Assist Anywhere

• Making a plan
  • Complete the Assist Anywhere Workbook activity to get started: PDF or Word.
  • Check-in with your colleagues. Stay in touch with colleagues here at Wayne State and other institutions, as they will be invaluable sources of ideas, advice, and encouragement.
  • Decide how you will communicate with students as you move from in-person to online instruction. We would suggest you use the channels you typically use to communicate with students, such as by email, phone, Academica, Stars 2.0, Microsoft Teams, or Canvas.
  • Let your students know your plan. Be sure to let your students know what your communication plan is as well as your expectations for how they should prepare for your meeting. For example, should students expect to be in front of a computer or have certain information readily available when meeting with you.
  • Prioritize and be realistic. Identify your job priorities for the rest of the semester. Be realistic about what can be accomplished in that time and be flexible in order to focus on what is most important.
  • Opt for tools and processes that are already familiar to you and your students. Try to rely on technologies or processes that are familiar to you and your students when possible. The transition may already be draining mentally and emotionally, so relying on what you already know and use can allow you and your students to focus more energy on learning.
  • Update settings, software, and apps. Check your notification settings in commonly used programs and applications to make sure you are receiving notifications about updates. Make sure your version of MS Office is up to date and check the C&IT Remote Work resources page for other important info if you will be working from home. Download or update apps for your phones or tablet such as Outlook, Canvas, OneDrive, MS Teams, or MS Stream so you are ready to go. Remind your students to do this as well!

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• Best practices for remote interactions with students
  • NACADA- Advising Online Students: Replicating Best Practices of Face-to-Face Advising
  • NACADA Webinar - Response to COVID-19 in the U.S
  • NACADA- Academic Advising Response to COVID-19 in the U.S. Online Discussion Notes
  • NACADA- "Advising in Times of Disruption"
  • COVID 19 Response: Communicating in Times of Uncertainty
  • Occidental College Tips and Resources for Holding Advising Appointments Remotely
  • FERPA Best Practices and Remote Advising (Word Doc)
  • The Advisor Guidebook (PDF)- Chapter 16 Online Advising
  • Email Advising: Doing it Wrong, Doing it Right
  • 7 Ways Advisors Can More Effectively Engage Online Students
  • Developmental Advising in an On-Demand World
  • Inclusive Excellence: Creating a Holding Space for Students
  • Tips for Building Inclusive Digital Teams and Organizations
  • The Grit Planning Tool for Students
• Accessibility and mobile design considerations

  Resources for Microsoft Office

  • Microsoft Teams and Screen Readers
    • The University of Colorado posted a review of Teams and noted some limitations. University of Colorado review of Microsoft Teams and Accessibility
  • Microsoft Teams and Captions or Subtitles
  • PowerPoint and Presentations with Captions
  • Microsoft Accessibility Checker
  • Immersive Reader- Text to Speech
  • Focus Assist- Turn off distracting notifications for a period of time
  • Dictate your Documents- Voice to Text

  Resources for Documents and Websites

  • Wayne State’s Web Accessibility Procedures
  • Abode Pro Accessibility Checker

  General Information

  • Internet and Cell Services
  • Coronavirus (COVID-19) Information for the Limited English Proficient (LEP) and Deaf community
  • Equal Access: Universal Design of Advising by University of Washington
  • Comcast offering 'Internet Essentials' package free for low-income customers for 60 days
• Self care resources
  Keeping Stress at Bay

  • Ten Percent Happier 
  • Veterans Administration
  • CDC Guide to Managing Stress and Anxiety
  • National Institute of Mental Health 
  • AARP: 7 Ways to Cope with Anxiety During the Coronavirus Outbreak
  • WSU School of Social Work: Managing Anxiety During the COVID 19 Outbreak 
  • Seven crucial research findings that can help people deal with COVID-19
  • Keeping Your Distance to Stay Safe
  • Speaking of Psychology: Coronavirus Anxiety
  • National Alliance on Mental Illness
  • War for Kindness: Flip the Golden Rule
  • NHS Stress Relief Techniques

   

  Stress Reduction and Relaxation Resources

  • Amazon Prime Yoga Videos: Quick Yoga Workouts – Lindsey Samper
  • Free online yoga classes from YogaDownload
  • Breathing exercises for Relaxation
  • Free apps to beat stress
  • YMCA Free Online Workouts

   

  Covid-19 and Finances

  • Market Watch
  • Fidelity
  • Fidelity: Seeking Shelter in a Volatile Market
  • Fidelity: Market Volatility: Strategies for Uncertain Times
  • TIAA Bank
  • Market Watch-Retiring Soon? Here’s how you should handle those crazy market drops:
  • WSU Retirement Savings – Individual Counseling Schedule (TIAA Cref and Fidelity)
  • Credit Sesame list of companies providing financial relief

   

  Working from Home - Balance

  • Forbes: 9 Tips- How to be productive when working from home during COVID 19 
  • Linkedin learning Courses - 16 Free online courses to help with working remotely:
  • Five Ways to View Coverage of the Coronavirus
  • NASW Self-Care and Avoiding Burnout Podcast

   

  Resources for Parents and Caregivers -

  • The National Child and Traumatic Stress Network
  • Talking to Children About COVID-19 (Coronavirus): A Parent Resource
  • Talking to Teens and Tweens about Coronavirus
  • Just for Kids: A Comic Exploring The New Coronavirus
  • Talking with Caregivers, Parents. And Teachers during Infectious Disease Outbreaks (PDF, 12.8MB)
  • NASW – Helping people in special populations
  • What do Older Adults and People with Disabilities Need to Know?

   

  Online Entertainment

  • Various entertainers are providing free live streams of entertainment. Follow them on Twitter, Facebook, and Instagram.
  • The British Museum
  • Guggenheim Museum
  • National Gallery of Art, Washinton D.C.
  • Van Gogh Museum, Amsterdam
• Options for forms that require signatures, initials, or seals
  • Student Guest Form Applications:
    • If you are unable to sign the form, then send the completed form to registration@wayne.edu and copy the student on the email. Include in your email that you approve of the application and the Registration Office will sign on behalf of the university.
    • Students need to complete all of Part I before sending it to their advisors, and advisors should complete all of Part II of the form. If an advisor is forwarding the form to the Registration Office they must provide answers to the following Part II prompts in their email to the Registration Office: 
       

      Enrolled status? Yes or No. If no, last date of attendance

      Academic standing: "C" average or better? Yes or No

      Eligible to return? Yes or No

      Number of completed credits at home institution: ______"

       
    • The MACRAO board has suspended requiring seals on the forms. If you and the student are able to sign the form, then you can skip sending the form to the Registration Office. The student should be able to submit the form on their own if you have both provided signatures on it.
    • Oakland Community College requires students to apply on their website using their on-line guest application in addition to sending in the Michigan Undergraduate guest form.

   

   

  • SAP Appeal Forms: Students will need to either send a scanned PDF version or a clear photograph of the completed form(s), including student signatures and initials if necessary, to their advisor. Advisors can then forward the completed PDF or photographed form to studentservice@wayne.edu. This email should also include the advisor's written confirmation of communication with the student about the completion of the form(s). 

   

  • Prerequisite Coursework Aid Request Form - The completed, student-signed Post-bachelor Aid Form can be forwarded by an advisor to studentservice@wayne.edu with an email from the advisor affirming the statement at the bottom of the form: "Upon successful completion of the courses outlined for [student name, id], the student will be eligible for admission into the [program listed on form]." Per financial aid, this statement will serve as the advisor's signature on the form

• Winter 2020 Policy Changes

  Merit Scholarship Requirements for 2019-2020

  Students will be evaluated for merit scholarship renewal using Standard Academic Progress standards for the 2019-2020 academic year. SAP standards include earning a cumulative 2.0 GPA or higher and completion of 67% of all attempted coursework in their degree program.

  The full article about the announcement can be found here.

   

  This is a list of the policy changes for the Winter 2020 semester that was provided by the Office of the Registrar and the Provost's Office and was sent by Associate Vice President Darin Ellis.

  Pass-No Pass Grading Option for Undergrads
  At the end of the semester, professors will enter grades normally using the ABCDF scale.  Students may elect to have those grades converted to the PN scale, where FD=N and ABC=P.  The F=N conversion will be processed automatically. However, departments, schools, and colleges may decide how to apply P/N grading to curricular requirements such as program advancement, graduation, or accreditation compliance. These requirement decisions should be communicated to students through advisors so that students are fully informed when weighing grading options. Details on procedures are forthcoming asap. Details on this policy can be found at https://wayne.edu/registrar/records/grades/winter-2020-pn-grading/ 

  Assessment of Student Learning
  Program assessment requirements have been reduced from assessing two learning outcomes to assessing one. In addition, programs can choose a qualitative analysis alternative if they are unable to gather valid data using their normal assessment methods. Details and supporting documentation are on the WSU Assessment website (https://wayne.edu/assessment/).

  The General Education Oversight Committee approved a qualitative alternative to normal Gen Ed assessment, which is underway for DEI, QE, and SI. In place of submitting rubric scores, instructors can opt to complete a survey about the impact on the Gen Ed learning outcomes of the modifications to their courses. Information will be posted on the General Education Program website (https://provost.wayne.edu/general-education) soon.

  Option to Pause Tenure/ESS Clock
  Tenure-track faculty whose scholarship has been significantly impacted by the COVID-19 pandemic are encouraged to exercise the option of stopping their tenure clock for one year. Similarly, employment security status track academic staff who feel their case for ESS has been significantly impacted may stop the ESS clock for one year. Interested faculty and staff should contact their chair and/or Dean for more information on the steps required for the request. The process to request a tenure/ESS clock stop is also outlined on page 54 of the AAUP CBA (https://provost.wayne.edu/pdf/aaup_contract.pdf).