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Innovative Approaches to Teaching During COVID

December 4th | 10:30am - 12:00pm

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headshot of Sheila Goloborotko

Sheila Goloborotko

In the face of remote instruction, Sheila Goloborotko turned to teach students how to bring the art studio into their homes—their kitchens, specifically. Using everyday kitchen materials and cooking analogies, Sheila has designed her printmaking courses to teach her students how to make prints in a “low-tech, sustainable, and non-toxic rudimentary studio” without having to come to campus. She’s created a collection of video demonstrations and provided artist interviews to bring her lectures and lessons into students’ home studios so they are equipped to create hands-on projects. Sheila’s students are guided through a series of modules in her Canvas course, where students have access to instructional materials and assignments. She also uses this space to share work, thoughts, and ideas, and to link students' weekly Zoom sessions to discuss the weekly topics, assignments, and project progress. Through both synchronous and asynchronous modalities Sheila emphasizes the importance of community building and idea sharing, and that we still have channels through which to create and connect even during remote circumstances.

headshot of Jen Ross headshot of Lauri Wright

Jen Ross and Lauri Wright

Jen Ross and Lauri Wright created a Virtual Escape Room assignment in their Nutrition course. This assignment was the final, culminating assignment in the senior level nutrition and dietetics course, Nutrition Assessment and Communication Lab as such, the assignment was based on the Nutrition Care Process (NCP). In order to enter the “room,” students had to first earn a 100% on a quiz related to the definition of each step of the NCP. After entering, pertinent information was provided for each step of the NCP, and students were required to score 100% on a quiz in order to advance to the next step. For example, students were presented with nutrition screening forms of recently admitted patients and had to prioritize the patient that needed a complete nutritional assessment. Students could only advance to the next step of the nutrition care process when they chose the correct diagnosis, intervention, etc. An important component of this assignment was the debriefing process that took place after the students “escaped.” This was done in small groups of students using Zoom. While the feedback received from the students was overwhelmingly positive, the instructors are continuously working to adjust and improve the assignment for online delivery.

headshot of Ryan Shamet

Ryan Shamet

Ryan Shamet utilizes "short instructional videos" in his course; particularly for the physical lab section that is no longer able to meet fully in person. He’s started to create some instructional videos for his current course (video below). So far, the videos will consist of 2-3 minutes of introduction/application of each experiment, then a 2-3 minute montage of the lab materials, procedure, and experimentation (skip to about 1:50 in the video below if you want to just see the experimentation procedure). Note: He makes these videos "unlisted" in YouTube, so they can only be viewed by whomever he shares the link with (i.e., can't be found through a cursory search). He then simply embeds the video in the respective lab section page on canvas so he can then see which students are viewing the videos, and for how long, through the canvas student activity resource.


 

headshot of Drew Thoeni

Drew Thoeni

Drew Thoeni is using structural gamification, a.k.a. the leaderboard method, in a large, 500 students, marketing class. Drew uses Badgr to award badges to students who complete each of the twenty-six "badged" assessments, such as module quizzes, and learning activities like an Honorlock practice session before an exam. How it works: During orientation, students are all automatically enrolled in "Badgr" and assigned an alias for the leaderboard. The leaderboard is available to the course's students. Students earn badges for the completion of the badged assessments and the badging system is being used as a parallel motivator (along with grades). Since this is Drew's first semester using gamification, Drew is still tweaking the course's gamification. At the moment, Drew is considering adding more competitive components since there are several students tied for "first," "second," and "third" place in his class of (nearly) 500 students.

headshot of Russ Turney

Russ Turney

Russ Turney is an English instructor who is integrating current circumstances and social climate issues into instruction for his Art of Critical Reading & Writing and Evidence & Style courses, both of which are being offered in person this fall. He incorporates works from Black authors to amplify voices of the Black Lives Matters movement and encourages students to critically evaluate our social climate and how it impacts us personally, locally, and globally. Russ clearly communicates expectations about attendance and uses class time to engage students in learning activities. With this approach, students attend at a high rate, and Russ finds that working with individual students who cannot attend via alternate Zoom meetings works well for his courses. He also finds Zoom breakout rooms very effective for peer-workshops and will use this modality after Thanksgiving.

headshot of Hope (Bess) Wilson

Hope (Bess) Wilson

Bess (Hope) Wilson teaches using a positive approach to connect with students by inserting humor and the ethic of care throughout her courses (EDF 4444: Assessment of Learning and Behavior and EDG 3151: Educational Psychology). She focuses on students, emphasizing their engagement with the material, an awareness of their well-being, and a developmental perspective of learning. Techniques include reframing assessments as “celebrations of learning,” use of memes throughout the course, and liberal opportunities to re-demonstrate learning throughout the course.