This study evaluates faculty efforts to accommodate graduate students in the Tarleton State University Masters of Public Administration and Masters of Criminal Justice programs called away from classes in the first weeks of the 2017 academic year as disaster responders called into duty by Hurricane Harvey. The evaluation employed a theoretical process map to track each case (student class experience) through action steps and corresponding variables related to implementation and intervention. The analysis found that although accommodations (e.g., flexible due dates, condensed content, and self-paced learning) worked in every case, only 77% of cases used them. The omission of use in the other 23% cases was due to implementation error, a lack of awareness regarding student needs, and a bilateral failure of initiative where faculty failed to offer solutions and students to request them. It concludes with ways in which faculty can remedy this by raising awareness and taking the initiative themselves.

这项研究评估了教师的努力，以容纳塔林顿州立大学公共管理硕士和刑事司法硕士课程的研究生，这些课程在2017学年的第一周因班主任被飓风哈维召唤而被赶出课堂。评估采用了理论上的流程图​​，通过行动步骤以及与实施和干预相关的相应变量来跟踪每个案例（学生的课堂经验）。分析发现，尽管在每种情况下都可以进行调适（例如，灵活的截止日期，简短的内容和自定进度的学习），但只有77％的案例使用了调适。在其他23％的案例中，由于实施错误，缺乏对学生需求的了解，以及双边的倡议失败，教师未能提供解决方案，而学生要求他们提供解决方案。它以教师可以通过提高认识和主动采取补救措施的方式结束。