Teaching Resources Around COVID-19

CATL has collected a number of resources to help instructors and academic staff foster a safe and inclusive environment for all students on our campus. In light of the discussion surrounding COVID-19 (Coronavirus) and the xenophobia, discrimination, fear, and bias that pervades its portrayal in the media, we hope to support and encourage instructors to consider these pedagogical strategies and responses should they happen in your classes or in interactions with students.

Course Continuity Resources

Inclement weather, natural disasters, or other emergencies may lead to an extended loss of class time. CATL has put together some resources that may help you in planning for the inability to meet in person, and how you may continue to speak with students, guide their learning, and collect assignments and assessments.

First Week of Class

As the first week of class draws nigh, instructors naturally turn their thoughts to those first moments that form a new community. These initial interactions offer instructors and learners an opportunity to set the tone for learning for the semester. We searched our library and reached out to UW-Green Bay faculty who have presented on their methods for building community and transparency in the first week to share their insights once again. Many thanks to Dr. Jenell Holstead for inspiring our objectives for the first day, and to Drs. Katia Levintova and Carly Kibbe for example icebreakers for building community in large lecture courses.

What are the objectives for the first day:

  • Clarify all reasonable questions students might have about the course (course objectives, assignments, pre-requisites, when you’ll provide feedback, and how and when students should seek help); spotlight important parts of your syllabus and consider asking students to annotate the syllabus either before class or while you’re all meeting for the first time. Suggestions for how to do this are below.
  • Build community and set the tone for the course environment with an introductory activity. Whether you’re teaching online or face-to-face, students are more likely to succeed when they have a greater sense of belonging not only to each other but also to the course design.
  • Convince students of your competence to teach the course, predict the nature of your instruction, and know what is required of them (your expectations about performance in class). When appropriate, consider asking students to generate a class charter for participation so that they have a stake in shaping how and when they will be prepared to come to class. Giving your students some agency encourages them to hold themselves and their peers accountable for their preparedness.
  • Give you an understanding of who is taking your course and what their expectations are and whatever you plan to do during the semester, do it on the first day. Some instructors ask students to do some “predicting” on the first day of class in order to gauge their expectations and learning goals. Suggestions for how to accomplish this are here.

Man with ice pick chipping away at frozen lakeExamples of Ice Breaker Activities

  1. Sharing Course Trepidations.* Some students have high anxiety about beginning a new course, especially in some courses, such as math or writing, which may be associated with high student anxiety and expectations. Have your students pair up or work in groups to share some of their fears and concerns about starting your course. Groups can share with the larger class if they feel comfortable; this provides validation for the students and an opportunity for the instructor to address student concerns.
  2. Simple Self-Introductions.* Have students introduce themselves to the rest of the class, including their names, majors, and year in school. You can even have them include a “fun fact” about themselves. This also may help you remember them a little bit better. This is a particularly useful exercise in a course where student speaking, in the form of speeches, oral presentations, or regular discussions, are expected.
  3. Getting to Know Each Other through Writing.* Instead of asking students to interview one another verbally, have your students write down the information that is traditionally shared in an introduction. Students can write their names, majors, reasons for enrolling in your course, “fun facts” about themselves, etc. Have your students swap papers with one another and learn about their partners without speaking. This is especially useful in a writing-intensive course.
  4. The M&M Icebreaker. Each student should be given an M&M (or a Lifesaver, or other multicolored candy). They can be given this piece of candy either as they walk in to the room or while they are already sitting in their seats. Develop a few questions or ideas about what students can share with the rest of the class.  Then ask the students to introduce themselves to either a small group of other students or to the whole class, depending on the size of your course.  When they introduce themselves, what they share or say is dependent on the color of their piece of candy.  For example, a red one might mean they share why they decided to take the course or what they did over the school break.
  5. Syllabus Icebreaker.* Before distributing syllabi, have students get into small groups (3-5 students depending on the size of your course) and introduce themselves to one another. In their groups, students write a list of questions they have about the class. After their questions are written down, hand out the syllabus and have the students find answers to their questions using the syllabus. This is not only an icebreaker, but can also show students that many of their questions can be answered by reading the syllabus. Afterward, the class “debriefs” as a large group and discusses any questions that were not answered in the syllabus. 
  6. Syllabus Jigsaw.* Divide your syllabus into a few major sections. Have your students get into groups and distribute one major section to each group (for example, Group A gets “homework assignments”). Each group studies the section of the syllabus until they are confident about the information in it; groups then present that section of the syllabus to the rest of the class.
  7. Common Sense Inventory.* Make a list of true or false statements pertaining to content in your course (for example, in a Biology course, one might read, “Evolution is simply change over time”). Have students get into groups and decide whether each statement is true or false. As a large group, “debrief” by going over the answers and clarifying misconceptions.
  8. Anonymous Classroom Survey.* Write 2 or 3 open-ended questions pertaining to course content. Consider including at least one question that most students will be able to answer and at least one question that students will find challenging. Have your students respond anonymously on note cards; collect the answers to get a general sense of your students’ starting point.
  9. Choose your Thread:* ask students to read the poem “The Way It Is” by William Stafford, and reflect on what their “thread” is and how it sustains them.
  10. Draw* a picture or create a PowerPoint Slide where students can express why they are taking the class.
  11. Bingo: Make a 5×5 grid to use as a Bingo sheet. In each box, write a “fun fact,” or something that at least one of your students will probably relate to. Some examples might be: has traveled to Europe; plays a sport; is left-handed, but they can also be related to your discipline. Have your students walk around and talk to others until they find matches; the first to find all of them “wins.”
  12. Shoes Activity: This activity comes from Dr. Katia Levintova, which she uses in a large lecture class to develop community on the first day. Take a look to see how students’ shoes, a few minutes of silence, and shuffling groups helps her to do this.

(* = suitable for Online or Face-to-Face environments)

Why do an Ice Breaker?

Research around the first weeks of a course indicates that it is not just content expertise that matters to student experience and learning: it is also the environment that the instructor creates–ideally engaging students as active participants (Deluse, 310-312). First impressions are important—from the first time you greet your students to the built or virtual environments in which you teach. Sara Rose Cavanagh shows how students’ first impressions heavily influence their evaluation of courses at the end of the semester. (Cavanagh, 63) 

Email CATL@uwgb.edu if you have an activity for the first week that you would like to share!

Resources

“!2 Icebreakers for the College Classroom” Center for Advancement of Teaching, Ohio State University

Angelo, T. A., and Cross, K. P. Classroom Assessment Techniques: A Handbook for College Teachers. (2nd ed.) San Francisco: Jossey-Bass, 1993.

Cavanagh, Sarah Rose. The Spark of Learning: Energizing the College Classroom with the Science of Emotion. First edition. Teaching and Learning in Higher Education 1. Morgantown, West Virginia: West Virginia University Press, 2016. [E-book requires UWGB login]

Deluse, Stephanie. “First Impressions: Using a Flexible First Day Activity to Enhance Student Learning and Classroom Management.” International Journal of Teaching and Learning in Higher Education 30, no. 2 (2018): 308–21.

“First Day of Class – Design & Teach a Course.” Carnegie Mellon University. Teaching Excellence & Education Innovation – Eberly Center, 2019. https://www.cmu.edu/teaching/designteach/teach/firstday.html.

“First Day of Class Guide.” Vanderbilt University. Center for Teaching, 2010. https://wp0.vanderbilt.edu/cft/guides-sub-pages/first-day-of-class/.

Holstead, Jenell. “Do’s and Don’ts for the First Day of Class.” Presentation Session presented at the Instructional Development Institute, University of Wisconsin – Green Bay, January 17, 2018. https://blog.uwgb.edu/catl/files/2018/01/DosDonts.pdf.

Jaggars, Shanna Smith, and Di Xu. “How Do Online Course Design Features Influence Student Performance?” Computers & Education 95 (April 2016): 270–84. https://doi.org/10.1016/j.compedu.2016.01.014.

Kibbe, Carly, and Katia Levintova. “Building Community in Large Lecture Classes.” University of Wisconsin – Green Bay, January 28, 2018.

Samudra, Preeti G., Inah Min, Kai S. Cortina, and Kevin F. Miller. “No Second Chance to Make a First Impression: The ‘Thin‐Slice’ Effect on Instructor Ratings and Learning Outcomes in Higher Education.” Journal of Educational Measurement 53, no. 3 (2016): 313–331. https://doi.org/10.1111/jedm.12116.

 

 

 

 

 

Instructor Resources for the Summer Transition to Canvas

Overview

This post is intended to be a kit that instructors can use to make the transition from D2L to Canvas over the summer with minimal weeping and gnashing of teeth.

Handbook

The Center put together a handy guide to help those who like paper guides to use as a reference for working on their courses. You will find an overview of Canvas, key points of comparison with D2L, how to transfer a course, and a checklist for starting the semester.

Student Resource Module

You may upload the student resource module directly into your course(s). It contains information for students on how to submit assignments, participate in discussions, and use the mobile apps. There is also contact information for campus resources – on all the branches – for academic, personal, and financial resources. Instructors may add to or delete any of this information to customize it for their courses. But it is a handy way to orient students to Canvas.

Canvas Consultations

Instructors may sign up for a consultation to discuss their courses. We can work with you remotely through Skype as well as face-to-face. Note that times will fill up the closer we get to the start of the Fall semester.

Lynda.com

For those who would like a self-paced option to do at home, Lynda.com – a software training service – has a good starter course for Canvas. Since this course is not specifically geared toward UWGB there will be come cosmetic differences between the Canvas courses you see and those shown in Lynda.com. But, the courses in general are really quite good. This course requires a UWGB login.

Training Day in August

The Center will replace its typical “Hands-on Technology Day” this August with a Canvas training day. Be on the lookout over the summer for a specific date.

General Help with Canvas

UW-System purchased 24-hour help for users to ease the transition. Please feel free to take advantage for run-of-the-mill questions, such as how to set up a discussion or how to grade a quiz, etc.

There are three ways to contact Canvas directly for help:

24-hour Chat

Instructors and students may chat with someone at Canvas at any time.

24-hour Phone

Instructors may call 1(833) 811-3205 and students may call 1(833) 811-3206.

Email

Users may email Canvas by clicking on the “help” icon in and selecting “Contact Canvas Support via email” from the menu.

Timeline of Canvas Transition

Green Bay Campus

Branch Campuses

Summer 2019: Last term in which instructors may use D2L. Summer 2019: Canvas accounts will unite so that Colleges material and UWGB material will be available with either login. D2L materials will remain separate for Colleges and UWGB accounts.
Summer 2019: Instructors prepare their fall offerings in Canvas master courses (designated as “Blank.Your Name.1”). Summer 2019: Instructors prepare their fall offerings in Canvas master courses (designated as “Blank.Your Name.1”).
August 11, 2019: End of Summer Term: Last day to teach in D2L. Summer 2019: Last term in which UW-Colleges will support learning technology. Instructors will use D2L.
August 21, 2019: Fall courses will appear in Canvas for instructors. Instructors may copy material from master course into “real” or instructional course (those with students). August 21, 2019: Fall courses will appear in Canvas for instructors. Instructors may copy material from master course into “real” or instructional course (those with students).
September 4, 2019: First day of Fall semester: All courses in Canvas. D2L will be available to access old course material only. September 4, 2019: First day of Fall semester: All courses in Canvas. Old D2L material will be available on the Colleges’ login page.
AY 2019-2020: Instructors will archive D2L materials and student work as needed. AY 2019-2020: Instructors will archive D2L materials and student work as needed. Instructors will find material in Colleges’s instance of D2L. Your old Colleges passwords should still work.
June 30, 2020: Last day to access D2L to retrieve course materials or access old student work. All access will end this day. Nobody will be able to login to d2l after this day. June 30, 2020: Last day to access D2L to retrieve course materials or access old student work. All access will end this day. Nobody will be able to login to d2l after this day.
August 11, 2020: Last day that instructors will need to have access to student work done in D2L during the summer term of 2019 to be compliant with UWSTU054. UW-Colleges will retain D2L records for UW-Colleges instructors in compliance with UWSTU054.

Transparent Assignment Design

What:

Faculty and staff from Green Bay, Manitowoc, Marinette, and Sheboygan joined other institutions participating in the Taking Student Success to Scale high-impact practice (HIP) project in an interactive webinar about designing transparent assignments. The session was hosted by Mary-Ann Winkelmes on 4/15/19. More information on Dr. Winkelmes’s work can be found beneath the embedded video.

Meeting resources:

Slides, Handout

Recording: 4/15/19

More information:

The National Association of System Heads (NASH) sponsored a webinar with Mary-Ann Winkelmes on Transparent Assignment Design. All members of the campus community were invited.  Mary-Ann is the founder and director of the Transparency in Learning and Teaching in Higher Education Project (TILT Higher Ed).

Transparent instruction is an inclusive, equitable teaching practice that can enhance High Impact Practices by making learning processes explicit and promoting student success equitably. A 2016 AAC&U study (Winkelmes et al.) identifies transparent assignment design as a small, easily replicable teaching intervention that significantly enhances students’ success, with greater gains by historically underserved students. A 2018 study suggests those benefits can boost students’ retention rates for up to two years. In this session we reviewed the findings and examined some sample assignments. Then we applied the research to revising some class activities and assignments. Participants left with a draft assignment or activity for one of their courses, and a concise set of strategies for designing transparent assignments that promote students’ learning equitably.

When:

April 15th, from 1pm-3pm

Where:

  • 1965 Room, Green Bay Campus
  • F139, Manitowoc Campus
  • L105, Marinette Campus
  • 1203, Sheboygan Campus