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With the transition to remote learning we have all faced some difficulties, but how has this affected our students? Based on posts and stories that we have seen on the internet, we compiled this resource for students to help support their transition to remote learning.
Remote Learning for Students
Dear students,
We have been learning more about some of your fears, frustrations, anxiety, loneliness, uncertainty, and challenges that you are facing with the evolving situation of COVID-19, and how that is affecting your lives as well as your relationship with your college or university. We have read some of your stories and posts, and those have helped us start to understand the hardships and uncertainty some of you are facing during this unprecedented time. With the continually evolving updates, changes, and restrictions being communicated daily, your institution’s choice to move to remote learning might seem trivial given everything else happening around you. We hope that this guide can provide you with useful information, resources, and tools to make remote learning approachable and valuable to your education.
For as many different styles of teaching that exist among instructors, whether it’s reading content from slides, assigning multiple chapters of reading, or allowing a space for collaboration between peers, there are a far greater number of diverse ways that students absorb and learn information. We understand that being tossed into an online learning environment may not be the way that many of you prefer to learn, but there are some tools and strategies that you can implement to make it work for you.
One of the strengths of online learning is the diverse set of tools that you can individually use to support your learning. Our institutions want to support you through these times. If you have questions, please consult with your college or university to learn more about the support they offer. Students with minoritized identities may be impacted differently in this situation, and we encourage you to communicate with each other, and advocate for yourselves and your peers.
Student Support
Let’s get real about education, we all learn differently and we all respond differently to changes in our learning environments. Remote learning probably would not have been most students’ first choice. Some of us may thrive with remote learning and some of us may struggle. It is important to be honest with yourself and recognize that this is an unprecedented time and that we may experience struggles we have never encountered before. However, through difficult times comes new opportunities.
Why did my institution move to an online environment?
In this section, we’re not necessarily sharing the specific reasons why our two institutions may have moved to remote, but rather sharing various reasons that institutions have provided. There are a lot of reasons why colleges and institutions of higher education are moving to fully remote instruction. In this time of change, it is important to consider why your institution may have moved to remote instruction. Although it may seem like the obvious answer would have been to cancel classes the following are the reasons why classes may be continuing:

Some students may have already accepted a job contingent upon their graduation and by canceling classes and pushing them to a later time students would not be able to honor these commitments.
If classes were to extend through the summer, some students would have to deal with the unexpected costs of summer housing.
There are accreditation programs that the universities must meet and with those come specific responsibilities and assessment criteria that could not be honored if classes were canceled.
Institutions of higher education and students need to move forward. Putting students behind an entire semester will set back every subsequent class, both incoming and graduating.

Concerns with Remote Learning
Whether you have worked in an online environment before or not, you might be concerned about your level of readiness to succeed in your course. In order for our institutions to best support students, some questions have been gathered, and answers generated to address potential concerns among the student population.
I’m worried that transitioning to remote learning is going to impact my success.
Having an open line of communication with your instructor is important now more than ever. Instructors are trying to make sure that they are meeting their students’ needs and providing a successful learning environment for their students. However, this shift has not been easy for the instructors nor the learners. As everyone continues figuring out this change together, we need to be mindful of the challenges. If you have concerns about your performance or have other concerns, do not hesitate to reach out to your instructor. This is an important first step to take.
Does moving online impact the assessments and expectations set at the beginning of the semester?
Moving to an online environment has also caused disruption to initial course objectives, goals, and how to meet them. Many adjustments to syllabi have been made to reflect the possible limitations posed in new learning environments. Focus on the big picture for your course: what is the central idea being taught, what are the main takeaways, and what do you need to know to be successful moving forward? Assessments should reflect the central concepts to your course, so focus your time and energy there and not on the miniscule details. If you are still feeling uncertain or overwhelmed, then reach out to your instructor and ask about their new expectations for you moving forward. If you are concerned with how quizzes or exams may be provided and/or proctored, be sure to communicate with your instructor.
How can I continue collaborating with my classmates?
Communication with classmates can be essential to your success in a course. In a face to face environment, these conversations happen naturally and not much thought goes into it. However, this is something we now have to actively think about and problem solve. If your instructor has not created an environment for student interactions to take place yet, it might be beneficial to request them to do so. This can be an open discussion forum in your Learning Management System (such as Blackboard, Canvas, D2L, etc.), a virtual meeting session especially for students to collaborate, or an outside channel (such as Microsoft Teams) for students to chat. Exchanging phone numbers, emails, or even social media information (to those who have it) can also be beneficial to keep conversations fluid and accessible.
Can I still meet with my instructor in a one on one setting?
Open communication with your instructor is vital. Remote learning can be challenging and we want to make sure we are able to support you in any way necessary. If your instructor held office hours before, they are likely still willing to hold office hours in a virtual setting. Reach out to ask how to schedule a meeting with them.
What impact will remote learning have on my future courses?
The uncertainty or newness in an online learning environment might leave you overwhelmed and concerned about what  impact this may have on your future courses. This can be especially impactful if you are currently in a prerequisite course or in a course that is core to your degree program. Ask yourself the following questions to gauge the potential impact of these courses on future courses:

How does this course affect my future learning?
Is it a requirement for my future courses?
Will I need this information to be successful in my degree program?
Have I thought about which information is the most important for my future success?

Your answers to the above questions should help you in prioritizing your current courses. Also, do not forget to reach out to your instructors if you are feeling overwhelmed, anxious, or concerned during this time.
Where else can I look for more support if these tips and tools aren’t enough?
Your college or university likely has additional resources. For example, if you are a student with physical and/or cognitive disabilities, and you think you may need an accommodation, we really encourage you to contact your Disability Services office. Moving to remote learning may change your needs and these offices are designed to aid students with disabilities in pursuit of their educational goals. Accommodations can be granted based on need, and the requirements for receiving accommodations will vary by institution. A diverse range of disabilities both physical and cognitive may make you eligible for accommodations.
Communication with Instructors
Transitioning to an online learning environment can pose new challenges compared to face to face discussions. Below you can find some templates for communicating with your instructors if you have questions, or are having difficulty in the new environment.
Ask your instructor to host open office hours through a virtual meeting platform for the whole class:
Option One
“Hi (insert name),
I am concerned about my ability to continue to meet with you during your office hours due to the recent shift to online learning. I was curious if you will continue to hold virtual office hours through (Teleconferencing platform: BlueJeans/Google Hangouts Meet/Zoom)? Could you provide me with the dates and times for these office hours and the link/phone number? I was also curious if you set up a protocol for how we should sign up for these sessions? All help would be appreciated!
Best,
(insert name)”
Option Two
“Hi (insert name),
With the recent shift to online learning, I am having some difficulty grasping the new concepts being taught. I am worried that without more one on one support I will not be successful for the remainder of the semester. I was curious if you are able to hold virtual office hours through (Teleconferencing platform: BlueJeans/Google Hangouts Meet/Zoom)? If so, could you provide me with the dates and times for these office hours and the link/phone number? I was also curious if you had set up protocol for how we should sign up for these sessions. All help would be appreciated!
Best,
(insert name)”
Ask your instructor if you can schedule a one on one meeting with them for support:
“Hi (insert name),
I just wanted to reach out to inquire about the possibility of one on one meetings. Remote learning is new to me and something I have struggled with in the past. I feel like I would perform better through weekly/bi-weekly check ups for clarity and understanding. I typically respond better to one on one interaction. Is this something we could set up? I think 15 minutes would be sufficient for me to ask questions or review content. Let me know if this is something we could set up! I appreciate all your support during this time.
Best,
(insert name)”
Ask the instructor if they can create a space for you and your classmates to have open discussions:
“Hi (insert name),
With the recent change to online learning, I have realized that my classmates and I are no longer able to ask each other questions as easily as before since we no longer have face to face interaction. These conversations helped me a lot throughout this course and it would be very beneficial for us to continue to have these conversations during this time. Below are some options that I think would be helpful to support our conversations in an online environment:



Virtual meeting sessions specially for students
(Class Chat Channel: Microsoft Teams, Slack, Facebook, etc.) channel for our course
Q&A thread in (Course website: Blackboard, Canvas, D2L, etc.)



I am also open to suggestions you may have as well to help in this area. Please let me know what you think of the above options.
Best,
(insert name)”
Communication with Classmates
We’ve been monitoring ways that students around the United States are choosing to keep in touch with each other. Below are popular options to support your continued engagement with your classmates.
Virtual Meeting Sessions (e.g., Bluejeans/Hangouts Meet/Zoom, etc.)
With the shift to remote learning, natural conversations that may have occurred before or after class can become more difficult to continue. These times are often a space to talk through questions or concerns with fellow classmates. If these conversations were something you found useful, we encourage you to reach out to your instructor to see if they would be willing to start a virtual meeting session early or keep it open after the class has ended as a space for students to collaborate. If you want a private space to talk with you and your classmates, then ask the instructor if they would be willing to share a virtual space where students can join at certain times to talk through content, concerns, or frustrations.
Teams Channel
Teams is a great resource for communicating with your classmates. It imitates direct messaging and you are able to download the application onto your phone allowing you to receive instant notifications from chat responses. If your instructor was able to create a Teams channel for you class you might benefit from asking them to create separate channels within the course channel so that you can communicate more directly with classmates on group projects and more. Once a separate channel has been created for your group only members of that group would be able to see your messages (including your instructor if they so choose).
Facebook Groups
Facebook groups are an easy way to stay in touch with your classmates. If you are looking for a space to converse more naturally than on a university platform then Facebook would be a great option. Keep in mind that not all of your classmates may have a Facebook or have access to continuous wireless support and may prefer exchanging phone numbers instead. It is best to have an open conversation with your groupmates or classmates to see which platform they may prefer.
WhatAapp
WhatsApp is a great platform for instant messaging, sharing content, voice messages, and video calls. Given the current situation, many students have returned to their permanent places of residence across the United States and abroad. WhatsApp allows users to communicate via Wi-Fi without a phone plan and without long distance rates. It can be an inclusive option for students who are not located on or near campus. It can be downloaded on Android and Apple devices as well as Mac or PC.
GroupMe
GroupMe is a free instant messaging app that works across iOS, Android, and Windows Phones, but you can send messages from your laptop as well. Users don't need to have the app to text, just add anyone from your contacts and they can chat within the group through SMS.
Slack Channel
Slack is a messaging platform that is used all around the world, throughout industry, and higher education. Within Slack users have the ability to create public and private groups, and send direct messages. Group work can be divided into “channels” for greater organization, and clarity. Slack even has integrations for apps like Google Drive and Box, if you’d prefer to avoid such integrations, then you’re able to share files through Slack as well. Calls can be made via Slack as well if you’ve integrated a video-conferencing solution like Bluejeans, or Zoom; however, on the free version of Slack, only 1:1 voice or video calls can be made, so you may consider using a video-conferencing software for that purpose specifically. Slack can be downloaded on MacOs or PC, and is mobile friendly for Android, and iPhone users.
Discord Channel
Discord is a free voice, video, and text chat service that is available to download on your PC, mobile device, or directly within your browser. This app was originally designed for online gaming, however over the past few years more instructors have been incorporating this tool into their courses to promote ongoing conversations among classmates.
Participation
If your instructor has enabled the “chat” feature in your virtual meeting sessions, try to participate and ask questions as they arise. On some platforms, you have the ability to submit questions anonymously. It is encouraged to use this feature if you are concerned about singling yourself out. Remember, if you need clarification or have a question, it is likely that others in class do as well. Don’t hesitate to join discussions if your instructor allows you the ability to collaborate. You can also share your contact information with others to provide support for them or vice versa. It is encouraged to find a platform where you can share information and questions with classmates. Try to regularly check the platform(s) and answer questions to support your classmates when you can help provide guidance.
Discussion Forums
Ask your instructor when new discussion forums will be opened, as well as when initial posts and responses are due. This will make it easier for you to keep track of your tasks as well as to keep you on top of checking the forums. Make sure you have a clear understanding of how many posts you need to contribute as well as the expectations for quality and quantity in your posts. Often, instructors will ask you to disperse your responses to prevent you from responding to the same post more than once. It is key that you understand what is being expected of you. Try to respond to topics that are of interest to you to provide more meaningful interactions even when tempted by others that only require a quick response. You will learn more from topics that draw your attention.
Assessments such as Quizzes and Exams
Your instructors may not know how their syllabus is going to be affected or how they expect to deliver quizzes or exams or other ways of checking your learning. You should ask your instructor if previously established quizzes and exams have been rescheduled. Update these assessment dates in your notes and begin to organize study materials accordingly. Remember, quizzes and exams may now be delivered through an online platform. Ask your instructor how they intend to offer their exams and how this might impact you.
Technical Support and Resources
Please note, that none of these links are endorsements towards any product or company, but rather are here as potential resources which you can look into on your own.
Wifi Access
Nationwide (United States) Connectivity Resources
With a note of thanks to Richard Saouma, Michigan State University, for compiling the original list. This was last reviewed 03/18/2020.
With the shift to remote learning, the need for reliable Internet connection has become vital. Below is a list from major internet providers and the services they are offering in response to COVID-19:

Comcast

Free essential internet for two-months and no data caps (60 days).


T-Mobile & Sprint

Unlimited smartphone data to existing customers (60 days), 20GB/month wi-fi hotspot for smartphone customers (60 days), free international calls to Level 3 impacted countries.


ATT

Free hotspot access to anyone, $10 home unlimited internet for qualifying households, no late fees and no disconnects.


Verizon

No late fees.


CenturyLink

No late fees, no disconnects, and no data caps (60 days).


EduROAM

Your institution may be part of this network, and you can login to your institution’s domain on multiple campuses throughout the United States.



Free Resources for Students
Please note that your institution may use or not use some of these tools. This list is not designed to indicate endorsement of any individual tool, but rather to help provide some starting points for students looking to adapt their learning style to the shift to remote instruction. These technologies may be potential useful tools for personal use. We did not test the accessibility of each of these technologies, but recommend you check out these and other technologies that support your learning or your peer group’s learning. The authors of this document do not imply endorsement, but rather want to link to Assistive Technology and studying tools. Please be sure to read the Terms & Conditions and End User License Agreements, and consider asking your instructors what tools they recommend. Be sure to read and make informed decisions when making agreements with companies.

Note Taking Tools

Glean

This is a free resource being offered to students through fall 2020. It allows you to record a video (lecture, informational, etc.) so that you can actively listen instead of focusing on taking notes and possibly missing important information. It also allows you to import slides directly in the notes and flag areas of importance to revisit at a later time. There is also a real-time captioning feature built in.




Study Tools

Quizlet

Quizlet allows you to either build your own custom digital notecards or import your notes which can be converted into notecards. Once your note cards have been created you can easily share them with fellow classmates. If you have a particular card you are struggling with, Quizlet allows you to “star” certain cards and only review those cards at a particular time.


Kahoot!

You can create a Kahoot (quiz) for yourself off of items you think will be asked on an assessment. You can then make Kahoot live and share it with friends to see how everyone does.




Screen Recording Tools

Loom

Loom is a free software that allows you to record your screen, video, or app without the need of a built-in camera. This can be used to screen record your virtual lectures to support note taking or for video responses that you have to create for your course.


Techsmith Snagit

Snagit is a screen capture and screen recording tool. It makes screen recording and screen capturing an easy and seamless process for users. TechSmith is currently offering Snagit for free through the end of June 2020.




Speech to Text, Text to Speech, and Captioning Tools

Otter.ai

Otter ai is a free captioning tool for real time video content that allows users up to 600 free minutes a month. It can also be used as a speech to text tool for creation of notes.


Kurzweil 3000

Kurzweil 3000 is a text to speech software that allows a user to have electronic text aloud. It can help with concentration and focus and is beneficial for those who learn through auditory means. For MSU students: before downloading a free trial reach out to your campus’ Resource Center for Persons with Disabilities since they often have free licenses.


Read&Write

Read&Write is an additional text to speech software that allows a user to have text read aloud and that can also be useful for writing and note-taking. For University of Michigan students, faculty, and staff: please visit the accessible computing webpage at ITS for details on how to download this free of charge.


NonVisual Desktop Access (NVDA)

NVDA is a free, open-source screen reader technology which can be used to read webpages, documents, or applications. NVDA is a commonly used assistive technology by folks who are blind and low vision.


Google Docs

Google Docs has many useful built-in features to support students. One to highlight is the speech to text feature. This tool can be used to support the creation of notes, papers, discussion responses, etc.




Time Management Tools

Be Focused Timer

This app has a built-in timer that provides users with a way to stay focused, manage tasks, and track progress over time. You can set timers for work durations as well as short and long breaks to help maximize productivity.


Remember the Milk

This app allows users to create to do lists and set up reminders that link can be linked to other apps such as Gmail, Outlook, and Google Calendar. The user even has the ability to attach documents to tasks to stay organized.




Focus Tools

Freedom

This app allows the user to take control of distractions. Freedom can limit websites, desktop apps, or the internet as a whole and can sync these blocks across all devices.


Reader View Chrome Extension

Reader View strips away unnecessary clutter on a webpage and allows you to focus only on the content. It removes all advertisements to help prevent distraction. It also allows you to change the text size, font, contrast and layout for easier reading.




Additional Tools

Grammarly

Grammarly is a browser plugin that runs a grammar check on your content and offers suggestions on how you can improve your wording or punctuation. This can prove especially useful for email correspondence.


EquatiO

EquatiO is a tool designed to support students in mathematics and STEM courses. With this tool the user has the availability to type, write, and dictate expressions and equations. It also has the ability to predict expressions and transform your handwritten expressions into text. It also allows the user to grab an equation and transform it into digital text. Users can take a picture of a written equation and upload it into a digital format.


WordToEPUB

WordToEPUB is a tool that allows for the converting of Word documents to accessible EPUB files. The EPUB format makes for easier reading on laptops, smartphones, and other devices.





Note Taking Support
How you take notes might be a new obstacle with changing to an online environment. There are many tools available to help support the note taking process and to ease the burden on the student. Below are some tools to assist in the process as well as some organizational recommendations in platforms you might already be using (such as Microsoft Word documents). None of these are endorsements and please make informed decisions and review user agreements when choosing a tool that works for you. or You may also consider asking your instructor or classmates if they would like to create a shared note document. Make sure to choose a platform that works for all students in your class or group, regardless of any disability. Sometimes technologies may not be as accessible as we like.

Tools:

Evernote

Evernote is a note taking tool that allows you to take and organize notes, as well as include files, photos, and voice memos in the same area. The basic version of Evernote is free and can be downloaded and synced across multiple devices.


Glean

This is a free resource being offered to students through fall 2020. It allows you to record a video (lecture, informational, etc.) so that you can actively listen instead of focusing on taking notes and possibly missing important information over notes. It also allows you to import slides directly in the notes and flag areas of importance to revisit at a later time. There is also a real-time captioning feature built in.


Loom

Loom is a free software that allows you to record your screen, video, or app without the need of a built-in camera. This can be used to screen record your virtual lectures to support note taking or for video responses that you have to create for your course.


OneNote

OneNote is a note taking tool that allows users to take and organize notes in one place. You can sort your notes into different tabs, sections, and pages. Flag important information with to-do tags, insert files and record audio files within your notes. OneNote also allows you to draw and annotate on a touchscreen that will save within your notes.




Tips

Microsoft Word

Making use of the following features while taking notes in a Word document will make it easier to organize your content and easily navigate your content when revisiting notes for studying.

Make use of headings in your document. Main content areas can be marked with headings. This will make navigating your document more seamless because with the use of headings an outline will be available in the navigation view.
Make use of comments throughout your document to place emphasis on important topics and details.
Organize your notes with the built-in list styles. This will help you to create a natural hierarchy of information throughout your notes.
Through Office365, you have the ability to share your documents with others to collaborate on a document in one place at the same time.







Accessible Note Taking
When it comes to sharing notes or sharing content it is important to keep in mind that accessible content is better content. Accessible content is content that can be accessed by any individual regardless of disability. This is important when it comes to sharing content with fellow classmates or professors. Here are a few quick tips for accessible content:

Make use of heading styles.
Make use of built in list styles.
Consider your color contrast (text vs. background color).
Try to avoid using color alone to denote meaning.
Make use of descriptive link text.
Add alternative text to images that are non-decorative.
Make use of header rows and columns when building tables.

For more detailed information on how to produce accessible content please visit Michigan State University's Webaccess website where detailed tutorials can guide you through accessibility of various document types.
Organization
You probably have heard several different strategies for doing this from your instructors. We wanted to provide an additional strategy for when you run out of all of those other ones. Here’s some things that we’ve heard have worked for others. Maybe they’ll help you, too. We also just wanted to quickly note that all of us are different. We each have different responsibilities, strategies, and spaces to work from in this time. Some of us have families to care for or are balancing other work responsibilities. Take from these what you will. An important tip: you learn how you learn. This is not a one-size-fit-all solution.
Managing your Calendar
There are a variety of ways to keep a calendar, or manage a calendar. Many of us have calendars on our phones, and laptops that make it easy to save events, schedule appointments, and access a high-level overview of our week. Additionally, many Learning Management Systems (LMS’s) like D2L and Canvas, have built-in calendars and calendar integrations to things like Google Calendar, which allow you to automatically schedule assignments and receive reminders. You may find it helpful to set recurring reminders for study time and homework time.
Managing your Email

Keeping emails organized and unifying information streams from instructors is important. Advocate for a single source of information that links to other areas.
Create a separate folder for each of your classes within your email so you can more easily navigate back to content. You can also set up rules so that information is funneled appropriately as it comes in.
Compile resources as you go in one single document. With all the information that is being shared it can be easy to lose information or track down that information once you leave it. By copying information into one single document you will have an easier time referring back.

Managing your Files/Documents

If you are downloading content from a course and adding notes try to save those files with descriptive file names (e.g., Biology_Lecture_001) in a specific folder designated to that course on your Laptop.
If your computer has limited storage you can make use of OneDrive which is a free tool to all students.

Managing your Time
If you’re new to online learning it can be easy to become overwhelmed with the lack of structure, and subsequently fall behind in all your classes. The following strategies may help you to more efficiently manage your time:

Try to avoid working in bed.
Get ready as though you were leaving your home.
Eat breakfast, just coffee does not count.
Whether your classes are synchronous or asynchronous, follow your class schedule to keep structure to your days.
Take a 15 minute break for every hour of work or study time. Your eyes will strain from looking at screens for too long.
Minimize distractions by working with the TV off, and away from your Xbox, PS2, Atari, GameCube, etc.
Schedule online co-working sessions with your classmates to increase accountability and productivity.
Put your phone on “Do not disturb.”
Make a to do list for each class and pick which items you will work on each particular day.

Wellness Strategies

Plan a healthy lunch to the best of your ability.
If it’s an option, work in different locations within your permanent residence. You can get stagnant being in one place for too long.
If you’re able: do some stretches, go for a walk, or exercise in some way that works for you in order to keep your energy up and your mind sharp.
If you’re in isolation, call, email, Facetime, or video chat a friend. We’re primarily social beings, and even the most introverted among us require human contact.
Reach out to your campus Mental Health Professionals (MHP’s) if you’re feeling isolated, anxious, or depressed. These services are free on most campuses.

Applications to Support Health and Wellness

What’s Up (Free; What's Up for iOS and What's Up for Android)

What’s up uses Cognitive Behavior Therapy and Acceptance Commitment Therapy approaches to help users cope with depression, anxiety, and stress. The app contains over 100 different questions to help pinpoint what you are feeling and offers thinking patterns to teach you how to stop negative internal thoughts.


Mind Shift (Free; Mind Shift for iOS and Mind Shift for Android)

Mind Shift is an app designed specifically for young adults with anxiety. Mind Shift helps users change their focus from avoiding anxious feelings to being mindful about how you think about anxiety and process through anxious situations and feelings.


Self-Help for Anxiety Management (SAM) (Free; SAM for iOS and SAM for Android)

SAM supports users in creating a build your own 24 hour anxiety toolkit. This toolkit supports users in tracking anxious thoughts and behavior and then pulls from 25 different self-help techniques and tailors the recommendations to the user. SAM also allows users to connect to an online community for additional support.



Phone and Hotline Resources

The National Suicide Prevention Lifeline provides free and confidential emotional support to people in a suicidal crisis or emotional distress. By calling 1.800.273.TALK (8255) you will be connected to a skilled, trained counselor at a crisis center in your area, anytime 24/7. Hearing-impaired TTY users may dial (800) 799-4889. 
The Trevor Lifeline is the nation’s only around-the-clock crisis intervention and suicide prevention lifeline for lesbian, gay, bisexual, transgender, and questioning youth. Call 1.866.488.7386. [Note: the lifeline will talk with any individual regardless of sexuality or gender.]

For University of Michigan and Michigan State students: for further information about available resources, please visit Michigan State University’s Emergency Resources for Students or University of Michigan’s CAPS Services Regarding Covid 19 Update.
Productive Ways to Fill Your Time

Join a Facebook group that is of interest for you.
Schedule FaceTime/Snapchat/Facebook video sessions with your friends and family to keep up with social interactions.
Refresh your resume.
Apply for jobs.
Apply for scholarships.
Take a free online course through the libraries if you are interested in a specific topic.
Look into graduate school programs that might be of interest in the future.
Take a YouTube crash course and build your own website.
Develop a daily schedule.

What should I do if I have unresolved concerns?
It is a difficult time and we are all doing the best we can. However, if you feel frustrated or have a concern that warrants attention and you have not received a response in a timely fashion, then it is important to know with whom to speak. Ensure you have accurately and succinctly voiced your concerns to your instructor. Instructors have struggles and time constraints just like you, and they might just need a few days to circle back. If your instructor is not responsive, or you believe they've requested something of you that is inappropriate, e.g., such as attending midterms in person, the next step would be to escalate those concerns to the chair of your department, or find an associate dean or dean of your college. If you have a course coordinator or are aware of a program coordinator they would also be a good person to reach out to as well. Do not be afraid to follow up as many times as are necessary, it is the responsibility of these offices and persons to support you. If you feel as though you need to escalate even further, you can bring the issue to your University’s Ombudsperson office. Their charge is to assist students in resolving conflicts.
Keep Learning
Remember, higher education institutions are here to help you learn. What is important right now (for us, and we’re hoping for you, too) is that you are safe and that you have good opportunities to learn. We’ve heard from some students that the reason we call this remote teaching is because we have “no remote idea” what we’re doing, and you may be onto something there... So help us help you, and communicate openly with your instructor about your needs! We know that these times have not been kind or fair to many of you, and that many of you face significant personal challenges or uncertainty at this time. We hope that you can get to where home is or needs to be right now. Things can be ambiguous and scary right now. We hope that you can focus on learning the things that move you forward and keep you safe, and that you will share in the joy in learning that all of us in higher education have. We thank you for your patience and grace in this process. And for keeping us going, too. #KeepLearning
Sincerely,
Brooke Knapp (Michigan State University), Darrell Williams (University of Michigan), Gabrielle King (Michigan State University), and Phillip Deaton (University of Michigan)
References

Create A Work From Home Workplace Wellness Program
How to Work From Home & Still Be Productive
EMERGENCY Resources for Students | Counseling & Psychiatric Services | Michigan State University
Tips for Excelling in an Online Learning Environment
Purdue Online Student Toolkit
A Brief Letter to an Institution that Believes Extensions are the Accommodations We Need Right Now

Here is a set of resources about different aspects of student engagement and online teaching. 
 
“What Is Caring Pedagogy? An Introduction: Relationships of Reciprocity Series” by Monica B. Glina, NYU.
 
“Stanford researchers identify four causes for ‘Zoom fatigue’ and their simple fixes” by Vignesh Ramachandran, about Stanford research into the psychology of online work.
 
“8 Ideas Designed to Engage Students In Active Learning Online” by Caitlin Tucker, Pepperdine University.
 
“The Human Element in Online Learning” by Larry DeBrock, Norma Scagnoli and Fataneh Taghaboni-Dutta for Inside Higher Ed.
 
“4 Zoom-Friendly Creative Warm-ups” by Hilary Buchanan and Alexis Schuknecht, Pixel Park.
 
“Zoom Friendly Warm-ups and Icebreakers” by Eugene Korsunskiy for Future of Design in Higher Education [Medium].
 
Hybrid Learning Models with components of different learning modalities from The Linden School.
 
Image Credit: ST.art / Shutterstock.com © 2020

Topic Area: Student Success
Presented By: Jon Stoltzfus, Katie Krueger, Kirstin Parkin, Mike Wiser, George Mias
Abstract:
The switch to online learning provided fourteen instructors the opportunity to collaborate and develop an evidence-based synchronous online course that enrolled over 2000 BS161 students during the 20-21 academic year. Here we present lessons learned as we worked collaboratively to create a course that focused on science practices, core ideas, and cross-cutting concepts using a highly structured format based on the flipped classroom model. In this course, students complete guided notes using a short, recorded lecture and the textbook and take a formative pre-class quiz before attending the synchronous session. During the synchronous session, small groups of students meet in Zoom breakout rooms and complete a scaffolded activity. The activity requires construction of scientific arguments to support claims and predictions leveraging reasoning and the core ideas from their notes. Groups are formed using CATME software to increase the chances of creating productive group-learning environments. Each week students complete a low-stakes summative review and integration quiz that includes construction of a scientific argument like those created during the in-class activity but focused on a slightly different biological phenomenon or process. The review and integration quizzes are formatted and timed like the exams, helping students become familiar with the on-line exam format. The number of students who did not earn credit for BS161 in FS20 was 7.2% as compared to 10.4%, 8.1%, and 6.6% the previous three fall semesters. This indicates that the course supported student success as well as or better than previous face-to-face versions of the course.
Session Resources: Supporting 3-D Learning and Student Success (PowerPoint)

The move to online learning in response to COVID-19 brought both challenges and opportunities. An off-campus, flipped section of ANTR 350 has been offered in Grand Rapids during the summer since 2017. When Michigan State University moved to online learning for summer 2020, the class was adapted to a Zoom-based, synchronous model. Students were required to complete online learning modules as preparation for each class. During class, students worked in small groups to complete application activities in Zoom breakout rooms.
Groups were assigned and reconfigured for each unit. The instructor provided recommendations for working effectively in a group and students received feedback after the first and third units regarding their teamwork skills and class performance. Unit exams were two-stage examinations, consisting of an individual exam followed immediately by a group exam. These examinations were timed and proctored over Zoom by faculty and staff.
Students and faculty faced many technological, health, and personal challenges during the semester. However, students demonstrated tremendous resilience and flexibility. Overall, the course was a very positive experience; student performance and SIRS ratings were higher than during previous iterations of the course. The instructor observed improved group work skills, which was mirrored by student feedback. Overall, we were able to retain the flipped approach and emphasis on group work by using Zoom breakout rooms to simulate a collaborative learning environment comparable to that of the in-person experience.

To access a PDF of the "Creating a Collaborative Learning Environment in a Synchronous, Flipped Course" poster, click here.
Description of the Poster
Creating a Collaborative Learning Environment in a Synchronous, Flipped Course 
Ryan Maureen Tubbs, Department of Radiology, Division of Human Anatomy, College of Human Medicine
Alexis Amos, Michigan State University, Psychology Major, Senior 
ANTR 350 Goes Virtual 
ANTR 350, Human Gross Anatomy for Pre-Health Professionalsis an undergraduate course traditionally offered as large, in-person lecture sections on main campus and as a flipped, in-person section in Grand Rapids during summer semesters. 
When Michigan State University moved to online learning for summer 2020, the class was adapted to a Zoom-based, synchronous model. Students were required to complete online learning modules as preparation for each class. During class, students worked in small groups to complete application activities in Zoom breakout rooms. The move to online learning in response to COVID-19 brought both challenges and opportunities in terms of creating a collaborative learning environment.  
An online preparatory assignment was due at start of each class 


Readings interspersed with videos, interactive models, and questions 


Guided by specific learning objectives 


Variable number of questions but each assignment worth 2pts (total 11.2% of grade) 


Image: screenshot of a portion of a Top Hat Assignment titled "Preparatory Reading June 9". Some of the learning objectives and headings are shown. 
During class, students primarily collaborated in Zoom breakout rooms to review and apply the content covered in the preparatory assignment. The instructor moved between rooms to check on group progress and answer questions. Most in-class activities utilized Google docs or Top Hat, so the instructor could also observe group progress in real time. For most activities, keys were available during class so that groups did not end up stuck on any questions.  
10:00-10:03 Application prompt while people logged in, answers entered in zoom chat 
10:04-10:15 Synchronous, Top Hat-based Readiness Quiz, 5 questions 
10:15-11:45 Groupwork and mini-lectures* 
11:45-11:50 Post-class survey soliciting feedback on activities & overall session
Image: screenshot of example application exercise using Google Docs. A CT is shown on the right side of the image and a series of questions is shown on the left. Students answers to the questions are shown in blue. 
Creating a Collaborative Learning Environment 
The importance of developing teamwork skills was emphasized in the syllabus and during the course overview presentation. Students were given descriptions of five different group roles (leader, learner, time-keeper, recorder, and summarizer) and asked to try moving between the roles. Students were asked to read and agree to expectations for student interactions, including keeping camera on when possible, actively engaging with the group, agreeing not to take screenshots or record the session, and guidelines about private chats. The instructor acknowledged the awkwardness of working with strangers over zoom and asked all students to be generous of spirit with each other.  
A brief ice-breaker activity was assigned at the start of each unit to give students an opportunity to develop their collaborative learning relationships. After each unit, students were asked to give honest feedback to the instructor about each of their groupmates’ collaborative learning skills. Students received feedback summaries and recommendations about how to improve their collaborative skills at the end of units 1 and 3. Groups were also asked to set ground rules and group goals at the start of units 2 and 3. 
Image: screenshot of June 9 Top Hat In-Class Page. Activity 1 is an ice breaker for new groups. Activity 2 is an axial muscles google doc groupwork exercise. Activity 3 is the review of that google doc as a whole class and Activity 4 is setting Unit 2 goals. 
The importance of collaborative learning was emphasized by the inclusion of collaborative testing. Unit exams consisted of an individual exam followed immediately by the same exam taken in their groups. The group exam contributed 16.67% to each unit exam score.  
Student feedback was collected in SIRS, post-class, and post-course surveys 
Student Feedback 
Image: bar chart showing responses to "How many of your classmates that you did not know previously did you communicate with outside of class during the semester?" 


Fall 2019 (in-person section): Average of 1.3125 


Spring 2020 (Fall 2019 (in-person section until COVID moved asynchronous): Average of 1.2181 


Summer 2020 (sychronous zoom) 1.5625 


Fall 2020 (asynchronous online) 0.8082 


Image: bar chart showing response to "Overall, did you have someone you could reach out to if you struggled with content during this course?" 
Fall 2019 (in-person):  
Yes for all units 79.2% 
Yes, for 3 or 4 units 0% 
Yes, for 1 or two units 12.5% 
No, I never really did 8.3% 
Spring 2020 (mostly in-person) 
Yes for all units 67.3% 
Yes, for 3 or 4 units 5.4% 
Yes, for 1 or two units 16.3% 
No, I never really did 10.9% 
Summer 2020 (synchronous, virtual) 
Yes for all units 81.3% 
Yes, for 3 or 4 units 0% 
Yes, for 1 or two units 6.2% 
No, I never really did 12.5% 
Fall 2020 (asychronous, virtual) 
Yes for all units 60.8% 
Yes, for 3 or 4 units 5.4% 
Yes, for 1 or two units 14.9% 
No, I never really did 18.9% 
Spring 2021 (asychronous, current course) 
Yes for all units 54.7% 
Yes, for 3 or 4 units 4.7% 
Yes, for 1 or two units 16.1% 
No, I never really did 24.5% 
Image: 100% Stacked Column Chart showing student responses to "How comfortable did you feel reaching out to a  course instructor if you struggled with content?" 
Fall 2019 
Extremely Comfortable 54% 
Somewhat comfortable 29% 
Neither comfortable nor uncomfortable 8% 
Somewhat uncomfortable 4% 
Extremely uncomfortable 4% 
Spring 2020 
Extremely Comfortable 36% 
Somewhat comfortable 29% 
Neither comfortable nor uncomfortable 20% 
Somewhat uncomfortable 15% 
Extremely uncomfortable 0% 
Summer 2020  
Extremely Comfortable 87% 
Somewhat comfortable 0% 
Neither comfortable nor uncomfortable 13% 
Somewhat uncomfortable 0% 
Extremely uncomfortable 0% 
Fall 2020  
Extremely Comfortable 39% 
Somewhat comfortable 32% 
Neither comfortable nor uncomfortable 18% 
Somewhat uncomfortable 8% 
Extremely uncomfortable 3% 
Spring 2021  
Extremely Comfortable 35% 
Somewhat comfortable 30% 
Neither comfortable nor uncomfortable 30% 
Somewhat uncomfortable 4% 
Extremely uncomfortable 2% 
Image: Pie Chart Titled "Overall, how supported did you feel during this course compared to other courses you have taken?” (Summer 2020) 
Far above average is shown as 81%, Somewhat above average is shown as 13%, Average is shown as 6%. Somewhat below average and far below average are listed in the legend but not represented in the chart as they are 0% 
Conclusions 
Summer 2020 was a hard semester for everyone. We all faced many technological, health, and personal challenges during the semester. Despite these challenges, students demonstrated tremendous resilience and we were able to create a collaborative learning environment using Zoom breakout rooms. Overall, the course was a very positive experience; student performance and SIRS ratings were higher than during previous Summer iterations of the course. In addition, students felt more connected compared to the asynchronous Fall sections. 
Image: Table “Student Performance” 
Number of students enrolled in course:  
Summer 2019: 22 
Spring 2020: 338 
Summer 2020: 52 
Number of students withdrawn from course: 
Summer 2019: 0 
Spring 2020: 1 
Summer 2020: 0 
Mean percent score overall: 
Summer 2019: 82.85% 
Spring 2020: 90.19% 
Summer 2020: 89.03% 
Number of students with passing scores (2.0 or higher): 
Summer 2019: 20 
Spring 2020: 332 
Summer 2020: 50 
Number of students with failing scores (1.5 of lower): 
Summer 2019: 2 
Spring 2020: 4 
Summer 2020: 2 
Percentage of students with failing scores: 
Summer 2019: 9% 
Spring 2020: 1% 
Summer 2020: 3.8% 
Image: Results of MSU Student Instructional Rating System (SIRS)  
Summer 2019 SIRS 
Course Organization 
Superior 33.3% 
Above Average 55.5% 
Average 11.1% 
Below Average 0% 
Inferior 0% 
Adequacy of the outlined direction of the course 
Superior 33.3% 
Above Average 55.5% 
Average 11.1% 
Below Average 0% 
Inferior 0% 
Your general enjoyment of the course 
Superior 33.3% 
Above Average 44.4% 
Average 22.2% 
Below Average 0% 
Inferior 0% 
Summer 2020 SIRS 
Course Organization 
Superior 70.9% 
Above Average 19.3% 
Average 6.45% 
Below Average 3.22% 
Inferior 0% 
Adequacy of the outlined direction of the course 
Superior 77.4% 
Above Average 16.1% 
Average 6.45% 
Below Average 0% 
Inferior 0% 
Your general enjoyment of the course 
Superior 54.8% 
Above Average 38.7% 
Average 6.45% 
Below Average 0% 
Inferior 0% 
References 
Gaillard, Frank. “Acute Maxillary Sinusitis: Radiology Case.” Radiopaedia Blog RSS, radiopaedia.org/cases/acute-maxillary-sinusitis?lang=us.  
ANTR 350 Top Hat Course. www.tophat.com  
Acknowledgments  
A giant thank you to the ANTR 350 Summer Class of 2020!  
 
 

In How to Build an Online Learning Community (In 2020)
https://www.learnworlds.com/build-online-learning-community/ via @learnworlds
"In your discussion board, you can create group conversations where smaller groups of learners can interact and also produce crafts.
Here are a few strategies for promoting group work:

Ask community members to summarize how they have solved a problem in text or audio format and then share it with other groups. This is a way to begin problem-solving and challenges from the learners ’ respective life or work environments.
Design pairing or teaming activities and ask learners to review others’ postings and discuss their mutual reviews.
Provide frequent feedback to each learner, perhaps a weekly grade, on discussion contributions, or a related certificate."

Putting it into Practice:

D2L - Creating a Group
D2L - Add a Rubric to a Discussion Topic
ELI Review User Guide
How to Teach Remotely with Padlet

This Photo by Unknown Author is licensed under CC BY
In How to Build an Online Learning Community (In 2020)
https://www.learnworlds.com/build-online-learning-community/ via @learnworlds
"Asynchronous discussion allows time for reflection and encourages more careful consideration of the answers given.
Learners can reflect and think about their responses rather than having to respond immediately.
The shaping of discussions takes some proper forethought.
A discussion based on specific readings in the textbook, coupled with your guideline questions, will likely be more productive.
One way of promoting meaningful dialogue and questioning is to provide a set of rubrics of the kinds of questions students may want to ask each other:

Your point about…is not clear to me. Can you state it another way, or provide an example?


Do you have any additional evidence to support your thinking about…?


You describe how your thinking has changed. What influenced that change?


What assumptions are you making about…? How would your statements change with different assumptions?


What are the implications of your statement?


What evidence is there to support your point of view? Does anyone want to dispute or verify that?

 
Tips for great asynchronous conversation:

Start the significant topic threads yourself. It’s a good idea for the instructor to start all considerable topic threads unless you have designated a forum for learner presentation.
Address learners by name and encourage them to signal topics and clarify responses.
Mention the learner’s name in response to their message.
Clarify the portion of the message to which you are responding through the copying of the statement.
Engage yourself actively. When they see that an instructor rarely participates, learners are discouraged from posing questions and comments and may even not buy another course from you.
Contribute comments which summarize what learners have posted, as well as follow-up questions that stimulate further discussions. In some cases, it might be appropriate to invite learner’s responses to their classmates’ ideas:


Anyone else want to comment on Jill’s observation?


Did anyone reach a different conclusion about this issue?


Provide follow- up responses that ask for more information or more in-depth consideration.
Prepare a strategy for potentially controversial discussions. Especially in asynchronous discussions, it is more likely to see a broader range of learners posting."

Putting it into Practice

Microsoft Teams is a great tool for Asynchronous conversation because it's easy to access without accessing the D2L. The tool also allows for synchronous live meetings, links, and files that were shared are retained in the chat threads.

How to use Microsoft Teams for Remote and Online Learning
D2L to Microsoft Teams Integration


D2L Discussion Forums:

Navigate Brightspace Learning Environment - Engage in Discussions - Learner
Discussions - Create a Forum - Instructor
Discussions - Create a Discussion Topic - Instructor
Discussions - Discussion Statistics - Instructor


Piazza is a free platform for faculty to efficiently manage class Q&A.

Integrating Piazza into D2L

This Photo by Unknown Author is licensed under CC BY-SA
In How to Build an Online Learning Community (In 2020) https://www.learnworlds.com/build-online-learning-community/ via @learnworlds
"Synchronous communication provides a sense of immediateness and cultivates the feeling of responsiveness among participants. It also results in quick problem-solving. Real-time chat is probably the most exhausting and intensive activity you will ever encounter in online teaching.
Your attention must be attuned to rapid-fire comments and questions from several learners.
It is best to plan a live collaboration chat with your learners early on.
That can be achieved with a live class or webinar."
 
 
Putting it into practice:
These days it easy to hear word synchronous and automatically think about Zoom Meetings. However, there are a variety of tools that are available to students for synchronous class experiences without relying solely on Zoom. Below you will find some resources and ideas with how they can be used in the classroom.

Synchronous versus Asynchronous - Short video on what type of activities lend themselves to synchronous or asynchronous activities.
Google apps: MSU provides access to free google apps suite with unlimited storage. You may be familiar with Google Drive, but if you use the following URL and login with your MSU credentials you can create files and storage that is automatically available to the MSU Community. Most of the Google apps suite allows for real-time collaboration and commenting. Another benefit is that all Google files have their own web address which makes it extremely easy to share in D2L or a website.

Note: Google applications are not always available in other countries. Due to the unpredictable nature of national firewalls, there aren't guarantees regarding what applications will work or which ones won't. Therefore it is good to provide alternative options.


Microsoft Teams - Provides a balance of asynchronous and synchronous activity. You can use the following link to provision a Microsoft Team to supplement your D2L course. Your students will automatically be added to your course.

D2L to Microsoft Teams Integration 

 
 

 

 










 
Introduction
Academic integrity is critical in any teaching and learning environment, but with the move to more frequent online learning, this conversation becomes more important because of increased concern with student dishonesty on assessments, particularly exams. In this lesson, we will discuss how to promote a climate of academic integrity within your classroom. We will first examine factors that motivate students to cheat in courses. After that, we will examine strategies for minimizing academic dishonesty.
Why Students Cheat
Research shows that both students and faculty believe that cheating is more prevalent in online learning compared to face-to-face. However, many studies indicate this is not true and that cheating is no more common online than in person. Let’s examine some of the common reasons students turn to academic dishonest behaviors.
Many students enter courses with extrinsic motivation to succeed, meaning they are focused only on the end grade result and not the actual process of learning. When students tie their classroom goals to only a grade, they often view exams as not being valuable outside of a way to achieve a 4.0. Combine this view of assessments with the fact that grade competition is common, and the scenario for cheating becomes more attractive. For example, over half of medical school applicants will be denied admission, and admission prioritizes GPA, so grades are frequently a driving motivator for pre-med students.
Exam structure can also affect the likelihood of academic misconduct. When exams are high stakes, meaning they account for a significant percentage of the final grade, or cover a considerable amount of material, students are more likely to use dishonest behavior.
Student characteristics also play a role. Students may have test anxiety, preventing them from succeeding, so they rely on cheating. Students may also hold beliefs that the exams or the instructor are unfair, and so they see the effort they would put into studying as worthless. Finally, students may simply be unprepared for the exams.
There are also reasons related to academic integrity itself. An important issue discovered in integrity research is that there is a disconnect between faculty and student perceptions of what actions constitute cheating. Students will admit to dishonest behaviors, for example, asking a friend for their opinion on a question, but also claim they did not cheat, and that is because they do not view these actions as cheating. Research has also shown that students are more likely to cheat if they believe the consequences of being caught are minor.
Context Matters!
As we discuss these common reasons why students cheat, it is important to recognize that Spring 2020 was not a good example of online learning, student anxiety, or integrity. There was a significant increase in the number of faculty and student complaints regarding academic misconduct in the classroom, but the switch to emergency remote learning was challenging for everyone, and student actions in spring are not indicative of typical online learning experiences.
Strategies
Integrity Considerations
Managing discussions surrounding academic integrity can occur right at the beginning of the semester. When you inform students of the grading scale and exam dates, also mention the importance of academic integrity. Practicing integrity as a student is important for ethical practices in other courses and after graduation. Remind students about integrity expectations, particularly at the time of each exam or assessment.
Be transparent with your expectations. Define the behaviors you consider to be examples of academic dishonesty. If collaboration is allowed on some but not all assignments, make sure students understand those instructions. Likewise, explain to students the consequences of academic misconduct in your class, such as penalty grades and submission of an Academic Dishonesty Report.
Finally, have student sign an honor code or the Spartan Academic Pledge at the beginning of every assessment. Honor codes have been shown to decrease cheating particularly when they are used in a classroom or institution that promotes and values academic integrity.
Extrinsic Motivators
Universal Design for Learning (UDL) is an instructional framework that attempts to minimize barriers to allow for a diverse group of learners to all be successful in the classroom. One of the three main components of UDL is increasing student engagement in the course, which can result in an increase in intrinsic motivation and a decrease in extrinsic motivation.
Students are more likely to be engaged with content when they feel that the learning is valuable to their goals. By writing clear learning objectives for the course and having those objectives be relevant to student interests, it increases student participation and buy-in. This does not mean course content must only be limited to content students choose; it means by presenting the content chosen by the instructor as being valuable, students will become more motivated to participate. Explicitly explaining how the content of your course increases future success in another course or in a career path can motivate students that might not have seen those connections on their own. When students understand the broader purpose of a course or assessment, they are also less likely to complain about the work being unfair.
Integrating reflective or metacognitive assignments during the semester can also mitigate the effects of external motivators. These assignments allow students to think about their individual process of learning and can move focus away from getting a specific grade. Reflective work can help students self-assess their effort, determination, and persistence, and help them gain a growth mindset, which views errors and failures as learning opportunities.
Exam Structure & Student Considerations
There are multiple approaches that an instructor can take when managing exam structure, and some of these amendments can alleviate concerns related to the student characteristics as well.
Decreasing the amount of content that is covered on an exam and increasing the frequency of assessments can turn high stakes, high anxiety testing into something viewed as more manageable by the student. Additionally, deciding to make exams open book or collaborative will level the playing field for students since this removes some of the more traditional forms of academic dishonesty.
Allowing materials or collaboration, though, is more successful when exam questions are written to assess critical thinking or other higher-level skills. It is possible to write multiple choice questions that test problem solving. When this is accomplished, explaining how the assessment aligns with course learning goals and is relevant to student learning can help obtain student buy-in, which decreases the prevalence of cheating.
There are also ways to use D2L exam tools to reduce academic dishonesty during exams. Options such as selecting questions from a larger pool, randomizing questions and showing only one per page, and determining the appropriate amount of time for a student to complete the exam but not have extended time remain can take away opportunities for cheating.
Finally, scaffolding learning in the classroom with appropriate formative assessments provides students with opportunities for practicing skills and learning content. These activities will help students feel prepared when it is time for the assessment.
Conclusion
It should be noted that none of these strategies are guaranteed to stop cheating in the classroom. However, integrating these practices into your curriculum can decrease the likelihood of academic dishonesty. All decisions regarding assessment and integrity must weigh the risk of cheating with the overall effect on the course. The actions suggested here have been shown to decrease academic misconduct while also being equitable and creating a valuable educational environment.