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

Charles David Cooper
College of Engineering and Computer Science Charles David Cooper My teaching philosophy is based on several beliefs and practices that have evolved over my 30+ years of teaching and 63+ years of living. I firmly believe that good engineers are products of their education and training, more so than of their innate abilities. Although raw intelligence and a “penchant for n...

Tim Brown
College of Sciences Tim  Brown “I want to be a journalist. You know, like Nancy Grace, or Oprah.” Unfortunately, that is an all too common line in my office when I meet students who want to be—or think they want to be—electronic journalists. They have confused entertainment with a calling. It‘s far different in ...

Farrah M. Cato
College of Arts and Humanities Farrah M.  Cato My teaching has always focused on student-centered classrooms where critical thinking and active engagement are key. This foundation allows me to work on the primary goal of my pedagogy: to teach students how to use their education in the world around them. To this end, I employ a variety of strategies for differe...