The COVID-19 pandemic highlighted a need for flexibility in course schedules. In this post, we explore how to balance flexibility and structure in a way that leads to positive learning outcomes.<\/p>\n\n\n\n
\u201cCan I still turn in this assignment even though it\u2019s past the due date?\u201d <\/p>\n\n\n\n
\u201cI had an emergency come up and can\u2019t make it to class.\u201d <\/p>\n\n\n\n
\u201cI missed our last quiz; is there anything I can do to make up those points?\u201d <\/p>\n\n\n\n
Regardless of your discipline or the classes that you teach, these types of requests likely sound familiar. That\u2019s because students juggle a variety of competing demands that can prompt requests for flexibility. For example, around 40 percent of full-time students are employed<\/a> and over one fifth of undergraduate students are parents<\/a>. <\/p>\n\n\n\n Given that classroom policies often set the tone for a course, decisions about how to handle student requests for extensions, absences, and the like can influence student-faculty interactions<\/a> and impact student success<\/a>. This was never more apparent than during the COVID-19 pandemic. <\/p>\n\n\n\n The pandemic prompted a great deal of public discourse<\/a> over classroom attendance and late submission policies. In the midst of rising case counts, rapid transitions to online teaching, and heightened rates of mental health struggles<\/a>, students, administrators, and many members of the public argued that faculty should alter their course policies to focus on teaching with empathy<\/a> and leniency<\/a>. And many faculty did just that. <\/p>\n\n\n\n We became interested in how faculty felt about these changes. Were they happy with the adjustments they made? Did some changes work better than others? Was more flexibility always better? Did they learn anything from the experience that could inform future efforts to respond to emergent crises? <\/p>\n\n\n\n We explored these questions by interviewing 43 university faculty members from a range of institutions and disciplines. Here is what we learned. <\/p>\n\n\n\n Nearly all faculty in our study believed that showing students grace was necessary in the midst of the pandemic. Why? Because they felt flexible attendance and submission policies helped students navigate the upheavals associated with COVID-19. However, this flexibility also had a downside\u2014too much resulted in diminished engagement and weaker learning outcomes among students and high levels of stress among faculty. <\/p>\n\n\n\n Consequently, many faculty emerged from the pandemic suggesting that a combination<\/em> of structure and leniency is optimal for the college classroom. Moreover, if policies are designed from the outset to balance flexibility and stringency, it appears easier for students and faculty to adjust to unexpected upheavals while also continuing to meet the course\u2019s learning objectives. Below we offer some highlights from our discussions with faculty. You can read the full published article here<\/a>. <\/p>\n\n\n\n These are but a few examples of the ways faculty balanced structure and flexibility during the pandemic. Those who used these techniques expressed satisfaction with student and course outcomes. Moreover, they said they planned to continue these practices into the future because students inevitably need flexibility\u2014emergencies can and do occur\u2014but students also need structure to ensure they remain accountable to the course material and achieve the learning objectives. \u201cStructured flexibility\u201d also helps instructors by reducing the stress of addressing requests on an ad-hoc basis or making extensive changes mid-semester. In this way, course policies that balance flexibility and structure are a win-win all around.\u00a0<\/p>\n\n\n\n What lessons have you learned from the pandemic? How do you offer flexibility while creating structure in your courses?<\/em><\/strong><\/p>\n\n\n\n Calarco, Jessica. \u201cAdjusting Expectations for Empathy and Equity in the Wake of COVID-19.\u201d Accessed July 26, 2023. http:\/\/www.jessicacalarco.com\/teaching-resources-1\/2020\/4\/11\/adjusting-expectations-for-empathy-and-equity-in-the-wake-of-covid-19<\/a> <\/p>\n\n\n\n Cruse, Lindsey Reichlin, Tessa Holtzman, Barbara Gault, David Croom, and Portia Polk. 2019. “Parents in College: By the Numbers.” Institute for Women’s Policy Research<\/em>. <\/p>\n\n\n\n Flaherty, Colleen. 2020. \u201cGrading for a Pandemic.\u201d Inside HigherEd<\/em>. https:\/\/www.insidehighered.com\/news\/2020\/04\/23\/how-lenient-or-not-should-professors-be-students-right-now<\/a>. <\/p>\n\n\n\n Guzzardo, Mariana, Nidhi Khosla, Annis Adams, Jeffra Bussmann, Alina Engelman, Natalie Ingraham, Ryan Gamba, et al. 2021. \u201c\u2018The Ones that Care Make all the Difference\u2019: Perspectives on Student-Faculty Relationships.\u201d Innovative Higher Education<\/em> 46, no. 1: 41\u201358. <\/p>\n\n\n\n Holtzman, Mellisa, Ellen Whitehead, and Ayrlia Welch. 2023. “Adjusting Class Policies amid a Pandemic: How Lessons Learned During COVID-19 Can Help Faculty Prepare for Other Institution-Wide Crises.” Teaching and Learning Inquiry<\/em> 11. <\/p>\n\n\n\n National Center for Education Statistics. 2022. \u201cCollege Student Employment.\u201d U.S. Department of Education, Institute of Education Sciences. Accessed July 26, 2023. https:\/\/nces.ed.gov\/programs\/coe\/indicator\/ssa<\/a>. <\/p>\n\n\n\n Sawchuk, Stephen. 2020. \u201cGrading Students during the Coronavirus Crisis: What\u2019s the Right Call?\u201d Education Week<\/em>. Retrieved from https:\/\/www.edweek.org\/teaching-learning\/grading-students-during-the-coronavirus-crisis-whats-the-right-call\/2020\/04<\/a>. <\/p>\n\n\n\n Son, Changwon, Sudeep Hegde, Alec Smith, Xiaomei Wang, and Farzan Sasangohar. 2020. “Effects of COVID-19 on College Students\u2019 Mental Health in the United States: Interview Survey Study.” Journal of Medical Internet Research<\/em> 22, no. 9: e21279. <\/p>\n\n\n\n Zhu, Liugen, Edgar Huang, Joseph Defazio, Sara Hook. 2019. \u201cImpact of the Stringency of Attendance Policies on Class Attendance\/Participation and Course Grades.\u201d Journal of the Scholarship of Teaching and Learning<\/em> 19, no. 2: 130\u201340. <\/p>\n\n\n\nCOVID-19\u2019s Impact on Course Policies <\/h2>\n\n\n\n
The Benefits and Limits of Flexibility <\/h2>\n\n\n\n
Strategies for Balancing Flexibility and Structure <\/h2>\n\n\n\n
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References <\/h2>\n\n\n\n