Attendance & determining in-class participants

The information below is intended to help faculty manage attendance and participation modes in Fall 2020 classes. 


Best practices for taking attendance


Tracking in-class attendance

In-person attendance will be fluid and difficult to track for classes taught through HyFlex or multimodal instructional delivery. However, for in-class participants, faculty may use any means to track attendance for academic purposes.

If a student in your class tests positive for COVID-19, an awareness of which students are present and in which seat they are sitting will be very important for contact tracing. Therefore, we suggest that instructors use their cell phones to photograph or video record classroom participants at the beginning of each class period. This will provide a record of in-class attendance and student seating positioning for each day.

Instructors choosing this option will be required to inform students during the first day of class and in their syllabus that in-class participants will be photographed or videoed each period only for use for contact tracing purposes in the case one of their classmates test positive for COVID-19.

Tracking online attendance

Zoom keeps an attendance record for meetings. To access the record of who attended a Zoom session, please make sure the meeting has ended and follow the instructions below:

  1. Sign into the University's Zoom portal 
  2. On the left side of the screen, under ‘Personal’, click on Reports.
  3. Click on Usage.
  4. Find the meeting that you wish to take attendance for and click on the number that is listed in the ‘Participants’ column.
  5. You may view the attendance information online, or export the data to an Excel spreadsheet.

Assigning remote versus in-person participants

The primary goal of AH (Alternative HyFlex) and AP (Alternative In-Person) courses are to assist in reducing the number of students on campus at any one time and reduce occupancy in a single classroom, while still providing in-person educational experiences for students. We understand that there are numerous variables to consider, but offer faculty the following requirements and models for deciding who is or is not in class on any given day.

Overarching requirements

In implementing your plan for dividing the class into remote versus in-person students for any one day the following requirements must prevail:

  • For AH and AP in-person classes, capacity should not exceed that necessary to ensure six-foot social distancing.
  • At this time, in-person AH and AP class attendance, including the instructor(s), cannot exceed 25 persons (per Washoe County restrictions), even if social distancing would allow for it.
  • Students with approved all-remote or all in-person participation must be considered before dividing students. These approvals may come from the DRC or the student's academic advisor.
  • Students that indicate they are experiencing COVID-like symptoms; have been in close contact with someone that has tested positive for COVID; have a positive COVID test or are awaiting a COVID test result; have been advised by a healthcare provider to quarantine; or are subject to any local, state, or federal quarantine order cannot come to class and must be allowed to participate remotely in AH or AP classes. A close contact is any individual that has been within six feet of an infected person for at least 15 minutes.

After meeting the above guidelines, the following conditions may be considered by you.

  • Accommodating a student that requests a certain remote or in-person schedule for your class to assist them in managing their own schedule
  • Allowing a student to participate fully remote
  • Allowing a student to participate fully in-person, but this cannot bump a student from access to their agreed upon in-person days

Models for assigning participants

Two possible models for assigning students between remote and in-person participation are presented below for your consideration.

Alphabetical model

This is likely the simplest way to assign your students to remote or in-person participation and is our preferred method. If the majority of faculty follow this model, we can maximize our reduction of students on campus.

Divide students down the middle based upon last name. Group A includes the first half of the alphabet and Group B includes the last half of the alphabet.

  • MWF classes
    • Group A attends class on Monday and Friday in odd weeks (1, 3, 5, etc.) and Wednesday in even weeks (2, 4, 6, etc.)
    • Group B attends class on Wednesday in odd weeks (1, 3, 5, etc.) and Monday and Friday in even weeks (2, 4, 6, etc.) 
  • M/W or T/R or
    • Group A attends class on M or T, respectively
    • Group B attends class on W or R, respectively
  • Single Day a Week Class
    • Group A attends class in odd weeks
    • Group B attends class in even weeks

Pedagogical model

Not as simple as alphabetically dividing students, but this model may better align with your course pedagogical needs. The number of options under this model are infinite but may be based upon class assignments, presentations, participation models, etc.

In implementating such a schedule, the primary question you must ask yourself is: "Am I achieving the intent of maximizing in-person participation to the extent possible while still adhering to occupancy and social distancing guidelines for Alternative HyFlex and Alternative In-Person modalities?"