modality. This model requires substantial time, effort, attention, agility, and technical skill of instructors.
Sections: This term is used across campus, often to refer to two different things. For this reason, we recommend adding additional context where appropriate:
Offerings: In general, the term “section” can refer to each scheduled primary version of a course. For example, if the ANTH 3 lecture is scheduled to be offered twice in the quarter, to different sets of students, each of these class offerings might be referred to as a section. When referring to primary courses, using the words “offering” or “class” might reduce ambiguity.
Secondary Sections: the word “section” is also sometimes used to refer to the secondary components of a course: discussion sections and/or secondary labs. These are the smaller sections that are scheduled secondary to a primary course offering, generally taught by TAs. Student enrollment may be mandatory or optional, depending on the course. Using the words “secondary sections” or “discussion sections” where possible will reduce confusion.