H1N1 VIRUS

Welcome to Spring Semester, 2010 at HWS!

Following a steady rise in the number of Influenza Like Illnesses (ILI) from October 5, 2009, the cases at HWS peaked in mid-November with 10% of all visits to Hubbs being ILI. We estimate that there were approximately 100-125 students whom we didn't see who we were managed by telephone triage, 'home delivery' of food from Residential Education, and daily updates to and from Hubbs on their status.

Many students elected to leave campus and return home until they recovered, a decision that was encouraged by the medical staff at Hubbs and supported by the administration and faculty.

We estimate that at least 50% of all students at HWS were immunized against H1N1 before December 18, 2009.

We have no way of knowing whether the virus will emerge again later this winter, or whether we will just be experiencing the typical winter outbreak of seasonal influenza. It's possible that we may see some of both.

The H1N1 AD Hoc Committee, which consists of administrators from Student Affairs Offices, will continue to meet regularly.

The Center for Disease Control continues to advocate that adults with ILI (Influenza Like Illness ) be isolated. Therefore, every effort will be made to facilitate getting students with ILI off-campus and home. If diagnosed with ILI, these students will not be allowed to participate in or attend college functions such as classes and sporting events until they have recovered.

Students, faculty and staff who develop an influenza-like illness should self-isolate by staying home or remaining in their residence hall room for at least 24 hours after their fever is gone except to seek medical care or obtain other necessities. They should keep away from others as much as possible. If possible, those with an influenza-like illness should contact their health care provider or Hubbs Health Center by phone before seeking care.

If you have a fever of 100 degrees or more accompanied by a sore throat and/or cough please do not return to campus until your fever is below 99 degrees and you no longer need Tylenol or Ibuprofen to control it.

Parents, click here for more information about H1N1.

Vaccine Information

H1N1 immunization is still available at Hubbs for no cost. Call (315) 781-4530, the Hubbs appointment line for an appointment to get immunized if you have not already done so.

There is no seasonal flu vaccine available at this time. We will announce any changes in the availability of this vaccince.

Prevention Guidelines

Wash hands often with soap and water or an alcohol-based hand rub.

Do not share personal items like drinks, food or unwashed utensils. Cover coughs and sneezes with tissues; when a tissue is unavailable, cover up coughs or sneezes using the elbow, arm or sleeve instead of the hand.

Know the signs and symptoms of the flu. Symptoms of the flu include fever of 100 degrees or greater, cough, sore throat, a runny or stuffy nose, body aches, and feeling very tired. Some people may also vomit or have diarrhea.

Students should stay in their dorms and faculty and staff stay at home for at least 24 hours after they no longer have a fever or do not have signs of a fever without using fever-reducing drugs.

Stay Healthy During Flu Season

Make sure to get your seasonal flu vaccine and prepare a cold and flu kit, which includes:

a thermometer
acetaminophen (Tylenol) or ibuprofen (Advil)
cough syrup
bottled water, sports drinks and soups
alcohol-based hand sanitizer
boxes of tissues

Further Information

For the most current information about the flu, go to the CDC website www.flu.gov or call 1-800-CDC-INFO. We will keep the campus community updated with new information as it becomes available.

Strategies for Uninterrupted Teaching in Case of Prolonged Absences

The Center for Teaching and Learning has compiled a list of activities faculty members can use in the event that the professor is unable to make class, or if students are out for a prolonged time. All of these are suggestions and can be explained in more detail by CTL staff if you are interested.

If you are unable to attend class, please e-mail your professors and your dean to report your absence. You will be responsible for making up any academic assignments upon your return.

The jigsaw technique can be a useful, well-structured template for carrying out effective in-class group work. The class is divided into several teams, with each team preparing separate but related assignments. When all team members are prepared, the class re-divides into mixed groups; one member from each of the original teams is in each group. Each person in the group teaches the rest of the group what he/she knows, and the group can then tackle a new assignment together, something that synthesizes their knowledge. Students can complete this activity with questions posted before class on Blackboard.

For a gallery walk, ask a colleague to post several questions/problems at the top of your classroom's chalkboards or on poster-sized stickies throughout the classroom (one question written at the top of each page/board with space below the questions for students to write their responses). Students then form as many groups as there are questions, and each group moves from question to question in 5-10 minute intervals (depending on number of questions and class duration). The groups will have discussion, write answers or solutions, and add to the material their classmates have already created. At the last question, the group will summarize all the responses, report to the class, and transcribe a summary for your review.

Concept sketches/maps are diagrams that are concisely annotated with descriptions of the processes, ideas, and interrelationships shown in the sketch. Having students generate their own concept sketches is a powerful way for students to process concepts and convey them to others. Assigning a concept sketch on the day's reading can substitute for planned discussion. Concept sketches also make useful tools when your students, rather than you, are out sick in large numbers (see below).

Case studies have been successfully used for many years in business school and medical school for actively engaging students in problem-solving. Good case studies are short stories that present a dilemma or puzzle to solve; the solution is left for the students to create. Good case studies give the students considerable latitude in deciding how to solve the problem, and provide excellent opportunities to engage students in the classroom; students can share their solutions with the class for further analysis or discussion, or submit them electronically for your review.

Just-in-Time Teaching (JiTT) was developed as a way of engaging students in course material before class and preparing them to come to class and participate actively during class. The first step in implementing JiTT is to develop a set of questions to be posted online for students to answer before class (via Blackboard or email). The questions should be open-ended and should require written response. They should explore students' prior knowledge and beliefs about the material to be covered in a single lesson. The instructor posts the questions and the students respond online some hours before each class session. Just before class, select excerpts from the student responses and ask a colleague to post these as discussion prompts.

A frame assignment provides a topic sentence and an organizational frame that students have to flesh out with appropriate generalizations and supporting data. Often the frame is simply an opening topic sentence and the major transition words for a paragraph. Such assignments help students learn organizational strategies and how structure can stimulate invention. Moreover, it pushes them to think about evidence, argument, and clarity.

Thesis support assignments make good collaborative learning exercises when groups are asked to develop arguments for and against a thesis. Provide students with a controversial thesis to defend or attack and have them record or summarize their arguments at the end of class.

In data-provided assignments, the teacher provides the data then pairs or small groups of students must determine what thesis or hypothesis the data might support. Students can share their claims through full-group discussion or through Blackboard, or submit them to you via email. These assignments also work well for students absent due to illness (see below).

If your students are unable to attend class:

Concept sketches/maps are diagrams that are concisely annotated with descriptions of the processes, ideas, and interrelationships shown in the sketch. Having students generate their own concept sketches is a powerful way for students to process concepts and convey them to others. Hand-drawn concept sketches can be collected by a colleague and sent to you; PowerPoint and Word both allow for visual sketches/maps, while Inspiration (available in the Multi-Media Lab), and Webspiration (a real time web-based way to see your students work) can help students with concept sketching or mapping.

Writing Summaries or Abstracts of Articles is a superb way to develop reading and listening skills; and to enhance skills of precision, clarity, and succinctness. Students who are in class can write and post summaries of the discussion or lecture on Blackboard for students were unable to make class. Prepare a handout of your expectations for writing summaries and post on Blackboard.

Think of a controversy in your field, and ask students to write a dialogue or argumentative script between characters with different points of view. These assignments allow students to role-play opposing views without having to commit themselves to a final thesis.

In data-provided assignments, the teacher provides the data; pairs or small groups of students must determine what thesis or hypothesis the data might support. Students can share their claims through full-group discussion or through Blackboard, or submit them to you via email.

Remember the world of online content and consider what content-rich sites students could visit for substitute experiences. Send students to listen to and analyze a news report related to class topics, or to view and critique uploaded PowerPoint presentations, online lectures, or film clips.

SOURCES:
serc.carleton.edu/NAGTWorkshopts/coursedesign/tutorial/strategies

Bean, J. C. (1996). Designing Tasks for Active Thinking and Learning. In Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking and Active Learning in the Classroom (pp. 121- 132). San Francisco: Jossey-Bass.

CONTACT

Hubbs Health Center

Hubbs Health Center
119 St. Clair Street
Geneva, NY 14456
Across the street from Smith Hall

Phone: (315) 781-3600
Fax: (315) 781-3802

CLINIC HOURS

Monday - Friday: 8:30 a.m. - 7:30 p.m.
CLOSED Saturdays
Sundays: 1:00 p.m. - 5:00 p.m.

Students are seen by appointment only.
For an appointment please call the appointment line at (315) 781-4530

 

 

Preparing Students to Lead Lives of Consequence.