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BSPH CTL Teaching Toolkit: All right. Um. So again Thank you so much for joining uh today's session on managing teaching teams. Oh, yes, enable

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BSPH CTL Teaching Toolkit: Uh, yes, thank you Thank you for reminding me to enable the uh live transcript. That's that's always a great feature.

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BSPH CTL Teaching Toolkit: Um, alright, So again, uh thank you so much for joining today's session on uh managing teaching teams uh roles, responsibilities and time. Um! So uh we'll look at some common roles that uh teaching teams have here at Bsp. Um How to sort of manage and categorize roles and tasks and responsibilities that that are associated with those uh roles. And then finally look at some time management techniques and productivity methods that might be helpful

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BSPH CTL Teaching Toolkit: for you. So um diving right in

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BSPH CTL Teaching Toolkit: um, we're going to. Oh, and before before I dive too far in. If you have any questions I will be monitoring the chat. Um. There will also be opportunities to ask questions throughout uh the entire session. So. Um, if you have questions uh if I don't see it in the chat. Um again, there'll be question opportunities for questions throughout,

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BSPH CTL Teaching Toolkit: all right. So starting with teaching teams. So um! There are different types of uh teaching teams. And uh, as you look at your teaching team and you think about what your role is Um! Think about your role, but also think about your role within the context of a team.

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BSPH CTL Teaching Toolkit: So, um! Here are some of the most common teaching teams uh are teaching team roles that we have at Bsp. So, starting from the top uh, every course has a lead faculty member or their faculty of record. And what this means is this is the faculty member who took the course through cast, which is the um curriculum uh for academic or the Academic steering committee, and then um! They're also the faculty of Record and the Student information system called,

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BSPH CTL Teaching Toolkit: and uh, and also listed on the Course Directory. So there's there's sort of like the the head of the course. They're the one primarily responsible for things like posting grades and making sure that the course is up to um, like C. Ph. Accreditation standards things like that. So um your lead faculty. They're sort of they're in charge. Typically, they're the one in charge of the course and in charge of your teaching team.

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BSPH CTL Teaching Toolkit: Um! You also might have some co faculty. Now, co faculty They uh these uh they could be listed in the Course Directory, or they might be a little bit more informal. Um. But typically they have, uh instructor level access to the course sites and help the faculty. Um. They usually delegate rules uh tasks and responsibilities between the two.

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BSPH CTL Teaching Toolkit: Um, and then your other most common role are your teaching assistant or ta and courses can have a single ta, or up to. I've seen courses with twenty-five tas, and as you can imagine, that can be a lot to a handful so. Um! But again, these are your three most common roles, so your lead faculty, your co faculty, and your tas. Now some other roles that you might encounter in your teaching. Teams are your course coordinators and your content editors

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BSPH CTL Teaching Toolkit: and your guest speakers. And uh and again, they have varying levels of responsibilities, but typically coordinators, They're just checking things at the beginning of a course design to make sure it fits in with, say, a program or um an academic, you know, meeting like academic standards. Things like that. Um, your content editors. They're usually helping with production or checking your um course plus website, for uh, you know, updates and things like that. And then your guest speakers as

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BSPH CTL Teaching Toolkit: as they as the the title suggests. Uh, they might just be a guest speaker that comes into an in class class session. For, like one or two class sessions or for an online course, they might pre record a lecture video, and then that's it. That might be their only contact with the course.

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BSPH CTL Teaching Toolkit: So um. So again, these are your typical roles at Bsp. Um, and your first step, and whatever your role is is to meet with your faculty to discuss what is your role, and uh, what are your responsibilities which will get into um a little in a little bit. But once you determine your role, you can start thinking about what are your tasks and categorizing these tasks under a few main umbrellas. And so um, I've I've identified some categories for tasks that um fit with each role

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BSPH CTL Teaching Toolkit: uh based on again what that role? The expectations for that role.

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BSPH CTL Teaching Toolkit: So um assisting assisting is uh a sort of more umbrella term where you're helping with a little bit of everything. So again, this is maybe your co faculty if it's just you and your lead, or if it's just a lead faculty and a single ta, then the T that ta might help with a little bit of everything.

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BSPH CTL Teaching Toolkit: So um So that's what I mean by assisting uh for grading um. This category uh has to do with grading, of course. So this person, a person in a grading role, they might focus on the assessments and activities. Um, and also how to provide feedback and how to post grades in the grade book. Um in course plus

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BSPH CTL Teaching Toolkit: uh conducting, teaching and producing these three or i'm sorry facilitating and conducting uh,

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BSPH CTL Teaching Toolkit: facilitating and conducting these have to do with more active learning activities with the students so facilitating has to do with facilitating specific activities or projects. Um. They might facilitate things that happen in person or synchronously, so they might facilitate a live talk, or facilitate a class session, activity, or it might be asynchronous where this person facilitates a discussion Forum or a wiki on the course website, but they're facilitating something. Um, that's usually active and

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BSPH CTL Teaching Toolkit: interacting with the student

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BSPH CTL Teaching Toolkit: uh conducting similar to facilitating. But more specifically, they're usually helping with conducting a research or laboratory component to a course. So, of course, has a a laboratory experimental component, and there's a person that specifically is facilitating that. Then I uh pulled it out as separate from facilitating,

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BSPH CTL Teaching Toolkit: and then finally teaching and producing um. And again I tied these together. Um. But if you're teaching um,

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BSPH CTL Teaching Toolkit: if your role is teaching, then you're either teaching, maybe a specific session or a specific lecture or video. And if you're teaching for an online course that's directly tied to producing where you might be producing some pre recorded content again for an online course.

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BSPH CTL Teaching Toolkit: So um. So with these kind of categories in mind. Let's look to see how we would prepare um and manage each of these types of roles. So if you came to me and said, i'm a facilitating my role is to facilitate something. Then this is how I would help you prepare, and we'll look at that each role in more detail.

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BSPH CTL Teaching Toolkit: So again, you're If you're the lead faculty, or if you're just generally assisting lead faculty and all of the little aspects of the course, then. Um, Then you're going to need some broad knowledge about how things work. So you would want to meet with the lead faculty and your ctl instructional designer or Id

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BSPH CTL Teaching Toolkit: uh and discuss how the course was developed, the course, organization and overall development. And then also um look at things like assessments and activities. Your uh, whatever course, plus tools or features are used, and just have a really good understanding of how the course um how the course was organized, how it's run, and how how it's implemented and what is used all the little like

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BSPH CTL Teaching Toolkit: bits and pieces that form the course um

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BSPH CTL Teaching Toolkit: with this in mind, if you are in this type of role. I would recommend that you attend a uh. Any. Any trainings would be helpful. But specifically I would recommend a live talk trainings for online um for online classes and course plus refreshers that are offered before each academic term. Stay up to date. Because again, you need to know a lot about a lot of things in this type of role. Um! And then uh, for any role you should ask for help when needed. But I wanted to highlight um here that the lead faculty can

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BSPH CTL Teaching Toolkit: answer questions about the course.

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BSPH CTL Teaching Toolkit: Um, your instructional designer, which is what I am, and some of my colleagues here have joined today. Um! We can ask uh answer questions about um, how to uh, how to do Some of these tasks like how to be efficient how to use course, plus how to look at the course organization. Um, Those are the types of questions that we can answer, and then Ctl help is available for course plus technical questions or issues. So if you go to Ctl help um, it's in the top corner

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BSPH CTL Teaching Toolkit: of every course website uh, if you click on Ctl help, you can see the course plus uh guide as well as um. If you're still having issues after you've read the guide. Um. You can also uh ask Ctl: help any technical questions about course plus

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BSPH CTL Teaching Toolkit: All right. So again for leaving and assisting that they kind of have to know a little bit of everything. So um. Now we'll look at some of the more specific roles.

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BSPH CTL Teaching Toolkit: So for greeting again this type of role you're focused on assessments and feedback and uh recording of grades. So um a person in this position would uh meet with your faculty, and I need to discuss the course, learning objective, so that you know what the students should be accomplishing by the end of the of the course.

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BSPH CTL Teaching Toolkit: Um, you would look at the assessments and activities. Um, especially if any of the activities are graded, and then you would look at into how to provide effective feedback and any course plus tools that are associated with the assessments. So, for example, say you're a new greeting. Ta,

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BSPH CTL Teaching Toolkit: and uh your course uses a um a course wiki so something like that where you're grading a wiki um. So that's something that a tool that's a little less familiar with folks. Usually you have quiz generator, or dropbox. Those types of things. Um! So you could come to me your Id if I was your id and this theoretical

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BSPH CTL Teaching Toolkit: example. And uh and I would go through that tool with you to show you. Okay, this is how the tool works. This is how students you interact with students with the tool. And then here's how you grade that in grade book. So those are the kinds of things that um that an Id could help you with if you're creating a grading role

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BSPH CTL Teaching Toolkit: um To prepare for this role I would recommend attending any kind of grading and assessment uh related workshops and trainings. So, for example, uh anything on, like, say rubrics or um writing multiple choice questions, things like that. Where? Uh, again, you want to curate your training to fit with your the needs of your role and responsibilities,

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BSPH CTL Teaching Toolkit: and again ask for questions if you need help.

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BSPH CTL Teaching Toolkit: All right. So now let's look at facilitating. So again, facilitating in this role what you're looking at is uh you're facilitating some kind of active activity or project. So um again, you would need with the faculty and your instructional designer to discuss the course activities, and whatever it is specifically that you will, you will be responsible, facilitating.

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BSPH CTL Teaching Toolkit: So. Um, for example, if you're facilitating live talks, then you would want to take live talk training to make sure that you understand all of the how to set up a live talk and all of the zoom tools and features, and how they're used. Um during the live talk session.

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BSPH CTL Teaching Toolkit: So um Again, your training is related to your uh role in that regard. I would also recommend looking at any kind of active learning or student engagement workshops. Um. So if you're in this role, keep an eye out for words like student engagement, active learning, and um how to uh, I can engage your students in um

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BSPH CTL Teaching Toolkit: in this role,

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BSPH CTL Teaching Toolkit: uh course, plus refreshers might also be helpful, especially if you're using any kind, of course, plus tools to facilitate, so say you're facilitating a discussion form, and it might be helpful for you to uh know any updates to the discussion forum tool.

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BSPH CTL Teaching Toolkit: Um. Again, similar to facilitating conducting. These are um roles uh people, persons who are um helping with the researcher laboratory component of the course. So you would discuss that with your faculty. Um. Similarly to facilitating you would, uh you could look at any kind of active learning related workshops because you are engaging students usually actively in a laboratory setting.

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BSPH CTL Teaching Toolkit: All right. So now let's talk about teaching and then producing. So in the teaching role. How do you prepare for this role? Well, um again. You would meet with your faculty, and Id to discuss the design and delivery of your course. And then specifically, you would want to look at um what it is. What are the specific learning, objectives and topics that you are responsible for conveying to the students. And as you're preparing for this kind of role, either as a guest, speaker, or guest, lecture, or something along those lines.

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BSPH CTL Teaching Toolkit: Um, what you would, how you would want to prepare is you would want to. Um.

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BSPH CTL Teaching Toolkit: Not only look at what are the overarching course objectives, but how do you? How does your lecture fit within the course, so that whatever it is that you teach or produce fits within the overall course. So, for example, um say you are teaching a method in uh week. Three. You want to make sure that um weeks

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BSPH CTL Teaching Toolkit: there's some prior content covered in weeks, one and two, and you're building up students for the following weeks. So think about like where, where it is that your lecture falls, and what it is that you need to cover. Um, so that whatever it is that you're teaching fits well within the course

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BSPH CTL Teaching Toolkit: um related to facilitating. If you're teaching uh in person especially, or during a live talk session for an online course. If you're teaching, live synchronously, then you might want to continue uh consider taking some training on um active learning and live talks before you. You go into the class session. Um, you can also uh

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BSPH CTL Teaching Toolkit: consider taking uh some trainings on things like how to incorporate knowledge checks into your course. So um, for example, if you're pre recording something, you might uh include an in lecture quiz as a knowledge check. Um. So those types of things are things that you might want to consider for teaching in the teaching role.

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BSPH CTL Teaching Toolkit: And then, similarly to teaching. If you're teaching for an online course, chances are You're probably going to pre record Some produced material, whether that be a an an an an an audio narrated Powerpoint um

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BSPH CTL Teaching Toolkit: lecture, or a video, or say um an interview or something along those lines. Uh, then you're actually going to be producing something with the Ctl production team. Um, We have both audio and video production um capabilities. So um, if you're actually producing something um, then you would want to. Uh not only go over all the things that I said during the teaching phase. So how? What is, What is it that you're covering? What is it that you're teaching? And how is that going to fit within the course,

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BSPH CTL Teaching Toolkit: but also some of the production process. And how um you know things like production, deadlines, options, and how best to convey whatever it is that you're teaching through media. So, for example, um, if you're teaching something that's explanatory, then how it narrated, Powerpoint is great. If you're trying to explain like a process or something.

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BSPH CTL Teaching Toolkit: But if you're trying to tell a story or trying to convey an experience or a case study, then something like a video might work better for that type of uh instructional message. So your instructional designer can help you and your faculty determine what it is that you, what format you can produce. And what are your options, and

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BSPH CTL Teaching Toolkit: what are? What is the process on the deadlines for different production options?

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BSPH CTL Teaching Toolkit: So that's how you would prepare for a producing role, and I will mention one thing uh specific to production is um. If you are producing something uh make sure you give yourself plenty of time for production, because, uh, we do that there are production deadlines um for each academic term. So keep deadlines in mind if your role is to produce something

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BSPH CTL Teaching Toolkit: um, and to also to prepare for this. Again, you might look at active learning and production related workshops. So, for example, we had a workshop. Um. We offer a workshop on how to uh prepare for audio recordings.

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BSPH CTL Teaching Toolkit: So um. So again i'll just recap uh that was a lot of of overview information for each role, and how to prepare and manage that each role. Um, But the main takeaway is that these are just categories uh to sort of um

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BSPH CTL Teaching Toolkit: think about as you're thinking about. What is your role within a course, and how to prepare for that role. And then also what tasks you can expect to be assigned. Um, which we'll talk about next our tasks and responsibilities. Um. Another thing to keep in mind is, these are not said in stone um, and practice. A team member might

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BSPH CTL Teaching Toolkit: uh have multiple categories. So you might have a a team member who's in charge of grading and facilitating uh, or someone who is, uh producing content. And um,

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BSPH CTL Teaching Toolkit: you know, conducting research, or vice versa. So these aren't um mutually exclusive. So uh, these are the categories. But you might, you might fall into multiple categories in your actual Uh teaching team practice,

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BSPH CTL Teaching Toolkit: all right. Uh. Oh, and I know I also wanted to highlight at this point. If your role is a teaching assistant. Um, I highly highly recommend the Teaching Assistant Ship Training Course that Ctl. Offers uh It's open to um. All student vs. Ph. Students uh, and I think faculty can also enroll in the course. But um coming soon, Ctl. Will have a an option for faculty training. Um. But for tas uh you, you just join online, and it's an open,

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BSPH CTL Teaching Toolkit: self-paced course. So you can complete it at your own pace uh Once you go through the whole course. Um, you get a certificate of completion if you complete all the assignments. Um. So if you have questions about the T training course, specifically, I will put my email in the chat so that you can um learn more about

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BSPH CTL Teaching Toolkit: the uh T. A training course.

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BSPH CTL Teaching Toolkit: But if uh again, I highly recommend that for all tas uh that you go through the T. A. Training course, and it will cover things like course. Design um how to support your your faculty during the design Development phases. Um, what is a ta sort of expect how to set expectations for your ta role, and then also how to use some of the most commonly um used course plus tools and features as a ta. So um again, course plus looks a little different if you're a student versus a ta, so

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BSPH CTL Teaching Toolkit: um how you engage with course plus changes. So if your ta I highly recommend, and I posted my um contact information in the chat if you're interested in joining the Ta training course,

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BSPH CTL Teaching Toolkit: all right. So um any. So before I go on to responsibilities and specific tasks uh we've covered a quite a bit so far on team roles. Are there any questions about team roles? Uh you can either raise your hand or just unmute

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BSPH CTL Teaching Toolkit: or post in the chat.

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BSPH CTL Teaching Toolkit: Oh, uh,

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Celine Greene: can you summarize the difference you have between the categories of conducting versus facilitating? I know there was something about labs, and I I

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Celine Greene: I just

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BSPH CTL Teaching Toolkit: that was like a new way of thinking about things. So to me, Yes, absolutely. Yeah, yeah, that's a good. That's a great question. So um the way I see it as facilitating is. Think of facilitating as an umbrella, and then conducting, falls under the the facilitating umbrella where facilitating could mean um. You're facilitating any kind of active activity or aspect of specific aspect of the course, so say you're facilitating uh the discussion forums or the live talks or

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BSPH CTL Teaching Toolkit: um active um activities in the like live class session Um. And then conducting falls under that where you're specifically facilitating something that's research or lab related. So there's a little bit more to think about, if it's like a lab, for example, because you might need to prepare by um preparing like a safety,

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BSPH CTL Teaching Toolkit: you know, safety checklist. Or there might be something more than just coming to live talk training that might be involved in uh helping with that type of facilitation. It sounds like conducting is managing an activity versus actually just facilitating it. Yeah, yeah, that's a great way to think of it. Yeah,

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BSPH CTL Teaching Toolkit: alright, uh any other questions,

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BSPH CTL Teaching Toolkit: all right, and I lost the the chat box. So let me make sure. I still have my chat box somewhere.

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BSPH CTL Teaching Toolkit: Oh, there It is okay, good that way. I can see. Uh, And if you have any questions um again, we'll stop for questions throughout, but you can also post them in the chat um, which I will be uh keeping an eye on

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BSPH CTL Teaching Toolkit: all right. So now um! So we covered roles. Now let's look at um responsibilities and tasks.

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BSPH CTL Teaching Toolkit: So um! When you meet with your faculty or your your teaching team for the first time. Um, and you discuss your role. This is also a great opportunity to identify. What are your specific tasks? Um! That need to be done, and and who will do what tasks.

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BSPH CTL Teaching Toolkit: So uh your your responsibilities should align with your role. So those roles that identified earlier, either by um, title or by category. Um. So, for example, if you're a grading ta, you would, Some of your tasks would be setting up assessments in course, plus so uh setting up, say, a dropbox um, or a quiz generator quiz, and then um! Another task associated with that would be uh posting grades and grade book.

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BSPH CTL Teaching Toolkit: So those are those are grading tasks. Um! What you probably would not do is you would probably not be the one to send out a weekly overview email to students that would probably fall under someone else like the uh lead, or someone who's um facilitating like, say, communication with students.

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BSPH CTL Teaching Toolkit: So um So as you're looking through and and determining who does What um also think about? How did the tasks align with your role to make sure that those should be in alignment? Um! So i'm going to attach uh this helpful checklist called responsibilities, decision chart who does what?

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BSPH CTL Teaching Toolkit: And uh this is. Uh, It was just updated this academic year. Um, thank you. I think. Uh Celine, you You were the one who you've updated it. So thank you.

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BSPH CTL Teaching Toolkit: Um! And again I I highly recommend bringing this. I won't. Go through the whole document because it's a couple of pages long, so we won't do that. But um! But I i'll give you a moment to um. Look at this Pdf. While I pull it up. I'll put it in the chat.

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BSPH CTL Teaching Toolkit: Yeah, it's all. Thank you, Seleen. And uh,

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BSPH CTL Teaching Toolkit: we will. Here we go. Who does what?

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BSPH CTL Teaching Toolkit: And um it's uh I'm attaching it to the chat now, so you should see it in a moment,

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Celine Greene: Amy, I do. I do have the link for that, I think, if you want. But oh, yeah, yeah, that'd be great. Thank you.

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BSPH CTL Teaching Toolkit: So yeah, Link would be that all? I've okay. It looks like the Pdf: just went through. But Yeah, Link would be great, too. Thank you. Um. And again, if you want you, we can take a moment. Um, I think we should have plenty of time if you want to take a moment to look at this. But um!

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BSPH CTL Teaching Toolkit: So what this worksheet does is uh it. We've identified some common tasks that courses have to do uh before the course opens to so before the term um during the term, and then also some recommended tasks after the term um, and again, Uh, this is a very comprehensive list. So um!

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BSPH CTL Teaching Toolkit: If you were to use this checklist uh what I tell my faculty is, uh take this checklist as a guideline. Um, mark what is relevant to your course, because not everything, not every course, has every task. Um! And then also, um

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BSPH CTL Teaching Toolkit: uh, you can go through, and you can um add tasks as well like if needed. Um, But again, I recommend taking this worksheet with you when you meet with your teaching team to identify who will do what, but also identify who are the backups. So, for example, uh look at your your calendar and think, okay, i'm going to be busy in week. Three Um! Is there a backup for me like if I can't get all my tasks done, who will be my backup um

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BSPH CTL Teaching Toolkit: during that time. So, um. So as you're going through and assigning tasks, also think about if if you have the if you um have a big enough team. Uh also consider who is going to be back up

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BSPH CTL Teaching Toolkit: so related to that uh, be realistic. So, as your meeting with your team and your especially your lead faculty. Um be realistic When? How? Um! How much responsibilities and tasks you can actually take uh, especially during the academic term. Um.

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BSPH CTL Teaching Toolkit: So uh with that in mind. Check in with your team regularly. Uh, when i'm working with teaching teams, especially new courses. Um, I recommend that they need at least once every week, or if they're very, very busy, at least by weekly. Um, you can always have it on your calendar and say, you know what everything is going smoothly. We don't need to meet this week, but at least you know that time is blocked on your calendar. Um, so that you're regularly uh checking in with your lead faculty and your fellow teaching team members.

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BSPH CTL Teaching Toolkit: Um,

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BSPH CTL Teaching Toolkit: also uh another way to manage again. There's a lot of things that have that go into running a course. So, um as you're looking at your tasks, think about what it can be done ahead of time, and what trainings you can take to make uh things more efficient. So I wanted to mention a little bit about automation. So um course plus, if you if you uh

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BSPH CTL Teaching Toolkit: leverage your court. The course plus tools. A lot of things are built and set up in a way that will help you be more efficient. So i'll just give one example. So um say you are going to send out a weekly overview email that covers uh summarizes what was covered in the week before the week that has passed, and how to prepare for the following week. And you want to send this out every Friday at noon.

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BSPH CTL Teaching Toolkit: So that kind of email you can draft that email ahead of time. Say um before the course starts or two weeks before or whenever you have time. And uh, you can schedule that to be sent at a later date at a scheduled time. So I can. Um, you know. Two weeks before the course opens students, I can say, Okay, this is what happens in week. One. This is what happens in week, two and so forth. Um, I can draft those emails, have them scheduled to deliver

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BSPH CTL Teaching Toolkit: every week, and then that's a task I don't have to worry about whenever the class is live to students, so think about um what you can do to automate um what you can, what you can set up, how you can leverage technology to save time um

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BSPH CTL Teaching Toolkit: during the class, so that whenever you're actually uh

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BSPH CTL Teaching Toolkit: like live with students. You're not spending that time trying to do things that could have been done ahead of time.

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BSPH CTL Teaching Toolkit: Um!

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BSPH CTL Teaching Toolkit: So if you have any questions about things like uh efficiency, or how how to become more efficient. And your responsibilities and tasks Um! That's another thing that an Id can help with, so we can look at um how your course is designed, and set up and offer some suggestions on how to um help with that and what can be automated. Um! Other things could be like how to automate some greeting like if you're using quiz generator as an example.

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BSPH CTL Teaching Toolkit: So there are things that you can do to help to help alleviate some of those tasks.

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BSPH CTL Teaching Toolkit: All right. Um. Any questions on responsibilities before we go into time management. Um! And also if you, if you'd like I. We have plenty of time, so we can take a couple of minutes to look at that. Who does? What checklist? So? Um any any questions, or would anyone like to look more deeply at the checklist that we shared?

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BSPH CTL Teaching Toolkit: All right. I don't see any hands

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BSPH CTL Teaching Toolkit: all right, so I will keep going all right, so next we will um look at time management techniques. And again, if you have questions um, you can post them in the chat.

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BSPH CTL Teaching Toolkit: Um. So switching gears a little bit

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BSPH CTL Teaching Toolkit: uh So we talked about your roles and your responsibilities and tasks that are signed with that are associated with your roles. Now, how do you? How do you like actually accomplish these things? Um! So a lot of times like half half the

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BSPH CTL Teaching Toolkit: half of what you're doing as a as a member of a teaching team has to do with managing your time. So Um! So I've identified some things that you can do

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BSPH CTL Teaching Toolkit: um that that um that I do, and that I've I've seen faculty do uh and tas do that helps them manage their time, especially around uh uh course administration. So um! The first thing is uh to consider blocking uh a consistent time on your calendar to work on the course.

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BSPH CTL Teaching Toolkit: So um say on Monday mornings from nine to ten. You're always free. So that might be okay. This is when I work on this course time, and so you block the time out, so that you know that every week you at least have that chunk of time that you're devoting to your course.

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BSPH CTL Teaching Toolkit: Um!

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BSPH CTL Teaching Toolkit: And then within that chunk of time you want to prioritize your tasks. So some tasks like, uh, for example, answering um questions about an assignment right before it's, too. That's gonna be more urgent than another task like, say, setting up a dropbox for an assignment that's due in three weeks. So prioritize your tasks um

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that you're that you're working on during that box time on your calendar.

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BSPH CTL Teaching Toolkit: Um. Next. Uh again, prepare ahead of term. So those things like setting up automatic emails uh prepare everything that you can ahead of terms that you can use the the live term time to interact with your students. So um, I mentioned emails. You can also set up your assessments and activities ahead of time. Um,

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BSPH CTL Teaching Toolkit: you know you can also, you know, for online courses especially, you have your pre recorded lectures and videos. So um accomplish as much as you can ahead of term, so that again, you can use your time during those that really short eight week period to really interact with your students.

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BSPH CTL Teaching Toolkit: And then, uh, I want to talk a little bit about due dates and rubrics. So um! Whenever you're looking at your d due dates, especially if you are um like a lead faculty and or a uh in that grading role. Um,

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BSPH CTL Teaching Toolkit: when you look at the course schedule. Be realistic about your deadlines, Um, and not just for yourself, but also for your students. So do your students have enough time to work on and submit their assignments? Do they have everything that they need to work on their assignments? And then also do you have enough time to, uh, give to grade and give feedback back to students. Um. So especially things that have that assignments that build on each other. So i'm going to give an an example of a written assignment

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BSPH CTL Teaching Toolkit: where you have a draft, and then a final um. Make sure there's enough time between the draft and the final that you have. Um. You can give students feedback, and then they can actually act on that feedback before the final is due. So look at your due dates and make sure that your your deadlines are realistic both for you and your students,

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BSPH CTL Teaching Toolkit: and then also consider using rubrics. So um, I I championed Rubrics a lot. So if you know me, you probably heard the word rubric from me. Um! But they these take some time at the beginning to set up, but once they've once they're

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BSPH CTL Teaching Toolkit: once they're designed and set up. Um, they can save you time and grading, and also um save you time on things like great disputes. So um. I go into a lot of this in a recent blog post, so i'm going to post

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BSPH CTL Teaching Toolkit: that in the chat. So if you're interested in learning about how rubrics can help save you time as well as many other benefits. Uh check out this blog post.

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BSPH CTL Teaching Toolkit: Um, But again it can help save time, and if you're on a teaching team with multiple graders, rubrics will also help with uh integrator reliability, which is consistency across different graders and across students.

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BSPH CTL Teaching Toolkit: So again. Time management is a major part of teaching and learning, so I hope you find these helpful um. And now i'd like to highlight two specific techniques that you might um find helpful um in again managing some time. So the first technique that I wanted to go into is the pomodoro technique.

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BSPH CTL Teaching Toolkit: Um, So there are several different time management strategies that you can use, but this is one that's really popular, and I've also I've tested it, and I use it a lot myself, and I know other faculty. I know some faculty who also use this technique. Um. So what is the pomaduro technique?

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BSPH CTL Teaching Toolkit: Um, this is a popular time management method that asks you to alternate. Pomodoros. Now, what is a pomodoro, a phone, or it's called this because the creator of this technique had a little kitchen timer that looked like a tomato. So they had this little kitchen timer that they call a pomodoro and um,

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BSPH CTL Teaching Toolkit: and what they do is you set a timer for twenty-five minutes, and you focus on a single task. During that twenty-five minute time, and then when the timer rings, you give yourself a five minute break, and you repeat this um four times until you take a longer break. So let's see what this looks like.

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BSPH CTL Teaching Toolkit: So um again you have your you identify your to do list or your task. Um! You set a timer for twenty-five minutes, and then you work on that for twenty-five minutes. So twenty-five minutes of focused work time, and then you take five minute break, and then twenty-five minutes focus time. Five minute. Break.

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BSPH CTL Teaching Toolkit: And You do this again four times, and then at the end of the fourth timer, fourth, Pomodoro. Um! That's when you take a longer break and um you can take The longer break could be fifteen minutes, thirty minutes, or even up to an hour, especially around lunch time. So and that's how the pomodoro technique works.

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BSPH CTL Teaching Toolkit: Um, Now, what is this: This is great for um individuals who struggle with um uh putting things off or getting distracted easily, or um are having some mental fatigue. So that's That's um. Who would benefit from this technique?

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BSPH CTL Teaching Toolkit: Um: any questions on Pomodoro before I get into another technique.

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BSPH CTL Teaching Toolkit: Oh, yeah,

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BSPH CTL Teaching Toolkit: yeah, Kathy said. She thinks she'll try it. I really like I use the Pomodoro technique, especially in the mornings. And I I which i'll talk. I'll actually give an example later. Um. But yeah, I really like it. So if you're

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BSPH CTL Teaching Toolkit: uh, if you're interested in this technique, I recommend giving it a try, and you can play around with the timing to like, Say, you're more, you know. If you can focus for twenty minutes instead of twenty, five minutes, or even fifteen minutes, instead of thirty or twenty-five minutes, you know whatever time works for you.

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BSPH CTL Teaching Toolkit: All right. So Um, let's look at uh another technique called Eat the frog.

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BSPH CTL Teaching Toolkit: And it sounds gross, but it's called, Eat the frog, and it's from a quote by Mark Twain, and the quote is, Um, If it's your job to you to frog, it's best to do it first thing in the morning,

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BSPH CTL Teaching Toolkit: and if it's your job to eat two frogs, it's best to eat the biggest one first. So what does this mean? This means getting the um unpleasant or thing that you've been putting off just getting it over with. So um

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BSPH CTL Teaching Toolkit: yeah, same. Um.

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BSPH CTL Teaching Toolkit: I just saw Kathy's second chat.

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BSPH CTL Teaching Toolkit: Um, So so eat the frog. So uh, this is perfect for anyone who struggles with procrastination. That's something that I I do. Sometimes um! Someone who gets a lot done uh but isn't making progress on something big or on a major project, or someone who has a hard time sticking to a more structured productivity system. So if Pomodoro is too structured for you, if you were like no, that's too much, then eat the frog might work better for you.

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BSPH CTL Teaching Toolkit: Um! It's also. Uh, this is also good for anyone who feels overwhelmed by their to do list. And how this works is. Um! You decide on your frog. So you identify whatever tasks that you keep getting pushed to your back burner, or whatever you've been procrastinating on, and um you, you you. You prepare

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BSPH CTL Teaching Toolkit: it uh the night before. So um! And the the the goal is to do it first thing in the morning, and like, get it over with. So think about, you know, like holding your nose and just going all right eating it. And um. So you decide on your your frog, and you pick something that you can do, and the time that you have in the morning so it could be anywhere it could be. Uh. I have an hour to four hours, but sometimes you only have thirty minutes in the morning, so um break it down into smaller steps, for however

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how much time you have in the morning to work on it,

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BSPH CTL Teaching Toolkit: and then do as much preparation as you can the night before, and then, first thing in the morning before you even check your emails or your teams chat, or anything else you you use that designated frog time to knock out

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BSPH CTL Teaching Toolkit: whatever segment of your frog you have designated for that day. So how does that? What does this look like in person, or what is an example of what this looks like? So um i'll give an example of how I'm doing this this week. So last week

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BSPH CTL Teaching Toolkit: I took off the week for Thanksgiving, and I did my best to not check my emails or teams chats during that week, which was very restorative. But that meant that I came back to over two hundred emails in my inbox. I was like.

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BSPH CTL Teaching Toolkit: Well, that's a big frog. So um to recover. I'm using it the frog this week, And what does that look like for me?

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BSPH CTL Teaching Toolkit: Well, to prepare the night before I marked any of my external subscription. Things like my articles from Linkedin um from Cvs and Faculty, focus all those kinds of subscriptions that I get, you know, every day or every other day. Um, I marked those as red because transfer i'm probably not gonna go back and read. I might. I could re go back and read those, but I mean ah, I might not. So i'm gonna mark those as red and that took off about fifty emails right off the top.

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BSPH CTL Teaching Toolkit: Um. The next thing I did uh was first thing in the morning. I sorted my emails by urgency to prioritize my inbox,

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BSPH CTL Teaching Toolkit: and then um I I designated I had thirty minutes of frog time, and I just knocked out as many emails as I could during that thirty minute window, and i'm gonna do. I'm doing that every every day this week um or until my my unread emails are down to zero. So that is how i'm using the frog, and you can. You can also combine Pomodoro with eat the frog. So say I have an hour of time to work to, you know, frog time,

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BSPH CTL Teaching Toolkit: so um I might set a twenty five minute timer, and then take a five minute break, and then set another twenty five minute timer, and that and that way you can combine these two these two techniques. Um, if you want a little bit of more structure to your frog time. But again, the goal is to use your that early morning first thing uh focus time on something that you've been putting off,

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BSPH CTL Teaching Toolkit: and however much time that is. Um. So Uh: So yeah. So those are. Those are two techniques that I highlighted, that have worked really well for me and others. Um in the past. Um, but there are a bunch of these techniques that um you can use depending on what works best for you. Um, I have

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BSPH CTL Teaching Toolkit: highlighted. There's a uh, really helpful website that I really I I uh would like to share with you, called to doist productivity dot com, and it um it is uh again, they They go into more detail on both

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BSPH CTL Teaching Toolkit: the Pomodoro and the the frog, and, like ten other um productivity and time management methods. So if you're interested, or if this is something that you want to learn more about um, you can check them out. Here's the link in the chat. Um, so you can look at more time management techniques, um, and they also have this little quiz. It's a free quiz uh that will match your style. Um, your work, style, and what you need to get done with a productivity method. So if Pomodoro and eat the frog, if those don't sound right for you,

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BSPH CTL Teaching Toolkit: um, you can still check out this website to see what um other productivities might work better.

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BSPH CTL Teaching Toolkit: So um any questions about time, management, or roles and responsibilities,

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BSPH CTL Teaching Toolkit: and sleep

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Celine Greene: So, Amy, i'm gonna um paste the link on the I don't know if the people who are attending today are familiar with the virtual and hybrid site. Um, but there is a Pdf for time management tips for

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Celine Greene: teaching assistance specifically, and it was compiled by Um. So i'm pacing pasting the link to the Pdf. That is a list of um time management tips that were collected from veteran uh tas,

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Celine Greene: and also from Cto. Instructional designers upon meeting with Tas. Basically it's It's like lessons learned from history. Right? Um for teaching assistance specifically. And then that is actually just so. Uh people have a familiarity with it.

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Celine Greene: Um, that is, from a page on the virtual and hybrid teaching site, which was is basically a resource collection while we are revamping the Ctl Toolkit Um site itself, but that's where it exists from. So there might be other resources there. But I recommend people

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Celine Greene: if you're ta in, or if you work with the ta download that one, too. It's pretty insightful.

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BSPH CTL Teaching Toolkit: Thank you so much. Actually, I forgot that that list existed. So i'm so happy that you remembered, and that you shared it. So thank you so much. And yes, I can. Um can confirm. That is a great list. So thank you, and I will. I'm actually gonna copy it myself, so I can share it um as well.

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Celine Greene: You'll get a download of the chat in your

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BSPH CTL Teaching Toolkit: very good um, Any other uh any other resources or questions or comments

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BSPH CTL Teaching Toolkit: gonna say we are moving right along with time. So we have plenty plenty of time for questions or comments.

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BSPH CTL Teaching Toolkit: Alright, um, if not, uh, then Um,

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BSPH CTL Teaching Toolkit: thank you. Thank you so much for attending today's session. Um! Here are some upcoming sessions, so we have a um. So in in January, uh January ninth. We have a pull everywhere presenter training. Um! We actually have a a person from pull everywhere which is an interactive poll uh survey tool that you can um use in your classroom. Uh he, A trainer, will be coming uh

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BSPH CTL Teaching Toolkit: we'll be presenting virtually via zoom um to talk about those tools and features. Uh January seventeenth is the term three course plus refresher. Um! And again, if you're uh, if you uh would like to become more familiar with course with,

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BSPH CTL Teaching Toolkit: uh, most frequently use course plus tools, and also um. We'll be update giving updates on uh course plus um, you know, updates to development or new tools and features. Um! And addressing any common uh, frequently asked questions. Um! That will be covered in the course plus refresher uh January seventeenth, twenty-three and twenty-four are the term three live top training dates, and then there are also some other events posted from like Dean's works. The Dean's Uh faculty

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BSPH CTL Teaching Toolkit: teaching workshops. So um, there's a lot on there. So if you want any more um information about any of those uh upcoming events, um, and how to register all of that is on our events. Page which um I will share the link in the chat.

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BSPH CTL Teaching Toolkit: Um. And again, that's where you can find Dates times, and how to register for any of those upcoming uh events, but otherwise uh thank you so much for joining today's session. Um! I hope that you found it valuable. Um! I hope that. Uh, I wish you well on you, on your teaching team. And uh, thanks again.

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BSPH CTL Teaching Toolkit: I can stop sharing.

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BSPH CTL Teaching Toolkit: There we go. Thank you.