The COVID-19 pandemic has fundamentally reshaped educational landscapes worldwide. While the initial focus may have been on immediate response and crisis management, a forward-looking approach is now crucial. The Updated Learning Continuity Plan (LCP) 2024 for Bulacan State University (BulSU) serves this purpose by acknowledging the ongoing nature of the pandemic and the need for an adaptable and resilient educational framework.

The Learning Continuity Plan (LCP) at Bulacan State University has been updated due to several critical factors. The ongoing COVID-19 pandemic, with its persistent variants, continues to pose challenges, necessitating that the LCP reflects the latest public health guidelines and remains adaptable to potential future disruptions (Filip et al., 2022). Additionally, the shift to remote or hybrid learning has created learning gaps for some students, and the updated LCP incorporates strategies to identify and address these gaps to ensure academic progress (NeuroHealth AH., 2024). With the continuous emergence of new technologies and educational platforms, the LCP aims to leverage these advancements to enhance remote learning experiences and offer a broader range of flexible learning options for students. Furthermore, feedback from students, faculty, and staff during the initial LCP implementation has been invaluable. Their experiences have informed improvements in communication, resource allocation, and overall program effectiveness.

The Updated LCP 2024 should build upon the successes of the previous plan while addressing identified shortcomings. A thorough review of the existing Key Strategies (KS) is essential to ensure their continued effectiveness and alignment with the evolving educational landscape. By acknowledging the ongoing impact of the pandemic, the need to address learning gaps, and the potential of new technologies, the Updated LCP 2024 for BulSU positions the university to deliver a robust and adaptable educational experience for its students.

Revised LCP 2024 

https://drive.google.com/file/d/1dzuoskKqPQ9Pu1lciGxhvGMRzxlEu0Hz/view?usp=sharing

The unprecedented challenges brought about by COVID-19 became a testing ground on what the BulSU community can do to become more resilient and is manifested in their will to continually embrace her core values.  BulSU positively responded to the challenges brought about by the crisis and to the issues that learning must continue.  BulSU rose above these challenges and took this as an opportunity to be more enthusiastic about continuing our mission.

      As we continuously do our best to mitigate the effects of the crisis and make plans to deliver what is expected of us for the good of our students, there are other measures to consider to impeccably say that the University is winning and is delivering sustained outcomes.  BulSU stepped up and had phenomenal experiences and learnings that became fresh challenges that made us stronger and cohesive in creating possibilities and opportunities.

        Holding to BulSU’s mission of providing high-quality instruction, research, and extension, despite the prolonged effects of the pandemic, the Educational Development Office under the Office of the Vice President for Academic Affairs has updated BulSU’s Learning Continuity Plan for the school year 2022-2023, holding on to the adherence of its original key strategies as follows with emphasis on strengthening the different aspects of governance, academic offerings, physical facilities, technology infrastructure, fiscal, and socio-emotional support:

1.  Prioritizing Health and Safety Protocols

2. Assessment of the University, faculty and students capabilities and technology needs

3. Recalibrating curricular offerings and assessment practices for adoption of the Flexible Learning Modalities

4. Preparing the faculty for Remote Learning and providing support for their mental health and well-being

5. Preparing the students for Remote Learning and providing support for their mental health and well-being

6. Accessibility of the BulSU Library and supplementing with Open Educational Resources (OER)

7. Empowering other stakeholders and provision of humanitarian actions

8. Determining instructional and delivery modes for laboratory and clinical courses, internship, practicum and trainings and the possibility of a face-to-face instruction

9. Determining recovery strategies, maintenance and review for long-term plans and actions and crisis management.

UPDATED CONTINUITY OF LEARNING POLICY AND IMPLEMENTING GUIDELINES

1. The realization of the BuLSU’s Learning Continuity Plan is a responsibility shared by the faculty members, non-teaching/support personnel, the College and Campus deans, Directors and Assistant Directors, the Vice Presidents, the University President, and all other stakeholders who may be involved in the supervisory or administrative responsibility for the development, implementation, and sustainability of programs for the continuity of learning in the University.

2.  The health and well-being of the students, faculty and staff will be the utmost priority of the University and shall ensure that the safety and health protocols are being clearly communicated, effectively implemented, and diligently enforced. 

3.  The BulSU’s Learning Continuity Plan (BLCP) shall be implemented in cases where teaching and learning need to continue on-site and off-site on the main campus and in all the satellite campuses with modifications in the curricular offerings and implementation pursuant to CMO No. 6, s. 2022 and to the IATF Guidelines for Alert Level 1 from which the Province of Bulacan has been included.

4.  The University shall implement the Hybrid Flexible (HyFlex) Learning Modalities as specified in the newly crafted Guidelines on the Hybrid Flexible (HyFlex) Learning Modalities of BuLSU (an attachment in KRA No. 3) and shall ensure that the most essential learning skills and the BulSU graduate attributes are being attained by all of the students for successful completion of academic programs.

5.  The University shall strive to offer the best learning opportunities and modalities and be responsive and agile during times when the health and safety protocols in the province might be changing.

6.  The BulSU Infirmary shall conduct a survey and needs assessment for the vaccination program of the University and shall spearhead and monitor the full implementation. They shall be responsible also for the creation of a program for the prevention of COVID-19 cases especially during the full implementation of face-to-face classes.

7.  The University shall migrate to using MS 365 from Google Suite in the absence of a learning management system and shall initiate the plans for the establishment of an Open University with the offering of SPOC or Small Private Online Classes paving the way for its realization.

8.   Continued capacity building for the faculty members and the studentry shall be done based on the results of research and evaluation as well as the monitoring and enhancement program of the mental health and well-being of faculty, students, and staff.

9.  The University shall appropriate budget for the acquisition of laptops for the faculty members and tablets for the students that do not have the means to acquire one. Likewise, securing strong partnerships with internet providers to boost connectivity within the University and in areas where the students are residing.

10.   Based on the monitoring and evaluation that were done, the University shall make the necessary and appropriate course     restructuring and retrofitting that will give way to the learning objectives, pedagogies, and content that teachers should   consider adopting in transitioning to the limited face-to-face modality.

11.  The University shall ensure the allotment of the appropriate budget needed for the complete implementation of the LCP including the enhancement of the different library facilities that will meet the needs of faculty and students for virtual and face- to-face teaching and learning.

12.  The Operation and Implementation units of the University shall continue the monitoring and evaluation of the different programs to assess which tools, processes and     policies work best as well as current resources and student access and inclusiveness.

13.   The following guidelines shall still be in effect and shall be observed:

A. Physical appearance in school per class will be done once a week and in accordance with the approved guidelines for HyFlex modality of the University. Class size in courses/course sections is determined by room capacity and the ability to distance students a minimum of three feet apart. In addition to achieving social distancing in face-to-face courses, there is a need to ensure thorough cleaning between class sessions.

B.   Classes with enrolment that exceeds capacity requirements will be evaluated to determine alternate instructional plans, including subdividing course sections and rescheduling classes to a time that has fewer in-person classes.

C.   To ensure the safety of the students, the GENERAL POLICIES will be strictly implemented such as:

-       No ID, No Facemask, No Entry Policy will be strictly implemented and in as much as possible and feasible the presentation of vaccination cards.

-       Upon entering the campus, scanning of body temperature is required. Students with a body temperature of 37.5 and above will not be allowed to enter the campus. They will be asked to stay at the designated holding area and will be attended to by the school nurse.

 The Updated BuLSU LCP shall adhere to the following key strategies:

1.    Prioritizing Health and Safety Protocols

 a.   Additional triage and washing areas, as well as signages and alcohol dispensers, will be installed throughout the University premises.

     b.   Prior to the opening of classes, all school sites will be thoroughly cleaned and disinfected and will be done regularly.

     c. Regular monitoring of Covid cases.

 d. In case infections are detected within the BulSU premises, rather than closing the University,    employees/staff/faculty/students that will be detected to have signs or symptoms of illness will be directed to stay home as             close contacts at the home of positive cases will be the options.

    e.   Continuing vaccination program and monitoring.

2.     Assessment of the University, faculty, and students’ capabilities and technology needs

     a.  From the results and findings of research entitled “Continuing Education Through the Heights of the Pandemic” necessary actions, policies and programs were crafted for  faculty and student's needs.

     b.  Training and webinars about MS 365, video editing, and assessment had been organized and done for the faculty.

3. Recalibrating curricular offerings and assessment practices for adoption of the Flexible Learning Modalities

      a. To implement a meaningful, appropriate and uniform assessment of the student learning process, revision of grading and assessment guidelines shall be done.

     b.  Development of the guidelines on the implementation of Small Private Online Courses (SPOC) to address the concerns of the students in giving feedback to the faculty.

     c.  Development of the guidelines on the fusion of classes.

     d.  Creation of a Quality Circle that will ensure and check the quality of the materials is meeting the required standard.

e.   Develop the students' ability to give themselves feedback by putting them in charge of their learning through self-feedback with self-assessment and self-reflection.

     f.    The removal of the Remote Printed Learning (RPL) or the use of modules as a learning modality based on students’ comments and negative feedback.

 4. Preparing the faculty for Remote Learning and providing support for their mental health and well-being.

     a.   Training, capacity building, and webinars about MS 365, video editing and mental health, etc, were done for the faculty members.

5.   Preparing the students for Remote Learning and providing support for their mental health and well-being.

     a.    Training and webinars about MS 365, mental health, etc, will be done for the students.

6.    Accessibility of the BulSU Library and supplementing with Open Educational Resources (OER)

      a.    The opening of the new library building with complete technological facilities

      b.    Additional OERs and other library services

7.    Empowering other stakeholders and provision of humanitarian actions

         a.    New MOAs and extension programs were created

         b.    New partnership with LGUs and other stakeholders

8.    Determining instructional and delivery modes for laboratory and clinical courses, internship, practicum and training,  and the possibility a face-to-face   instruction

     a.    Building linkages for practicum, OJT and faculty, and student immersion programs.

          b.  Crafting of new guidelines for the delivery of new learning modalities once the infections lessen/ceases.

9.    Determining recovery strategies, maintenance and review for long-term plans and actions and crisis management.

a.   New policies and guidelines were crafted and approved

b.   Modification, retrofitting, and renovation of laboratories and rooms

c.   Provision and development of FB pages for each of the University offices for easier and faster communications and   cascading of information

d.  Full adherence and recalibration of the MTDP

e.  Action Plans for new curricular offerings 

f.   Disaster Risk Management Plan (DRRM)

INTRODUCTION

       The COVID-19 pandemic has produced challenges for the country’s educational system that brought uncertainties that nobody thought would happen.  Like most organizations, educational institutions are not exempted to the threats and challenges of doing their mandates in today’s complex and tough situation.   The President has ordered institutions to cease face-to-face instruction that require them to switch to unconventional modalities of teaching and learning such as blended and flexible learning which include online teaching and virtual education.

As the COVID-19 pandemic continues and while the government and health officials are doing their best to slow down the outbreak, the education systems must not stop and provide quality education.  Though learning has been disrupted, it still has to continue.

It is within this context that Bulacan State University, with its mandate as a knowledge-generating institution, reaffirms its commitment to the educational principle of learning continuity amidst any kind of disturbances.

LEARNING CONTINUITY DEFINED

Continuity of learning is the continuation of education in the event of a prolonged school closure or student absence. It is a critical component of school emergency management, as it promotes the continuation of teaching and learning despite circumstances that interrupt normal school attendance for one or more students.1

In higher education, institutional continuity is a complex combination of strategies and activities. Business continuity plans detail the organizational patterns of adjustment and accommodations necessary to sustain all areas of a college or university in a disaster and post-disaster environment. Student life, facilities, financial activities, security and infrastructure are addressed along with the academic mission of an institution.2 

With the prolonged declaration of community quarantine and the directive of the president that there will be no face-to-face meetings, the whole community of Bulacan State University, together with its administrators, faculty and personnel made a commitment to produce a growing body of useful resources to support the continuity of student learning and well-being during school closures.  The University will continue to look and provide for flexible ways to mend the loss caused by pandemic’s interruptions to learning trajectories and guarantee a smooth transition and implementation of the new normal set up of flexible remote learning.

THE CONTINUITY OF LEARNING IN BulSU’s CONTEXT:

Providing continuity of learning is important when unexpected events happen.  It is imperative to every educational institution to continue despite the complications.  As a University and amidst the pandemic, BulSU is holding on its prime goal to provide education that is accessible to deserving and qualified students through internationally-recognized and industry-responsive programs set in a 21st century learning environment.

As we rise to this challenge as an educational institution, Bulacan State University upholds its Vision, Mission and Goals.  Whatever actions were planned and implemented is anchored on its Quality Policy and Core Values.

Vision

Bulacan State University is a progressive knowledge-generating institution globally recognized for excellent instruction, pioneering research, and responsive community engagements.

Mission

Bulacan State University exists to produce highly competent, ethical and service-oriented professionals that contribute to the sustainable socio-economic growth and development of the nation

Core Values

S -  Service to God and Community

O -  Order and Peace

A - Assurance of Quality and Accountability

R – Respect and Responsibility

Quality Policy

We at Bulacan State University (BulSU) are committed to provide excellent instruction, research and extension services.

We shall implement an internationally recognized management system in all aspects of our operations, processes and services in line with our commitment and in achieving our objectives.

To continually improve our quality performance and the effectiveness and suitability of our quality management system, we shall:

• Comply with applicable laws and regulations, the requirements of our stakeholders, industry initiatives and other requirements we subscribed to;

• Assess the needs of our customers and strive to exceed their expectations;

• Provide assurance to our students, partners and other stakeholders to quality services by offering excellent instruction, pioneering research, and providing value-adding extension services and responsive engagements;

• Establish quality objectives aimed at improving the efficiency of our operations, processes and procedures for sustainable growth; and

• Capacitate our employees and staff to maintain a highly competent, motivated and reliable workforce, thereby ensuring work is performed with excellence.

         What will be presented here as the BulSU Learning Continuity Plan is being anchored in all of these and will uphold and adhere for the overall direction to ensure that it continuously provides quality education.

     Bulacan State University, in its desire for learning continuity is confident its students have the abilities to carry on their learning journey and shall gain the support of our whole community together with all of the stakeholders as the university adapts to this unprecedented situation.  We will uphold the attainment of the BulSU Ideal Graduates Attributes (BIG A) that reflect the graduates’ capacity as: a) highly and globally competent; b) ethical and service-oriented citizen; c) analytical and critical thinker; and d) reflective life-long learner.

       Given the vast array of experiences that BulSU have gone through the years, together with the proven and instilled resiliency in our organization, we are confident enough that we will make it to reach our commitment to provide quality, relevant and holistic education to our students with the implementation of the Learning Continuity Plan for the AY 2020-2021.

     Bulacan State University is presenting this Resiliency and SOARing Incessantly:  The BulSU Learning Continuity Plan to be a guide to the whole University in adapting to the changes that are brought by the pandemic and in the implementation of the guiding principles and policies.

The following questions3  were considered in crafting this Learning Continuity Plan which the answers were found by the University to be suited in our context and needs:

• What technologies do we already have available?

• What training materials will we need to create?  

•  Is it relevant, equitable, accessible and responsive to the present needs?

• What individuals will be involved in the training and tutoring process on technologies and systems selected?

• What role does cost play in determining short- and long-term solutions?

• Is it the best solution? 

        The Resiliency and SOARing Incessantly: The BulSU Learning Continuity Plan shall adhere to the following key strategies in this time of pandemic:

1. 1. 1. Prioritizing Health and Safety Protocols

      2. Assessment of the University, faculty and students capabilities and technology needs

      3. Recalibrating curricular offerings and assessment practices for adoption of the Remote and  Hybrid Flexible Learning Modalities

      4. Preparing the faculty for Remote Learning then later on Hybrid Flexible Learning Modalities and providing support for their mental health and well-being

      5. Preparing the students for Remote Learning and Hybrid Flexible Learning Modalities providing support for their mental health and well-being

      6. Accessibility of the BulSU Library and supplementing with Open Educational Resources (OER) either online or onsite.

      7. Empowering other stakeholders and provision of humanitarian actions

      8. Determining the importance of physical structure to instructional and delivery modes for laboratory and clinical courses, internship, practicum and trainings and the possibility of a face-to-face instruction

      9. Determining recovery strategies, maintenance and review for long-term plans and actions.

   The framework depicts that the LCP is anchored on the mission, vision, and quality policy of the University. On the other hand, the LCP is instrumental to realize her vision, accomplish the mission and implement her quality policy. The Key Strategies are based on the University’s core values with acronym of SOAR by which the institution is and will incessantly inculcate to her administrators, faculty, personnel and most specially to her beloved students who will become leaders and supporters of advocacies to help transform society. Thus, it can be said that BulSU’s environment nurtures every individual under her wings and HAND-IN-HAND THEY WILL SOAR TOGETHER. 

BulSU’s CONTINUITY OF LEARNING PLAN:

1.  The BulSU’s Learning Continuity Plan (BLCP) shall be implemented in cases where teaching and learning needs to continue onsite and off-site in the main campus and in all the satellite campuses with modifications in the curricular offerings depending on the prevailing scenarios and situations brought about by the emerging declaration of quarantine protocols.

2.  The BulSU LCP is being presented in the simplest way that it might be easily understood by the students and by the different stakeholders.  The presentations is editable for the necessary updates to be immediately available to the BulSU community. 

3. It is deemed necessary to update the guidelines on the flexible learning which include the Synchronous, Asynchronous and Remote Printed Learning to  ensure that they are relevant to the changing needs of the BulSU community. Provisions of the new guidelines  will cater to the needs of the faculty to continuously provide quality education, and to those of  the students to assist them in adapting to the change in the educational environment. The  guidelines will also enable the administrators to deliver with renewed commitment the mandate  of the University.  

Hence this new set of guidelines in implementing flexible  learning to be known as the Guidelines on the Hybrid Flexible (Hyflex) Learning Modalities at  Bulacan State University which includes Blended Learning (BLearn), Asynchronous Online  Learning (AOL), Small Private Online Courses (SPOC), and Traditional Learning Approach  (TLA) as modes of learning is now presented:

            3. 1 The Blended Learning (BLearn) -Required to Laboratory Courses 

Blended learning brings together the best of both worlds: traditional face-to-face classroom  training and online learning (ELM Learning, 2022). BLearn in the University allows the  students to attend on-campus classes once a week while for their Laboratory classes and  asynchronous online learning (AOL) for their lecture units. Interaction of students with the  learning materials will be in flipped learning approach.

Flipped Learning is a pedagogical strategy in which direct instruction changes from a  group to an individual learning environment (Flipped Learning Network, 2014). Flipped  learning is an approach of blended learning wherein all the materials are given to the  students ahead to prepare themselves for the on-campus classroom activities.  In BLearn, the lecture part of the course will be in a flipped learning approach wherein  students will have an advanced reading of the materials as preparation for their laboratory  classes. BLearn could be offered to courses with laboratory and other activities that require the  physical presence of the students. The College will decide which courses will be under the  BLearn modality. 

3.2 The Asynchronous Online Learning (AOL) – Required to purely lecture/theory subjects 

Asynchronous learning allows students to learn on their own time and in a set amount of  time (Scheiderer, 2020). This modality which is being implemented during the pandemic  will continue to be retained but with a modification. The practice of AOL is to provide  learning materials for the students to study in advance. Online meetings are scheduled  twice a month where attendance is required for them to get some additional information,  clarification, and feedback from their instructors. The major assessment of the course but  not limited to summative assessments, hands-on activities, midterm and final written  examinations will be done during on-campus meetings. 

3.3 The Hyflex-SPOC (Small Private Online Courses) – Option to the students with special cases 

The Hyflex-SPOC are digital learning platforms that offer unique and easy-to-access  educational possibilities (Ramakrishnan, 2021). These are online lessons that are only  available to officially enrolled students at the University with special cases. In Hylex-SPOC,  the students are not required to meet their instructor online but have to be diligent in  accessing learning materials and submitting tasks online. 

3. 4 Traditional Learning Approach 2 (TLA 2) -Option to the students who experienced difficulties during  online distance learning 

Traditional learning approach is an option that caters to those students who encountered  difficulties during online distance learning. This modality will allow the students to go to  the University on their official scheduled time of classes.  Since students experienced challenges in online distance learning the use of MS Teams as  the official education platform of the University will not be required to the students.  

 4.   A comprehensive needs assessment has been done on the capabilities, facilities and needs of both faculty and students that will serve as bases for the different actions, guidelines and policies to be crafted as part of the Learning Continuity Plan.

5.  The BulSU Infirmary shall come up with comprehensive health and safety protocols and programs for all the faculty and staff that are essentially needed to be physically present in the school premises.

6. The University avail the use of G-Suite for the year 2020-2021 and MS 365 for 2021 to present.  Efforts on the development and implementation  of a BulSU Learning Management System such as MOOC and Small Private Online Courses and the likes are at hand.

7.  A support system training shall be ensured since training is necessary for faculty, staff, students, and parents on the use and implementation of learning systems and modalities to ensure true continuity and accessibility and to mount surveys to gauge the mental health and well-being of students and staff during and after the immediate crisis. Included in the support system of the university is the distribution of laptops for faculty and tablets for the unfortunate students. 

8.  To ensure that all faculty members possess the requisite skills, and attitudes, everybody is required to undergo and participate in training through the scheduled series of webinars.

9.  To prepare the students in the transition to flexible learning, a series of webinars shall be designed and scheduled for the students. These can include activities to address the social, emotional, and academic needs of students; to increase student access to guidance counsellors and social workers (and provide them with the training they need to deliver these services online).

10.  Deans and area chairs shall determine the pool of module writers that will prepare the modules   needed for each subject in their respective colleges.

11.  Just like the other institutions that are versed in distance and remote learning, the University developed a course restructuring that fitted with the quarantine protocols together with the process of designing the faculty monitoring system and the design of assessment practices.  This is a way of clarifying learning objectives and content that teachers making a transition from remote to hybrid flexible learning operation and teaching.,

12.  The University will allot the appropriate budget needed in the preparation of materials and in the complete implementation of the LCP.

 13. The Operation and Implementation units of the University must assess which tool, processes and policies work best, as well as current   resources available, student access and year level, in case a long-term school closures might happen.

14. Since IATF included in their guidelines that “Higher education institutions (HEIs) are allowed to conduct face-to-face classes but at a limited capacity in areas under the Modified General Community Quarantine (MGCQ),”4 and CHED adopted it in the CHED Central Office’s Advisory No. 7, issued on May 24, 20205; the following guidelines shall be advised in the coming semester and probably in the coming school year, provided that IATF will not issue changes in their guidelines and quarantine protocols.

a. Physical appearance in school per class will be done once a week.  Class size in courses/course sections is determined by room capacity and the ability to distance students a minimum of three feet apart. In addition to achieving social distancing in face-to-face courses, there is a need to ensure thorough cleaning between class sessions.

b. Classes with enrolment that exceeds capacity requirements will be evaluated to determine alternate instructional plans, including subdividing course sections and rescheduling classes to a time that has fewer in-person classes.

c. Physical appearance in school shall be done but not limited to and:

•  with courses requiring the use of laboratory facilities and practicum;

• students who have home situations that make online learning nearly impossible; and

• a small number of senior and honor students who cannot pursue their preapproved projects/practicum online and who require access to physical spaces on campus (and can do so under health and safety protocols).

d. Hybrid/Blended Learning will be implemented.

HYBRID LEARNING includes face-to-face (in class) interactions with online learning. Hybrid learning is also known as blended learning (BL) due to the fusion of online and face-to-face work. Blending the face-to-face learning with active learning assignments and online learning activities facilitates interactions between (a) student to student, (b) student to teacher, and (c) student to the tool. It also promotes lifelong learning through the developed skill of “discovering” information utilizing online activities, while also increasing interactive skills with a variety of others and enhancing engagement. A hybrid remote learning class maintains a schedule of in-person class meetings and online activities during the term.6

e. To ensure the safety of the students, the GENERAL POLICIES will be strictly implemented such as:

• No ID, No Facemask, No Face Shield, No Entry Policy will be strictly implemented.

• Upon entering the campus, scanning of body temperature is required.  Students with body temperature of 37.5 and above will not be allowed to enter the campus. They will be asked to stay at the designated holding area and will be attended by the school nurse.

15. Students whose names were not included in the list of those who were given tablets for unknown reasons may still be provided options of rentals or using the computer labs on campus in cases there is a need for virtual trainings and the likes. 

16.  In order to provide the best learning experiences possible, the following project proposals were implemented:

a. For On-the-job Training/Apprenticeship: Development of Industry-Based Simulation Room

b. For Laboratory Classes: Implementation of BulSU Virtual Laboratory and Development of BulSU Online Courses

c. For Engineering Laboratory Classes:  Virtual Reality for Engineering Laboratory Classes:  A Solution to the Problems of Laboratory Setup and Management

17. The campus is now open to the public following the protocol set by the university in order to protect the health of BulSU students, faculty, and staff ; but the public may also requests for documents online.

Please click the link to view the BulSU Learning Continuity Plan Matrix:

UPDATED BULSU LEARNING CONTINUITY PLAN MATRIX

BulSU Learning Continutiy Plan Matrix

*BulSU LCP  was made thru the efforts of the Office of the Vice President for Academic Affairs