Faculty: Guidelines for Instruction

Any students, regardless of whether they are on campus or home, who indicate to faculty that they have tested positive for COVID-19 or have COVID-19 symptoms should contact Debbie Dibble in the Student Health Center, either via Deborah.dibble@fredonia.edu or by phone at 716-673-3131. The Health Center can check in on students who are ill, and can ensure that students are getting the information and healthcare that they need. In this difficult time it is important that students, especially those who are ill and are isolated, feel connected and are cared for. 

Updated: 3/20/2020

As classes resume digitally next week, please keep in mind the following best practices recommended by the Digital Instruction Services team: 

  • Embrace asynchronous learning. This approach will give students the flexibility to complete course assignments in a manner that is most comfortable for them.  You can connect with your students through recorded lectures or messages using tools available.
  • Ease into the transition so that both you and  your students can make this difficult adjustment. Use this first week after the break to seek feedback from your students. Let them know how and when you’ll communicate with them, including when you’re available for office hours.
  • Track who’s in the class and who is not. Reach out individually to students who are not participating by the end of Week 1. Determine what accommodations they  need to complete the rest of the semester.
  • Pick a teaching tool or two that you are comfortable with and stick with it. Training and support for campus supported tools can be found here
  • The DIS team recommends using the OnCourse News Forum for each of your courses, rather than announcements through FredMail.
  • Ensure that students are accessing the university supports and direct them to resources available within your department. Review the student resources on www.fredonia.edu/continuity and become familiar with  the information they’re receiving.
  • Please be as flexible as possible with assignments and grading. Consider setting digital office hours to allow your students to reach you in an individual and personal manner.
  • Don’t go it alone. There are resources and people ready to help with the transition. Attend the Digital Support Training Sessions and talk to your colleagues about what they’re doing. If you cannot make it to training, and the recordings aren’t answering your questions, please send your questions to oll@fredonia.edu. Your email goes directly into the campus Tracker help system. The DIS team is expediting OnCourse and other instructional support questions through this email address.
  • Reed Library is providing OnCourse Support to students through their “Ask A Librarian 24/7 Chat Service (Mon. - Thurs. 8 am - 8 pm, Fri., 8 am - 4 pm and Sun. 2-6). After hours and Saturday's will be covered by consortial librarians with guidance from Reed Library help pages. Students can also use Reed’s text reference service (716-407-7698) to ask questions regarding OnCourse.

Updated: March 19, 2020

All classes in the Education Department will follow a distance learning model for the remainder of the Spring 2020 semester.  Education instructors will contact you on or before March 23rd with updates on course content and assignments.  All Education classrooms in Thompson Hall will be closed.

Teacher Education Field Course Update for Continuity of Non Instructional Academic Programming

Updated: March 16, 2020

For Current Student Teachers:

Due to the closing of P-12 schools throughout New York State this week, please DO NOT REPORT to your Fourth Quarter Student Teaching Placements until directed by the Office of Field Experiences. 

We are awaiting further guidance from SUNY System and NYSED regarding the minimum number of student teaching days required for graduation and recommendation for certification. Further information regarding the completion of edTPA is also forthcoming. We will communicate with you as soon as we have that additional information.

In the meantime, please take care of yourself and continue to check your email regularly throughout the day. In addition, we ask that you please manage your outgoing voicemail so we can leave a message if we are trying to reach you via telephone. 

For Early Field and Graduate Candidates in Teacher Education:

Early Field and graduate candidates in teacher education will NOT be required to attend (in-person) their Early and/or Structured Field Experiences for the remainder of the Spring 2020 semester. However, they will be required to complete virtual field assignments in order to complete the clinical hours in their current course(s).  Your field-based course instructor(s) will be in touch with candidates by March 23 with further information regarding their current field-based course(s).

  • To clarify the groups of candidates included, Early Field Experiences consist of courses for pre-service teacher candidates, while Structured Field Experiences are for graduate students who hold initial New York State Certification. 
  • Therefore, in planning for remote assignments for the remainder of the semester, candidates will complete the following course(s) online: 
    • EDU 106
    • EDU 222
    • EDU 251
    • EDU 313
    • EDU 356
    • EDU 567
    • EDU 576
    • EDU 583
    • EDU 628
    • ENED 101
    • MUED 355 
    • MUED 356
    • MUED 450
    • MUED 451

    Updated: March 16, 2020

    As indicated by President Hefner's 3rd memorandum to the campus, "[W]hether residing in the Residence Halls or at home, students will receive distance education for the remainder of the semester."  As a result, classes must not be held in a face-to-face format, even if students remaining on campus request it.  At this time, you may, however, meet with individual students for the purposes of advising, course-related assistance, etc.  

    In cases where students are working one-on-one with a professor to complete a project (e.g., research study), the student may choose to continue working on the project in the lab, field, studio, etc.  Groups/teams of students must not assemble.  Students cannot be compelled to remain for such experiences.  In cases where the student chooses to return home, professors must provide alternatives for course completion. 

    Updated: March 16, 2020

    As Spring break ends and students resume their studies, it's important that we stay tuned into all voicemail and email correspondence from our administration, colleagues, and most importantly, our students.  We still need to do our best to achieve the learning objectives of our courses and assess student learning.  As conditions change, we must adapt and help our students adapt.

    Department and committee meetings should be conducted virtually.   We must continue to run as a school - the semester is not cancelled.

    First and foremost, be responsive to your students.   If you have specific challenges, classroom or student-based, please let Dr. Barneva or Dr. Hall know, we are here to help.  If students in your courses are not responsive, please use starfish, and alert us - we want to be sure that everyone is technologically able to continue and finish the semester. 

    Our offices are not likely to be staffed, but we will be checking email and voicemail regularly.  Use your Fredonia email address in all correspondence.  We are a resilient bunch and can handle this.  Stay well.

    Updated: March 18, 2020

    Things have changed with the Governor's Directive on March 17, 2020 regarding essential/non-essential employees reporting to work.  With this new information, we can not allow any student recitals to take place until further notice.  For the present time, Mason Hall is open for students who need access to practice rooms, pianos or percussion instruments. However, please be aware that access to Mason Hall could change at any time.  SRT labs are closed.  ALL course instruction must take place in an online/remote format, including one-on-one applied lessons.  Every instructor must find alternate means to deliver meaningful learning experiences. The directives from SUNY are stringent but necessary in a time of national emergency. Even if we don’t agree we have to heed them.

    If we postpone recitals or juries until the fall, we will likely create new issues for our students and ourselves, as well as accompanists and facilities.  We should think about and create alternate "final" or “capstone experiences" or re-think how those juries/recitals can occur (remotely, with no accompaniment), rather than postponing until the fall semester.  Applied lessons and classes that normally use instruments can continue even without access to an instrument, if the focus of the course is temporarily shifted to pedagogy, writing, and research, for example.    

    Karen P. Moynahan, Executive Director of NASM, sent out a memo on March 18, 2020 to institutions. The following three sections may be useful as you consider your own courses and moving them to an online format: 

    Working Within Your Institution. If your music unit is part of a larger institution, you will probably be working with specific policies and mandates established by higher authorities and working to cooperate as best as possible under current circumstances. It is likely, however, that you and your colleagues will be responsible for specific decisions within the frameworks of those policies and mandates. In carrying out such responsibilities, it may be useful to consider the extent to which the decisions you are developing are consistent and align with the fundamentals of existing institutional policies which address emergencies and other problematic situations – not simply the letter, but also the spirit of these policies, particularly if you have to justify your decisions to institutional officers. Many will elect to rely on existing and established distance learning means and programs. As well, you might also consider the extent to which delivery systems used to teach in other subject areas might be adapted temporarily for your use. But not every course in every curriculum is online. When time is of the essence, it is worth recalling that distance learning can be accomplished without the full complement of hardware and software found in the most sophisticated e-delivery systems. E-mail and other simple communication systems may seem old-school, but they can work, especially with small groups of students. Be willing to transfer delivery concepts from other sources, starting first by looking at resources and practices in your own and neighboring institutions.
    Coursework and Basic Functions. Each course in a curriculum has a set of core purposes that can be thought of and expressed as basic functions. Basic functions may be labeled as goals and objectives or carry some other designation. At the course level, it may be useful to concentrate on these several basic functions, especially when the customary delivery system is disrupted or no longer available. Courses and experiences that function to teach the performance and presentation aspects of music through actual performing and presentation provide a case in point. When performances and shows are cancelled, when performance, presentation, and creation lessons and classes are no longer taught, especially in groups, it may be useful to look at which basic functions addressed by these courses can and cannot be taught by other means. For example, ensemble participation addresses repertory familiarity as a basic function. Repertory familiarity can be taught in other ways. The principle just articulated suggests the utility of reprioritizing temporarily – finding means for fulfilling or concentrating on certain functions of specific courses during the period when all the usual basic functions of that course cannot be addressed.
    Creativity and Solutions. As artists, we are centered in creativity, in finding new ways to express and do. Difficult times call for creativity and for timely and carefully considered experimentation, especially with method, but also with function as necessary. Consider building temporary solutions around appropriately selected features of artistic work such as theme and variation, idea development over time or in space, controlled balance and imbalance, proportion, metamorphosis, controlled scattering and gathering, juxtapositions of opposites, random or apparently random presentations of material that aggregate in time, recognition and use of natural orders, sequences, and reactions, and so forth. Remember that while fulfilling specific curricular content-based functions, it is acceptable to break from traditional conventions. Often such breaks become the bases for discoveries that become or influence new conventions.

    Updated: March 19, 2020

    Theatre & Dance: 

    All classes in the Department of Theatre and Dance will be adapted for distance learning for the remainder of the Spring 2020 semester.  TADA faculty and staff will contact students on or before March 23rd with updates on course content and assignments.  All TADA classrooms, studios, labs, and shop spaces in the Rockefeller Arts Center are closed until further notice. This document provides more information on the Department of Theatre & Dance plans for continuity of instruction and operations

    Visual Arts & New Media:

    All classes in the Department of Visual Arts and New Media (VANM) will be run online for the remainder of the Spring 2020 semester.  VANM instructors will contact you on or before March 23rd with updates on course content and assignments.  All VANM classrooms in Rockefeller Arts Center and Igoe will be closed.

    Updated: March 13, 2020

    The Career Development Office will remain open and available for in-person, phone, or email appointments and questions during our regularly scheduled hours, 8:30am – 5pm, Monday – Friday. Questions can be emailed to careers@fredonia.edu or call 716-673-3327; www.fredonia.edu/cdo.

    Can my student(s) complete their current internship?

    YES! Faculty Sponsors and interns are expected to continue their academic work related to their agreed upon credit-bearing internship. Work with your student intern and site supervisor to shift the experience to a remote or alternative format. Be sure to review approved Learning Contracts and follow the learning objectives and tasks outlined. If you need a copy of the completed Learning Contract, contact the Career Development Office.

    Updated: March 13, 2020

    The Social Work Education Plan for Interruption of Field Practicum Placement Due to National or Local Event can be found here

    Field Instructors and Task Supervisors should assign students off-site alternative field learning activities that the student may complete in the event of temporary disruption.  Examples of alternative field learning activities are:

    Supervision: Weekly supervision using Zoom or other teleconferencing application.

    Meeting with individuals, families, and groups utilizing teleconferencing applications that can be accessed via computer, tablet, and/or telephone; provided teleconferencing applications meet any agency requirements regarding HIPPA and/or confidentiality.

    Training for Agency: develop training that will benefit the agency (i.e., self-care, ethics, etc.)

    Updated: March 20, 2020

    Communication Disorders and Sciences Plan for Interruption of Graduate Practicum Placements Due to National or Local Events

    SEE LINK for specific requirements and FAQs


    In 2016, the Council for Clinical Certification in Audiology and Speech-Language Pathology (CFCC) made a revision to the 2014 Standards for the Certificate of Clinical Competence in Speech-Language Pathology to include the use of Clinical Simulation (CS) as part of Standard V-B.

    In this revision, the CFCC gave programs accredited by the Council for Academic Accreditation in Audiology and Speech-Language Pathology (CAA) the option of obtaining up to 75 hours of direct clinical contact through the use of CS, which allows students to obtain a sufficient variety of supervised clinical experiences in different work settings, with different populations, regardless of geographic location. The use of CS is optional; it is another tool available to students to develop clinical knowledge and skills.

    CS experiences should allow students to (a) interpret, integrate, and synthesize core concepts and knowledge; (b) demonstrate appropriate professional and clinical skills; and (c) incorporate critical thinking and decision-making skills while engaged in identification, evaluation, diagnosis, planning, implementation, and/or intervention. 


    Implementation: Clinical simulation (CS) may include the use of standardized patients and simulation technologies (e.g., standardized patients, virtual patients, digitized mannequins, immersive reality, task trainers, computer-based interactive). These supervised experiences can be synchronous simulations (real-time) or asynchronous (not concurrent in time) simulations.

    Note: All CS cases should be viewed and treated in the same manner that they have traditionally done through didactic and clinical experiences with live patients. Watching a live or recorded video is not an example of a CS. Additionally, observational experiences (i.e., video clips, watching live or recorded sessions) do not meet the criteria of CS. Observing sessions and watching videos are valuable educational experiences but, as always, they cannot be counted for ASHA clock hours.

    Students will obtain clinical hours by participating in the CS activity and then completing a debriefing activity with the supervisor. Debriefing activities may include face to face discussion, self-reflection with feedback, and/or written self-evaluation with feedback. Debriefing never counts as part of an ASHA clock hour; however, it can meet the 25% supervision requirement in asynchronous learning situations only. In synchronous learning, the observation is taking place while the student is completing a task with either a live patient or with a simulation, such as a virtual mannequin. 

    Students must be supervised by a certified SLP to receive clinical hours.

    Companies who offer CS technologies often publish the average amount of time each session should take to be completed. If there is no such published average, an academic program can do one of two things: (a) use the average time that the majority of the students spend on the simulation, given the cohort and the simulation and per the clinical supervisor’s judgment; or (b) make its own determination and apply it fairly and equitably.

    Note: Supervisors will use their judgment to determine if the student has met competency based on performance on the computer-based activity and the quality of student participation in the debriefing activity.

    For example, with the Simucase program, supervision is typically asynchronous and must include a pre-brief, feedback and debrief. Each clinical simulation has recommended completion time and competency score. Time spent completing a pre-brief, feedback, and debrief counts as supervision time but is not counted as part of a student’s individual clock hours.  

    All students will submit CS hours in CALIPSO.  Students are to identify these clinical hours as “Clinical Simulation” in the drop-down box labeled Clinical Site and indicate what activity was completed in the Comments section of the form and document the debriefing activity. 

    The applicant for certification in speech-language pathology must complete a minimum of 400 clock hours of supervised clinical experience in the practice of speech-language pathology. Twenty-five hours must be spent in clinical observation, and 375 hours must be spent in direct client/patient contact.

    Implementation: Applicants should be assigned practicum only after they have acquired a base of knowledge sufficient to qualify for such experience. Only direct contact (e.g., the client/patient must be present) with the individual or the individual’s family in assessment, intervention, and/or counseling can be counted toward practicum. When counting clinical practicum hours for purposes of ASHA certification, only the actual time spent in sessions can be counted, and the time spent cannot be rounded up to the nearest 15-minute interval.

    Up to 20% (i.e., 75 hours) of direct contact hours may be obtained through clinical simulation (CS) methods. Only the time spent in active engagement with CS may be counted. CS may include the use of standardized patients and simulation technologies (e.g., standardized patients, virtual patients, digitized mannequins, immersive reality, task trainers, computer-based interactive). Debriefing activities may not be included as clinical clock hours.

    The New York State Education Department Coronavirus Guidance for Institutions of Higher Education: http://www.nysed.gov/college-university-evaluation/news/nysed-coronavirus-guidance-colleges-and-universities

    Professional licensure or certification clinical experiences course must meet regulatory requirements. If the program must suspend clinical placements due to the present emergency situation, the program could offer an extension to students to complete the required hours. If this is planned option, then opprogs@nysed.gov

    When an extension for students to complete the required clinical hours is not an option to address the present emergency situation and other avenues for completion have been exhausted, the CDS dept may seek approval to use alternative ways to meet clinical experience requirements.

    If present emergency circumstances create challenges associated with meeting clinical experience requirements, institutions should contact NYSED concerning appropriate alternatives to meet requirements, such as clinical simulation options.

    Note:  Student’s status and needs are reviewed on an individual basis by the CDS department with multiple factors considered (e.g., placement currently enrolled in, direct hours to date, length at placement, status of placement, degree and teaching certification requirements, etc.)

    • Students will be informed individually of plan that addresses their present situation  
    • Each student’s situation may be re-evaluated before the end of the semester if the situation or status changes. 
    • The Plan may include:
      • Review of student information and verification student will meet Master’s degree requirements and Teaching Certification requirements.
      • Student currently enrolled in CDS 605 Advanced Clinical Methods & Practice or CDS 632 Graduate Student Teaching may need to extend placement to meet required hours. Student will be given an Incomplete (I) until course and degree requirements are met.
      • Second year graduate students currently enrolled in CDS 632 Graduate Student Teaching or CDS 605 Advanced Clinical Method & Practice who need 20 hours or less to meet 375-hour requirement will be required to participate in Simucase until requirements are met. CDS 632 or CDS 605 grade and Simucase grade will be averaged for overall final grade. 
      • First year graduate students enrolled in CDS 502 Clinical Practice who have less than 30 clinical hours at this time will be required to participate in Simucase for the rest of the semester.

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