Our schedule follows the traditional format, beginning Aug. 26 and ending Dec. 12, with finals week Dec. 13-19. Fall break returns this year from Oct. 14-17, and Thanksgiving break from Nov. 24-28. Unlike last year, students will return to campus after Thanksgiving to finish out the semester. The full calendar can be found here.
Academic continuity refers to the continuation of courses (programs, degrees). In the case of an on-campus emergency (weather, pandemic), academic continuity for classes on campus may not be able to be ensured unless other teaching modalities, including remote delivery, are considered.
The Office of Continuing and Distance Education has developed a set of resources for additional information.
Contact keeponteaching@kent.edu
We know that experiential learning experiences are a critical part of student learning. As part of Kent State University’s reopening effort and keeping the university community safe during the COVID-19 pandemic, several documents have been developed to provide guidance for off-campus sites hosting Kent State students.
Academic administrators, faculty governance bodies, and other committees have been asked to assess and prioritize their essential work with a focus on student success and maintaining personnel and other processes on which the university depends (e.g., some work may continue as planned; some work may be modified or slowed; some work may be temporarily suspended).
Faculty are encouraged to continue to participate in their service responsibilities via appropriate virtual environments provided by the department/school, campus, college and university, to the extent possible.
Given the unique challenges created by the COVID-19 disruption, the Ad Hoc Academic Continuity Committee recommends a holistic approach to the evaluation of faculty in the performance of their service responsibilities to both the university and their disciplines which acknowledges both the challenges and the successes of each faculty member’s role in in these activities.
Find all relevant information on our COVID Response Team and reporting webpage.
The Employee Wellness Office provides services and resources to support Kent State faculty and staff physically, mentally and emotionally. Because there can be many sources of stress, many of the educational resources, programming and training focus on how to build and enhance stress and resilience. IMPACT Solutions can assist with stress, anxiety, depression, child and eldercare needs, marital concerns, financial planning, substance abuse and a variety of other issues. IMPACT services are confidential and provided by credentialed professionals. Many services can now be offered remotely, which provides additional convenience and flexibility to busy schedules as well as eliminates travel barriers.
To access these online resources, visit www.MyIMPACTSolution.com, click “Member Portal & App,” and enter company code kenteap, on initial login. For more information please visit the Employee Wellness-Impact Solutions page for additional instructions. You can reach IMPACT directly at 1-800-227-6007. IMPACT is available 24 hours a day, 365 days a year. For more information on what additional resources may be available, please contact the Employee Wellness Office at 330-672-7505 or wellness@kent.edu. More information can be found on the wellness webpage at www.kent.edu/hr/wellness.
The university is following recommendations from the Centers for Disease Control and Prevention (CDC) and the American Society of Heating, Refrigeration and Air Conditioning Engineers (ASHRAE) that relate to the university’s heating, ventilation and air conditioning (HVAC) systems in our response to the COVID-19 pandemic. For more information, university Facilities Management has extensively researched these issues and has consulted with appropriate healthcare professionals to prepare the document titled Kent State University – COVID-19 HVAC Response. All HVAC concerns should be brought to the attention of the Building Curator and entered in FlashTrack. At the Regional Campuses and the College of Podiatric Medicine, please contact your facilities manager on-site.
Please refer to the cleaning enhancements and requirements: questions and answers.
Please refer to the cleaning enhancements and requirements: questions and answers.
Signage is being installed to encourage proper distancing. Hand-washing signage is also being placed in bathrooms. Bathrooms with doors that swing inward will be fitted with a foot handle.
Signage for common areas, such as classrooms, entrances, restrooms, elevators, etc., will be installed at all campuses/locations. Printable signage for individual office suites and workspaces can be found via this link from the Centers for Disease Control and Prevention (CDC): www.cdc.gov/coronavirus/2019-ncov/communication/print-resources.html?Sor...
Consistent with the Flashes Safe Eight principles, you will see additional health and safety precautions in work and classroom spaces. These include the use of face coverings by faculty, staff, students and visitors; increased cleaning protocols; physical distancing; and self-monitoring guidelines. For health questions about COVID-19, call University Health Services at 330-672-2322, or after hours, contact the Kent State Nurse Line at 330-672-2326. Visit the university’s coronavirus information page for more information.
Read more about other safety guidelines
The answer to this question depends on your office space. If your office space is shared and there are no barriers to prevent air currents between you and others (e.g., a cubicle, open work area), you must continue to wear a face covering. Employees in enclosed workspaces (e.g., a single-person office with the door closed) with no other person in their workspace may remove their face covering. It is very important to note that a face covering must be used when leaving your personal office space and any situation when interaction with other employees will occur.
You will need to use good judgment about where you take off your face covering so as to ensure you are not in close contact with someone else.
See above about using good judgment.
There are no designated face covering-free areas. Again, you will need to apply the guidelines and good judgment.
Depending on where you work, you may or may not need to use a face covering when on the phone at your workstation.
If I am interested in face coverings beyond the one provided to me by Kent State, what should I consider? When selecting a face covering and verifying best practices for how to wear a face covering, please see this CDC web page. Per the CDC, bandanas are not suitable face coverings as they are too thin and too loose to provide the needed protection.
Earlier during Spring 2020 Semester, we provided guidance for instructors to be flexible in requesting documentation for a student absence when students are ill.
Due to COVID-19 and the impact on students and families, we continue to ask instructors to be flexible in requesting documentation around student absences when a student is ill and also apply that same flexibility in other academic situations. For example, when students request an incomplete for extenuating circumstances, they also need to provide appropriate documentation; however, appropriate documentation is at the discretion of the instructor and academic unit, and an email from the student or the student’s caregiver may be sufficient in most situations.
Flexibility will be key in helping students while the campus is closed and/or classes are remote. Even though the student does not have to physically come to class, they still may be too ill to fully participate in the virtual class.
Student illness should be handled according to existing university policy, with the acknowledgment that this is an extraordinary event and additional consideration may be warranted. Visits to the doctor to get documentation may be difficult to obtain. You may want to consider changing, delaying or even canceling some assignments and/or tests.
Instructors are encouraged to use flexibility and judgment when considering whether to request documentation when students indicate they have the flu or a virus. Find information from the Center for Teaching and Learning related to how to handle student absences due to a minor illness.
Due to COVID-19 and the impact on students and families, we continue to ask instructors to be flexible in requesting documentation around student absences and also consider the impact that other family responsibilities may have. For example, K-12 and daycare closings and family illnesses may have a negative impact on students. Instructors should apply flexibility in other academic situations. When students request an incomplete for extenuating circumstances, they also need to provide appropriate documentation; however, appropriate documentation is at the discretion of the instructor and academic unit, and an email from the student may be sufficient in most situations.
Find information about COVID Response Team occurrences, reporting and testing at Kent State.
The deadline for students to withdraw from classes has been moved to April 28th. In addition, students who withdrew from classes between March 10th and March 30th have the option to re-enroll by April 1st. Finally, the deadline for students to consider whether to take a course for Pass/Fail has been moved to the end of the semester while for many courses that previously were not available for Pass/Fail, students now have the option to take a course for Pass/Fail. More details on these changes can be found at https://www.kent.edu/coronavirus/grading
There is nothing you need to do. You will report the regular letter grade. Faculty will only know whether a student has opted for a pass/fail grade if the student chooses to disclose that information to the faculty member.
You will not know if a student submitted a request to receive a Pass/Fail grade.
Whether a student opts for a Pass/Fail grade does not affect how a student is involved in a course. The only document guiding completion of classwork is the course syllabus which outlines what a student needs to do to meet the learning objectives and assessment requirements for the course.
Some instructors explicitly state in their syllabus that all course elements must be completed, and in those cases student would be required to complete all assignments and assessments. However, others do not make that statement and would allow a student the option of not completing some course requirements. For example, an instructor may have regular testing throughout the semester. Collectively, each of the learning objectives may have been assessed during the semester. An instructor may choose to allow students to drop a lowest grade and that might include a cumulative final. The learning objectives have all been assessed, the final may be an opportunity for students to improve their grade, but not necessary for assessment of learning outcomes. In such a case, students could opt not to complete all assignments/assessments. This option may be especially desirable if a student or immediate family member becomes ill.
Students who withdrew after March 9th are able to re-enroll by April 1st. These students may have missed one or more assignments/exams, and we encourage you to be flexible and work with these students, so they can succeed in your class.
Can all students request the “P/F” grading option?
The P/F grading option is available to most, but not all, students. Students are asked to check https://www.kent.edu/coronavirus/grading, consult with their academic advisor and/or the OneStop or the Student Service Office at their campus.
Yes. Students will be required to submit an online application that will be submitted directly to the Office of the Registrar. Requests will be made on a course-by-course basis.
We are making the “P/F” grading option broadly available to students as a result of the unprecedented disruptions arising from the COVID-19 pandemic. The goal of removing all restrictions of the use of the “P/F” grading option is to reduce students’ uncertainty and stress while encouraging a focus on the successful achievement of student learning outcomes.
No. One goal of expanding the temporary use of the “P/F” grading option is to decrease students’ uncertainty in the short term and not to prolong their anxiety. We believe requiring a well-informed decision that cannot change back and forth is a way to accomplish this goal for KSU’s high achieving students.
No, they must choose one or the other, but not both.
Your students must have the opportunity to meet with you to discuss any issues, concerns, or questions they may have. University Policy 6-18.101. While the policy specifies that instructors teaching face-to-face should hold in-person office hours, in these special circumstances, it is recommended that you hold office hours remotely. You should offer office hours in person only if the Flashes Safe Eight principles can be followed. If you are teaching remotely, you are strongly encouraged to hold at least some remote office hours. In general, you should meet remotely with any student who prefers that modality.
When you hold office hours remotely, students must be able to communicate with you synchronously. At a minimum you could be available to receive and respond to student emails in real time during regularly scheduled times. For more direct communication, you can make yourself available to students by phone or in a virtual office using BlackBoard Collaborate Ultra, Zoom, Microsoft Teams or another similar platform. This may be done during regularly scheduled times or using an appointment system, provided the required minimum number of hours of availability is maintained.
Instructors must model safe behavior for students by observing the Flashes Safe Eight principles during class and office hours. In particular, you should hold office hours in person only if all of the following conditions apply:
If your office does not meet these criteria, you may try to reserve an alternate space on campus to meet with students or hold your office hours remotely.
Yes, the Office of Research Compliance and Institutional Review Boards are operating as usual within the guidelines set by the university. Response time may be slower than usual; we appreciate your understanding.
Please use the self-determination form if you think your study may be a level I/exempt project. The online form and guidance can be accessed under the applications tab at https://www.kent.edu/research/office-research-compliance/irb-forms. The use of this form will greatly improve handling and processing time.
Please email your IRB application to the IRB reviewer in your college/department for review.
Questions may also be directed to researchcompliance@kent.edu.
The physical offices in Michael Schwartz are empty, but Sponsored Programs remains fully staffed and available to assist with your proposal submissions and post-award requests. The entire staff continues to work full time remotely. We will respond to your phone calls and emails.
The best way to contact RASP is by email. If you are planning to submit a proposal, please contact Diane Skok at: dskok@kent.edu.
Post Award questions should be addressed directly to Beverly Robertson, Associate Director for Post Award at: brobert1@kent.edu. If you have been working directly with a Sponsored Programs Administrator you may reach out to that person directly. Everyone is closely monitoring email. When working directly with a particular Sponsored Programs staff member on a time sensitive proposal submission you may be provided with alternate contact information in order to facilitate communication.
Most agencies continue to adhere to their proposal submission deadlines – and we continue to work with investigators to meet those deadlines. If RASP learns of a deadline change they will let you know.
The RASP internal deadline policy for proposal submission has not changed:
*Notify Sponsored Programs 10 business days prior to the agency deadline (earlier is even better!)
*Complete budget and KUALI tasks 5 business days prior to the agency deadline
*Submit all proposal narrative documents in near final form 2 business days prior to the agency deadline.
It is important that you document changes that you make to your course and provide students with a revised syllabus as soon as possible. You should also send any changes you make to your syllabus to your chair, director, or dean.
All courses carrying university credit require instructors/student interaction which is appropriate to the discipline and the course. The minimal expectation of instructors/student interaction should be analogous to the amount of instructors/student interaction that takes place during the course when it is delivered in a synchronous environment (i.e., “face-to-face”). Instructors may implement one or more active instructor/student interactive methods in a remote platform, including but not limited to:
i. synchronous or asynchronous lectures and/or discussion;
ii. student communications via email, open forums or discussion boards;
iii. sessions for synchronous or asynchronous demonstrations;
iv. collaborative team/group work;
v. simulations; and/or
vi. Q&A sessions.
i. chat rooms,
ii. email,
iii. open forum and discussion boards,
iv. audio and video conferencing applications,
v. web conferencing, and/or
vi. other synchronous or asynchronous collaboration tools.
If you begin to experience flu-like symptoms, you should immediately inform your chair/director/dean. While you may be able to teach through the symptoms, you want to prepare for the possibility that you will become too ill to continue teaching remotely. If you aren’t using BlackBoard to enter your grades, you should send an updated copy of your gradebook and syllabus for each class to your chair/director/dean. If you have class assignments or exams that have not already been shared with your students, post those to BlackBoard or send a copy to your chair/director/dean. If possible, recommend to your chair/director/dean a colleague who would be qualified to take over your course.
If an academic unit determines that an instructor is needed to cover a course for another instructor, instructors who may be interested in accepting such an assignment will be informed about the assignment and then decide whether they are willing and able to take over the course. If you decide that you are not willing or able to cover the course, inform your academic unit administrator of your decision immediately.
While it is not uncommon for instructors to agree to cover a course for a short period of time for a colleague who is out of town or ill, being asked to take over a colleague’s course who has become too ill to finish out the semester is a significant departure from this usual practice.
Instructors agreeing to take over another instructor’s course for a substantial period of time (more than 2.5-3 contact hours) should be suitably compensated. (The same is true where taking over a course for a short period would require extensive preparation on the part of the substitute instructor.) Academic units should first consult their Faculty Handbooks for guidance concerning these situations. The workload section and/or other sections of Faculty Handbooks may provide established parameters and processes for how academic units should handle such situations and how to calculate appropriate compensation for substitute instructors. In the absence of guidance in the Faculty Handbook, compensation could include but not be limited to: overload pay, revised responsibilities, or workload credit that can be used at an agreed upon time. In all situations, compensation for additional assigned responsibilities must comply with the terms and conditions of the applicable collective bargaining agreements and other employment contracts.
If you are holding synchronous class sessions via BlackBoard Collaborate Ultra, Zoom, Microsoft Teams, or other similar platform, those meetings must be held during the time originally scheduled for your course. Scheduling synchronous class sessions for any other times is likely to conflict with your students’ other classes and personal commitments.
Faculty may deliver all or part of their course content asynchronously. Asynchronous delivery has many advantages for students, including avoiding technological issues that can happen “in the moment”. In addition, it allows students to review material as often as they need to do so in order to learn what is being covered. It is still highly desirable to establish a connection with students in the course. This may take many forms, such as sending encouraging emails, sharing videos and other ways to show concern for students’ wellbeing and to decrease psychological distance.
There are many options for delivering exams and assignments (see the Keep On Teaching: How Do I page at www.kent.edu/onlineteaching/how-do-i for further information). One of the most common options is to create an exam in Blackboard or Canvas. Exams may be proctored using Proctorio (see www.kent.edu/proctoring). If a faculty member is delivering short answer or essay questions, they may wish to consider creating an assignment instead. This allows the instructor to collect all written exams in a central location, to grade these questions in the same location within Blackboard/Canvas and, if selected in settings, to use SafeAssign (Blackboard) or TurnItIn (Canvas) to compare student work with an extensive database to prevent plagiarism. Another option for delivering exams include distributing take-home exams and asking students to return them by email.
Consistent with Policy 3-01.4, every course requires a final examination. Final examinations can take various formats including a final paper or student presentation. If you are changing the final examination in your course, please ensure that (a) all students are well informed about the changes through a revised syllabus, (b) the change is not negatively affecting any students in the class, or if it potentially affecting some students negatively consider an alternative arrangement for the students who are potentially negatively affected. The Department Chair/School Director should be consulted in making changes to the final examination.
Consistent with Policy 3-01.4, Final examinations scheduled during Final Exam Week should occur at the time they are scheduled. Thus, if you are giving a synchronous final exam during Final Exam Week, this exam should occur only at the time the exam is scheduled.
In evaluating the length of the exam, particularly in situations where you are using proctoring software (e.g. Proctorio) ensure you allow sufficient time for set-up and for student ID checking.
If exams in your face-to-face class were proctored, and you are now considering an alternative to a proctored exam, please discuss these alternatives in your academic unit before proceeding.
In requiring a student ID, consider that all students have a KSU ID but not all students may have a different type of photo ID. Make sure students are aware well in advance they need to show an ID for the exam and ideally provide multiple options of ID.
If you are changing the final examination in your course, please ensure that (a) all students are well informed about the changes through a revised syllabus, (b) the change is not negatively affecting any students in the class, or if it is potentially affecting some students negatively consider an alternative arrangement for the students who are potentially negatively affected.
In making any changes/modifications to examinations check with SAS about potential accommodations students in your class may need.
If you are delivering a proctored exam in Blackboard or Canvas with Proctorio, consider creating a low-stakes or no-stakes practice quiz with Proctorio for practice and tech troubleshooting prior to a high-stakes exam. Also, consider sharing the following information to prepare your students prior to their first Proctorio assessment.
The Division of Information Technology has created a hub of information to facilitate working from off-site. Access that information, as necessary.
In the event you have been approved to work from home during the current period that Kent State is taking precautionary measures to mitigate the Coronavirus (COVID-19), there are steps that should be taken to safeguard university property, data and documents.
Faculty/staff are expected to work with local IT support to verify that your computer is up-to-date and set up to enable you to be productive remotely and that data remains secure.
This includes:
Please address these items before beginning to work remotely. The current public health situation is a new experience for Kent State and working remotely is unfamiliar to many faculty and staff members. Supervisors should be clear in stipulating work expectations for any of their remote employees and communication should occur no less than weekly between supervisor and their remote-working employee(s). Email communication is sufficient.
To support technology-related questions, the university has assembled a Working from Off-Site website that includes best practices and information about tools and resources available to you. For general questions related to university operations for faculty, staff and students, see the FAQ’s located within this COVID-19 (Coronavirus Disease) information page for Kent State.
If you need any technical assistance, please contact your local IT support professional or the Kent State Helpdesk.
If you run into technical difficulties, please visit www.kent.edu/it or contact keeponteaching@kent.edu in addition to contacting your college or campus instructional designers and IT support staff for assistance.
If students need technical support, they should contact the HelpDesk (330-672-HELP), submit a request for support or use the Live Chat available at www.kent.edu/it.
SAS staff are working remotely during regular business hours: Monday through Friday from 8 a.m. to 5 p.m. Students or faculty can email sas@kent.edu to set up an appointment or to arrange a phone consultation. There will be no face-to-face proctoring during the period of remote instruction, and all meetings will be conducted by phone or Microsoft Teams. Students can update or send their course accessibility letters using Access KSU using the typical process. Faculty should continue using relevant accommodations, such as extended testing time. SAS will continue to provide interpreters, transcribers, alternative media, and captioning services for students with those accommodations. If you have questions related to student accommodations in your class or if you are unsure of which accommodations will apply to remote instruction, please contact SAS at sas@kent.edu.
If you do not have internet at home, please do the following: If you are at a regional campus please speak with your Dean first to see if there are options available to you from your technology team at your campus. If not, or if you are at the Kent Campus, the Division of Information Technology has a limited inventory of Internet Hotspots for students and faculty in need. Please submit a request at https://www.kent.edu/ineedtech
All relevant academic accommodations should continue to be in place as the format of your course shifts. Some students may require additional accommodations while using remote instruction, while others may choose not to use classroom accommodations. After you have given students information about your remote delivery format, it is helpful to reach out to students with accommodations to see how they plan to use their accommodations.
Exact implementation may vary based on the format and technology you are using.
Remember to review your course assignments and ask yourself the following:
If your student needs access to SPSS, SPSS is giving students free access to the SPSS Statistics free trial period through June 15, 2020. To download the free trial, fill out the request form at IBM.com.
Students will need consistent feedback on their progress.
State to students the importance of ensuring that Chrome and the Proctorio extension are installed and updated prior to the exam. Additionally, state the importance of rebooting immediately prior to starting an exam; often, a reboot will greatly improve the functioning of a computer, especially if it has not been restarted in a while. Next, ask students to check with their household members and ask them to refrain from high-bandwidth activities during the exam time; this is especially important if the internet connection is not fast, to begin with (take a speed test). Rebooting the WiFi router and/or cable modem can be useful as well; sitting closer to the WiFi router will improve connectivity too. Lastly, remind students to have some extra patience while systems load – images and videos may take some extra time to come up in an exam.
Remember that these are unusual and extreme conditions. Your classroom has changed without the proper time to prepare. Determine the essential learning outcomes you feel the students need and prioritize these. What is absolutely essential for the three weeks of teaching at a distance? You are advised to strip out any non-essential work and consider how to create a good learning environment. Undue stress will not help with teaching or learning. Try to create a relaxed and reassuring learning environment for your students.
Google Drive is a good option for sharing large files.
Every student and instructor has access to Google Drive and the Google Suite or tools through the Google login in FlashLine.
The primary tools we anticipate faculty using to interact with their students are:
Start by establishing your preferred method of delivering learning content to your students.
Determine synchronous and asynchronous learning.
Synchronous learning is learning that occurs in real-time, where the student would need to attend the course online at a specific time. Common features of synchronous learning include scheduled chat room or discussion board time for students to share ideas, scheduled video conferences or group phone calls, or live-streamed lectures or demonstrations.
Asynchronous learning is learning that occurs at different times, allowing the student to self-pace through the course and log in at various times. Common features of asynchronous learning include recorded presentations (such as slideshows or video), email, discussion boards, or collaborative cloud-based documents.
Your course may be a combination of synchronous and asynchronous components. If you use synchronous web conferencing, you should consider providing alternatives in case students are unable to connect at the appropriate time.
MS Teams integrates with Canvas and is also available to use in Learn. Teams is the official video conferencing tool for Canvas. More information about this exciting integration can be found on the MS Teams for Academics Support website.
Students should be advised to join your session using their computer audio first. A Collaborate Ultra session has a default seat limit of 250 users in a session at the same time. Those users have full access to their webcam and computer audio. You may have up to 25 attendees on the phone in a session.
Students and instructors can find Collaborate Ultra recordings by following the steps below or viewing Restrict Access to Collaborate Ultra Recorded Sessions (PDF).
Using the camera and microphone to capture what is happening in class may require some adjustment. Some tips include repeating students' questions/discussion points and asking students to post questions/discussion points in the chat window or on a separate shared Google document. For additional assistance, view Options for Teaching in a Physical Distanced Classroom and Synchronous Remote Instruction (PDF).
There are many options for finding free movies, art, informational videos to use in your course.
For example, two exceptional, free (to you and your students) resources you can use include, Kanopy which streams documentaries, the Great Courses series and movies to your preferred device with no fees and no commercials. Log in with your Flashline ID to access a diverse catalog with new titles added every month. Whatever movie you assign for viewing will be available to all of our Kent State students.
Kent State makes LinkedIn Learning available to all students and instructors. There are more than 4,000 online courses taught by industry professionals in 12 categories, including education and e-Learning, business, design, marketing, photography and more. Users can take courses on general topics like mobile marketing strategies and time management fundamentals or learn specific software such as InDesign, Photoshop, Java and even virtual reality. Instructors can assign individual videos or entire course series.
Perusall and Cengage are also making free, digital copies of textbooks available to students for the remainder of the spring semester.
Need photos? Visit Unsplash, the internet’s source of freely usable images.
University Libraries can support you with the following resources:
Check University Libraries’ COVID-19 Support Page for more information.
Yes, there are many options for finding free movies, art, informational videos to use in your course. University Libraries can assist you in finding photos and videos. Visit the Library's COVID19 support page.
Determine how you will communicate with students. In a time of change, regular and frequent communication is best. Ensure that students also understand how to get in touch with you as you provide ongoing feedback. Be explicit in your communication expectations, meaning let your students know when will be checking email and how quickly they can expect a response back.
Blackboard or Canvas can be used as the basic platform for all communication. You can email, send announcements, post-use threaded discussion boards, deliver live (synchronous) lectures, and post recorded lectures as well as post assignments, give tests, and grade.
Communicate your expectations clearly:
Establish specific and consistent times when you are available to interact with students whether through live conferencing, phone, or email.
Discussion threads can be used to facilitate discussions and allow students to interact with each other.
Students may contact their on-campus counseling services. To look up the on-campus counseling services, as well additional support resources near your campus community, please visit the Step Up & Speak Out website and select your campus.
The Division of Mental Health and Substance Use also has created a list of anxiety & stress relief resources.
Faculty and staff may contact Kent State University’s Employee Assistance Program, IMPACT, at 1-800-227-6007, for live, immediate assistance.
In addition, there are several 24/7 professional support services available that can also connect you to local resources. You can reach the Crisis Text Hotline by texting 741-741. You can reach the National Suicide Prevention Lifeline by calling 1-800-273-TALK (8255) or by visiting their website for a live chat.
Find more information on Ashtabula Campus Student Resources.
For campus questions via email: ashtabula@kent.edu
For campus questions by phone: 440-964-4217
Find more information on Columbiana Campus resources here.
For Campus questions by phone:
For Campus questions by Email: infocolumbiana@kent.edu
Students seeking remote resources for the Geauga Campus and Twinsburg Academic Center can find them below:
Find more information on Geauga and TAC Resources here.
For campus questions via email: GeaugaAdmissions@kent.edu
For campus questions by phone: 440-834-4187
Find more information on Stark Campus Student Resources here.
For Stark Campus General Questions:
Find more information on Trumbull Student Resources here.
For campus questions via email: infotrumbull@kent.edu
For campus questions by phone: 330-847-0571
For general campus questions, contact infotusc@kent.edu.
If your students have technical problems, they can contact TechHelp by either submitting a Support Ticket or get help via Live Chat with support staff. They can also call 24 hours a day, 7 days a week at 330-672-HELP.
Students may also email keeponlearning@kent.edu for any other issues.
The University has provided funds for students in need of technology thru the emergency grant fund. Please direct students to the COVID-19 Emergency Resources page.
Most students have access to email through their phone, so be sure to reach out to them through email. Phone calls are also an option. There is a mobile phone app for Blackboard Learn. Information for students about using the app is on the Keep On Learning site. The app is most useful for email, accessing content, videoconferencing, and discussion threads. Complicated written assignments are difficult for students to submit by typing on a phone. There are creative solutions such as written assignments that can be photographed and attached to the assignment tool.
The Academic Success Center (ASC) is working to shift supplemental instruction, drop-in and scheduled tutoring to an online format in order to continue to support students in their coursework. Please refer to the ASC website and contact the ASC at asc@kent.edu or 330-672-3190 with questions. For Regional Campus tutoring services, please contact your campus for information regarding available resources.
Faculty -- If at any point you need assistance, please contact the Online Support Team at the button below or email keeponteaching@kent.edu. In your email please include the CRN and name of your course.
Keep on Learning -- Student resources regarding learning from home
Keep on Working -- Staff resources regarding working from home
Kent State's Coronavirus Response -- The University's main website for all items related to COVID19
Academic Affairs Response to COVID19 - Summary of policies, procedures, and guidelines for faculty