Communicating with Students

Maintaining open lines of communication with students, and developing a clear plan for how to do so, is the first step toward building trust with students that their education will continue and that you will be there to support them along the way. This essential step also provides clarity and structure for you and for students, helping to streamline the communication process and ensure transparent expectations along the way.

Before or at the onset of a disruption

Uncertainty and ambiguity around course work can add to the stress that students experience during a disruptive event, which can undermine learning. When a disruptive event seems likely or imminent, proactive communications can help build trust and increase the likelihood of effective communication during the aftermath. Topics you might address early on include:

How and when do you plan to contact students (e.g., Moodle Quickmail or Announcements, WhatsApp, etc.)?
How would you like students to contact you, and how quickly should they expect a reply?
How, or under what conditions, will any near-term due dates be altered?
How, or under what conditions, will near-term late penalties be suspended or revised? If this is not possible, what alternative options should students use to turn in work while experiencing infrastructure disruption?

During or in the aftermath of a disruption

Some disruptions may last for quite a while (such as the COVID-19 pandemic of spring ’20), while others can cause extended challenges in their aftermath (such as a hurricane or ice storm). During this time, regular communications can help reassure students that their learning will continue.

Questions to consider at this stage include the following:

How can you learn about students’ current situations and varied lived experiences during this disruption? (survey, email, text, etc.;) Download a list of possible questions created by Amanda Sturgill, Associate Professor of Journalism.
- What campus resources might individual students need due to illness, mental health, or safety concerns?
- What course materials or technology (laptops vs. phones) do students have with them?
- Do they have electricity and access to a stable internet connection?
What are the best ways to effectively manage course communications?
- How will you adapt office hours or other meetings for students with limited access to laptops or data plans?
- What practices could help you manage the number of communications, such as responding to frequently asked questions for the entire group through email, video, or by creating a Moodle Forum?
What regular communication schedule will work best for your course and your students (e.g., weekly, twice a week, on which days)?
How familiar are my students and I with the necessary technologies? What support might we need?

As soon as you have decided on any changes in schedule, assignments, readings or videos, and activities, it will be helpful to communicate those to students, along with suggested ways for them to ask clarification questions or discuss their unique circumstances with you.

In ongoing or extended disruptions

As conditions change on the ground, it may be helpful to check in with students about how your communication plan is working for them, and what changes might be merited. If technology allows, a brief survey via Moodle can allow you to quickly gather information about frequency of communication, types of communication, ways of delivering feedback, and other preferences.