For technological questions, please reach out to the Digital Learning Team at x4420 or

For pedagogical, assessment, and student learning questions, please reach out to the Center for Teaching and Learning x3351, or

Note: This document was adapted from a document created by Jenae Cohn and Brian Seltzer, Stanford University, California. Their work was outstanding and served as the basis for Hobart and William Smith Colleges guide for Academic Continuity During Disruption.


Faculty might be called to continue instruction remotely in the event of a campus closure or emergency of significant duration.  There are many nuances unique to teaching subjects remotely.  With preparation and familiarity with the tools already available through the Center for Teaching and Learning and the Digital Learning Center, Hobart and William Smith faculty can continue to provide outstanding instruction and mentorship to students.  The purpose of this guide is to offer practices which may be useful in transitioning to remote teaching during an academic disruption.

As faculty think about transitioning to remote teaching, we will continue to uphold our academic mission of remaining student centered.  While making plans, bear in mind these potentialities, many of which reflect the expected differences in environments in which students and faculty will find themselves:

  • Time zones
  • Lack of connectivity
  • Limited access to devices, including possible access via phones only at times
  • Illness and recovery time
  • Format accessibility for students with disabilities

As a result, participation may be limited at times for both students and faculty – interactions will necessarily be asynchronous at times and participation and deadlines will have to be dynamic.