The fitness center at the Kress Center reopened on Monday, August 10. At the current time, it is open only to UW-Green Bay students, faculty and staff. Hours of operation are 8 a.m. to 5 p.m. Monday-Friday. All patrons will be required to reserve a 75-minute time slot on the UREC at UWGB app to use the Fitness Center. All details and app instructions are available on the Kress Center website. UREC also began renting outdoor equipment.
In an article on 12 Ways to Stay Focused, Motivated, and Productive While Working, wherever people are, Assistant Prof. and Chair of Sport, Exercise, and Performance Psychology Alan Chu discusses the importance of fulfilling our basic psychological needs—autonomy, competence, and relatedness—to stay motivated at work. His perspective can be seen at Smallpdf.
Schools at all levels preparing for the fall semester face a series of competing priorities, with one overarching top concern: ensuring the safety of students and staff.
The University of Wisconsin-Green Bay, which last year saw record enrollment and is still awaiting fall 2020 enrollment totals, has a wait list for housing, and Chancellor Michael Alexander says the school is working to accommodate, in a safe manner, everyone who needs housing.
Chart your future on our hilltop campus where you can earn your degree and explore a world of opportunities. Plan your visit!
Video Transcript: Rise beyond the ordinary at UW-Green Bay, Sheboygan Campus. Where you can earn a bachelor’s degree from start to finish. Build your brainpower in challenging courses with state-of-the-art technology. Connect to a world of opportunities with personal attention from award-winning faculty. Embrace college life and get involved. This is your time To learn. To invent. To have fun. To RISE!
Video by Sue Pischke, Office of Marketing and University Communication
The following are Classroom Guidelines for UW-Green Bay faculty and staff:
The Board of Regents passed the following two guidelines at their July meeting, which have informed these revised classroom guidelines. UW campus leaders shall prioritize the health and safety of students, faculty, staff and surrounding communities in their decision making. UW campuses shall adopt policies or protocols to reduce the spread of the COVID-19 virus, considering public health recommendations made by the U.S. Centers for Disease Control and Prevention (CDC) and state/county health departments, to include the following, at a minimum:
Face coverings shall be required in all indoor public spaces, including classrooms, and strongly encouraged outside when physical distancing is not possible;
Physical distancing of at least six feet when feasible in all classrooms, and where possible in labs, specialized learning environments, public spaces and in workspaces;
Frequent handwashing with soap and water, or the use of hand sanitizer that contains at least 60% alcohol when soap and water are not readily available; and
Self-monitoring by members of the campus community daily for
symptoms of COVID-19, and if symptoms exist, follow the direction provided by campus or public health officials.
Face covering policy: Instructors and students will be required to wear face masks/coverings within the classroom. We will be asking instructors to include a common syllabus statement on face coverings (included later in this document), which they would be able to reference if there were concerns about students not following this requirement. If a person arrives at a classroom without a mask, they will be provided a disposable mask. If a reminder is not sufficient, it is recommended that instructors take a brief break from classroom instruction to allow the situation to cool down. The Dean of Students will handle the reporting of non-compliant students.
Face shields are not an acceptable replacement for masks since they do not provide adequate protection. Disability Services will be issuing masks that have a clear portion over the mouth to in- person instructors. These masks should aid communication by allowing students to view expressions and read lips. We will also have microphones available in larger classrooms to aid instructors to make it easier to communicate. However, it should be noted that it will also be more difficult to hear students talking with masks.
Classroom safety: Classroom capacities will reflect a maximum limit of 51 individuals (including the instructor) with six-feet of physical distancing per individual. Facilities will place dots on the desks to indicate where students should sit. Instructors will need to develop seating charts for their classes and take attendance to assist with contact tracing. In the event that someone in the class tests positive, individuals who have been determined at risk of exposure will be notified by a designee of the County Health Department and provide further instruction. With the classroom requirements including face covering, physical distancing and routine cleaning, the risk of infection would be substantially mitigated. Only those who have been determined to be at risk of infection based on exposure would be required to isolate as instructed.
Instructors should plan to maintain physical distancing within the classroom setting and should minimize their contact with students. For example, instructors will need to be mindful where they walk during class time, how students receive and turn in materials, and what sorts of in-class activities are able to be conducted to limit close contact among students. We recommend that instructors utilize Canvas or email for students to receive and turn in materials to minimize contact. If you do need to pass out materials in class, consider placing them in a central location in the front of the class six feet from you and all others and next to hand sanitizer. Ask students to come up one at a time from row to row to pick up the material. If you need to collect the material, follow the same process in reverse, with students putting their work in a folder, box, or another receptacle.
Instructors should plan on dismissing their class 5 minutes early to allow for greater opportunity to physically distance and to conduct any wiping down of surfaces. This loss of in-person instruction time should be accounted for via alternative delivery means. Instructors should dismiss their students 10 at a time or 50% of the class, whichever is lower, to minimize the number of people clustered together at once, starting from the front to the back of the classroom. If there are two doors to a classroom, one should be labeled as the entry door and the other should be labeled as the exit door to also mitigate interaction.
In classrooms, there will be a clean and dirty bucket for dry erase markers. Instructors can place “used” markers in this dirty bucket. Instructors would be able to wipe down the marker or plastic holder of the eraser before use if needed. Cloth chairs will need to be covered in plastic or switched out with hard surface chairs instead to facilitate cleaning. For classes with microphones, we are working to determine how best to sanitize these, likely utilizing microphone covers.
There will be hand sanitizing stations at the main entries to buildings, which instructors and students will be encouraged to use. Each floor of academic buildings will have cleaning wipes and hand sanitizer available. Incoming instructors should plan to clean touch points (computers, clickers, etc.) prior to the beginning of each class. Incoming students should wipe down their space before class starts. Classrooms will be cleaned and sanitized at least once per day. Specialized art and lab courses will develop cleaning protocols in Academic Affairs for how equipment will be cleaned between uses.
Specific Class Considerations
Classes will be taught in a variety of modalities in the fall semester. Music classes and ensembles for voice and instruments requiring voice have an approved safety plan to be offered in-person allowing for 12 feet or more of physical distancing using small groups of students in sizable spaces (e.g., Cofrin Family Hall in Weidner Center).
We are utilizing CARES Act funding to be able to outfit the following 20 classrooms with recording equipment so that instructors would be able to stream or record their lectures while lecturing. However, it is important to note that students would need sufficient Internet access to be able to live stream a course and this transmission would only be occurring one-way. We have prioritized larger classrooms to account for limited class capacities with physical distancing.
MAC Hall: 103, 204, 206, 208, 210
Rose Hall: 250
Studio Arts: 350
Wood Hall: 114, 117, 118, 201, 205, 213, 215, 216, 303
CATL has created a resource to help you envision what your courses may look like this fall. Their advanced training course will help you build that vision in partnership with a cohort of colleagues. Sections of the course will run two-weeks, with new sections starting each week until the end of August.
Campus Calendar Adjustments: Several institutions are adopting a model whereby they move classes online at Thanksgiving (e.g., Madison, Eau Claire, St. Norbert’s). However, this is not a good fit for our institution since our students are more likely to be commuter students (i.e., most students go home every weekend rather than just for Thanksgiving) than these other institutions. We will need to be prepared to pivot to the online/alternative learning environment at any point in the fall semester, depending on recommendations from local health authorities.
Accommodating students: We will be requiring students to perform a daily self-assessment and advising that they should not come to campus if they are feeling sick, specifically if they are symptomatic. Instructors are not to require documentation of illness for students so that healthcare facilities will not be further burdened. Accommodations will depend upon the class, but instructors will need to be flexible in their approach, in addressing students who cannot attend class on a specific day due to being symptomatic. Those students who are required to isolate for up to 14 days based on being infected or exposed will need academic accommodations. The instructor will be noticed of the need for the student to isolate and can work with the Dean of Students to facilitate continued education. We recommend the use of an asynchronous online core as a way for instructors to accommodate students and prepare for a possible online transition.
Students with disabilities or documented health conditions will be encouraged to work with Disability Services if they need any classroom accommodations. If students become sick or need to self- quarantine, they should work with the Dean of Students office. For students who are uncomfortable coming to campus, but do not have a documented health condition, we encourage instructors to work with these students. For example, instructors could ask the student what they were thinking of to see if it could be reasonably accommodated (e.g., sharing slides on Canvas). If instructors feel like they would not be able to accommodate the request, they should refer the student to the Dean of Students Office. They will then talk to the student to see if there are other options for accommodations or taking other courses, and can reach out to the instructor or the chair if it seems like there could be some possible alternative options.
Office hours policy: Instructors are encouraged to utilize virtual office hours using the TEAMS platform. We will be providing standardized language for instructors to incorporate into their syllabus on this. If students need to meet face-to-face, they should set up an appointment with the instructor ahead of time so the instructor can find a room that would accommodate physical distancing (e.g., department conference room). Consistent with the campus policy, both instructor and student would need to wear a face covering during this in-person meeting. Students would be encouraged to use the virtual office hour platform or scheduled physically distanced meeting, rather than trying to talk after class when instructors and students are trying to clean and move out of the classroom maintaining physical distance.
COVID-19 Syllabus Statements
Statement on Face Covering
In response to COVID-19, and in alignment with the UW Green Bay Building Access Policy OP 15-17-01- c, the Center for Disease Control and Prevention guidelines, and the established requirements of the Board of Regents of the University of Wisconsin System; face coverings are required at all times while on campus. This includes the classroom, laboratory, studio, creative space, or any type of in-person instructional activity, and public spaces.”
Students that cannot wear a face covering due to a medical condition or disability, or who are unable to remove a mask without assistance may seek an accommodation through the Office of COVID-19 Response.
Statement on Social Distancing
As instructors, we cherish our interactions with students. As citizens in these peculiar times we must acknowledge that face coverings are not a substitute for social distancing. Students shall observe current social distancing guidelines where possible in accordance while in the classroom, laboratory, studio, creative space (hereafter referred to as instructional space) setting and in public spaces. Students should avoid congregating around instructional space entrances before or after class sessions. If the instructional space has designated entrance and exit doors students are required to use them. Students should exit the instructional space immediately after the end of instruction to help ensure social distancing and allow for the persons attending the next scheduled class session to enter.
In accordance with UWS 17 and UWS 21 Wis.Admin.Code a student may be subject to disciplinary sanctions for failure to comply with policy, including this syllabus, for failure to comply with the directions of a University Official, for disruptive behavior in the classroom, or any other prohibited action. This prohibited behavior includes but not limited to failure to follow course, laboratory, or safety rules, or endangering the health of others. A student may be dropped from class at any time for misconduct or disruptive behavior in the classroom upon recommendation of the instructor and subject to the procedure established in UWS 17. A student may also receive disciplinary sanctions through the Office of Judicial Conduct for misconduct or disruptive behavior, including endangering the health of others, in the classroom.
Consider including links to one or more of the following:
This video series features UW-Green Bay’s Immunologist Brian Merkel on COVID-19 and Why it Matters. This series empowers viewers with knowledge to help them navigate through the pandemic. Merkel has a Ph.D. in Microbiology & Immunology from the Medical College of Virginia. He is an associate professor in UW-Green Bay’s Human Biology & Biology programs and has an appointment at the Medical College of Wisconsin Department of Microbiology and Immunology. He will be responding to a number of questions related to COVID19, and try to get behind the “why” it’s important to be educated in your decision-making as we navigate the pandemic together.
COVID-19 Why it Matters Series, Part 1: What are viruses and where did this one come from?
Video Transcript – What are viruses and where did this one come from:
Hi Brian Merkel, Immunologist at UW-Green Bay and Why does COVID-19: Why it Matters. Why this is important and ultimately what you can do about it. Right we want to empower you and the only way that we can empower you is to help you understand why this matters behind all of this. So, the first thing that I think we should talk about is what viruses are. Viruses are infectious agents and they are atypical in the sense that they are what we call incomplete life forms. And the reason why that’s significant is that when you get exposed to them in order for them to replicate, they actually have to once they get inside your body infect cells because cells have machinery that viruses lack and that plays a role in terms of what kind of disease and disease picture along with how our immune systems respond to that infection. And it is because of that dynamic that you get a characteristic disease when you get exposed to a particular type of virus. When we talk about viruses like this one, there are certain types of viruses that are animal born and this is the case here. So, when viruses jump from animals to humans there’s an adjustment period and it usually doesn’t go very well especially for the human because the virus is not adjusted to this new home and so there can be a lot of severe clinical features that are associated with that adjustment period. It can involve a very aggressive immune response, which seems to be a part of what’s happening in some of the severe cases of COVID-19. So, it does become important to think about where viruses like COVID-19 come from because it begins to give us some sense of a picture for how severe infectious agents can be and what we can begin to do to try to manage it. And we don’t understand where the disease comes from it becomes very difficult to manage from a public health perspective.
COVID-19 Why it Matters Series, Part 2: Two main types of viruses
Video Transcript – Two main types of viruses:
Hi Brian Merkel, Immunologist at UW-Green Bay and Why does COVID-19 Matter to You. There are two main types of viruses and this becomes critically important here. There are DNA viruses and there are RNA viruses. DNA viruses include viruses like the chickenpox virus and smallpox virus. DNA viruses tend to be very stable genetically and often times what that means that what that translates into, clinically handling the virus in terms of public health they tend to be a little bit easier to manage.
RNA viruses are genetically unstable. A couple of examples the HIV virus, influenza virus and of course, the coronavirus that’s causing COVID-19 is an RNA virus. And the reason why we need to care about that and understand that is because that begins to help us understand why developing vaccines can be a challenge and why developing therapeutics, drugs in other words can be difficult as well.
The Distance Education Fee supports the technology specifically used to support UW-Green Bay Distance Education offerings. For example, the video equipment and storage and sharing of videos for virtual classrooms and interactive video classrooms, is supported by the DE fund. Additionally, online learning technologies used in UW-Green Bay’s online and blended courses are also supported by the DE funds. The University also uses the DE funds to provide professional development for faculty as they design and develop distance education learning experiences and the staff who assure our DE programming serves the needs of our students.
I hope you’re all doing well. I want to take a minute to go over a few things with you today.
First, please understand that we’re relying on each one of you to have social responsibility and to make sure you’re taking all the precautions necessary to keep everyone safe this fall. It’s really important that we make sure that we’re able to continue education this fall and part of the way we do that is to make sure that everyone is taking the proper precautions at all times to make sure that yourself and everyone around you is able to remain safe and healthy throughout the pandemic.
I also want to mention that I know that all of you have differing opinions about whether or not you’d like to have classes in person or online. We respect all of the wishes that you have to be able to have education tailored in your specific way. We’re doing everything we can to make sure we’re meeting the requests that you have about what mode you’d like to have your classes delivered. If for any reason you’re not able to get the classes in the mode that you feel you need in the upcoming semester, please reach out to us at email@example.com.
Please understand that as many of you that want online education, as many others want in person and vice versa, so please respect what each other are asking for in their educational delivery. Our goal is to provide access to education to all and have all of you persist in your education.
Finally, I want to let you know there will be opportunities in the coming weeks ahead for you to reach out to us and ask questions directly that we can answer. First there will be an Instagram Q&A conversation, and then also an open forum where you can ask me and University leadership questions directly that we’ll be able to answer for you.
I hope you all stay well and, I look forward to connecting with you soon.
Although UW-Green Bay is intending to be open in fall and welcoming faculty, staff and students back on campus, some classes originally scheduled for in-person instruction will be moving online or having online aspects to them for the safety of the UW-Green Bay community. Current UW-Green Bay students who transitioned to online learning in Spring 2020 demonstrated that they are resilient problem-solvers and describe their experiences while providing some advice to future students…
“I felt that almost all of my professors during the transition were quite helpful and had my best interest in mind. Most notably, there was one out of my five professors who went the extra mile and set up online classes with lectures through zoom.
Compared to in-person classes, I felt online was a bit more difficult to learn and process the information. At UWGB there are always the resources you need to be successful, and I can assure you that the resources on GB’s are just as accessible online as they are in person.”
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