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CAS Fall Course Planning
College of Arts and Sciences
Zoom session for instructors for fall course planning.
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I'll give a very brief sort of overview and introduction
and then I'll be passing it to June,
to really give you some of the meat overview.
But this is a group,
of the College of Arts and Sciences
Teaching Academy fellows,
where last month or so we've been meeting,
sometimes pretty intensively to try
to brainstorm a path forward for fall,
knowing what we knew and knowing what we know now,
how can we be successful
in delivering our classes for the fall?
This is sort of guidance and its big picture overview.
Our intent here is to get you started
and to give us as a community a place to start
in some language.
But we fully expect that lots of this
will then be passed on to departments
for follow up guidance, advice,
communities of practice and learning communities
within your colleagues
to continue this path forward.
And we'll talk a little bit more about that at the end.
So, outside of some very sort of tight guidance
that June will give, much of what we're talking about
is loose recommendations.
A lot of it comes from a document
that I'm gonna to send you right now,
here's a website that just came across
on your chat, you can open that document,
instead of doing a screen share,
we figured you can pull that on the side
and then you'll see faces
and have more of a conversation style.
For this first part, if you have questions,
please put them in the chat.
We have some fantastic staff members from arts and sciences
that are gonna be collating those questions
and putting them into a document for the moderators.
Then our second half hour,
we hope to be done sort of talking at you
and we want to do lots of q&a.
We'll pull from those questions or you can do
that raise your hand feature within the chat
and we'll call on you.
At this point, I'll leave the ability for everybody
to unmute themselves but I may tap you down
if there's some background noise or something happening,
I may mute you.
June, do you think there's anything else I should mention
as an overview that I forgot?
Otherwise, I will pass it off to you.
Thanks, Chad, I think that was great.
So as we were working, we realized
there were really, there were four things
that are really different about this semester,
for on campus courses in the fall,
things that really cause us to have to change
the way where we're planning to teach.
And they're at the top of the page
that Chad pointed you to
and I wanna kind of talk us through those
and think about the decisions that it causes us to make.
What are the ways that each of these criteria
changes something about what you have to do
in your classroom?
And what are the decisions
you're gonna have to make about that?
As as we go through this,
it can be a little bit overwhelming,
it really can be,
and I want you to be kind of prepared for that.
And also recognize that this is our first conversation
that we hope you're gonna go out
and have more conversations with other people
and that the more you talk about it and think
about the pros and cons of ways
that you might approach each of these criteria,
your thinking will evolve the more you talk to people,
and that's a good thing
and it gets easier to start thinking about it
and it even, you might not believe this now,
but it even gets kind of exciting.
So, trust us
and try to listen with an open mind and hopefully,
we're gonna make some sense out of the kind of big scariness
of the fall and kind of give you some some strategies
to thinking about approaching it.
So, the first really, really important piece
is that we need to follow campus safety guidelines.
Every on-campus course has to follow the guidelines
and there are two really important pieces under that,
the first is that we have to follow social distancing
in the classrooms, so that's six feet apart.
So that means that many of our classrooms,
were reducing the capacity available
in those classrooms, right?
That doesn't mean that we're changing the size
of the classes, it means we're reducing the capacity
in those rooms.
So that's our first big decision point, right?
How are we gonna accommodate that?
What are we gonna do?
How are we gonna change our teaching
to address those social distancing guidelines?
And later in the presentation,
you'll hear a few different ways of approaching that.
So bear with us but that is gonna be your first thing,
how am I gonna deal with the reduced capacity
that we have in the classroom?
important piece is the facial covering.
Everyone will be wearing facial coverings in the classroom.
So that's instructors and students will be required
to wear facial coverings in the classroom.
Now I know that a lot of people are worried about well,
what if they don't comply?
And we might talk a bit in the q&a
about kind of the classroom management part of that,
Just for now, I'm just gonna say
there is gonna be a really clear policy
and we've already drafted a syllabus statement
that indicates that not wearing it,
students will be asked to leave if they won't put on a mask
and that it will be, it can be considered
a violation of the student code of conduct.
But we'll talk more on on the classroom management side
a bit later but for now,
I really want you to think about
how does wearing facial coverings
in your classroom affect your teaching,
affect the way, that the classroom operates?
So, those two safety pieces
have really big pedagogical impact.
If you are trying to have a conversation in a classroom
where people are further apart and wearing masks,
we really need to think about how are we going
to affect approach that if we want to have conversation?
And again, you'll have some suggestions and some solutions
that our Teaching Academy fellows have have developed.
Okay, so the next criteria
after following campus safety guidelines,
all of our on campus courses
really have to enable students to join in person
or remotely as they need to.
Now I recognize fully that some labs
absolutely need people to be in person,
a great deal of the time, to accomplish the lab
and that's understood.
But at the same time,
we have to recognize that there are many people
for really good reasons will have
to step away from class and not be present.
So, for example, we know that many international students
will be waiting for visas and might not be able
to arrive right when we move, when we start
on campus teaching.
They might be waiting for travel restrictions to be lifted,
we know that many students will possibly need to quarantine
because they've been in contact with someone
who's tested positive and we don't want them to come,
we want them to stay in quarantine.
And so we need to enable them to be able
to continue engaging in the course
and staying up to date and to continue their learning.
So, that piece of being able to, sort of,
at any moment, recognize that some of our students
will have to stay distant for a period of time,
we need to accommodate that.
And kind of related to that,
if we are doing so many things
to enable people to be remote,
we still have to make it, being on campus, meaningful.
So that what we're doing in the classroom,
or whenever we're asking students to meet with us on campus,
it's got to be worthwhile.
It's got to be something that is clearly
giving them some kind of learning experience
that that is worthwhile and contributes to the course
in a meaningful way.
And then finally, we have to make sure
that we're really focusing more on engagement with content
and moving away from attendance requirements.
So it's really important to students
to know what they need to do to stay up to date,
and current with the course
and how they can stay up to date
but we don't wanna be in a position
of making students make bad choices
when they're not feeling well.
We want them to be able to feel comfortable
staying home if they're not feeling well,
or if they're supposed to be quarantining.
So, we need to kind of shift
sometimes the way we talk about requirements
and focus on what do they need to do,
or learn or engage or how do they have to participate
to stay current in the course?
Okay, that is the broad overview
and the kind of decision points,
the things that have really shifted in an important way
for this coming term
and now I'm going to turn things over
to David Harwood who's going to talk with us
about in person leading courses.
Yeah, so in person leading courses,
can you all hear me?
So, in person leading courses
are those that prioritize either lecture
or teacher guided materials or real time interaction
This is kind of the first
of the four different approaches that we take.
The course is in person
but that, in person could be in several different forms.
It can be in class face to face
for some of the students, a portion of the class,
should be streamed live as well
to capture that immediacy and interactions
as well as recorded to be able to post it
for students to review later
or for those who were not able to engage
in that synchronous time to catch up a little bit later
but basically, the content is gonna be generated live,
whether you are in the mode
of whiteboarding with formulas or proofs
or something like that, you can capture that in real time
or whether you have engagement with the students,
capture that as you go.
Capture everything with Zoom and or VidGrid
and post those.
There is an example at the bottom
there in each of these different approaches
and models have an example.
This one is Chemistry 109
and Chemistry 109 has, it's a large lecture class,
it has labs and recitations,
the students would be assigned a particular time
to be in the classroom face to face,
that's something that can be organized
with Canvas calendar,
depending on how you want to arrange this,
you can assign those students that particular day
when they show up
or there could be a signup
depending on their particular schedules
and yeah, important to keep things
very well structured to maintain flow and course,
So that's the first, the next one
that we're going to be talking
about here will be presented by Manda Williamson.
She's an Associate Professor of Practice
at the Department of Psychology
and this is parallel tracks.
Good afternoon, everyone.
Am I coming through okay for you first of all?
Everybody hear me?
To give you just a really quick pep-talk,
I'm not really sure how much time you've devoted
to wrapping your head around these models,
if you've even looked at them and so what we know
is that there's about 200 of us here present.
So if all 200 of us have to teach a class,
that means right now, 20 of you, roughly speaking,
are really, really, really anxious,
and you're pretty sure it's not gonna work.
And I have a mix, I'm just talking about your temperament.
I'm gonna tell you why I'm talking
about temperament in just a second.
What I would encourage you to do is to continue
to work through that linearly.
We've all gone through and had opportunities now,
especially in the Teaching Academy,
we've had about three months
almost to wrestle with letting go
of what we thought our classroom was gonna look like.
We've had time to let go
of the weird way that we think discussions
are gonna have to take place, we've let go
of the fact that we can very easily just add some technology
and then poof, everything's gonna be okay,
so we've all worked through this and I'm still a mess
on some occasions but what I want you to know
is that, to the extent
that we've been able to come up with these models,
has also happened at the same time
of us working through this grieving process together.
So if you're still really having a hard time focusing
on these four models, the good news is that this webpage
isn't going anywhere and neither are we.
So, having said that,
the weird thing about this is because I am one
of those uber avoidant kind of temperament individuals,
I always think worst case scenario.
So for the past six years,
I have created my classes so that students
who show up in class will do things with me,
but students who can't make it that day
have equitable access to the course online.
And that's just how I've been running my classes
for about six years, not knowing that this thing
was going to take place.
So the example that I have for you
in the parallel track is actually one
that I've been running.
I've just never had to focus so much so on the fact
that yes, this is a face to face course
but if you can't make it to class,
you can also view the material online
and then through our group discussions on Canvas,
interact with everybody.
Those who were present that day
and those who were not.
So this class is a class on motivation
and it's writing intensive.
The model is, on any given day,
the class meets three days per week,
students show up to class
and we work through a short textbook reading
and then I transition them into reading research
and solving case study applications
of usually workplace related problems
or education related problems by creating more positive
and productive environments using motivational theory.
So, on any given day,
students select themselves into the classroom
and the class is typically capped at 40
and even though they know they have this flex option
of not showing up to class,
I usually get between 25 and 30 students per class.
So that means on any given day, 15 perhaps if my students
are engaging online asynchronously.
Once We go through the course material that day,
they're deployed into a canvas discussion
with a group of students, or if the class is small enough,
with the entire class and they work
through some sort of case study
where they have to apply the results from the research
that they read about to solving a particular case.
The students who don't show up to class that day,
they follow the same calendar,
they follow the same schedule,
and their interaction and engagement
comes exclusively through Canvas discussions
with other students who watched a presentation online
and with the students who were in class face to face.
Now, I can tell you right now, from my perspective,
the advantage of using this option
is especially so for those of you that taught
one course already in multiple formats.
So if you have a section that is a face to face course
and you've also had the luxury of teaching
that same class face to face,
I think that this model would be a pretty easy transition
for you to make.
Secondly, the other good thing
about having parallel tracks is that when students
quarantine, I don't have to do anything additionally
for them because I already have all of the important
objectives based learning
pushed out into these VidGrid videos
that I try to keep under 20 minutes.
The third thing that we have to keep in mind
is that if there is a spike that we determine
is risky enough that we have to shut down again
and we have to do that pivot, it's already done.
I don't have to do anything else.
It's already there and I am ready to go on a dime.
So having said all of that,
if this is an option that you think you want to do,
I think perhaps you even have enough time
right now, if you wanted to start today
with your face to face class and run it in parallel,
you may have the time
to get a good bit of your fall class rolled out.
It's just a matter of deciding what material
you have to put online because you're pretty sure
the students may not be able to learn
it on their own by reading.
And again, if you wanna see a format,
I have the class ready to go,
if you wanna have a look at it, shoot me an email,
and I'll add you to the Canvas course.
Now, we're gonna move on to the interconnected track,
Kathy Castle, who is an associate professor of practice
in the Department of Communication
and an assistant chair,
Is that what you are?
On most days.
Just gonna go ahead and present, thanks Kathy.
Okay, so I have the pleasure of talking
through the interconnected track
and the interconnected tracks
essentially, there's a lot of ways you can envision this.
So basically, what you're looking
to do in the interconnected track
is you're trying to ensure
that students have the opportunity to interact
together, whether they are in person
or whether they are online.
So, this track really takes into consideration
that students may not, really, all of these tracks do.
My motivation for looking at this track more closely
is recognizing that students may, on any given day
feel more and less comfortable coming to class
in the midst of a pandemic,
so, I wanna honor the fact
that this could be a difficult situation
but I'm also trying really hard
to build community in this particular track.
So, the asynchronous part of this is going
to be the content delivery.
So the content that I know I want delivered
across the class, these are just big grid lectures
that I put together, just very similar
to what you've heard David and Manda talk about,
but I'm trying to build community in these small
24 person classes among the students.
So the example I'm gonna give you
is continuity six, which is already a hybrid course.
So already, I've got the content done,
so that the asynchronous lecture is up.
I've got that ready to go.
But it's an entry, it's a fairly low level course
where we have a lot of students across campus
and I'm trying to build that community in these recitations.
So what I'm gonna do in this class
is I'm gonna build what I'm calling peer learning groups,
so I'm gonna break the course into four groups
of six students, which is already pretty natural
to the course because we have a team learning outcome
where they do a final project at the end.
These students will rotate between in person
and virtual attendance.
So I will have the GTAs will be streaming their course,
their recitations with 18 students meeting virtually
and six students meeting in person.
And during that time, the content
that they're talking about, will be streamed and recorded
for later consumption for students
that can't be there and or to help
students go back and review
but they'll have the opportunity then to work
in small groups in their peer learning groups every week.
And so when we get to the point
where we're applying material,
or applying content to a particular case,
much like Manda talked about, we'll be breaking the students
into breakout sessions in Zoom,
so there'll be three breakout sessions in Zoom
of six students where they're gonna work together
on pre designed as activities in Canvas.
And then there'll be
students that are meeting in person at that time
that are gonna be doing it in the same way.
The next week, we'll have the second team
come in and all the other ones will be meeting virtually
at that time.
So it's really gonna be a situation
where students are gonna get a chance
to move through the course with a smaller group
of students with interaction from me both virtually,
or from the GTA both virtually and in person.
If a student's not comfortable
coming to their in person class session,
they can always Zoom into the in person session,
so that flexibility remains,
I'm able to easily pivot it because the in class
activities that I'll be doing will be built into Canvas
so any student who's unable to engage synchronously
for whatever reason will have the ability
to view the content and complete
the applied activity independent of the class.
So that's essentially
the way in which I would be looking at trying to create
that interconnected track that builds community
and allows students to connect across the class.
Great, thanks Kathy.
So I'm gonna talk about the fourth column on here,
which we call the online leading.
In short, online leading is the idea that the course
is very much structured like an online class.
You pre recorded lectures, you have assignments,
there's things optimized for online.
But you have this opportunity to meet with your students
in person to engage them in person,
but maybe it's a large enrollment class
and when you look at the capacity of that room,
you can divide it out,
maybe a student can only come
to one class every six or nine sessions
because the way this breaks down,
so what can you do with that in person?
Those moments, those on campus moments?
A couple things that we've considered,
a couple things we're planning
to do with Life 121 in particular,
which is one of these large enrollment classes,
250 people in Hanzlik auditorium.
Partway through that semester,
after the students have had some of this material,
we're gonna do a case study.
In this case, it's gonna be about the evolution of Covid
so it's a particularly like relevant and sexy case study.
That's a case study that is gonna have an interesting
discussion among the students and the instructor.
We're gonna repeat that six or nine times,
depending on how many times we need
to give everybody the opportunity
to do this enrichment, this on campus enrichment experience,
even though the main content delivery
will be happening through things very much structured
through VidGrids and Canvas, quizzes, etc.
Other things that we can do with that on campus moment
may be a recitation structures,
there's various parts in this class
that have you kind of problem sets
that you're gonna work through
and this class does not have a recitation
so we may take some of that on campus time
and say, all right,
over the next six sessions,
everybody signed up for one of these,
and there'll be this repeated recitation
and to keep in mind that that's gonna happen
at different spots.
Like the students are gonna be at different spots
in the curriculum across that.
The first one,
students are just getting into that by the last one,
they sort of have all that,
so you'll have to adjust this in person class experience
across the iterations of it.
In some instances, it may just be office hours,
like, hey, I'm here.
Come on in, we'll answer any questions or discuss things.
One thing that we don't wanna lose
and I don't have a particular example of this,
but the pedagogical theory says that community structure
is one of the things that happens in a class
that that social structure, that dependence
on each other could be that some especially say early on,
some of those in person experiences
may purely have the objective
of allowing students to meet you,
to meet each other, to build some social structure
and some community which is why they signed up
and came to this campus in the first place.
And the last on campus experience,
that I'll mention when I'm just started thinking
outside of the box.
Some of those on campus experiences
and may be asynchronous on campus experiences.
You still have to have the ability for a student
to complete this course because they're quarantined,
but a bunch of your students are gonna be on campus
and so maybe there's an asynchronous activity,
in my case, that happens at Moral Hall,
or maybe the Sheldon or one of these resources
that are on campus and you say,
okay over the next week and a half,
go to this space and do something or record something
or observe something at this space,
and students are coming through that space
in an asynchronous way similar to what we might do
in an online class,
but we have this on campus opportunity that we can utilize.
Alright, with that we've gone through our four,
I'm gonna pass it off to Debbie Minter,
Associate Professor in English
and she's gonna talk
a little bit about some of the the next steps
like what do you do
as you move through this process to plan your courses?
Yes, so, what we tried to lay out
in that matrix are some decision points,
so I think one of the things you wanna do
is look at those decision points
but I think it's always really valuable
to also think about who are,
what are some of the networks
I could draw on in this moment as I'm thinking
about taking this forward?
And I understand that it's summer
and that we can't be together
but I do think it's often useful pedagogically
to be able to
talk or email with people
as you're thinking through new pathways for your class.
And so I encourage you to think first of all
about whether there's anyone in your department
who might be sort of in charge generally of teaching
or the director of the sort of overall director
of the course that you're teaching,
if it's a multiple section course,
I think those are good people to talk to.
some department administrative teams
actually want to have a chance to lay out some guidelines
for multi section courses,
so before you do a whole lot of work on your own,
it might be useful to check in
or see if there's an email that goes out
to help you think about what things are available
to you and what things are already sort of identified as so.
So this is not something
we're gonna do in this course
so that you don't spend time working on things
that have already been sort of identified
as like, we don't have the technology
in this department to do this.
So right, so check in
with your sort of teacher-leaders in that regard.
Think about your teacher-peers,
people you generally bounce ideas off of,
they're gonna be thinking about these things,
they're great people to talk to.
If you're teaching in a multi-section course,
particularly think about other people,
reaching out to other people
who are also teaching those sections to see
what kinds of things they've been thinking about,
what kinds of decisions they've made
at these various decision points
that we've identified on this matrix.
I've also noticed
and I'm sure a bunch of you have too,
that a lot of professional organizations
have been putting out some material
that might have some useful insights
for you to think through,
take forward to your department leaders or discuss
around sort of discipline specific
pedagogical strategies that lots of people
across the country are trying to take forward
into this sort of high flex moment.
So I think those are some ways
you can begin to find a sort of group of people
to share ideas with as you're moving forward
in the summer with your planning.
Finally, I'd mentioned, of course,
the Center for Transformative Teaching.
I noticed Eddie was here.
I don't know if there's someone
or Chad may know if there's someone from CTT
who wants to talk about this or I can say
what I've seen that they have planned for the summer.
Actually, we're gonna introduce Nick.
Yeah, the director of CTT.
Thank you very much Deborah
and thank you very much June and Chad
for inviting me today
and I have to say how impressed I am
with the way everybody's pulled together
in your school and your college here to come up
with these really very thoughtful models
for approaches to what we do in the fall.
So we're hoping to back you up with that and the first thing
that we have planned is the fourth iteration
of our Summer Institute for Online Teaching
and that lasts three weeks
and will begin on June the 15th
and will cover everything from designing a course
online through to assessment and community building.
Towards the end of that course,
we'll shift towards how these principles
might be most usefully deployed in relation
to the kind of hybrid models we're gonna be using
in the fall.
And following that in July,
we're gonna have a series of workshops
which some which will repeat on several occasions
that again, are geared towards supporting instructors
and to work in the various environments
that you've seen outlined so far.
And so, I'll give you some examples
of ones that we've confirmed are definitely gonna happen.
We're gonna be doing a workshop
on moving beyond exams
and how to incorporate authentic assessment in your course,
facilitating group work in an online or hybrid classroom,
academic integrity and assessment broadly,
building a better container,
we're calling another one, which is about accessibility,
access and universal design.
This is another one that I like, anti-perfectionism,
how to roll with the punches during a pandemic
we're gonna offer a session
on building an inclusive classroom,
and also optimizing your course,
which is about applying backwards design
to your course planning.
We're also gonna be offering several workshops
with IT services and Leona Barrett in particular,
where we will be doing basic introductions
on how to use Canvas,
and how to build VidGrid and Zoom into your sessions.
So, that's where we are at the moment.
Those are our practical
activities that you can join
but we've also got a whole series of resources
that are already online
that I'd encourage you to look at.
We've got a guide to teaching online,
a guide to teaching sorry, a guide to inclusive teaching,
and we've got a guide on assessment you can look at
and we also have a guide for students.
So, in addition to that, please feel free
to contact your instructional designers
to talk specifically about what your needs
might be as you move your course towards the fall semester.
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