Widespread Absences Lesson Plan

Strategies you can use for your classes when large numbers of students are likely
to be absent or even when they are not.

  • Give more and smaller quizzes: missing a quiz does not impact as much content. Make-ups are quicker. Also gives students feedback more often. 
  • Drop the lowest test/assignment grade(s). (See our tutorial on advanced gradebook functions in Excel) .
  • Offer "amnesty" quizzes, tests, or papers later in the semester as replacements for any missed assessments earlier.
  • Record your regular lectures as podcasts and put on your course Web site or the Knight’s E-Mail’s OneDrive.
  • Record alternative lectures "after-the-fact" as podcasts.
  • Optional make-up exams:  Students can request a make-up instead of dropping the lowest grade (must schedule within 24 hours of exam and take it before next class meeting).
  • Provide online testing rather than face to face testing.
  • Be flexible with deadlines:  Each student gets one or more Free Late Assignment passes.
  • Provide lecture notes online via Webcourses, Knight's Email OneDrive, or other external Web site such as a wiki.
  • Use multiple versions of tests with equivalent but different questions.  You could use Question Sets in Webcourses or test banks that come with many textbooks for this.
  • Create online resources (readings, modules, activities) through a Web page or within Webcourses
  • Faculty teaching the same course or in the same department could serve as substitutes for each other in case they become ill.
  • Encourage students to notify faculty if they are ill rather than just not showing up in class.
  • Visit the Faculty Center or email fctl@ucf.edu for more ideas.

Faculty are encouraged to add their suggestions to this list. Do so by emailing fctl@ucf.edu

 

Faculty Spotlight View Other Award Winners

Bruce M. Wilson
College of Sciences Bruce M. Wilson I see teaching as a multi-faceted endeavor where the role of the teacher is to provide students with excellent training in Political Science, to equip them with the skills to succeed in their careers, and to become lifelong learners. In my classes, I emphasize critical-thinking and writing skills and expose studen...

Chiara Mazzucchelli
College of Arts and Humanities Chiara     Mazzucchelli As an Italian instructor, by the book, much of my classroom work focuses on helping students build proficiency in the four language skill areas–listening, speaking, reading, and writing. However, my goal as a teacher goes beyond the facilitation of linguistic growth. I want to open students' eyes to other ...

Tison Pugh
College of Arts & Humanities Tison   Pugh The common feature of all medieval literature, despite differences in authors, cultures, and genres, is that it is very, very old. When beginning my courses, I often face resistant students who have predetermined that, due to its age, the literature under examination is irrelevant and offers nothing of interest to...