×
Skip to main content

Classroom Scenarios

The quality education you expect from Loyola hasn’t changed, but the University has changed how classes are scheduled, organized, and delivered to prioritize the health and safety of our students, faculty, and staff.

The following section describes academic guidelines, best practices, and resources developed in coordination with the leadership teams of academic units and support services on all campuses.  

 
In This Section

Accreditation and Authorization

Loyola University Chicago is accredited by the Higher Learning Commission, and this accreditation includes the highest level of approval to deliver in-person classes and distance education courses and programs. Loyola is also a partner in NC-SARA, an agreement among member states that establishes national standards for distance education, allowing us to offer online programs to students in all 50 states plus the District of Columbia.  

Instructional Spaces

Classes that are offered on campus will follow all public health and legal guidelines. See our On-Campus Classroom Guidelines. 

Due to social distancing guidelines, Loyola classrooms will be able to hold only about 25 percent of their normal capacity during summer 2021. 

Mode of Course Delivery

Summer 2021 

Students are encouraged to check LOCUS to see the mode of course delivery for their particular classes.  We are offering some undergraduate courses exclusively on campus, some exclusively online, and some on campus but HyFlex.

In summer 2021, most graduate and professional classes will continue to be offered online. However, graduate students are encouraged to check LOCUS to determine the mode of delivery for their particular classes. 

Fall 2021 

We anticipate that most courses for both undergraduate and graduate students will be offered in person, on campus in fall 2021. All students are encouraged to check LOCUS for mode of course delivery and communicate directly with faculty with any questions.  

Faculty checklist for fully online classes 

  • Be sure to add information in LOCUS to class notes clarifying whether your online class is synchronous or asynchronous; defining this for students is very important so they understand the course structure and requirements. 
  • Review contact hours guidelines for online classes. 
  • To address Illinois requirements and to protect the privacy of our online students, review the Guidelines for Recording Online Students; post the “syllabus statement” and “privacy statement” on both your syllabus and Sakai site. 
  • Review the Accessibility Guidelines and Accessibility Training to be sure your course materials are accessible to all students; creating accessible learning environments is our obligation as an institution that accepts Title IV funds and speaks directly to our mission as an institution to educate the underserved. 
  • Contact students via Sakai to share the syllabus, course design, course requirements, and instructor expectations. 
    • Determine if any students will require special accommodations due to disabilities. 
    • Determine if any students will require special accommodations due to time zone differences. 
  • Share information regarding orientations that will inform students of online resources (to be announced). 
  • If your class is designated as engaged learning, the Center for Experiential Learning has developed online Engaged Learning experiences and assignments that are specifically adapted to the online environment and are reflective of Loyola’s in-person instruction and of equal rigor; Engaged Learning Course Guidelines for online courses are also available. 

HyFlex Classroom Technology

In a HyFlex (hybrid flexible) course, the instructor facilitates class activities for both on-campus and online students simultaneously. Fall 2021 classrooms designated for HyFlex teaching will include the standard technology package, plus they will be equipped with dual monitors at the instructor workstation, a camera facing the front of the room, microphones to capture the instructor and students, and speakers to hear online students. 

ITRS provides virtual tours of traditional and HyFlex classrooms. Instructors will also be able to access video tutorials and schedule individual training on using classroom technology.   

For more information, visit HyFlex Classrooms 

Meeting Student Academic Needs 

Student academic resources 

For students attending classes at Loyola, whether online or on campus, the University will make a variety of resources available to ensure students’ academic success. Please visit the Resource Rundown, which includes an extensive list of resources. Resources include: 

For students with disabilities, the following resources are available: 

  • Support services from the Student Accessibility Center (SAC). SAC will help students with disabilities during the transition back to campus and will be available to guide and support faculty with the implementation of reasonable accommodations for students in their courses. 
  • Accommodation letters for students enrolled in courses sent directly to faculty via email from SAC, which began in the summer of 2020. As in past semesters, faculty can view their class roster online, including information regarding student accommodations, via Accommodate. 
  • Reminders of students’ testing accommodations sent directly to faculty from SAC. Due to social distancing requirements, SAC will not be able to proctor exams but will partner with faculty to help find solutions when needed. 
    • Students with testing accommodations will submit all test requests via Accommodate at least seven days in advance. 

General inquiries can be sent to sac@LUC.edu, and questions regarding testing can be sent to sactesting@LUC.edu.

Faculty Professional Development

Loyola has provided, and will continue to provide, training and support to faculty to ensure that all students have an equal opportunity to achieve course learning objectives regardless of modality.  

The Office of Online Learning (OOL), Instructional Technology & Research Support (ITRS), Center for Experiential Learning, and the Faculty Center for Ignatian Pedagogy (FCIP) continue to offer workshops and materials to support both online teaching and HyFlex (dual-mode) instruction. 

For more information, visit the academic continuity webpage at LUC.edu/academiccontinuity.  

HyFlex training will be offered both on campus and online. To sign up, please contact the ITS Service Desk at ITSServiceDesk@luc.edu or 773.508.4487. 

Faculty can also request one-on-one assistance from an instructional designer by contacting the Office of Online Learning at online@LUC.edu or ITS technology support by contacting ITSServiceDesk@LUC.edu.  

Health and Safety in the Classroom

All campus classrooms will follow public health guidelines. Faculty and students must follow Loyola’s Required Personal Safety Practices. Desks, tables, and chairs will be spaced apart to meet social distancing guidelines of six feet between people. Moving of furniture will not be permitted. To allow for contact tracing (if required), students in all classes will occupy assigned seats beginning no later than the second week of class, and faculty are required to take attendance.   

For more details about preventing the spread of COVID-19, please see the Health and Safety guidelines.

Responsibilities

Together, we can create a safe, supportive environment for education. Students, faculty, and academic units each have an important role to play in making this happen.  

Please see below for a detailed listing of student, faculty, and academic unit responsibilities. 

Students: 

  • Follow Loyola’s Required Personal Safety Practices, including wearing masks while in campus buildings, sanitizing your desk before and after use in classrooms, and washing hands/using hand sanitizer often. All classrooms will have disposable masks if you forget one.  
  • If you are not fully vaccinated with an uploaded and approved vaccination card, be tested for COVID-19 regularly at an on-campus testing site to help ensure the safety of the Loyola community. 
  • Use the Symptom Checker daily to check for any COVID-19 symptoms. Do not attend class in-person if you develop any symptom(s) consistent with COVID-19, as defined by the CDC. 
  • Load your vaccination card into the Symptom Checker app as soon as you are fully vaccinated. 
  • If necessary, follow the Positive Diagnosis Protocol developed by the University. 
  • Visit Sakai course sites to learn the details of your courses. 
  • Inform instructors if you are enrolled in an on-campus course and plan to attend 100 percent online. 
  • Inform instructors of any special accommodations approved by the Student Accessibility Center (SAC). 
  • Review all relevant academic policies regarding academic integrity. 
  • Review the ITS technology support webpage to prepare for your courses. 
  • Review academic and other support services available to students. 

Faculty: 

  • Follow Loyola’s Required Personal Safety Practices, including wearing masks while in campus buildings, sanitizing your desk before and after use in classrooms, and washing hands/using hand sanitizer often. All classrooms will have disposable masks if you forget one.  
  • If you are not fully vaccinated with an uploaded and approved vaccination card, be tested for COVID-19 regularly at an on-campus testing site to help ensure the safety of the Loyola community.  
  • Use the Symptom Checker daily to check for any COVID-19 symptoms. Do not hold class in-person if you develop any symptom(s) consistent with COVID-19, as defined by the CDC. 
  • Load your vaccination card into the Symptom Checker app as soon as you are fully vaccinated. 
  • If necessary, follow the Positive Diagnosis Protocol developed by the University. 
  • Participate in faculty development programs in preparation for online and HyFlex (dual-mode) course delivery (see the Academic Continuity webpage for trainings and workshops). 
  • Set up courses in Sakai for both online and on-campus classes, since there is a high likelihood that on-campus classes will have at least some students attending remotely. 
  • Contact all students via Sakai to provide details of the course. 
  • If a student will be attending online, determine technology needs, etc.  
  • Meet special needs of students in distant time zones. 
  • For students who will not be able to attend class in-person, provide an equivalent academic experience; academic units/instructors will decide how best to meet student needs. 
  • Faculty should assess how required course activities and assignments can continue for students who cannot attend in person. 
  • Follow the Guidelines for Recording Students in Online Classes including notifying students via the class syllabus that if they are attending class online, they may be recorded. 
  • Take attendance daily, which will assist if contact tracing is necessary. 

Academic Units: 

  • Follow Loyola’s Required Personal Safety Practices, including wearing masks while in campus buildings, sanitizing your space before and after use, and washing hands/using hand sanitizer often.  
  • If you are not fully vaccinated with an uploaded and approved vaccination card, be tested for COVID-19 regularly at an on-campus testing site to help ensure the safety of the Loyola community 
  • Use the Symptom Checker daily to check for any COVID-19 symptoms. Stay home if you develop any symptom(s) consistent with COVID-19, as defined by the CDC. 
  • Load your vaccination card into the Symptom Checker app as soon as you are fully vaccinated. 
  • If necessary, follow the Positive Diagnosis Protocol developed by the University. 
  • Hold advising and student meetings either virtually or in person once we begin to return to campus if you feel comfortable doing so. 
  • Follow the CDC guidelines and Loyola Required Personal Safety Practices if an in-person meeting is required. Arrange meeting space to comply with social distancing guidelines. 
  • Review any accommodations for staff due to disability with the supervisor and Human Resources, as needed. 

Cleaning and Disinfecting

Housekeeping will clean all high-touch areas in common spaces throughout all buildings daily. Within a classroom, hand sanitizer and sanitizing wipes will be provided. Students and faculty should wipe down their work surfaces after each use. Classrooms will be thoroughly cleaned by housekeeping at the end of each day. 

Positive Diagnosis Protocol

When a positive case of COVID-19 is confirmed, the University will follow established protocol and guidelines for contact tracing and isolation before returning to the classroom. For more information, clickhere.

Academic Integrity

Academic integrity is the pursuit of scholarly activity in an open, honest, and responsible manner. Without it, education is lost. Loyola has distinct guidelines in place regarding academic integrity required of undergraduate,graduate, and professional students.  

All courses—regardless if they are online or in-person—are expected to uphold academic integrity guidelines. Loyola endorses instructors’ use of technology, good course design, and support services to bolster the University’s commitment to academic honesty in all classes.  

For more details on Loyola’s academic integrity policy for online and dual-mode courses, visit LUC.edu/academics/catalog/undergrad/reg_academicintegrity.shtml 

Academic integrity in online and HyFlex courses 

The Office of Online Learning (OOL) and Instructional Technology and Research Support (ITRS) support instructors in their efforts to ensure academic integrity in their online courses. Several academic integrity technologies are available, including Turnitin for plagiarism detection, Respondus LockDown Browser for locking the browser for taking tests and quizzes in Sakai, and Proctortrack for test and exam proctoring. OOL and ITRS can consult on the configuration and use of these technologies. 

Course design can also support academic integrity. Instructors can utilize OOL’s Academic Integrity Toolbox, which walks through many technology, course, assessment, and assignment design strategies that are available for promoting academic honesty. OOL also helps academic programs and instructors review their online courses, looking for ways to promote integrity through design. 

To consult with OOL on any matter related to academic integrity in online courses, email online@LUC.edu. OOL and the Faculty Center for Ignatian Pedagogy also offer workshops related to academic integrity. Visit the Academic Continuity webpage for details. 

Responsibilities 

Students and faculty must commit to fostering responsible and honest efforts in all areas of academic work. 

Recommendations for faculty: 

  • Review technology and design strategies available for fostering academic integrity in online courses. 
  • Review Prevention and Detection of Academic Integrity Violations. 
  • Determine if online course proctoring is appropriate for the assessments being utilized. 
  • Alert students to the appropriate University academic integrity code for their review. 
  • Notify students of course expectations, including a syllabus statement clearly stating expectations. 
  • Notify students of any academic integrity software that will be used in class including Turnitin, Proctortrack, and Respondus LockDown Browser. 
  • Provide clear instructions on what will be needed for students to take exams using these technologies. 
  • Work with the Student Accessibility Center to accommodate the needs of registered students and preserve academic integrity. 

Pursuant to student handbooks, students bear the responsibility to: 

  • Maintain honesty in all areas of academic work. 
  • Review all relevant academic policies regarding academic integrity and adhere to them. 
  • Familiarize themselves with the steps needed to use the technology utilized in each class to foster academic integrity. 
  • Facilitate the cooperation of the Student Accessibility Center with their instructors to accommodate any registered needs and preserve academic integrity. 

Technology Support

Information Technology Services (ITS) works to support the technology needs of students, faculty, and staff. ITS ensures academic continuity by contributing skilled technological expertise and service; providing secure, reliable information and resources; and offering professional, collaborative consultation. ITS continues to update and maintain a process that preserves the continuity of teaching and learning. For a complete listing of current resources and trainings, please visit Instructional Technology & Research Support (ITRS). Additional technology resources available to support academic continuity include the following: 

Requests for ITS Assistance 

Call 773.508.4ITS or email ITSServiceDesk@LUC.edu. This includes requests for traditional on-campus classes and emergency support for synchronous sessions using Zoom or Panopto in online/blended courses. 

Password Change Assistance 

Visit Resetting Your Password from Off Campus. 

Multi-Factor Authentication (MFA) 

MFA protects you even if your Loyola password becomes compromised by using your Loyola UVID and password plus one additional authentication method to verify your identity. For more information, please visit Multi-Factor Authentication. 

Working Remotely 

For information on working efficiently through campus disruptions, visit How to Keep Working—Technology Continuity. 

Equipment Loan 

Equipment is available to students, faculty, and staff for extended loan to support online teaching and learning, as well as remote work. Resources are available on a first-come, first-served basis. For more information, visit ITS Equipment for Extended Loan. 

Faculty Consultations 

ITRS offers instructional support and academic technology consultations on a regular basis. To schedule an appointment, please visit the ITRS Consultations booking page. You will receive a Zoom meeting invitation upon scheduling. ITRS has also created many self-help resources: 

Academic Research Technologies 

Loyola offers a wide array of quantitative and qualitative research applications for home use for both faculty and students. For more information and a complete list of applications, please visit Academic Research Technologies. Online statistical advising appointments are also readily available. Advisers are graduate students engaged in coursework and research that focuses on quantitative and qualitative research methods. Services include answering basic, how-to questions and limited interpretive help with analysis results when using Loyola supported statistical applications or QDAs. To schedule a statistical advising appointment, please visit the ITRS Consultations booking page. You will receive a Zoom meeting invitation upon scheduling. 

Learning Analytics Report (LAR) 

The LAR currently presents course and student data from LOCUS, Sakai, Panopto, and Zoom. To access your LAR, please schedule a 30-minute consultation with a learning design engineer. Due to data protections, only the instructor of record for the course may access the LAR. To request your LAR and to schedule an appointment, please visit the ITRS Consultations booking page. You will receive a Zoom meeting invitation upon scheduling. For more information, please visit Learning Analytics. 

Instructional Technologies Course (ITC) 

The ITC is an introductory course designed for faculty but can also be taken by staff. The primary focus is Loyola's learning management system, Sakai. Each week, participants will explore native tools in Sakai, the integrations Panopto and Zoom, along with best practices for developing optimal online learning activities. The weekly time commitment is approximately eight hours, including participation in a 45-minute online synchronous session. At the end of the 4-week period, participants will have created a Sakai template that can be used in future courses. The next Instructional Technologies Course (ITC) will run July 19 - August 13, 2021. For more information and to register, please visit ITRS Courses. 

Online Learning Faculty Support 

The Office of Online Learning (OOL) provides comprehensive support to faculty for the design, development, and delivery of online courses, including instructional design assistance, quality assurance, accessibility checks, state authorization, and faculty development. 

Instructional Design Assistance 

Faculty may request instructional design assistance through the OOL by sending an email request to: online@luc.edu 

Online Teaching Courses (OTC) 

The Online Teaching Courses (OTC) are designed to prepare faculty for teaching and delivering high-quality online and blended courses. The OTC courses (OTC: Design and OTC: Facilitate) are two 4-week online faculty development courses that can be taken synchronously or asynchronously. Instructors may take whichever course fit their needs or they can take both. The OTC courses can be taken in any order. The dates for the summer 2021 OTC courses are:  OTC: Design: June 1 – June 27, 2021 and OTC: Facilitate: July 6 – August 1, 2021. For more information or to register for the OTC Courses, please visit Online Teaching Courses. 

Study Abroad and JFRC

John Felice Rome Center (JFRC) 

The Office of Global and Community Engagement is pleased to announce that we are moving forward with plans to reopen the John Felice Rome Center (JFRC) in the fall 2021 semester. This decision has been informed with input and insight from LUC and JFRC leadership and public health experts, using the most recent available data to forecast the conditions that will make study abroad at the JFRC safe and feasible. During the spring, a special Task Force was established and has given careful consideration to reopening of the campus. The Task Force also recognizes that this decision is based on current information and that the planning and operation of the fall 2021 semester at the JFRC may be subject to modification. 

The health and safety of the JFRC campus and the surrounding communities in Rome are the paramount concern of LUC as we plan to resume study abroad at the JFRC. To promote protective health and safety standards, LUC will require all students to be fully vaccinated at least two weeks prior to arriving in Rome. Students, faculty, and staff will also be required to participate in weekly COVID-19 testing provided on location at the JFRC. In addition to LUC health and safety guidelines, all Italian protocols and guidelines related to international travel, quarantine, COVID-19 testing, tracing, social distancing, and the use of face coverings and masks will be enforced. Students will be admitted in the fall 2021 semester to allow for single occupancy only in campus housing.  

The fall 2021 semester will employ two teaching modalities. Classes will be held remotely and solely in the online modality from August 30 to September 13. Students must plan to arrive in Rome on September 16 to participate in an onsite orientation (Sept 16-19), either in quarantine or in person, as permitted by Italian health guidelines at that time. Classes will recommence on September 20 and phase into the in-person modality as soon as permitted. A fall break is scheduled for October 15-17. The final day of class is scheduled on November 24, to be followed by Thanksgiving break (Nov 25-28). Final exams will be held from November 29 to December 2. Checkout and departure from the JFRC will be on December 3 and 4. Students traveling to Italy will not need to procure a student visa, which is only required for a stay of 90 days or more. Rome Start students who plan to study in Rome during the fall 2021 and spring 2022 semesters will need to procure a visa. During the fall semester, students will only be allowed to travel within Italy, as permitted by local and regional guidelines. 

The Office of Global and Community Engagement will continue to monitor all circumstances related to the COVID-19 pandemic and the vaccination rollout in Rome and in Italy. While students are encouraged to plan for a fall 2021 semester abroad in Rome at the JFRC, they will be informed on or before June 15, 2021, of definitive plans to reopen the campus. Students will need to make back-up plans in the event that they are not permitted to travel to Italy in September. We recognize that the normal study abroad experience will be altered as the JFRC reopens. We also remain confident that students will have a meaningful and impactful experience in their classes, with onsite visits to historic and cultural locations in and around Rome, with organized activities, and with visits to cultural sites in Italy.  

Loyola Vietnam Center (LVC) 

After careful consideration of input and insight from LUC and LVC leadership, as well as public health experts, using the most recent available data, study abroad at the LVC in Ho Chi Minh City, Vietnam will remain suspended for the duration of the fall 2021 semester. This suspension pertains to all programming associated with the LVC. In making this difficult decision, we recognize the complexities involved in being able to create and maintain a safe environment for students. The LVC relies on a collection of facilities in partnership with local universities in Ho Chi Minh City. These same partner institutions have expressed reservations about the feasibility of offering study abroad programs during the fall 2021 semester. We wish to acknowledge the concerns our Vietnamese partners share with us. These concerns have greatly informed this decision, which also takes into consideration the current travel restrictions in Vietnam, uncertainty over the resumption of student visa issuance by immigration authorities, the lack of official information on COVID-19 vaccination plans in Southeast Asia, and the forecasted public health disparities in vaccination rates between the U.S. and Vietnam for this coming fall. 

Students who have been accepted into the fall 2021 LVC study abroad program will be offered priority admission into the spring 2022 or fall 2022 programs, if they wish to reapply. The Office of Global and Community Engagement expects to be in a position to reopen the LVC for the spring 2022 semester and will continue to monitor the health conditions in Vietnam in collaboration with our local partners.  

Jesuit Partner, Exchanges, Third-Party, and Other Study Abroad Programs 

In consultation with LUC leadership, the offices of Global and Community Engagement and Study Abroad have made the difficult decision to continue the suspension of LUC student participation in all other study abroad activities and programs administered by any university or study abroad organization through the end of the fall 2021 semester. This decision has been informed by taking several factors into consideration, including LUC’s inability to ensure student safety, government travel advisories (such as those issued by the U.S. Department of State and CDC), and health disparities in countries with limited access to the COVID-19 vaccine.  

The offices of Global and Community Engagement and Study Abroad will continue to monitor the developing circumstances of the pandemic, including vaccination efforts, government health advisories, and the resumption of student visa issuance around the world. We look forward to reinstating study abroad options as soon as it is prudent to do so. We especially hope that global health conditions will allow for the operation of LUC faculty-led study abroad programs during the 2022 J–Term and spring 2022 semester. 

The latest information on international travel and current health advisories can be viewed on the CDC and U.S. State Department websites.  

  • To learn more about Loyola’s Office of International Programs, visit LUC.edu/oip 
  • For more information on the JFRC, visit LUC.edu/rome 
  • For more information on the Vietnam Center, visit LUC.edu/vietnam  

Clinical and Field Experiences/Internships/Externships/Clerkships/Practicum Experiences

As students in Loyola’s professional schools return to field placements, internships, and externships, each program should review these guidelines to help mitigate risk:  

  • Ensure the site is following required public health guidelines.  
  • Verify any personal protective requirements for students and faculty who access the site.  
  • Verify whether the site or Loyola is required to provide any personal protective materials.  
  • Ensure students review any recommended educational materials related to personal protective equipment (PPE) use; for reference, see the CDC guidelines on using PPE.   
  • Verify learning outcomes are achievable considering any restrictions placed on student activities.  
  • Identify and communicate any daily screening requirements before arriving at the site and when entering the site.  
  • Verify program accreditation, licensure, or certification requirements can be met in consideration of any restrictions imposed by the site.  

For field placements, internships, and externships where the faculty member is intermittently or continually on site with students, programs should also:   

  • Verify the faculty member is able and willing to go to the site.  
  • If the faculty member is not willing or able to go to the site, determine if virtual site visits are an option.  

Students should communicate directly with their faculty and academic department providing these experiences, as each program may have specific requirements, guidelines, and directions. 

Engaged Learning courses/guidelines 

Engaged Learning courses may look and feel very different depending on the health guidelines and context, but to preserve the deep learning experiences of students, we encourage the following guidelines:  

  • Where/when possible considering the health guidelines and capacity limits of people gathering, leverage aspects of the experience in a virtual/online modality (e.g., virtual internship meetings, virtual community-engaged projects, online research projects).  
  • If working with external organizations, shift work to remote/online projects where appropriate and desired with the external organization, following health guidelines. 
  • If in-person experiences are acceptable to and desired by all parties, and/or required by the position/industry/academic program, follow the guidelines of the state, city, and the partner organization hosting Loyola students.  
  • Respect if a community site may not choose to accept a student considering health guidelines, given their clientele (e.g., vulnerable populations), and the guidelines of the state and city, and consider virtual opportunities to partner. 
  • A student may not choose to go to an in-person site if they have documented health concerns or other extenuating circumstances, and an alternative virtual project or experience may be chosen through the agreement of the student, faculty, and community partner organization. 
  • Hours dedicated to engaged learning experience have some flexibility to include time-on-task and project-based work, such as reflection assignments dedicated to the experience and/or learning portfolio creation. 

Best practices for virtual/remote engaged learning experiences include (especially targeting internship and fieldwork experiences, but may not apply to all engaged learning experiences):  

  • Develop online reflection assignments (oral, written, and creative).  
  • Construct summative reflection assignments or projects via online modalities, such as learning portfolios. 
  • Meet with external partners online and continue regular meetings and communication via online formats.  
  • Complete mid-point and end-of-semester evaluation forms, to be filled out by site supervisors.  
  • Construct weekly check-ins between student and site supervisor virtually.  
  • Require students to complete weekly hour logs to track hours dedicated to experience for accountability.  
  • Ask that students input their Engaged Learning experience (e.g., site) information into LOCUS in a timely manner.