instructor should be reasonably available and accommodating to student's meeting requests within a couple of days. Additionally, online faculty should be reasonably flexible to accommodate the schedules of online students, who sometimes prefer meetings outside the regular business hours of 9:00 AM to 5:00 PM.

Commented [JM76]: revise for clarity

Sometimes students inquire about the course content via email, but a response is more effectively communicated in a conversation rather than an email response. Instructors should proactively embrace these opportunities to engage students on a scheduled call. In other cases, instructors should use the scheduled calls to support student success and retention efforts.

Faculty should intentionally identify and assist struggling students. This is an essential piece of a broader student support infrastructure. To that end, faculty should deploy a consistent range of strategies to help that portion of the student population.

Online faculty should contact students who miss assignment due dates. If a student misses an assignment due date or fails to post to the discussion board, instructors should contact them within 48 hours to indicate concern and to offer relevant support. Depending on instructor policies, the communication can encourage the submission of assignments even if there are late penalties and seek ways to work with the student to re-engage with the course.

Commented [JM77]: Mike and Deanna are looking into whether Beacon can integrate with the LMS so that referrals can be made from the LMS roster.

Instructors should regularly reach out to students below a “C” average in a course throughout the term. This communication can include additional learning resources, i.e., assignment examples, field questions on challenging content, supplemental readings, videos, etc. Additionally, instructors can offer deadline extensions or re-submissions if appropriate.

Instructors will be trained to be well-versed in the specific student support services that will help triage these situations. Instructors are encouraged to discuss these situations with their Faculty Mentors.

Students participate in the online course by demonstrating academic engagement with the content. They do this initially by completing a course requirement or assignment or communicating with the instructor about the course content. See Section 4.3.1 – Establishing the Active Roster for more details.

After that, students must remain in regular academic engagement with the course to avoid an unsanctioned period of inactivity lasting 21 days. At any point in the course, if a student does not participate fails by demonstrating to demonstrate academic engagement for 21 consecutive days, that the student should be administratively withdrawn from the course. When a student is administratively withdrawn from a course due to an unsanctioned period of inactivity lasting 21 sequential days, it is to establish the date that the student ceased attendance in the class. Instructors should work with their Faculty Mentor to communicate this status to the Registrar and other administrators on the 22nd day of non-attendance. Commented [JM76]: revise for clarity

Commented [JM78]: Check the syllabus template for rough late policies. revisit and revise.

Commented [JM79]: Need to confirm the school's status as attendance taking or non-attendance taking. https://www.ecfr.gov/current/title-34/part-668/section-668.22#p-668.22(1)(3)

Commented [JM80]: https://www.ecfr.gov/current/title-34/part-668/section-668.22#p-668.22(1)(7)(i)

Commented [JM81]: This all needs to be reviewed for accuracy.

Commented [JM82R81]: I think this relates to establishing the date of the institution's awareness that the student has ceased attendance. See 34 CFR 668.22(1)(3)(ii)

Commented [JM83R81]: https://www.ecfr.gov/current/title-34/part-668/section-668.22#p-668.22(1)(3)(ii)

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