Timeline
The Academic Senate and Administration have been working carefully through established shared governance mechanisms to update the process used in Fall 2021 and Winter 2022, so that Spring 2022 scheduling and registration can be smoother. In particular, the inclusion of Senate review, provision for an appeal of initial decisions, and establishment of course schedules and modalities before student registration begins are significant gains. Please review the timeline below for your reference:
- Wednesday, January 26, 2022: Deadline for submitting course modality changes to AVC-EI
- Thursday, January 27, 2022: AVC-EI submits modality change requests to GC and UGC for review
- Friday, January 28, 2022: UGC and GC return approvals to AVC-EI, who passes list back to Registrar
- Friday, January 28, 2022: Deadline for submitting appeals to Senate or Graduate Division
- Monday, January 31, 2022: Appeal cases reviewed and decisions passed to AVC-EI, who passes them to the Registrar
- Friday, February 4, 2022: Schedule of classes goes live, so students can plan for Spring 2022 courses
- Friday, February 11, 2022: Registration opens up for students to select Winter 2022 courses
Overview and Criteria
The Academic Senate's Educational Policy Committee (EPC) has approved a limited-term exception to the Policy on Distance Education Courses for Spring 2022 courses to be offered remotely without an R-course designation. Please note that the term “instructor” applies to faculty and lecturers in all appointment series, as well as teaching and instructional assistants.
A change in the modality of instruction from in-person to remote is appropriate in the following three situations:
- Documented student need
Requests under this category will need to document why hybrid delivery or other accommodation would be inappropriate or impossible. In addition, evening/flex/part-time graduate professional programs may provide justification under this category, to be reviewed on an individual basis. We expect few accommodations to be granted on these grounds.
- Inability to deliver course content with current in-person restrictions
Alongside the university’s vaccine mandate, symptom screening, and testing protocols, masking is required for indoor classrooms and all but two of the outdoor classrooms. We understand that some classes are difficult to conduct while masked [e.g., some language or music instruction]. An academic program impacted in this way will need to assess the alternatives for delivering instruction for each course offered (remote, in-person with masking, outdoor with masking, or outdoor without masking). Instructors need to explain why remote instruction is the only feasible solution for supporting students’ learning appropriately. Examples might include inability to use instruments, operate equipment, or wear necessary PPE with masks.
Please note that each request submitted should be for an individual class (not an entire academic program).
Also, note that challenges associated with bringing in outside speakers or collaborators is rarely a reason for moving an entire class online; having a speaker join an in-person class via Zoom on the classroom screen has been found to work very well.
- Documented instructor health or caregiving needs
Some instructors may have health or caregiving situations that cause them to request to teach a course remotely. We have asked the office of Disability Counseling and Consulting (DCC) to assess requests when there are personal health concerns. They are a confidential office, and they will not share any personal information about why instructors request a workplace adjustment. If an instructor has received DCC approval for a previous term, they don’t need to request a new consultation and can resubmit the older paperwork.
Requests based on non-personal medical exemptions (such as caregiving needs) cannot be assessed by DCC and should instead be reviewed and approved by the relevant department chair. If an instructor feels uncomfortable discussing caregiving needs with their department chair, they may reach out to their Associate Dean for an endorsement. Caregivers with children in school concerned with potential isolation requirements should bear in mind that they have the flexibility to shift their class from in-person to remote modality temporarily (up to 50% of the total class contact hours). Departments should do their best to support instructors in such circumstances.
Please note that an unwillingness to comply with the UC vaccine mandate is not an acceptable reason for requesting remote teaching. Similarly, requests for remote teaching modality may not be based on housing or commuting concerns, or external commitments.
Regardless of course modality, faculty members still need to maintain a significant presence on campus, meet classes, keep office hours, hold examinations as scheduled, be accessible to students and staff, be available to interact with University colleagues, and share service responsibilities throughout every quarter or semester of active service.
Process for Modality Change Request:
- An instructor should submit a request to their department chair (or delegate) via the web form provided here. All forms must be submitted as soon as possible to allow a review by the chair and dean no later than Wednesday, January 26, 2022.
- If the request is made due to documented student need or inability to deliver the course content with current in-person restrictions, the necessary justification must be forwarded to the chairperson to review along-side the output from the web request form.
- If the request is made as a work modification with endorsement from the DCC, the endorsement should be forwarded to the chair along with the output from the web request form. To request a consultation with the DCC, please fill out the form linked on their website. (DCC approvals from Fall 2021 and Winter 2022 will be accepted for Spring 2022).
- The chairperson should review the request and if appropriate the request should be forwarded with all necessary documentation to the dean for their review by no later than Wednesday, January 26, 2022. If the chair does not endorse the request they must promptly inform the instructor.
- The dean reviews and forwards their approval and accompanying documentation to the AVC-EI no later than Wednesday, January 26, 2022. If the dean does not endorse the request they must promptly inform the instructor.
- The AVC-EI reviews requests and forwards approval to the Academic Senate for review and approval.
Appeals of Modality Change Decisions: faculty and lecturers in all appointment series
A denied request may be appealed directly to the appropriate Senate body [Undergraduate Council for undergraduate courses, Graduate Council for graduate courses, University of Faculty Welfare for caregiving requests].
Senate Associate Director Ashley Welch (awelch@ucsd.edu) will route the requests to the correct committee as long as requests are received by no later than January 28, 2022. Requests should include the following:
- Course Information: Subject Code, Course Number, and Instructor of Record
- A statement from the instructor or program documenting how the remote course will maintain course quality in a remote modality.
- The required documentation for the modality change request.
Note: The Academic Senate is not authorized to consider appeals of DCC’s recommendation.
Appeals of Modality Change Decisions: teaching assistants and instructional assistants
A denied request may be appealed directly to the Graduate Division. The Dean of the Graduate Division will consider appeals based on a justification from the instructor or program explaining how the educational quality of a course will not be adversely impacted if offered remotely.
Appeals for both undergraduate and graduate courses may be submitted by email to Dean James Antony (graduatedean@ucsd.edu) by no later than Friday, January 28, 2022, and should include the following:
- Course Information: Subject Code, Course Number, and Instructor of Record
- A statement from the instructor or program documenting how the course will maintain course quality if the teaching assistant or instructional assistant works in a remote modality.
- The required documentation for the modality change request.
Note: The Graduate Division is not authorized to consider appeals of DCC’s recommendation.
Support for instructors
1.Will the department tech liaison program continue for AY21-22?
The departmental tech liaisons will continue for the Academic Year 2021-2022
2. When I wear a mask while teaching, will students hear/understand me?
Yes. Most classrooms have built in means for voice amplification. Please see the following video of a test conducted in a classroom using different masks. For instructors teaching in campus lecture halls rooms who do not feel comfortable reusing a lapel mic, you may request your own dedicated lapel mic to use throughout the quarter. Please visit https://edtech.ucsd.edu/media-labs-and-facilities/classroom-technology for this and more classroom technology details.
3. Can instructors record lectures in the classroom and share these online? If so, how?
Most classrooms are equipped with technology to allow for lectures to be recorded. You may share your lectures via Canvas in order to make them available to students in your class.
4. Will the campus provide microphones and other equipment and supplies for instructors?
Yes, the campus will provide microphones and other equipment to instructors. For instructors teaching in campus lecture halls rooms who do not feel comfortable reusing a lapel mic, you may request your own dedicated lapel mic to use throughout the quarter. Please visit https://edtech.ucsd.edu/media-labs-and-facilities/classroom-technology for this and more classroom technology details.
5. Will campus continue to provide support for remote proctoring of exams?
Yes, though we strongly encourage adoption of alternate evaluation approaches that both provide a more grounded assessment of learning and lower the likelihood of misconduct taking place. See our KeepTeaching site for best practices on this topic and many others.
Contingency planning
1. What accommodations do I have to make for students getting sick/being unable to join for class?
You should have a contingency plan in place in case we need to revert to remote instruction due to public health guidance. Similarly, you may consider implementing a “resilient” syllabus outlining how students can continue to participate in class if they are ill or need to quarantine. This could include sharing lecture recordings over Canvas and working with the TLC to develop alternative assessment options in case they are needed. This will not be an option for all types of classes. Please coordinate with your department and communicate your expectations to your students.
2. What planning do I need to do in case I need to test/isolate/take care of someone who gets sick?
Instructors should always have a back-up plan for minor disruptions. In this case it may also be prudent to coordinate a plan with your department to deal with more serious disruptions. This could include temporarily shifting to remote instruction, asking someone else to cover absences, or alternate ways of covering material (pre-recorded lectures).
3. What happens if a student in my class tests positive
When a student tests positive, the contact tracing team immediately takes over. The student will need to quarantine for up to 10 days. The contact tracing team will determine if others were exposed through contact with the infected individual, and if so, they will be contacted and advised to get tested. If all protocols are followed (including vaccine mandates and masking), being in a room with an infected individual does not automatically qualify as exposure. To date, no exposure events have been traced back to in-class activities at UCSD.
4. What should I do if I feel under the weather?
Complete the symptom screener and if needed, get tested for COVID. Do not come to campus unless given the all-clear.
5. What should I do if a student/TA says they feel under the weather?
Ask them to complete the symptom screener and if needed, get tested for COVID. Further, instruct them to stay away from campus unless given the all-clear.
6. What happens if I test positive?
You should complete the symptom screener, and quarantine for 10 days. You will be contacted by a member of the contact tracing team who will determine if you may have exposed others. If you need housing to prevent others from being exposed, more information on isolation housing has been provided by UC San Diego from Housing Dining Hospitality.
7. What happens if my TA tests positive?
The TA should complete the symptom screener, and quarantine for 10 days. They will be contacted by a member of the contact tracing team who will determine if they may have exposed others. You should plan ahead for this eventuality, and ensure continuity of instruction. If they need isolation housing, it can be provided by Housing Dining and Hospitality.
Safe classroom rules/rule compliance
1.What rules do I/my students have to follow in the classroom?
Masking is required at all times, regardless of vaccination status. No eating or drinking is allowed in classes, regardless of whether these are indoor or outdoor. The only exception from this rule are short hydration breaks for instructors while lecturing. Social distancing restrictions have been lifted, but physical contact should be limited where possible. The full masking policy is posted online.
2. Do I have to wear a mask while teaching?
Yes, you must wear a mask at all times when in a classroom, and in all indoor locations in general unless you are alone in an office with the door closed.
3. If I need to teach without a mask, how do I request that?
If you wish to teach without a mask, you must request to move your class to an outdoor classroom. In the outdoor classrooms, masks are not required, but are strongly encouraged. If you cannot wear a mask due to a medical condition and have a documented accommodation, you may request to move your class to a remote modality.
4. Can we eat/drink in the classrooms?
No, but instructors may take hydration breaks while lecturing. Students should step outside to hydrate, if needed, during class.
5. Can I check whether my students are in compliance with vaccination or testing mandates?
No, you cannot ask about or request proof of vaccination status. The university is enforcing the mandates rigorously for all students and employees, and doing so in a way that respects health privacy requirements.
For students in your class or lab, you or your TAs may ask students to show their daily symptom checker status (green thumb) and you can refuse them access if they refuse to do so, or fail to show that they have been cleared to come to campus. If you do this, you should do it for all students, do not profile or single a student out.
Note that you are not required to check the symptom screener, as Student Affairs monitors and directly intervenes with students who are out of compliance.
6. How do I ensure compliance with safety regulations, and who do I report infractions to?
Non-compliance with safety regulations should be reported to the Office of Student Conduct or Human Resources, depending on if it is a student or a staff member in non-compliance. You can, but do not need to directly address the infraction yourself.
Modality change process
1. What is the process to follow to request to shift a class to online instruction?
You should work with your department chair and provide a justification with necessary documentation from DCC, if applicable, for moving your class to a remote modality. The chair will review the request with the intention to arrive at the most compassionate outcome towards instructors and students. The chair should consider the blaance of offerings in reviewing the request. Once the instructor and chair have reached a decision, the request shoudl be forwarded with all necessary documentation to the cognizant dean (or delegate) for their review through the department scheduler.
The Dean will review the request according to the above criteria. Deans should also consider the balance of offerings in the requesting department and across their programs. If approved, the dean will forward their approval to the AVC for Educational Innovation at RTLschedule@ucsd.edu. He will review the requests to ensure that campus consistency and attention to student needs are being addressed by the request. All course modality requests must be submitted to the requisite Dean by Sept. 10, 2021 at 4:30 p.m.
2. How should a chair/dean review a request to shift a class to online?
The chair should review the request to ensure the request is being made because 1) there is documented student need; 2) instructors are unable to deliver course content with current in-person restrictions; or 3) there are instructor/family health considerations with documentation from Disability Counseling and Consulting (DCC). The chair should review the request with the intention to arrive at the most compassionate outcome towards instructors and students. The chair should consider the balance of offerings for students, as well as the request of the Instructor, and any DCC documentation.
3. What is the deadline for making modality changes?
All course modality requests must be submitted to the requisite Dean by Sept. 10, 2021, at 4:30 p.m.
4. Are there limits to modality change requests?
There is no numeric limit. That said, students have now completed their course registrations. We need to be considerate of the fact that future modality and schedule changes impact students’ ability to make progress toward their degrees. This is why future changes need to have documented justification and to be coordinated more closely.
5. How do we respond to students who want more remote offerings
Students who have a documented need for accommodation either because of travel restrictions or because of health restrictions have already been identified and this data has been shared with the appropriate academic programs. To the extent that we have capacity, programs and faculty have tried to accommodate students needing remote instruction for Fall, but understand that operating programs in both in-person and remote modalities increases demands on university infrastructure, and our ability to do so is limited. While individual students may express a preference for additional remote offerings, we do not have the instructional or operational capacity to simultaneously deliver all or most courses in both in-person and remote formats. Students who have an accommodation need must work with the Office for Students with Disabilities (OSD) to have their accommodation reviewed and documented.
6. How do we respond to students who want more in-person offerings?
UC San Diego programs, classes and infrastructure are designed around an in-person experience and the UC system expects instruction to be predominantly in-person during the 2021-22 academic year We expect the number of in-person offerings to further increase over the next few terms as operations normalize.
7. How could shifting a class to remote instruction impact students?
Students who have already enrolled in an in-person class that is switched to a remote course are usually disenrolled from the in-person class, requiring them to re-enroll in the online course, or if they lack access to areas in which they can comfortably complete remote classes, find another in-person class to enroll in. Students have already arranged their schedule and made housing arrangements, therefore making modifications to either at this late juncture can prove challenging.
8. Why are events and classes following different restrictions?
Classes involve our own students and employees; expectations for vaccination and safety protocols, and the mechanisms for enforcing these among our students and staff are well-developed. Events that draw outside audiences would expose our campus to people outside these protocols, with limited ability to enforce compliance. Unlike classes, events also are often longer in duration and/or involve serving refreshments. We are also choosing to minimize unnecessary risks. Teaching and research are our primary missions, events are often an extension of that, but not mission-critical.
9. Why are we going back to in-person teaching and not doing everything online
UC San Diego and the Return to Learn program have proven extremely effective in helping maintain the safety and well-being of those on campus. UC San Diego has a robust system of testing, wastewater monitoring, contact tracing and a team of medical and public health experts monitoring data and trends on a daily basis and there is also a vaccination mandate in place for the University of California system. Since the beginning of the pandemic, the campus infection rate has remained below 1% and more than 80 percent of faculty and staff are already fully vaccinated. While the pandemic is still impacting our lives, UC San Diego is designed to be an on-campus, in-person learning environment.
10. Do instructors have to teach in a hybrid modality (cater to both online and in-person students in the same class)?
No. Instructors are welcome to cater to remote learners by using Zoom and other tools, but no one is required to teach to two audiences at once. This decision is one the faculty member should make as it is strongly affected by the nature of the class.
11. Why did the policy/process for shifting modality of classes change as of September 1?
Because all of our students are now fully registered, we need to carefully weigh any final changes so as to minimize the impact on students, while still taking into account the concerns of instructors who still need to make necessary modality changes.
Campus/classroom preparation
1. How have classrooms been prepared for a safe return, and what safeguards are in place?
Facilities Management has provided extensive information on their activities preparing classrooms and other facilities for individuals to return to the campus in fall 2021. More information about the specifics related to air filtration in classrooms and campus buildings, as well as cleaning protocols and more can be found on their COVID-19 information page. Technology support can be found on the Educational Technology Support page on the Keep Teaching website.
Course modality for future terms
1. Will we be able to teach remotely in the winter or beyond? When will we know? When can I make a request?
We are planning for an in-person winter quarter. The Administration will work together with the Academic Senate to consider what future flexibility is warranted, and how this might be implemented.
Defining terms and other guidance
1. What classes receive special consideration for outdoor classrooms?
Outdoor classrooms, because of increased air movement, allow for teaching with different safeguards, including low-density maskless instruction. Faculty who need an ADA accommodation, or those teaching classes which require students to be without masks for at least part of the instruction (Music, Theater, Dance, Language, etc.) will get first priority. Other classes which wish to make use of the outdoor spaces are welcome to apply and will be accommodated as long as there is availability.
2. What is an event?
An event is any planned gathering at a UC San Diego Location, including but not limited to celebrations, dances, lectures, forums, performances, social gatherings, concerts, speaker presentations, conferences or athletic contests or tournaments where 25 or more people are in attendance or are reasonably anticipated to be in attendance. An event does not include academic classes or seminars, department meetings, laboratory meetings or other routine business meetings. More COVID-19 event guidance can be found on the Return to Learn Event Planning Page.
Visit Return to Learn for more information on upcoming and past Town Halls and a comprehensive FAQ.
Monday, January 11, 2021
Hosted by: Elizabeth Simmons, Executive Vice Chancellor
Moderated by: Robert Continetti, Senior Associate Vice Chancellor, Academic Affairs
Opening remarks by: Pradeep K. Khosla, Chancellor
Panelists:
- James Antony, Ph.D., Dean of the Graduate Division
- Steven Constable, Ph.D., Chair, Academic Senate, San Diego Division
- Carlos Jensen, Ph.D., Associate Vice Chancellor, Educational Innovation
- Hemlata Jhaveri, Ph.D., Executive Director, Housing, Dining & Hospitality
- Gary Matthews, Vice Chancellor of Resource Management and Planning
- John Moore, Ph.D., Dean of Undergraduate Education
- Robert Schooley, M.D., Professor in the Department of Medicine, Division of Infectious Diseases and Global Public Health
Wednesday, December 9, 2020
Hosted by: Elizabeth H. Simmons, Executive Vice Chancellor
Moderated by: Robert Continetti, Senior Associate Vice Chancellor, Academic Affairs
Opening remarks by: Pradeep K. Khosla, Chancellor
Thursday, November 12, 2020
Faculty Town Hall: Classroom Culture and Assessment - Models and Resources
Thursday, Nov. 12
Hosted by: Elizabeth H. Simmons, Executive Vice Chancellor
Moderated by: Carlos Jensen, Associate Vice Chancellor - Educational Innovation
Opening remarks by: Pradeep K. Khosla, Chancellor
Panelists
- Tricia Bertram Gallant, Director, Academic Integrity Office
- Steven Constable, Chair, Academic Senate
- Karen Flammer, Director Digital Learning Hub, Teaching + Learning Commons
- John Moore, Dean of Undergraduate Education
- Caryn Neiswender, Senior Instructional Designer, Digital Learning Hub, Teaching + Learning Commons
- Josephine Relaford-Doyle, Education Specialist, Engaged Teaching Hub, Teaching + Learning Commons
- David Ruiter, Faculty Director, Teaching + Learning Commons
- Carolyn Sandoval, Associate Director, Teaching + Learning Commons
Classroom Culture and Assessment - Models and Resources Presentation.
Tuesday, October 20, 2020
This special Return to Learn Town Hall is focused on in-person instruction and COVID-19 and the lessons learned so far.
Wednesday, October 14, 2020
Hosted by: Elizabeth H. Simmons, Executive Vice Chancellor
Moderated by: Robert Continetti, Senior Associate Vice Chancellor, Academic Affairs
Opening remarks by: Pradeep K. Khosla, Chancellor
Panelists:
- James Antony, Ph.D., Dean of the Graduate Division
- Steven Constable, Ph.D., Chair, Academic Senate, San Diego Division
- Carlos Jensen, Ph.D., Associate Vice Chancellor, Educational Innovation
- Alysson Satterlund, Ph.D., Vice Chancellor for Student Affairs
- Angela Scioscia, M.D., Interim Executive Director for Student Health and Wellness
- Gary Matthews, Vice Chancellor of Resource Management and Planning
- John Moore, Ph.D., Dean of Undergraduate Education
- Robert Schooley, M.D., Professor in the Department of Medicine, Division of Infectious Diseases and Global Public Health
Friday, September 18, 2020
Hosted by: Elizabeth H. Simmons, Executive Vice Chancellor
Moderated by: Robert Continetti, Senior Associate Vice Chancellor, Academic Affairs
Opening remarks by: Pradeep K. Khosla, Chancellor
Panelists:
- James Antony, Ph.D., Dean of the Graduate Division
- Steven Constable, Ph.D., Chair, Academic Senate, San Diego Division
- Carlos Jensen, Ph.D., Associate Vice Chancellor, Educational Innovation
- Alysson Satterlund, Ph.D., Vice Chancellor for Student Affairs
- Angela Scioscia, M.D., Interim Executive Director for Student Health and Wellness
- Jana Severson, Director of Housing Services, Housing, Dining and Hospitality
- Gary Matthews, Vice Chancellor of Resource Management and Planning
- John Moore, Ph.D., Dean of Undergraduate Education
- Robert Schooley, M.D., Professor in the Department of Medicine, Division of Infectious Diseases and Global Public Health
Tuesday, August 18, 2020
Tuesday, August 18, from 3:30 - 5:00 p.m.
Co-hosted by: Maripat Corr, Academic Senate Chair and Elizabeth H. Simmons, Executive Vice Chancellor
Moderated by: Robert Continetti, Senior Associate Vice Chancellor—Academic Affairs
Opening Remarks by: Pradeep K. Khosla, Chancellor
Panelists:
- Cheryl Anderson, Ph.D., Professor and Dean of The Herbert Wertheim School of Public Health and Human Longevity Science
- James Antony, Dean of the Graduate Division and Quynh Nguyen, President of the Graduate Student Association
- Sandra Brown, Ph.D., Vice Chancellor for Research
- Carlos Jensen, Ph.D., Associate Vice Chancellor, Educational Innovation
- Gary Matthews, Vice Chancellor of Resource Management and Planning
- John Moore, Ph.D., Dean of Undergraduate Education
- Robert Schooley, M.D., Professor in the Department of Medicine, Division of Infectious Diseases and Global Public Health
Friday, July 10, 2020
Hosted by: Elizabeth H. Simmons, Executive Vice Chancellor
Moderated by: Robert Continetti, Senior Associate Vice Chancellor—Academic Affairs
Opening Remarks by: Pradeep K. Khosla, Chancellor
Panelists:
- James Antony, Ph.D., Professor of Education Studies and Dean of the Graduate Division
- Sandra Brown, Ph.D., Vice Chancellor for Research
- Maripat Corr, M.D., Professor in the Department of Medicine and Chair, Academic Senate, San Diego Division
- Dulce Dorado, Director, International Students & Programs Office Global Education
- Stephen Jackson, Associate Vice Chancellor of Resource Management and Planning
- Hemlata Jhaveri, Ph.D., Executive Director of Housing, Dining and Hospitality
- Natasha Martin, M.D., D.Phil., Associate Professor of Medicine
- Gary Matthews, Vice Chancellor of Resource Management and Planning
- John Moore, Ph.D., Professor of Linguistics and Dean of Undergraduate Education
- Cindy Palmer, Assistant Vice Chancellor of Academic Personnel Services
- Robert Schooley, M.D., Professor in the Department of Medicine, Division of Infectious Diseases and Global Public Health
- Lance Scott, Research Safety Manager and Associate Director of Environment Health and Safety