Information for Instructors / Researchers

This page contains information related to your role as an instructor and/or researcher at the university. For additional information pertaining to all who are employed at the university, please see the Information for Employees page.

Supervisors are expected to ensure that all employees who are able to work from home, are doing so until further notice. This includes student workers.

Testing and Reporting

The University of Nebraska-Lincoln offers free COVID-19 testing services. Any member of the university community who receives a positive test report should report their case to the Public Health Advocacy Team. For the health of the university community, please cooperate with any contact-tracing information requests you may receive.

For more information, please refer to our comprehensive resources on Testing, Reporting & Contact Tracing.

Academics & Deadlines

Attendance and Engagement Expectations Guidance

Faculty Senate has extended their course attendance and engagement expectations guidance through the summer sessions.

Clear Face Coverings

According to CDC guidance, face shields are not acceptable alternatives to cloth face coverings unless they include a bottom or drape that provides fully enclosed coverage for the face and neck.

When Students Forget Masks

Disposable masks are available for students who are not fully vaccinated and forget to bring one to class. Instructors can direct students to the following locations for a disposable mask at no cost:

  • City Campus – a self-service wall dispenser in the hall by the west doors of the Nebraska Union
  • East Campus – at the member services desk by the east doors of Campus Recreation
  • Innovation Campus – at Food Innovation Center, 1901 N 21st Street, Room 232
  • Peter Kiewit Institute – at the reception desk in Room 107

University Libraries

Libraries are open. Learn more about specific library policies on the Libraries and COVID-19 page.

Encouraging Academic Integrity

The Executive Vice Chancellor's Office has published an Encouraging Academic Integrity TipSheet to help instructors promote honesty in the classroom. Topics covered include creating a classroom culture around integrity, reducing student stress to encourage honesty, and holding students accountable for their behavior. Additional TipSheets that may be helpful include Academic Misconduct, Student Mental Health and Resources, and Faculty and Staff Resilience. It’s especially important in these unusual times to make sure students have the resources they need to succeed.

Mandatory Zoom Waiting Rooms and Passcodes

In order to increase security and help prevent unintended activity, Zoom is implementing required Waiting Rooms or Passcodes for all meetings. All new meetings will have the Waiting Room option pre-selected and a Waiting Room or a Passcode are required for all new meetings. Existing meetings will automatically have a Waiting Room applied to them if a Waiting Room or Passcode is not already in place. Read more about how to navigate these changes on the ITS website.

Face Covering Policy and Syllabus Statement

The university has implemented a Face Covering Policy to protect the health and well-being of the campus, which includes classrooms. Faculty Senate has approved a Face Covering Syllabus Statement for use by instructors. Employees who have health or medical reasons for not wearing face coverings should work with Faculty/Staff Disability Services to establish accommodations.

Proctoring Resources

Instructors may want to make use of online proctoring tools in addition to other types of alternative assessments. A proctoring decision tree has been created to help with these decisions. Additional resources will be listed as they become available. Contact an instructional designer in your college to discuss the different options.

Adaptive Approaches to Teaching

As we have learned, circumstances can change quickly, and our ability to adapt are key to a successful semester. The Center for Transformative Teaching has created a flexible hybrid model as an approach that enables instructors to make adjustments to their course design to meet a range of circumstances. This is a modification of the HyFlex course model, which was published in Inside Higher Ed. Both of these are good resources for thinking about using instruction methods and creating course materials that will maximize student learning.

Missing a Test/Project Deadline

In order to avoid encouraging students to come to class when they are actively ill or potentially infected, you should offer students who are in quarantine/isolation opportunities to make up exams (in-person or remotely) or turn in projects.

NCFDD COVID-19 Resources

The National Center for Faculty Development and Diversity has curated a list of support resources in response to COVID-19, including information about pivoting to online instruction, teaching in a time of crisis, and maintaining self-care through challenging times. It has also set up a COVID-19 discussion forum for members. Our institutional membership means that NCFDD resources are available for free to all faculty, staff, post-docs and graduate students with an or email account. Learn more and activate your account.

Academic Support

It’s especially important in these unusual times to make sure students have the resources they need to succeed. If you have concerns about a student's academic performance, you can raise a red flag or make a referral to the Center for Academic Success and Transition through MyPLAN. CAST has created an easy-to-use resource to help you decide how and when you should use these tools. There's also an option to give kudos to students who are excelling academically. If you have concerns about a student's mental health and well-being, the Behavioral Intervention Team and Counseling and Psychological Services have separate resources that can help.

Student Concerns and Feedback

Remote learning can make it difficult for students to know how they can ask questions, raise concerns and share positive feedback about their learning experiences. Since they can no longer connect in-person, it's important for them to have a clear path of communication. Instructors are encouraged to use standard text to post contact information as an announcement in each of their Canvas courses.

Recording of Class-Related Activity

Instructors have shared concerns about students recording class-related activity, particularly in how that relates to their intellectual property. Text has been approved by university general counsel for addition to the syllabus section of Canvas courses. The decision of whether to include the text can be made at the instructor level, but the protections described in the text will only apply to the course if the text is included in the course information. If the material is copyright protected, you should work with the University Libraries to determine if sharing with a class is considered “fair use.” The library can also help obtain content that is shareable. Learn more on the Library website. Other content resources include TED-Ed videos, Coursera, HBR Video and the UNL Library.

Instructional Exemption Requests for Physical Distancing, Face Covering, and Enrollment Capacity

A few of our courses require activities that do not permit physical distancing, face coverings, and/or entail higher risk (e.g., veterinary or anatomical labs, dance, theatre, vocal music, etc.). If your unit is offering such a course and would like to request an exemption, you can submit an Instructional Exemption Request, a specialized plan for review that outlines the alternative risk mitigation measures that are followed. The request will be reviewed and routed to the respective college dean and vice chancellor for final approval.

FERPA Considerations

Instructors need to be mindful of FERPA compliance. Insist that students use their email addresses; that way you know you are communicating directly with students themselves. When having online meetings, have a "Before we begin" conversation to make sure students remain protected by FERPA. If you are unsure about the written consent status of a student, the assigned academic advisor in your department can check for you.

Intellectual Property and Copyright

Many instructors have expressed concern about putting their intellectual property online. Under the terms of the university’s existing Board of Regents Policies (see RP-4.4, “Ownership of Intellectual Property” and sections 5.b.2 and 5.c in particular), instructors retain copyright in the instructional materials they create, including those developed for the purposes of online instruction. Please see the policy for definitions and information about exceptions, particularly relating to substantial use of university resources, which would relate only to additional resources significantly in excess of the norm for educational and research purposes. Additional guidance may be found in the Memorandum on Copyright and Law and Compliance. Specialists in the Libraries can assist with general questions, but cannot give legal advice. Legal questions are coordinated by Libraries with the Office of the Vice President and General Counsel.

Provide Content Asynchronously; Offer Opportunities to Connect Synchronously

It's important to consider the challenges of synchronous remote learning for students who are in different time zones, have difficulties accessing the Internet, have to share a family computer, and need to address emerging family situations. At the same time, the familiar cadence and structure of regularly-scheduled meetings can provide a framework that is comforting and encourages progress through the material.

Instructors are strongly encouraged to make all of their course content available asynchronously. Post materials, including perhaps brief pre-recorded lectures, for students to access as they are able to do so.

One opportunity for connecting synchronously with students would be to hold office hours at set times, perhaps during the original class time, to maintain regular contact with students. Zoom and Canvas discussion boards work well for office hours. Yellowdig Discussions is another option that has recently been made available to instructors. Offer asynchronous ways for students to contact you if regular office hours are not possible for them.


As the university continues with remote access learning, instructors may receive student requests for incompletes. The policy on incompletes, as approved by the Faculty Senate and posted on the University Registrar website, states: [a]n instructor uses the grade of an ‘I’ (Incomplete) at the end of a term to designate incomplete work in a course. It should be used only when the student was/is unable to complete the requirements of the course because of illness, military service, hardship, or death in the immediate family. A grade of ‘I’ should be given only if the student has substantially completed the major requirements of the course.

Instructors should use incompletes sparingly and only in the most extraordinary circumstances (e.g. a student is self-isolated or self-quarantined and does not have access to the Internet). Incompletes can create an undue burden on students and instructors in subsequent semesters and can delay students’ academic progress. This is particularly true when the incomplete continues for more than one semester after the semester in which the course was taken.

In addition, instructors should not use incompletes for all students in an entire course. Each incomplete should be considered on an individual student basis and only used in extreme circumstances where the student is not able to adequately complete the course requirements. It is not a grade that an instructor should assign simply due to the university’s move to a remote format for the semester. Requirements related to certification and accreditation are being managed at the department and college level, and instructors concerned about such requirements should consult with their unit leadership.

If an incomplete must be assigned, please ensure the following:

  • The majority of the course work is completed (please consult with your unit as to what is customary for your unit; for example, some units use a threshold of 80% or more completed with a passing grade). If that’s not the case, a late withdrawal is a better alternative.
  • You have worked with the student to develop a written communication plan with a timeline for work that still needs to be turned in, the date by which it must be completed, and the grade that is assigned if this work is not completed.

Graduate Studies Guidelines and Updates

Masters and Doctoral student guidelines, exam information, and event cancellations and postponements are being updated on the Graduate Studies COVID-19 page.

Student Communications

Let your students know you are there for them and committed to their learning. Here are some ideas for regular communications that you can incorporate into your plans:

  • Develop a schedule for consistent updates or emails to students. Make them regular enough to assure and guide students, but not so often as to overwhelm them.
  • Communicate the window of time during which you and teaching assistants are responding to student emails or having Zoom office hours. Students are reassured knowing when to expect a response. Have a regular schedule for due dates.
  • Create a clear learning path of expectations for students on the Canvas home page, like organized modules with sequential ordered requirements. Remain cognizant of accessibility issues and challenges for students with disabilities and incorporate appropriate accommodations.

Technology and Support

NU Information Technology Services (ITS) is available to help you create a functional and efficient work environment in your remote location.  NU ITS has published a page, Remote Work FAQ, with information on computer equipment, VPN networking, phones and voicemail, digital tools, and IT support.

A note about VPN (virtual private networking): VPN resources are limited, so you should only use a VPN when accessing restricted internal resources. If you have not previously used a VPN to access University services, you probably don't need it to work remotely. A VPN is not required to access many common services such as email, Canvas, Firefly, Box, Zoom, and general campus web sites. A VPN is used to access restricted internal resources on the University network, such as research workstations, file shares, or web applications. When you are finished working with a restricted resource, disconnect from the VPN to make sure that others who need it can use the service.

Quick Start Guide for Remote Teaching

The Center for Transformative Teaching (CTT) is taking the lead on supporting faculty members as they teach using remote access.

CTT has published an extensive Quick Start Guide for Remote Teaching, which includes extensive information on all aspects of remote teaching, including:

  • Finding and publishing your Canvas course
  • Hosting a live session on Zoom
  • Asynchronous delivery via Canvas
  • Recording a lecture
  • Testing and Grading
  • Support services

In the Classroom / Lab


Campus custodians are following enhanced cleaning and disinfection across campus, but instructors should also wipe down shared classroom surfaces and equipment before and after use. Disinfection supplies are available in each instructional space and hand sanitizer stations are in position within building entryways. Following this protocol will help curtail possible exposure between instructors. Learn more about disinfection procedures. Masks, gloves, face shields, sanitizers and disinfectant can be ordered at no cost for the university community from UNL Marketplace. Bulk Plexiglas and custom Plexiglas dividers can be ordered at departmental cost through the COVID-19 Related Request form on Facilities Maintenance & Operations' website.

Social Distancing

The university is creating seating maps that allow for greatest instruction space capacities while also observing the six-foot social distancing guideline. Chairs, desks and tables, or any other seating barrier, should not be repositioned within instruction spaces. The maps are posted in each instruction space.

Assigned seating

Assigned seats are not required. However, in some larger instruction spaces, it might be beneficial to assign seats so students can quickly access their place without having to search for an available seat.

Remote Working

Information for faculty wishing to arrange for remote working is available through the links below.

Principles and Guidelines for Alternative Work Arrangements Due to COVID-19

The document linked above sets forth detailed guidelines for employees who need to request alternative work arrangements due to the COVID-19 pandemic.

Types of Alternative Work Arrangements

Additional resources are available on the Human Resources website.

Checklist for Working Remotely

During this period, every faculty member and instructor should be able to check every item on the following list.

  • Do you have sufficient computer hardware to complete your normal and necessary work tasks? If not, check with your department or college to see if equipment might be available for checkout.
  • Can you access the Internet and (optionally) the VPN? Do you have sufficient bandwidth off campus? If not, several commercial providers are offering limited free internet services; NU ITS is maintaining a Remote Work FAQ; see the heading "What if I don't have Internet at home?" for more info. Or consider alternative locations for working remotely.
  • Can you access essential programs, including your email, work calendar, Canvas, Firefly, word processing (like Microsoft Word), presentation software (like PowerPoint), spreadsheet software (like Excel), and any servers that you need? If not, check with your departmental or college IT support to see if this software can be installed on your machine.
  • Do you have a webcam and access to Zoom? If you don’t have a webcam, consider purchasing one or commit to audio-only communications and recording. Make sure to protect your Zoom sessions from “gatecrashing;” see the article “Keep Zoom meetings secure with these tips” on Nebraska Today.
  • Can you access any other program(s) that you use regularly?
  • Can you access your voicemail and receive messages? If your voicemail is not set up to forward to your email, consider changing your outgoing message to indicate that you may not be able to check your voicemail regularly and that email is a better way to reach you.
  • Do you have contact information for your department chair, technical assistance in your college, colleagues with similar teaching duties, and anyone that you supervise?

In addition, if you do not regularly teach in a remote format, you may need additional assistance. The Center for Transformative Teaching has put together together a list of resources. You can also reach out to the Instructional Design Specialist in your college.

Adjustments for Testing

Different strategies can be used to adjust exams to ensure students demonstrate learning. Some options include:

  • Replace final exams with projects or assignments.
  • Rework exams as take-home exams.
  • Reduce the point value of tests and exams and increase the value of assignments.
  • Randomize the order of exam questions and use question banks to make it more difficult for students to collaborate on individual-based assessments. The order of choices for answers and the order of questions can be randomized in Canvas. Also, question banks can be used to give a random subset of questions to each student.
  • Use algorithmic questions to test quantitative concepts. This approach changes the numbers to generate unique questions for each student. This feature is available in Canvas as formula quiz questions.
  • If you have students with SSD accommodations that allow for extra test time, make sure you ‘moderate’ the test in Canvas to provide this extra time.

Instructions on how to set up and manage tests in Canvas are available on the Center for Transformative Teaching website. The CTT is developing additional resources on this and other topics. Continue checking its Keep Teaching guide for updates. Also, contact your college's instructional designers for more specific support.

Video Services

University Communication is available to provide guidance on video recording of lectures in unique situations (e.g., if instructors need to show something more carefully than just starting a camera and talking, such as lab demonstrations). Instructors who are interested in learning more about this resource should reach out to David Fitzgibbon at and Mary Jane Bruce at

CTT Resources

The Center for Transformative Teaching has published a new Online Teaching Guide and continues to add information to its Keep Learning, Keep Teaching, Assessment Guide, and Rethinking Assessment of Hands-On Learning resources. Its instructional designers are available for individual consultations.

Services for Students with Disabilities

It’s important that instructors remember to be aware of and sensitive to the needs of students with disabilities. There is an additional demand for some services, like closed captioning, and we need to make sure they are available for instructors with students who have a need for these accommodations. The Center for Transformative Teaching has accessibility resources and an accessibility checklist available on its website.

FERPA Compliance, Tools Supported by the University

It may be tempting to take advantage of offers from software vendors for free access to their tools. Please do not do this. Not only could you run into FERPA, ADA, and HIPAA compliance problems, but some of these seemingly generous offers are in fact phishing attempts. Use FERPA, ADA, and HIPAA compliant products that are officially supported by Information Technology Services. Individual colleges may also already be using additional products that are not on this list. Instructors should check with their college technology support staff for confirmation before downloading any software.

Research, Travel, & Study Abroad

Funding for Research-active Faculty Impacted by Pandemic

An Emergency Research Gap Funding Program has been established to help research-active faculty impacted by the pandemic. Eligibility is open to tenure-stream, research-active faculty at the rank of assistant or associate professor. Applications will be considered on a rolling basis, until funds are disbursed, with priority consideration given to early career faculty. Completed applications can be submitted to

Research Planning and Continuity for Researchers and Research Groups

The needs of research groups for continuity of operations are many and varied. The Office of Research and Economic Development has created a COVID-19 Research Planning resource to assist researchers in operations and planning through this period.


Study Abroad

  • University-sponsored international travel for students, including Education Abroad programs, will continue to be generally prohibited through June 30, 2021.
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Since the beginning of this public health crisis, we’ve been answering your questions about how UNL is planning and responding. We’ve compiled a list of answers to frequently asked questions on the FAQ / Contact Us page. For questions and answers of specific interest to instructors and researchers, please see the FAQ section Health and Safety in Classes I Teach.

Emails to Instructors / Researchers

This is a list of all messages sent specifically to instructors and researchers. Please see the latest updates page of this site for university-wide messages.