CAS Fall Course Planning

College of Arts and Sciences Author

06/04/2020 Added

104 Plays

Description

Zoom session for instructors for fall course planning.

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[00:00:00.000]Welcome, everyone.
[00:00:00.833]I'll give a very brief sort of overview and introduction
[00:00:03.770]and then I'll be passing it to June,
[00:00:06.410]to really give you some of the meat overview.
[00:00:10.360]But this is a group,
[00:00:12.363]of the College of Arts and Sciences
[00:00:13.590]Teaching Academy fellows,
[00:00:14.920]where last month or so we've been meeting,
[00:00:17.860]sometimes pretty intensively to try
[00:00:19.180]to brainstorm a path forward for fall,
[00:00:21.350]knowing what we knew and knowing what we know now,
[00:00:24.150]how can we be successful
[00:00:25.290]in delivering our classes for the fall?
[00:00:28.010]This is sort of guidance and its big picture overview.
[00:00:31.890]Our intent here is to get you started
[00:00:35.250]and to give us as a community a place to start
[00:00:37.520]in some language.
[00:00:38.700]But we fully expect that lots of this
[00:00:40.890]will then be passed on to departments
[00:00:43.130]for follow up guidance, advice,
[00:00:45.390]communities of practice and learning communities
[00:00:47.040]within your colleagues
[00:00:48.460]to continue this path forward.
[00:00:50.100]And we'll talk a little bit more about that at the end.
[00:00:52.170]So, outside of some very sort of tight guidance
[00:00:56.620]that June will give, much of what we're talking about
[00:01:00.460]is loose recommendations.
[00:01:02.620]A lot of it comes from a document
[00:01:05.400]that I'm gonna to send you right now,
[00:01:06.460]here's a website that just came across
[00:01:09.270]on your chat, you can open that document,
[00:01:11.770]instead of doing a screen share,
[00:01:13.290]we figured you can pull that on the side
[00:01:15.040]and then you'll see faces
[00:01:16.480]and have more of a conversation style.
[00:01:18.280]For this first part, if you have questions,
[00:01:21.110]please put them in the chat.
[00:01:22.460]We have some fantastic staff members from arts and sciences
[00:01:26.480]that are gonna be collating those questions
[00:01:28.583]and putting them into a document for the moderators.
[00:01:31.160]Then our second half hour,
[00:01:33.000]we hope to be done sort of talking at you
[00:01:35.120]and we want to do lots of q&a.
[00:01:36.940]We'll pull from those questions or you can do
[00:01:38.660]that raise your hand feature within the chat
[00:01:40.450]and we'll call on you.
[00:01:42.050]At this point, I'll leave the ability for everybody
[00:01:44.390]to unmute themselves but I may tap you down
[00:01:46.170]if there's some background noise or something happening,
[00:01:47.910]I may mute you.
[00:01:50.735]June, do you think there's anything else I should mention
[00:01:51.568]as an overview that I forgot?
[00:01:52.401]Otherwise, I will pass it off to you.
[00:01:55.040]Thanks, Chad, I think that was great.
[00:01:56.990]So as we were working, we realized
[00:02:00.230]there were really, there were four things
[00:02:04.250]that are really different about this semester,
[00:02:06.700]that really
[00:02:09.330]are necessary
[00:02:10.810]for on campus courses in the fall,
[00:02:13.700]things that really cause us to have to change
[00:02:17.030]the way where we're planning to teach.
[00:02:20.060]And they're at the top of the page
[00:02:22.210]that Chad pointed you to
[00:02:24.300]and I wanna kind of talk us through those
[00:02:26.810]and think about the decisions that it causes us to make.
[00:02:30.930]What are the ways that each of these criteria
[00:02:34.940]changes something about what you have to do
[00:02:37.660]in your classroom?
[00:02:39.020]And what are the decisions
[00:02:40.100]you're gonna have to make about that?
[00:02:42.540]As as we go through this,
[00:02:45.780]it can be a little bit overwhelming,
[00:02:48.450]it really can be,
[00:02:50.150]and I want you to be kind of prepared for that.
[00:02:52.660]And also recognize that this is our first conversation
[00:02:56.650]that we hope you're gonna go out
[00:02:58.150]and have more conversations with other people
[00:03:00.240]and that the more you talk about it and think
[00:03:02.100]about the pros and cons of ways
[00:03:04.260]that you might approach each of these criteria,
[00:03:09.210]your thinking will evolve the more you talk to people,
[00:03:11.580]and that's a good thing
[00:03:12.520]and it gets easier to start thinking about it
[00:03:16.060]and it even, you might not believe this now,
[00:03:18.500]but it even gets kind of exciting.
[00:03:21.220]So, trust us
[00:03:23.460]and try to listen with an open mind and hopefully,
[00:03:26.680]we're gonna make some sense out of the kind of big scariness
[00:03:29.920]of the fall and kind of give you some some strategies
[00:03:33.070]to thinking about approaching it.
[00:03:35.330]So, the first really, really important piece
[00:03:39.730]is that we need to follow campus safety guidelines.
[00:03:43.210]Every on-campus course has to follow the guidelines
[00:03:46.420]and there are two really important pieces under that,
[00:03:49.440]the first is that we have to follow social distancing
[00:03:53.500]in the classrooms, so that's six feet apart.
[00:03:57.350]So that means that many of our classrooms,
[00:03:59.500]were reducing the capacity available
[00:04:01.970]in those classrooms, right?
[00:04:04.750]That doesn't mean that we're changing the size
[00:04:07.160]of the classes, it means we're reducing the capacity
[00:04:10.030]in those rooms.
[00:04:12.270]So that's our first big decision point, right?
[00:04:15.370]How are we gonna accommodate that?
[00:04:16.820]What are we gonna do?
[00:04:17.780]How are we gonna change our teaching
[00:04:19.890]to address those social distancing guidelines?
[00:04:24.150]And later in the presentation,
[00:04:26.230]you'll hear a few different ways of approaching that.
[00:04:30.850]So bear with us but that is gonna be your first thing,
[00:04:33.470]how am I gonna deal with the reduced capacity
[00:04:37.620]that we have in the classroom?
[00:04:41.790]The second
[00:04:43.450]important piece is the facial covering.
[00:04:47.170]Everyone will be wearing facial coverings in the classroom.
[00:04:50.860]So that's instructors and students will be required
[00:04:54.500]to wear facial coverings in the classroom.
[00:04:57.620]Now I know that a lot of people are worried about well,
[00:05:01.130]what if they don't comply?
[00:05:02.420]And we might talk a bit in the q&a
[00:05:05.450]about kind of the classroom management part of that,
[00:05:09.640]Just for now, I'm just gonna say
[00:05:11.230]there is gonna be a really clear policy
[00:05:13.890]and we've already drafted a syllabus statement
[00:05:16.700]that indicates that not wearing it,
[00:05:21.660]students will be asked to leave if they won't put on a mask
[00:05:25.080]and that it will be, it can be considered
[00:05:27.180]a violation of the student code of conduct.
[00:05:29.250]But we'll talk more on on the classroom management side
[00:05:32.120]a bit later but for now,
[00:05:33.940]I really want you to think about
[00:05:35.970]how does wearing facial coverings
[00:05:37.580]in your classroom affect your teaching,
[00:05:40.520]affect the way, that the classroom operates?
[00:05:43.810]So, those two safety pieces
[00:05:46.630]have really big pedagogical impact.
[00:05:51.809]If you are trying to have a conversation in a classroom
[00:05:53.920]where people are further apart and wearing masks,
[00:05:56.900]we really need to think about how are we going
[00:05:59.010]to affect approach that if we want to have conversation?
[00:06:07.460]And again, you'll have some suggestions and some solutions
[00:06:11.230]that our Teaching Academy fellows have have developed.
[00:06:17.070]Okay, so the next criteria
[00:06:18.680]after following campus safety guidelines,
[00:06:22.130]all of our on campus courses
[00:06:24.860]really have to enable students to join in person
[00:06:28.260]or remotely as they need to.
[00:06:30.770]Now I recognize fully that some labs
[00:06:33.770]absolutely need people to be in person,
[00:06:39.090]a great deal of the time, to accomplish the lab
[00:06:42.000]and that's understood.
[00:06:43.840]But at the same time,
[00:06:44.960]we have to recognize that there are many people
[00:06:48.490]for really good reasons will have
[00:06:50.330]to step away from class and not be present.
[00:06:52.870]So, for example, we know that many international students
[00:06:56.150]will be waiting for visas and might not be able
[00:06:59.180]to arrive right when we move, when we start
[00:07:01.990]on campus teaching.
[00:07:04.150]They might be waiting for travel restrictions to be lifted,
[00:07:08.020]we know that many students will possibly need to quarantine
[00:07:12.920]because they've been in contact with someone
[00:07:14.790]who's tested positive and we don't want them to come,
[00:07:17.660]we want them to stay in quarantine.
[00:07:21.570]And so we need to enable them to be able
[00:07:23.280]to continue engaging in the course
[00:07:25.580]and staying up to date and to continue their learning.
[00:07:30.910]So, that piece of being able to, sort of,
[00:07:35.530]at any moment, recognize that some of our students
[00:07:37.860]will have to stay distant for a period of time,
[00:07:41.890]we need to accommodate that.
[00:07:47.590]And kind of related to that,
[00:07:49.760]if we are doing so many things
[00:07:52.480]to enable people to be remote,
[00:07:55.520]we still have to make it, being on campus, meaningful.
[00:07:59.110]So that what we're doing in the classroom,
[00:08:01.460]or whenever we're asking students to meet with us on campus,
[00:08:04.870]it's got to be worthwhile.
[00:08:07.130]It's got to be something that is clearly
[00:08:10.400]giving them some kind of learning experience
[00:08:12.880]that that is worthwhile and contributes to the course
[00:08:16.170]in a meaningful way.
[00:08:20.050]And then finally, we have to make sure
[00:08:24.610]that we're really focusing more on engagement with content
[00:08:29.410]and moving away from attendance requirements.
[00:08:33.531]So it's really important to students
[00:08:34.420]to know what they need to do to stay up to date,
[00:08:37.500]and current with the course
[00:08:39.180]and how they can stay up to date
[00:08:41.680]but we don't wanna be in a position
[00:08:43.370]of making students make bad choices
[00:08:46.020]when they're not feeling well.
[00:08:47.230]We want them to be able to feel comfortable
[00:08:50.370]staying home if they're not feeling well,
[00:08:52.620]or if they're supposed to be quarantining.
[00:08:54.820]So, we need to kind of shift
[00:08:56.910]sometimes the way we talk about requirements
[00:08:59.900]and focus on what do they need to do,
[00:09:02.180]or learn or engage or how do they have to participate
[00:09:05.760]to stay current in the course?
[00:09:09.550]Okay, that is the broad overview
[00:09:11.740]and the kind of decision points,
[00:09:13.110]the things that have really shifted in an important way
[00:09:16.110]for this coming term
[00:09:18.410]and now I'm going to turn things over
[00:09:21.050]to David Harwood who's going to talk with us
[00:09:23.600]about in person leading courses.
[00:09:28.210]Yeah, so in person leading courses,
[00:09:30.820]can you all hear me?
[00:09:31.880]Yes.
[00:09:33.480]Yep.
[00:09:34.794]So, in person leading courses
[00:09:35.780]are those that prioritize either lecture
[00:09:39.380]or teacher guided materials or real time interaction
[00:09:43.330]with students.
[00:09:44.970]This is kind of the first
[00:09:48.143]of the four different approaches that we take.
[00:09:50.300]The course is in person
[00:09:54.210]but that, in person could be in several different forms.
[00:09:57.020]It can be in class face to face
[00:09:59.790]for some of the students, a portion of the class,
[00:10:03.280]should be streamed live as well
[00:10:05.960]to capture that immediacy and interactions
[00:10:10.420]as well as recorded to be able to post it
[00:10:13.720]for students to review later
[00:10:15.770]or for those who were not able to engage
[00:10:18.330]in that synchronous time to catch up a little bit later
[00:10:21.470]but basically, the content is gonna be generated live,
[00:10:24.810]whether you are in the mode
[00:10:26.580]of whiteboarding with formulas or proofs
[00:10:31.510]or something like that, you can capture that in real time
[00:10:33.660]or whether you have engagement with the students,
[00:10:37.110]capture that as you go.
[00:10:38.700]Capture everything with Zoom and or VidGrid
[00:10:43.599]and post those.
[00:10:46.620]There is an example at the bottom
[00:10:48.560]there in each of these different approaches
[00:10:51.280]and models have an example.
[00:10:54.550]This one is Chemistry 109
[00:10:56.740]and Chemistry 109 has, it's a large lecture class,
[00:11:00.520]it has labs and recitations,
[00:11:05.030]the students would be assigned a particular time
[00:11:08.760]to be in the classroom face to face,
[00:11:11.060]that's something that can be organized
[00:11:12.400]with Canvas calendar,
[00:11:15.500]depending on how you want to arrange this,
[00:11:17.440]you can assign those students that particular day
[00:11:19.950]when they show up
[00:11:21.030]or there could be a signup
[00:11:22.950]depending on their particular schedules
[00:11:28.540]and yeah, important to keep things
[00:11:31.810]very well structured to maintain flow and course,
[00:11:38.300]course structure.
[00:11:40.480]So that's the first, the next one
[00:11:42.137]that we're going to be talking
[00:11:44.260]about here will be presented by Manda Williamson.
[00:11:49.480]She's an Associate Professor of Practice
[00:11:51.560]at the Department of Psychology
[00:11:53.220]and this is parallel tracks.
[00:11:56.820]Good afternoon, everyone.
[00:11:58.780]Am I coming through okay for you first of all?
[00:12:00.840]Everybody hear me?
[00:12:02.396]Great.
[00:12:03.729]To give you just a really quick pep-talk,
[00:12:05.700]I'm not really sure how much time you've devoted
[00:12:07.620]to wrapping your head around these models,
[00:12:09.210]if you've even looked at them and so what we know
[00:12:12.910]is that there's about 200 of us here present.
[00:12:16.410]So if all 200 of us have to teach a class,
[00:12:18.450]that means right now, 20 of you, roughly speaking,
[00:12:20.440]are really, really, really anxious,
[00:12:22.350]and you're pretty sure it's not gonna work.
[00:12:24.240]And I have a mix, I'm just talking about your temperament.
[00:12:27.400]I'm gonna tell you why I'm talking
[00:12:28.370]about temperament in just a second.
[00:12:30.810]What I would encourage you to do is to continue
[00:12:32.710]to work through that linearly.
[00:12:34.580]We've all gone through and had opportunities now,
[00:12:37.160]especially in the Teaching Academy,
[00:12:38.440]we've had about three months
[00:12:40.710]almost to wrestle with letting go
[00:12:44.370]of what we thought our classroom was gonna look like.
[00:12:47.320]We've had time to let go
[00:12:48.660]of the weird way that we think discussions
[00:12:51.660]are gonna have to take place, we've let go
[00:12:53.960]of the fact that we can very easily just add some technology
[00:12:57.400]and then poof, everything's gonna be okay,
[00:12:58.890]so we've all worked through this and I'm still a mess
[00:13:01.700]on some occasions but what I want you to know
[00:13:05.110]is that, to the extent
[00:13:07.040]that we've been able to come up with these models,
[00:13:09.120]has also happened at the same time
[00:13:10.960]of us working through this grieving process together.
[00:13:13.440]So if you're still really having a hard time focusing
[00:13:16.010]on these four models, the good news is that this webpage
[00:13:18.490]isn't going anywhere and neither are we.
[00:13:21.190]So, having said that,
[00:13:23.350]the weird thing about this is because I am one
[00:13:25.310]of those uber avoidant kind of temperament individuals,
[00:13:28.140]I always think worst case scenario.
[00:13:30.630]So for the past six years,
[00:13:32.570]I have created my classes so that students
[00:13:35.460]who show up in class will do things with me,
[00:13:38.810]but students who can't make it that day
[00:13:40.810]have equitable access to the course online.
[00:13:44.040]And that's just how I've been running my classes
[00:13:46.330]for about six years, not knowing that this thing
[00:13:48.830]was going to take place.
[00:13:50.250]So the example that I have for you
[00:13:51.480]in the parallel track is actually one
[00:13:52.870]that I've been running.
[00:13:53.860]I've just never had to focus so much so on the fact
[00:13:56.930]that yes, this is a face to face course
[00:13:59.410]but if you can't make it to class,
[00:14:01.300]you can also view the material online
[00:14:03.860]and then through our group discussions on Canvas,
[00:14:06.560]interact with everybody.
[00:14:07.680]Those who were present that day
[00:14:08.890]and those who were not.
[00:14:10.080]So this class is a class on motivation
[00:14:12.770]and it's writing intensive.
[00:14:14.620]The model is, on any given day,
[00:14:16.890]the class meets three days per week,
[00:14:18.670]students show up to class
[00:14:20.100]and we work through a short textbook reading
[00:14:23.840]and then I transition them into reading research
[00:14:27.150]and solving case study applications
[00:14:29.890]of usually workplace related problems
[00:14:32.440]or education related problems by creating more positive
[00:14:36.650]and productive environments using motivational theory.
[00:14:39.040]So, on any given day,
[00:14:41.450]students select themselves into the classroom
[00:14:44.030]and the class is typically capped at 40
[00:14:46.610]and even though they know they have this flex option
[00:14:49.110]of not showing up to class,
[00:14:50.210]I usually get between 25 and 30 students per class.
[00:14:52.910]So that means on any given day, 15 perhaps if my students
[00:14:56.030]are engaging online asynchronously.
[00:14:59.730]Once We go through the course material that day,
[00:15:02.820]they're deployed into a canvas discussion
[00:15:05.870]with a group of students, or if the class is small enough,
[00:15:08.470]with the entire class and they work
[00:15:10.330]through some sort of case study
[00:15:12.030]where they have to apply the results from the research
[00:15:14.890]that they read about to solving a particular case.
[00:15:17.890]The students who don't show up to class that day,
[00:15:19.830]they follow the same calendar,
[00:15:21.460]they follow the same schedule,
[00:15:23.160]and their interaction and engagement
[00:15:24.990]comes exclusively through Canvas discussions
[00:15:27.840]with other students who watched a presentation online
[00:15:31.370]and with the students who were in class face to face.
[00:15:34.750]Now, I can tell you right now, from my perspective,
[00:15:37.640]the advantage of using this option
[00:15:39.510]is especially so for those of you that taught
[00:15:41.610]one course already in multiple formats.
[00:15:44.190]So if you have a section that is a face to face course
[00:15:47.240]and you've also had the luxury of teaching
[00:15:49.040]that same class face to face,
[00:15:51.150]I think that this model would be a pretty easy transition
[00:15:54.010]for you to make.
[00:15:55.730]Secondly, the other good thing
[00:15:57.480]about having parallel tracks is that when students
[00:16:00.930]quarantine, I don't have to do anything additionally
[00:16:03.840]for them because I already have all of the important
[00:16:06.890]objectives based learning
[00:16:08.620]pushed out into these VidGrid videos
[00:16:12.070]that I try to keep under 20 minutes.
[00:16:14.630]The third thing that we have to keep in mind
[00:16:16.980]is that if there is a spike that we determine
[00:16:19.850]is risky enough that we have to shut down again
[00:16:22.490]and we have to do that pivot, it's already done.
[00:16:24.810]I don't have to do anything else.
[00:16:26.570]It's already there and I am ready to go on a dime.
[00:16:32.513]So having said all of that,
[00:16:34.420]if this is an option that you think you want to do,
[00:16:36.700]I think perhaps you even have enough time
[00:16:38.540]right now, if you wanted to start today
[00:16:39.800]with your face to face class and run it in parallel,
[00:16:42.290]you may have the time
[00:16:43.290]to get a good bit of your fall class rolled out.
[00:16:46.300]It's just a matter of deciding what material
[00:16:49.100]you have to put online because you're pretty sure
[00:16:51.690]the students may not be able to learn
[00:16:53.310]it on their own by reading.
[00:16:54.810]And again, if you wanna see a format,
[00:16:57.520]I have the class ready to go,
[00:16:58.770]if you wanna have a look at it, shoot me an email,
[00:17:00.340]and I'll add you to the Canvas course.
[00:17:03.100]Now, we're gonna move on to the interconnected track,
[00:17:07.230]Kathy Castle, who is an associate professor of practice
[00:17:09.730]in the Department of Communication
[00:17:10.940]and an assistant chair,
[00:17:13.170]Is that what you are?
[00:17:14.910]Yeah.
[00:17:15.743]On most days.
[00:17:16.742](laughs)
[00:17:17.575]Just gonna go ahead and present, thanks Kathy.
[00:17:19.230]Thanks Manda.
[00:17:20.230]Okay, so I have the pleasure of talking
[00:17:22.490]through the interconnected track
[00:17:24.460]and the interconnected tracks
[00:17:26.330]are
[00:17:27.810]essentially, there's a lot of ways you can envision this.
[00:17:31.720]So basically, what you're looking
[00:17:33.220]to do in the interconnected track
[00:17:34.690]is you're trying to ensure
[00:17:37.070]that students have the opportunity to interact
[00:17:39.870]together, whether they are in person
[00:17:42.190]or whether they are online.
[00:17:45.000]So, this track really takes into consideration
[00:17:47.860]that students may not, really, all of these tracks do.
[00:17:50.960]My motivation for looking at this track more closely
[00:17:53.500]is recognizing that students may, on any given day
[00:17:56.350]feel more and less comfortable coming to class
[00:17:58.460]in the midst of a pandemic,
[00:18:00.290]so, I wanna honor the fact
[00:18:02.240]that this could be a difficult situation
[00:18:04.540]but I'm also trying really hard
[00:18:06.030]to build community in this particular track.
[00:18:09.300]So, the asynchronous part of this is going
[00:18:12.950]to be the content delivery.
[00:18:14.600]So the content that I know I want delivered
[00:18:17.030]across the class, these are just big grid lectures
[00:18:19.560]that I put together, just very similar
[00:18:21.310]to what you've heard David and Manda talk about,
[00:18:23.690]but I'm trying to build community in these small
[00:18:27.480]24 person classes among the students.
[00:18:31.710]So the example I'm gonna give you
[00:18:33.260]is continuity six, which is already a hybrid course.
[00:18:37.800]So already, I've got the content done,
[00:18:41.040]so that the asynchronous lecture is up.
[00:18:43.110]I've got that ready to go.
[00:18:44.270]But it's an entry, it's a fairly low level course
[00:18:48.555]where we have a lot of students across campus
[00:18:50.090]and I'm trying to build that community in these recitations.
[00:18:53.320]So what I'm gonna do in this class
[00:18:54.820]is I'm gonna build what I'm calling peer learning groups,
[00:18:58.190]so I'm gonna break the course into four groups
[00:19:00.460]of six students, which is already pretty natural
[00:19:03.880]to the course because we have a team learning outcome
[00:19:06.510]where they do a final project at the end.
[00:19:08.640]These students will rotate between in person
[00:19:11.500]and virtual attendance.
[00:19:13.150]So I will have the GTAs will be streaming their course,
[00:19:16.540]their recitations with 18 students meeting virtually
[00:19:20.020]and six students meeting in person.
[00:19:22.940]And during that time, the content
[00:19:24.710]that they're talking about, will be streamed and recorded
[00:19:28.360]for later consumption for students
[00:19:29.850]that can't be there and or to help
[00:19:31.430]students go back and review
[00:19:33.220]but they'll have the opportunity then to work
[00:19:35.430]in small groups in their peer learning groups every week.
[00:19:38.780]And so when we get to the point
[00:19:40.670]where we're applying material,
[00:19:42.630]or applying content to a particular case,
[00:19:44.860]much like Manda talked about, we'll be breaking the students
[00:19:47.950]into breakout sessions in Zoom,
[00:19:50.310]so there'll be three breakout sessions in Zoom
[00:19:52.400]of six students where they're gonna work together
[00:19:54.180]on pre designed as activities in Canvas.
[00:19:58.332]And then there'll be
[00:19:59.690]students that are meeting in person at that time
[00:20:02.580]that are gonna be doing it in the same way.
[00:20:06.020]The next week, we'll have the second team
[00:20:08.070]come in and all the other ones will be meeting virtually
[00:20:10.650]at that time.
[00:20:11.790]So it's really gonna be a situation
[00:20:13.720]where students are gonna get a chance
[00:20:15.050]to move through the course with a smaller group
[00:20:17.700]of students with interaction from me both virtually,
[00:20:21.360]or from the GTA both virtually and in person.
[00:20:24.560]If a student's not comfortable
[00:20:25.710]coming to their in person class session,
[00:20:27.490]they can always Zoom into the in person session,
[00:20:29.930]so that flexibility remains,
[00:20:32.000]I'm able to easily pivot it because the in class
[00:20:34.210]activities that I'll be doing will be built into Canvas
[00:20:37.330]so any student who's unable to engage synchronously
[00:20:40.120]for whatever reason will have the ability
[00:20:41.860]to view the content and complete
[00:20:43.970]the applied activity independent of the class.
[00:20:47.530]So that's essentially
[00:20:48.500]the way in which I would be looking at trying to create
[00:20:51.550]that interconnected track that builds community
[00:20:53.910]and allows students to connect across the class.
[00:20:59.630]Great, thanks Kathy.
[00:21:00.830]So I'm gonna talk about the fourth column on here,
[00:21:03.990]which we call the online leading.
[00:21:06.200]In short, online leading is the idea that the course
[00:21:09.180]is very much structured like an online class.
[00:21:12.590]You pre recorded lectures, you have assignments,
[00:21:16.340]there's things optimized for online.
[00:21:19.240]But you have this opportunity to meet with your students
[00:21:21.770]in person to engage them in person,
[00:21:23.900]but maybe it's a large enrollment class
[00:21:25.610]and when you look at the capacity of that room,
[00:21:28.180]you can divide it out,
[00:21:29.720]maybe a student can only come
[00:21:31.940]to one class every six or nine sessions
[00:21:34.660]because the way this breaks down,
[00:21:36.480]so what can you do with that in person?
[00:21:39.060]Those moments, those on campus moments?
[00:21:42.080]A couple things that we've considered,
[00:21:43.560]a couple things we're planning
[00:21:44.440]to do with Life 121 in particular,
[00:21:47.030]which is one of these large enrollment classes,
[00:21:48.870]250 people in Hanzlik auditorium.
[00:21:53.200]Partway through that semester,
[00:21:54.230]after the students have had some of this material,
[00:21:56.320]we're gonna do a case study.
[00:21:57.970]In this case, it's gonna be about the evolution of Covid
[00:22:00.420]so it's a particularly like relevant and sexy case study.
[00:22:03.200]That's a case study that is gonna have an interesting
[00:22:05.720]discussion among the students and the instructor.
[00:22:08.190]We're gonna repeat that six or nine times,
[00:22:09.900]depending on how many times we need
[00:22:11.380]to give everybody the opportunity
[00:22:13.250]to do this enrichment, this on campus enrichment experience,
[00:22:18.010]even though the main content delivery
[00:22:19.660]will be happening through things very much structured
[00:22:22.700]through VidGrids and Canvas, quizzes, etc.
[00:22:26.620]Other things that we can do with that on campus moment
[00:22:29.830]may be a recitation structures,
[00:22:31.690]there's various parts in this class
[00:22:33.130]that have you kind of problem sets
[00:22:36.650]that you're gonna work through
[00:22:38.300]and this class does not have a recitation
[00:22:40.020]so we may take some of that on campus time
[00:22:42.500]and say, all right,
[00:22:43.450]over the next six sessions,
[00:22:44.520]everybody signed up for one of these,
[00:22:45.960]and there'll be this repeated recitation
[00:22:48.410]and to keep in mind that that's gonna happen
[00:22:49.960]at different spots.
[00:22:52.070]Like the students are gonna be at different spots
[00:22:53.860]in the curriculum across that.
[00:22:55.110]The first one,
[00:22:55.950]students are just getting into that by the last one,
[00:22:58.030]they sort of have all that,
[00:22:59.259]so you'll have to adjust this in person class experience
[00:23:02.410]across the iterations of it.
[00:23:04.630]In some instances, it may just be office hours,
[00:23:06.340]like, hey, I'm here.
[00:23:07.460]Come on in, we'll answer any questions or discuss things.
[00:23:12.550]One thing that we don't wanna lose
[00:23:14.700]and I don't have a particular example of this,
[00:23:16.500]but the pedagogical theory says that community structure
[00:23:22.000]is one of the things that happens in a class
[00:23:24.160]that that social structure, that dependence
[00:23:26.730]on each other could be that some especially say early on,
[00:23:30.420]some of those in person experiences
[00:23:31.860]may purely have the objective
[00:23:33.210]of allowing students to meet you,
[00:23:35.000]to meet each other, to build some social structure
[00:23:37.310]and some community which is why they signed up
[00:23:38.970]and came to this campus in the first place.
[00:23:41.690]And the last on campus experience,
[00:23:43.403]that I'll mention when I'm just started thinking
[00:23:44.980]outside of the box.
[00:23:46.200]Some of those on campus experiences
[00:23:47.617]and may be asynchronous on campus experiences.
[00:23:52.490]You still have to have the ability for a student
[00:23:54.690]to complete this course because they're quarantined,
[00:23:58.450]but a bunch of your students are gonna be on campus
[00:24:00.440]and so maybe there's an asynchronous activity,
[00:24:02.400]in my case, that happens at Moral Hall,
[00:24:04.290]or maybe the Sheldon or one of these resources
[00:24:06.730]that are on campus and you say,
[00:24:08.110]okay over the next week and a half,
[00:24:09.590]go to this space and do something or record something
[00:24:13.000]or observe something at this space,
[00:24:14.190]and students are coming through that space
[00:24:15.810]in an asynchronous way similar to what we might do
[00:24:17.800]in an online class,
[00:24:18.633]but we have this on campus opportunity that we can utilize.
[00:24:23.810]Alright, with that we've gone through our four,
[00:24:25.550]I'm gonna pass it off to Debbie Minter,
[00:24:27.700]Associate Professor in English
[00:24:29.830]and she's gonna talk
[00:24:30.990]a little bit about some of the the next steps
[00:24:34.960]like what do you do
[00:24:37.330]as you move through this process to plan your courses?
[00:24:40.650]Thanks, Chad.
[00:24:42.570]Yes, so, what we tried to lay out
[00:24:46.900]in that matrix are some decision points,
[00:24:49.770]so I think one of the things you wanna do
[00:24:51.410]is look at those decision points
[00:24:52.920]but I think it's always really valuable
[00:24:56.300]to also think about who are,
[00:25:00.570]what are some of the networks
[00:25:03.260]I could draw on in this moment as I'm thinking
[00:25:07.150]about taking this forward?
[00:25:09.040]And I understand that it's summer
[00:25:10.390]and that we can't be together
[00:25:12.820]but I do think it's often useful pedagogically
[00:25:16.330]to be able to
[00:25:19.250]talk or email with people
[00:25:21.730]as you're thinking through new pathways for your class.
[00:25:26.260]And so I encourage you to think first of all
[00:25:30.190]about whether there's anyone in your department
[00:25:32.720]who might be sort of in charge generally of teaching
[00:25:36.790]or the director of the sort of overall director
[00:25:41.551]of the course that you're teaching,
[00:25:43.450]if it's a multiple section course,
[00:25:44.960]I think those are good people to talk to.
[00:25:46.750]I know,
[00:25:47.740]some department administrative teams
[00:25:52.245]actually want to have a chance to lay out some guidelines
[00:25:55.660]for multi section courses,
[00:25:58.250]so before you do a whole lot of work on your own,
[00:26:01.260]it might be useful to check in
[00:26:02.910]or see if there's an email that goes out
[00:26:05.950]to help you think about what things are available
[00:26:09.370]to you and what things are already sort of identified as so.
[00:26:15.310]So this is not something
[00:26:16.430]we're gonna do in this course
[00:26:20.420]so that you don't spend time working on things
[00:26:24.270]that have already been sort of identified
[00:26:26.140]as like, we don't have the technology
[00:26:27.580]in this department to do this.
[00:26:29.120]So right, so check in
[00:26:31.520]with your sort of teacher-leaders in that regard.
[00:26:35.150]Think about your teacher-peers,
[00:26:36.830]people you generally bounce ideas off of,
[00:26:39.770]they're gonna be thinking about these things,
[00:26:41.610]they're great people to talk to.
[00:26:44.730]If you're teaching in a multi-section course,
[00:26:47.310]particularly think about other people,
[00:26:48.960]reaching out to other people
[00:26:49.970]who are also teaching those sections to see
[00:26:52.270]what kinds of things they've been thinking about,
[00:26:55.210]what kinds of decisions they've made
[00:26:57.580]at these various decision points
[00:26:59.440]that we've identified on this matrix.
[00:27:02.130]I've also noticed
[00:27:03.290]and I'm sure a bunch of you have too,
[00:27:04.820]that a lot of professional organizations
[00:27:06.480]have been putting out some material
[00:27:08.750]that might have some useful insights
[00:27:12.930]for you to think through,
[00:27:14.200]take forward to your department leaders or discuss
[00:27:17.980]around sort of discipline specific
[00:27:21.320]pedagogical strategies that lots of people
[00:27:23.300]across the country are trying to take forward
[00:27:25.460]into this sort of high flex moment.
[00:27:29.470]So I think those are some ways
[00:27:31.770]you can begin to find a sort of group of people
[00:27:35.060]to share ideas with as you're moving forward
[00:27:38.500]in the summer with your planning.
[00:27:39.710]Finally, I'd mentioned, of course,
[00:27:41.560]the Center for Transformative Teaching.
[00:27:43.490]I noticed Eddie was here.
[00:27:47.150]I don't know if there's someone
[00:27:48.460]or Chad may know if there's someone from CTT
[00:27:50.850]who wants to talk about this or I can say
[00:27:52.660]what I've seen that they have planned for the summer.
[00:27:56.170]Actually, we're gonna introduce Nick.
[00:27:58.050]Oh, great.
[00:27:58.883]Yeah, the director of CTT.
[00:28:00.360]Yaaay Nick.
[00:28:03.980]Thank you very much Deborah
[00:28:06.100]and thank you very much June and Chad
[00:28:08.750]for inviting me today
[00:28:10.547]and I have to say how impressed I am
[00:28:13.190]with the way everybody's pulled together
[00:28:16.162]in your school and your college here to come up
[00:28:20.110]with these really very thoughtful models
[00:28:23.160]for approaches to what we do in the fall.
[00:28:26.260]So we're hoping to back you up with that and the first thing
[00:28:31.730]that we have planned is the fourth iteration
[00:28:34.770]of our Summer Institute for Online Teaching
[00:28:37.650]and that lasts three weeks
[00:28:39.300]and will begin on June the 15th
[00:28:41.650]and will cover everything from designing a course
[00:28:46.140]online through to assessment and community building.
[00:28:50.800]Towards the end of that course,
[00:28:52.860]we'll shift towards how these principles
[00:28:55.710]might be most usefully deployed in relation
[00:28:58.550]to the kind of hybrid models we're gonna be using
[00:29:01.760]in the fall.
[00:29:03.550]And following that in July,
[00:29:05.870]we're gonna have a series of workshops
[00:29:08.770]which some which will repeat on several occasions
[00:29:11.770]that again, are geared towards supporting instructors
[00:29:15.990]and to work in the various environments
[00:29:17.920]that you've seen outlined so far.
[00:29:20.660]And so, I'll give you some examples
[00:29:23.560]of ones that we've confirmed are definitely gonna happen.
[00:29:27.410]We're gonna be doing a workshop
[00:29:29.400]on moving beyond exams
[00:29:30.980]and how to incorporate authentic assessment in your course,
[00:29:35.610]facilitating group work in an online or hybrid classroom,
[00:29:39.760]academic integrity and assessment broadly,
[00:29:44.120]building a better container,
[00:29:45.450]we're calling another one, which is about accessibility,
[00:29:48.140]access and universal design.
[00:29:51.560]This is another one that I like, anti-perfectionism,
[00:29:54.810]how to roll with the punches during a pandemic
[00:29:58.450]we're gonna offer a session
[00:30:00.100]on building an inclusive classroom,
[00:30:03.160]and also optimizing your course,
[00:30:05.340]which is about applying backwards design
[00:30:07.240]to your course planning.
[00:30:09.170]We're also gonna be offering several workshops
[00:30:12.320]with IT services and Leona Barrett in particular,
[00:30:17.060]where we will be doing basic introductions
[00:30:20.740]on how to use Canvas,
[00:30:22.800]and how to build VidGrid and Zoom into your sessions.
[00:30:27.710]So, that's where we are at the moment.
[00:30:30.460]Those are our practical
[00:30:34.370]activities that you can join
[00:30:36.280]but we've also got a whole series of resources
[00:30:38.270]that are already online
[00:30:39.480]that I'd encourage you to look at.
[00:30:41.540]We've got a guide to teaching online,
[00:30:44.270]a guide to teaching sorry, a guide to inclusive teaching,
[00:30:49.840]and we've got a guide on assessment you can look at
[00:30:52.570]and we also have a guide for students.
[00:30:55.710]So, in addition to that, please feel free
[00:31:00.060]to contact your instructional designers
[00:31:02.760]to talk specifically about what your needs
[00:31:07.210]might be as you move your course towards the fall semester.

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CAS Fall Course Planning

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