FAQs for Faculty

1. Online and Grad courses will take place in their regular 8-week (or other) format.
2. All courses that are currently fully online will continue in their regular format
3. TUG Classes will start as scheduled on January 11, 2021
4. Many weeks will have one “EagleDay” with no scheduled classes.
5. TUG Class instruction will end on Friday April 23, 2021
6. TUG Final exams will take place in-person Monday, Apr 26, 2021 - Thursday, Apr 29, 2021

EagleDays are for the health and wellness of the community. For students, these days offer time for community-building, rejuvenation, and to keep pace academically. As such, there may be planned events on some of these days.

• There will be no classes on scheduled EagleDays.
• Classes and labs scheduled for only one day each week may use one EagleDay for planned syllabus activities if necessary.
• Students involved in special activities such as clinicals, practicums, internships, and student teaching may be required to continue those activities on EagleDays. Please consult with your professor and advisor.
• EagleDays remain as workdays for faculty and staff, however we hope that they offer a welcome break from the regular weekly rhythm and allow new opportunities for community building and rejuvenation.

• Our plan is to have classes available in a HyFlex format which will provide for both face-to-face and real-time internet-based instruction.
• The HyFlex format:
  • Combines traditional in-seat instruction with participation in the course via ZOOM (either synchronously or asynchronously).
  • Allows Asbury to accommodate at any given time: traditional in-seat learning, synchronous remote learning, fully asynchronous learning.
• Course materials will be available through Discovery, the Asbury Learning Management System.
• Students who are approved to access the course remotely will typically join the scheduled class session using ZOOM.
  • Our goal is for the professor to be able to interact as naturally as possible with both Local and Remote students simultaneously.
  • The professor will act as the ZOOM Meeting host and the Remote students would join the meeting at the scheduled time.
  • The professor will screen share any presentation for all students to see
• In specific situations, some students may need to access the class session in an asynchronous fashion through a recording of the live class session.

1. Students are expected to wear masks while in class.
2. If a student feels that wearing a mask creates a serious health risk or hazard they are asked to contact Dr. Slocum, Director of Academic Accessibility Resources. Please see specific instructions below under “What do I do if I have health concerns and/or want to request to be a full-time online TUG student?
3. Faculty are not permitted to grant permission to students and are asked to refer students to Dr. Slocum.
4. In limited situations, during specific class sessions, and due to the nature of certain courses, a faculty member may allow students to remove their mask once the students are stationary, in their seats, and social-distancing standards have been met or exceeded. Under these conditions, students may choose to continue to wear their masks while others remove them.
5. The seating arrangement in all classes will maintain the 6-foot social-distancing standard.
6. Students, faculty, staff, and campus guests are required to wear a mask in any situation, both indoors or outdoors, that places themselves less than 6 feet from another person.
7. Students are expected to have a mask on before entering campus buildings and while passing through hallways and stairs, or riding elevators.
8. Students are not expected to wear masks while alone in an enclosed space or working alone in an open space at a social distance of at least 6 feet.

1. Faculty members will wear a mask in class unless remaining stationary behind the protective barrier positioned 6-feet or more away from the front row of students. Face-shields are not allowable as PPE.
2. Faculty at greatest risk for COVID-19 may need to use ZOOM exclusively for managing their classes, student meetings, and advising.

1. Students are expected to wear masks while in class.
2. If a student feels that wearing a mask creates a serious health risk or hazard they are asked to contact Dr. Slocum, Director of Academic Accessibility Resources. Please see specific instructions below under “What do I do if I have health concerns and/or want to request to be a full-time online TUG student?
3. Faculty are not permitted to grant permission to students and are asked to refer students to Dr. Slocum.
4. In limited situations, during specific class sessions, and due to the nature of certain courses, a faculty member may allow students to remove their mask once the students are stationary, in their seats, and social-distancing standards have been met or exceeded. Under these conditions, students may choose to continue to wear their masks while others remove them.
5. The seating arrangement in all classes will maintain the 6-foot social-distancing standard.

1. Classrooms will be set up for 6-foot social distance spacing.
2. Facilities has done a survey of classroom spaces and determined occupancy limits based on current social distancing requirements.
3. The seating arrangement in all classes will maintain the 6-foot social-distancing standard.
4. The registrar has worked to schedule classes in a manner to optimize social-distancing protocols.
5. The seating arrangement in all classes will maintain the 6-foot social-distancing standard.

• Most courses will be available for students who need to learn remotely.
• Students will NOT have freedom to choose to be in-seat or attend remotely.
• Remote access is only for students who have been approved and/or scheduled to be remote, including:
  • Students approved to live off-site due to COVID.
  • Students who are residential but have a temporary approved need to stay out of the classroom.
  • Students that the University schedules to be out of the classroom on a rotating basis.

1. Course assessments will be available online.
2. To minimize opportunity for academic dishonesty, the integrity of assessments, exams, and finals will be managed using a technology solution which will assist with delivering and proctoring course assessments.

1. Faculty will continue to make themselves available to students for advising, mentoring, and conversation, although with these COVID-19 modifications:
   • Faculty can meet with students in their own office space if social distancing protocols can be maintained.
   • Faculty will require students to wear a mask.
   • Students will need to follow the Asbury social distancing and mask protocols while outside the faculty office.
2. At the start of the spring semester, we will experience colder weather. We encourage faculty to meet with students and hold “office hours” in well-ventilated indoor areas with adequate space for social distancing.
3. Faculty may employ ZOOM for student meetings. Faculty at greatest risk for COVID-19 may need to use ZOOM exclusively for student meetings and advising.
4. Students who have been identified as at risk for COVID-19 (or sick or under quarantine) will need to use ZOOM exclusively.
5. Students, faculty, staff, and campus guests are required to wear a mask in any situation, both indoors and outdoors, that places themselves less than 6 feet from another person.

1. The residential requirement has not changed. In keeping with current policy, students must complete an application to be approved to live off campus.
2. Please consult the guidelines and reporting procedures outlined on the Asbury University COVID-19 information page.

1. For health concerns related to COVID-19, students must have a high-risk condition as listed by the CDC and documented by a medical professional, as well as approval by Health Services.
2. Students who experience any symptoms of COVID-19 will be expected to remain at home or in their residence hall rooms and report symptoms to Health Services and Residence Life staff.
3. Please consult the guidelines and reporting procedures outlined on the Asbury University COVID-19 information page.
4. If a student feels that they are eligible to be excused from attending classes in person, they are asked to contact Dr. Slocum, Director of Academic Accessibility Resources. Please see specific instructions below under “What do I do if I have health concerns and/or want to request to be a full-time online TUG student?”

1. Our plan is to have classes available in a HyFlex format which will provide for both face-to-face and realtime internet-based instruction.
2. Students who are approved and/or scheduled to access the class remotely will either ZOOM in to the class at the regularly scheduled time and/or access the class-session through a recording of the live session.
3. If a student feels that they are eligible to be excused from attending classes in person, they are asked to contact Dr. Slocum, Director of Academic Accessibility Resources. Please see specific instructions below under “What do I do if I have health concerns and/or want to request to be a full-time online TUG student?”

1. Our plan is to have classes available in a HyFlex format which will provide for both face-to-face and real-time internet-based instruction.
2. Students who are approved and/or scheduled to access the class remotely will either ZOOM in to the class at the regularly scheduled time and/or access the class-session through a recording of the live session.
3. If a student feels that they are eligible to be excused from attending classes in person, they are asked to contact Dr. Slocum, Director of Academic Accessibility Resources. Please see specific instructions below under “What do I do if I have health concerns and/or want to request to be a full-time online TUG student?”

1. A student may request to be a full-time online student by contacting Dr. Slocum, Director of Academic Accessibility Resources (academicaccessibility@asbury.edu.). Dr. Slocum will provide the student with an application which must be returned to Dr. Slocum for consideration by a committee made up of representatives who are experts on a variety of topics ranging from Financial, Health, Academic
   Accessibility, Mental Health, Student LIfe, and International Students.
2. Requests to be a full-time TUG student online may also be initiated through a variety of sources: Registrar's Office, Financial Aid, Student Accounts, COVID questions, Student Life, AAR, CAE, Wholeness/Wellness etc.
3. Once the review committee has decided, the Registrar and Student Life will be notified by Dr. Slocum if the student has been approved to take their classes online. An email will also go out to the student, academic advisor, and the student’s professors.

1. Documented health issue that places student at severe or more likely risk of a severe illness as a result of COVID-19 as per the CDC high risk guidelines.
2. The student is age 60 or over.
3. Academic accessibility issues of being on campus have increased to a level that creates great hardship on the student (hearing impaired, masks will be not be feasible to the student).
4. Mental health concerns of anxiety disorder etc. that are directly in relation to COVID-19 and family support is necessary.
5. Extended family severe concerns (mother/father is in chemotherapy and needs extra support and now student must assist at home and not be exposed, or family is not able to care for immunocompromised sibling without support of student).
6. International student issue (as SEVP regulations allow).

Students participating in courses held at the Equine Center or through the Adventure Leadership program will maintain a 6-foot social distance and wear a mask.

1. Students are expected to follow the guidelines of the specific site location.
2. When returning to campus, students should take every precaution with hygiene and sanitization of personal belongings.
3. Please consult the guidelines and reporting procedures outlined on the Asbury University COVID-19 information page.

1. Students are strongly discouraged from traveling out of state during the spring semester. Students will follow state guidance on recommendations regarding out-of-state travel and quarantine.
2. However, if travel is necessary, students should take every precaution while away from campus and self monitor carefully for illness for 14 days following their return to campus.
3. Students should avoid travel to COVID-19 “hot spots” as determined by the CDC and updated on the Asbury University COVID-19 information page.
4. Travel does have significant implications for the health of the community. Please use every precaution for the health and safety of fellow community members, keeping in mind that all travel introduces risk.

That depends…But it is likely that every faculty member will need to use Zoom for at least some of their classes this fall. 

• If you have a small class, with students who can all fit into your assigned classroom and who can attend regularly, then you will not be required to use Zoom—although if students are sent home you’ll have to be ready to switch the class to Zoom/remote instruction immediately.  You still need to meet the “Discovery minimums” that we articulated last week, and use masks and other social distancing approaches.
• Many classes will have too many students for the available seats, in which case you as the faculty member will need to determine which students come to the classroom on what days (presumably in a rotation), and which students attend class via Zoom.  You will need to record your classes, to accommodate students who have difficulties accessing the Zoom class synchronously.
• Any class that includes international students or others who have been approved to access the class remotely will need to use Zoom for every course session, and will need to record those sessions. 
• Also remember that recorded Zoom sessions can be made available only to students in that class, via Discovery.  (Intellectual property concerns are addressed below in another section.)
• Only a small number of classes will be approved to be in-person/F2F only and therefore exempt from HyFlex availability, and those classes will be identified by Deans and Department Chairs. 

Unlike a typical semester, we will need to communicate with our students before the semester begins, if for no other reason than to determine which students should come to class for the first session and which ones should attend via Zoom. Faculty members will need to decide on a class by class basis which students should come to class and which should attend via Zoom, presumably on some kind of rotating basis.

• We will have the PREP team documents and the communication plan around fall term reflect for students that they will need to interact with professors before classes begin.
• Communication with students about in-class versus Zoom attendance can and should be done via Discovery, which as we’ve described in other communiques, should be used as the hub for organizing and managing each course. 

Plan to record the general presentations necessary for a student who is viewing the class asynchronously to derive the benefit from each session. 

• If you move from, say, a lecture to a class-wide or group-based discussion in which controversial or confidential material might be revealed by students (or you), then you may pause recording so as not to hamper interactions in and out of the classroom, and not to risk recording private/personal information of students.  Remote students will still be part of the discussion via Zoom, but for recording purposes this segment of material can be left out.  Following such a discussion, you may then resume the recording of your Zoom session. 
• If you anticipate a discussion of this sort, please plan your class accordingly, so that it will be easier to make transitions between the portions that should be recorded and those that should not. 

Safeguards are in place to protect faculty members’ creative and intellectual property rights, in the context of Zoom recordings in our HyFlex environment. 

• • Zoom sessions recorded by you and linked in the Discovery shell for a particular class are only available to you and the students in that course.  Moreover, given digital space limitations in Zoom and Discovery, by some point in the semester—perhaps the mid-way point?—the earliest recorded sessions of the term will disappear from the servers to make room for more recent sessions (ITS will first notify you as the faculty member). The University has no plans to keep or use these recordings beyond the semester in which they are used, and for the classes for which they are intended. 
  • Zoom has built-in controls that allow faculty to finely control who exactly within a class has access to recordings. These features will be explained during Zoom training sessions.
  • Faculty members are free, on their own, to download their recorded class sessions to their own platforms (e.g. their own hard drives, a cloud-based storage location), if they wish to keep/use these for some future purpose.
  • In 2011 the University approved an Intellectual Property Policy:

• • Which distinguishes between material produced for an explicit purpose, as when a faculty member is paid to produce content for an online course that will be used regularly, and “evanescent” material generated in the normal course of instructional work, such as these Zoom lectures under HyFlex.  In the former case, the University retains ownership rights, but in the latter case it does not.  And in any case, the policy requires the University to obtain permission from the faculty member for utilization of any of their creations, such as these Zoom recordings.  The relevant language from the IP policy, which sets forth this distinction, is as follows: 
    • “Courses and course materials such as lectures, labs, and class activities that are recorded using any form of media are University property and may not be distributed without University permission. This excludes evanescent recording and distribution to students for educational purposes (which is always permitted) or for other approved University purposes. If the University retains and/or markets such recordings for later on- or off-campus instructional use, consent of the creator must first be obtained. 
    • The University retains the right to use recordings of on-campus performances by its students and employees for educational, archival, promotional, or commercial purposes. If the University records such performances in any form of media for commercial purposes, permission of the performers shall first be obtained. Royalties or other revenues received by commercialization will be distributed in accordance with the Royalty and Licensing Policy described below on a pro-rata basis to all performers unless otherwise specified in a pre-performance contract.” 

The institution is supporting deployment of a student “Zoom Host” to work with you in your classes, so that you can concentrate on your instructional activities, and the Host can make sure that the camera(s) and mic(s) are working appropriately, that Zoom attendees are logged in appropriately and can participate (via voice or chat) in the class. 

• We are currently working on details about how these student Zoom Hosts will be identified, trained, and rewarded for their assistance to you in your classes, and we will push out information on this as we determine how best to make this happen.
• Provisionally we think the Zoom Host might be some student in the class, but for a given class you may end up with a student Host who is not an enrollee. 

Our ITS unit is planning to equip 35 classrooms with a ceiling-mounted camera that can be used for Zoom, as well as two ceiling mounted mics—one near the front (where the professor is based) and one around the middle of the room, to pick up the video and audio of the classroom setting. 

• In the event that you need to use Zoom on “day 1” and are in a classroom that will not be included in those selected for equipage with cameras and mics, or for which the technology has not yet been installed, you can use your smartphone on a tripod to manage Zoom broadcasts. 

Faculty should learn how to manage a Zoom-based classroom, to prepare for contingencies. 

• Doubtless there will be some class sessions when your Zoom Host is ill or otherwise cannot attend.  Even if some other student in the course is available to be a substitute Host, we still need to plan for the worst case scenario, namely that we have to teach a given class but also manage Zoom/remote-based students as well.
• We will be planning training sessions in various classrooms to prepare faculty for using Zoom across several of these configurations, and will make the schedule available soon.  This training should be based in some of our newly equipped classrooms on campus. Some of the basics of Zoom are covered here (https://www.asbury.edu/keepteaching/help-sessions/) and here 

The efficacy of the HyFlex design means that, in the event of illness, and assuming the illness is mild enough for someone to function, the faculty member may simply switch an entire class to Zoom based sessions for a week or two (or as long as necessary). 

• A faculty member can hold these sessions at the regular time of the class, or can record Zoom lectures or video sessions as needed and post those on Discovery for students to view at their convenience. 
• However, many schools have asked faculty to identify a “next of kin” faculty member for each course.  In other words, if you did become significantly ill during the fall term and needed someone else to step in as instructor for a time, you would already have identified that person, and he or she would be available. 
• This is yet another reason why we have stated our Discovery minimums for each class.  If Discovery is the “hub” for each class, and you have already laid out the course materials in Discovery, you will be maximally well positioned to drop out of the classroom for two or three weeks, or turn over the class to a colleague for a short time, and continue the course moving ahead per your plans. 

Please work directly with your Chair and Dean to assist all students affected.

Faculty are to use discretion and creativity to determine whether alternative assignments will assist in the learning objectives of the course design. Faculty are asked to work directly with their department chair on determining whether or not to cancel the highly specialized face-to-face course (e.g., ensembles). Any changes must be communicated to the Office of the Registrar. Please refer to the institutional definition of the credit hour as you proceed. 

No. The term would continue through the end of the semester. You would give directions to students to complete coursework remotely. Grades would be submitted at the end of the term as usual.

We would intend to make the term “count” so that students should be able to graduate.

Yes, the Center for Academic Excellence will be offering Course Tutoring, Writing Help and Academic Coaching sessions online through Zoom. 

Students simply need to go to WCONLINE to sign up for appointments. Once an appointment is made, a ZOOM meeting link will be sent to the student for their meeting time.

Please contact Henry Zonio with questions.

Visit this page for tips on completing advising with your students.

Faculty who know of students who are in the digital-divide should contact their Deans who can initiate solutions with Paul Dupree.

Lecturing live with Zoom is certainly possible, and it best approximates a classroom setting, since students can ask questions. However, some students won't have access to fast internet connections, will be in other time-zones, or may have their schedules disrupted. So, we recommend that you record any live classroom session, and be flexible about how students can attend and participate.

Using other asynchronous tools like discussion forums in Discovery allows students to participate on their own schedules. In addition, bandwidth requirements for discussion boards are far lower than for live video tools. 

For instructions on how to record a class session, visit asbury.edu/keepteaching/help-sessions/ and watch the Session 1 video (you can start around the 29 minute mark). The Session 2 video covers how to create a discussion forum.

Yes, we must provide reasonable and appropriate accommodations for students with disabilities in accordance with Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA) of 1990, and the ADA Amendments Acts of 2008 (ADAAA). These accommodations must be provided for online as well as face-to-face classes.

• Consider offering instruction asynchronously.
• Before you begin, consider asking students, with and without disabilities, for input on the best way to meet their specific needs. Some questions you can ask include:
  • Do you have reliable internet and a computer?
  • Does your computer have a camera for using Zoom or another video conferencing option?
  • Do you have any accessibility requests for me regarding online teaching (for example, readings available in a different format, transcription of conversations, specific approaches to discussion boards, or a preference of video discussion vs. discussion boards)?
• Please contact Dr. Slocum if you have any questions.

These are the most commonly used accommodations by students with disabilities at Asbury University. Students with disabilities are granted accommodations on a case-by-case basis and may have very specific accommodations. If you have any questions about specific accommodations, please contact Dr. Victoria Slocum (victoria.slocum@asbury.edu).

• Test Accommodations
  • A number of students receive extra time to take tests. If you are giving a timed online test and a student has asked for extra time, you can set the test for individual extended time. If you are providing an online test to be taken over a longer time period (e.g., 24 hours) and the actual time estimated to complete the test is an hour, you do not have to do anything special for students with an extended time accommodation.
• Note Taking Accommodations
  • Some students have note taking accommodations due to disabilities such as dyslexia, hearing impairment, or low vision. Posting your class outline and PowerPoints online will assist students with a note taking accommodation. Some students use a recording app (e.g., Otter) to make an audio recording and a transcript. They will be able to use the app for recorded lectures.
• Flexible Attendance
  • If your classes will be asynchronous or hybrid, students with a flexible attendance accommodation will, in most cases, not have to “miss class.” Once again, consider offering classes asynchronously.
• Assignment Extension
  • Both students with and without disabilities may find themselves in the position of having difficulty completing assignments by a specific due date. In addition to students with disabilities who might miss a due date because of an exacerbation of symptoms, students without disabilities may find themselves dealing with issues. Consider flexible due dates for all students.

Alternative Media/Assistive Technology

• Students with disabilities such as dyslexia or another specific learning disability make use of alternative media and/or assistive technology. They may use speech-to-text software or text-to-speech software to help complete assignments and tests. Fortunately, this type of technology is becoming more common. For example, Mac computers and Windows 10 have accessibility features built in. Dr. Slocum will be contacting students with alternative media/assistive technology accommodations to make sure they are aware of their options. As an instructor, you can remind students with media/assistive technology accommodations to make use of the technology available on their computers or have them contact Dr. Slocum.

Closed Captioning

• In selecting videos for online lessons, look for videos with closed captions. At this time there is only one student with a significant hearing loss on campus. Dr. Slocum will reach out to that student’s professors regarding specific captioning needs.

• Zoom is the tool by which faculty can quickly transition their class online.
• AU has Zoom licenses for all employees to “sponsor” or create scheduled Zoom sessions.
• Zoom is a viable alternative with the least change to the faculty member’s classroom experience. The platform allows you to use the same lesson plans and provide a similar classroom experience.
• Zoom requires each student to have access to a computer, tablet, or smart phone to join the class at the designated time.
• For synchronous sessions, AU will stick to the class schedule already established to prevent schedule conflicts between two different classes trying to meet at the same time.

Each Asbury faculty member has access to a Zoom account that can be used to conduct synchronous (real-time) class sessions, virtual office hours and advising sessions. In order to activate your Zoom account, please go to https://asburyu.zoom.us and Log In using your Asbury email address and password. 

See the help sessions on this page and the links for Zoom resources on this page. 

There is a difference between the role of being a licensed Zoom host (which includes all Asbury faculty) and that of a non-licensed Zoom participant (which are the students). The setup and navigational training which faculty need to set up the class sessions in Discovery or set up one-on-one meetings with students won’t be needed by students. For the most part, students can’t set up meetings. We said “for the most part” because there are a handful of student leaders who we have set up to be able to create meetings in Zoom, so they are using the University license for that. But the vast majority of students are just going to be participants in a faculty created Zoom session, so they don’t have a paid-for Zoom license.

IT Services has a ‘how to’ guide that explains how to join an Asbury Live class in Discovery. We recommend sharing this with your students as a helpful resource before your first Asbury Live class:  https://service.asbury.edu/a/solutions/articles/7000030638

Also, the most basic navigation that students need to know as Zoom participants can be covered by watching this Zoom training video focused on the student experience:  https://www.youtube.com/watch?v=wbnyQwsVbiY

It might be worth sharing this link for the Zoom training video with your students. But, given the ubiquitous nature of Zoom and the many different services we are now providing to students using Zoom, I believe students’ adoption of Zoom, and comfort using Zoom, will be very quick. 

These links are posted on https://www.asbury.edu/keeplearning/ for students to reference.

First, be aware that the class session or meeting link should be kept private. It should not be posted anywhere that non-invited people can see it and use it to join your session. For faculty setting up class sessions, that means using Discovery to schedule Zoom sessions which automatically makes them visible only to students in the class. If you are inviting people to a meeting outside of Discovery, only share the Zoom meeting URL privately, such as through e-mail, to the invited participants.

Second, you should know that just a few days ago Zoom changed all account settings to remove the possibility of an uninvited attendee from taking over the screen by sharing some inappropriate content. Zoom administrators changed the default settings so screen sharing is set to “Host Only.” With that set, the host (meeting organizer) will need to explicitly give access to a student or attendee to take over the video and share their screen. It can no longer be “hijacked” as it could be in the recent past.

Third, it’s possible to mitigate the risk of uninvited attendees in your Zoom session by using techniques like putting all meeting attendees in a waiting room, only allowing them to join the actual meeting space when given permission by the host. Another technique is to use a meeting password which is only communicated to the invited attendees. That means if the URL gets out in the wild, a person would also need the password to enter the class or meeting session.

There are many other techniques to deal with unruly meeting attendees, especially uninvited attendees, including kicking them out of the session or moving them to a waiting room (and not letting them back in).

Here is an article published by PC Magazine on this topic:  https://www.pcmag.com/how-to/how-to-prevent-zoom-bombing.

Due to limited support resources, we will not implement the use of Bio-Sig activities for face-to-face courses that move to or are supported by an online format. Fully online courses (Online/Grad) will continue to use the course level Bio-Sig activities set-up by the Instructional Design team.

VPN is a technology which allows a computer to “remote” into the campus network and function as if it’s physically on campus, even though it may be located somewhere else (off campus). VPN allows for a computer to connect to the campus network and access on-campus-only technology.

You do NOT need VPN if you need to access the following University systems:  Discovery, Portal, School Dude, Office 365 (including e-mail and One Drive), Slate, and Zoom.

IF you need to access any of the following systems from off campus, you will need to install and log into the VPN server:

• Campus Nexus Student (SIS)
• Dynamics GP (Finance, Payroll, HR)
• Ed Connect
• Fusion
• File servers (what might be called drive U:/ on your Windows computer)
• Raisers Edge

Note that this is not an exhaustive list, but does highlight most critical systems which are only available to on-campus computers. Therefore, to access them from off campus you must use VPN.

Contact your supervisor if you need VPN access.

Grammarly is an online spelling and grammar checking application that helps users find and correct English writing issues. Grammarly provides context and correction suggestions about grammar, spelling, vocabulary usage and plagiarism. All students and faculty have access to the premium version of Grammarly by using their Asbury University email.

Creating a Grammarly Account (video)

From the Discovery homepage or within your online course, visit the Grammarly link in the navigation bar at the top of the screen. This will open Grammarly in your web browser.

If you previously created a Grammarly account, login using your Asbury University email address and password. If you have not created a Grammarly account, you can create one using your Asbury login credentials. Choose the option to Sign Up. Type your name in the field provided, then type your Asbury University email address and password in the appropriate fields. Click the Red sign up button.

NOTE: In order to get the premium version of Grammarly with all of the features and functionality, you MUST use your Asbury University email when creating your account.

Grammarly will prompt you to check your email for a confirmation link. Navigate to your Asbury University email and open the confirmation email. Click the “Verify email” link within the email in order to validate your Grammarly account.

You will receive a notification when your account has validated successfully.

Using Grammarly (video)

Once you log in, you will see the My Grammarly page. You can upload your document directly into Grammarly by clicking the Upload button, OR copy and paste the text from your document into Grammarly by clicking the New button. You can also type your text directly into the Grammarly editor.

When your content is loaded, the Grammarly editor will run a check. It will flag potential issues in the text and suggest context-specific corrections for grammar, spelling, wordiness, style, punctuation, and plagiarism. Grammarly explains the reasoning behind each proposed revision, so you can make an informed decision about whether and how to correct a potential issue.

NOTE: Faculty can upload or copy/paste student work into the Grammarly editor to run plagiarism checks on student work.