WEBVTT 12 00:01:40.410 --> 00:01:52.200 Elizabeth Stuart: All right, maybe celine you can go ahead and share will start, I have a little bit of introductory stuff to do so, we can kind of start that I am one, too, I like to start and end things on time to reward. 13 00:01:53.490 --> 00:01:59.790 Elizabeth Stuart: Those of you who are here and I send timely and I think we have a pretty good group so. 14 00:02:00.480 --> 00:02:17.640 Elizabeth Stuart: Welcome everyone i'm Liz Stewart i'm associate Dean for education and a professor in the department of mental health, and this is our latest in a series of teaching virtual teaching workshops we've been doing started last summer, and we have continued them. 15 00:02:18.720 --> 00:02:26.070 Elizabeth Stuart: Every six weeks or so during the school year covering a range of topics we will put in the chat they actually. 16 00:02:26.700 --> 00:02:33.030 Elizabeth Stuart: have all been recorded, including today's and are available online, so you can go back in and see some of the former. 17 00:02:33.570 --> 00:02:40.050 Elizabeth Stuart: sessions, I want to say this is very much a partnership between the dean's office and the Center for teaching and learning. 18 00:02:40.500 --> 00:02:48.990 Elizabeth Stuart: And you'll see selene Green is kind of working the magic behind the scenes so she's not spotlighted but as a key partner in in this. 19 00:02:49.680 --> 00:02:57.870 Elizabeth Stuart: And we've had a great time doing these workshops, so those of you who have attended some of these workshops will know that some of them have had sort of a. 20 00:02:58.260 --> 00:03:08.760 Elizabeth Stuart: specific topic like how to engage students or assessments with a little bit of pedagogy and then sort of perspectives from a few faculty or tea as. 21 00:03:09.120 --> 00:03:19.020 Elizabeth Stuart: Of today we're taking a slightly broader lens just sort of reflecting a little bit more broadly and we've brought together three faculty who have. 22 00:03:19.590 --> 00:03:25.260 Elizabeth Stuart: came to us because they all have gotten wonderful course evaluations and just sort of general student ratings. 23 00:03:25.620 --> 00:03:35.370 Elizabeth Stuart: And so we kind of wanted to hear from them about the sort of successes that they've had, and then we will also touch on what are the challenges and sort of what didn't maybe go well because. 24 00:03:35.820 --> 00:03:43.410 Elizabeth Stuart: Usually things don't start out perfectly so kind of how did things evolve, so the format is going to be that each of them will introduce. 25 00:03:44.280 --> 00:03:52.560 Elizabeth Stuart: themselves and sort of their the classes that they teach their teaching role, and then we will set will be not too long 10 minutes, maybe. 26 00:03:52.890 --> 00:03:58.260 Elizabeth Stuart: And then we have some questions that I put together to ask them and we'll do sort of a moderated discussion. 27 00:03:58.710 --> 00:04:05.610 Elizabeth Stuart: But those of you who have joined these know that sometimes the best part is the engagement and we do this as a normal zoom. 28 00:04:05.940 --> 00:04:16.530 Elizabeth Stuart: So that attendees can unmute yourselves, you can post in the chat so we really encourage you to engage in those ways, you can raise your hand if you want to talk. 29 00:04:16.950 --> 00:04:23.670 Elizabeth Stuart: You can put something in the chat and i'll be moderating those so we really do look and hope to have interaction with all of you. 30 00:04:24.930 --> 00:04:33.450 Elizabeth Stuart: I think that's all the introductions I wanted to say, but I will quickly introduce each of our three faculty presenters today are participants. 31 00:04:34.590 --> 00:04:43.620 Elizabeth Stuart: And then we'll turn to each of them to give their little summary so first is Jennifer applegate who is assistant scientist in international health. 32 00:04:44.100 --> 00:04:49.590 Elizabeth Stuart: i've had the pleasure to get to know Jennifer in a couple of her roles this year and she'll tell you more about those in a minute. 33 00:04:50.490 --> 00:04:57.840 Elizabeth Stuart: phil Jordan is associate professor in biochemistry and molecular biology and i'm thrilled because I will say. 34 00:04:58.260 --> 00:05:05.520 Elizabeth Stuart: We haven't done a great job at engaging sort of the lab departments in some of these workshops so i'm really thrilled to have that perspective. 35 00:05:06.120 --> 00:05:09.930 Elizabeth Stuart: and welcome again to associate professor in health policy and management. 36 00:05:10.500 --> 00:05:27.060 Elizabeth Stuart: Who you'll see has started to teach a very successful online course, and I know beth well for a research collaboration so nice to also talk education and teaching with her so without further ado, why don't we turn to Jennifer for her little inch self introduction. 37 00:05:28.740 --> 00:05:36.450 JENNIFER APPLEGATE: Thanks Liz um So yes, as Liz mentioned i've gotten to know her as well as i'm several others that i'm seeing in the participants on this group. 38 00:05:37.140 --> 00:05:48.360 JENNIFER APPLEGATE: Through my role with the Faculty peer teaching mentor and senior ta program put on by academic affairs so i'm the peer teaching mentor for the international health department. 39 00:05:49.380 --> 00:06:00.750 JENNIFER APPLEGATE: And also, I am a co instructor for the required Dr pH course tackling the intersect tutorial challenge of antimicrobial resistance, which is part of their problem solving seminar. 40 00:06:01.770 --> 00:06:04.650 JENNIFER APPLEGATE: And that is with the lead, Professor Anthony so. 41 00:06:05.940 --> 00:06:09.480 JENNIFER APPLEGATE: As I mentioned, it is part of the required courses for the Dr pH. 42 00:06:10.890 --> 00:06:22.560 JENNIFER APPLEGATE: And permission from graduate students outside of Dr pH is required for them to join this is only offered in third term and this year we had the most students that we've ever had at 44. 43 00:06:23.400 --> 00:06:38.850 JENNIFER APPLEGATE: We also had two fantastic Dr pH students, as my other role is part of is a course facilitator, which I take on with my friend and co facilitator i'm kerri Monroe. 44 00:06:39.450 --> 00:06:48.930 JENNIFER APPLEGATE: These are for the cells cells to society courses which are half credit courses and is the courses are actually developed by various faculty across the school. 45 00:06:49.440 --> 00:06:58.230 JENNIFER APPLEGATE: While these courses aren't mandatory they can require they can be required by a particular program to meet CPA criteria. 46 00:06:58.830 --> 00:07:13.080 JENNIFER APPLEGATE: These are offered in terms one through three and they're four weeks so they actually we have different offerings in term A and B and then for these we have anywhere from 50 to 250 plus students. 47 00:07:17.160 --> 00:07:24.510 Elizabeth Stuart: Great Thank you we'll hear more about these classes as we go along, so now we'll turn to fill for just his own quick introduction. 48 00:07:24.930 --> 00:07:38.580 Philip Jordan: hi everybody i'm in b&b and i'm the director of the SEM program in our department, and I also play a role in regard to admissions with respect to teaching. 49 00:07:39.210 --> 00:07:50.520 Philip Jordan: I teach fundamentals of reproductive biology we actually offered in term one and two, because there were a lot of students and just to make it easier to. 50 00:07:51.030 --> 00:08:02.760 Philip Jordan: split the students up so that they had a you know a good valuable teaching experience some we had about 55 students in all in each term and that worked out pretty well. 51 00:08:04.020 --> 00:08:10.320 Philip Jordan: And also, I teach genome integrity, which is coming up in fourth term is funny leaves you saying yeah the end of third. 52 00:08:11.340 --> 00:08:20.430 Philip Jordan: i'm waiting for forth to get started again, however, I love teaching genome integrity at so one of my favorite topics and i'm also. 53 00:08:21.240 --> 00:08:38.490 Philip Jordan: directing the laboratory rotation courses as well, and this has been a little bit tricky but it's been working pretty well, both in person and also some virtual learning experiences as well for the SEM and MIT students. 54 00:08:41.370 --> 00:08:51.930 Elizabeth Stuart: Great Thank you i'm now very curious about what genome integrity is, but we can talk about another time get to learn a little bit extra so now we'll turn to beth. 55 00:08:53.280 --> 00:09:04.620 Beth McGinty: hi everybody, so the course that I am highlighting here, which is my primary course in the School of Public health is called social policy for vulnerable populations. 56 00:09:05.040 --> 00:09:12.210 Beth McGinty: it's a required course for the MSP age students in the Department of Health policy and management. 57 00:09:13.050 --> 00:09:26.760 Beth McGinty: And it's offered online in term to I had enrollment of 164 students, this year, which was a near doubling of what it has been in prior years when it was in person, this was. 58 00:09:27.150 --> 00:09:32.490 Beth McGinty: The first year that it's been online, although it's going to stay online moving forward actually. 59 00:09:32.970 --> 00:09:42.780 Beth McGinty: And it was taught asynchronously with one life talk and due to the large enrollment I had for teaching assistance. 60 00:09:43.290 --> 00:09:52.950 Beth McGinty: I have some other teaching experience as well, I lead our health and public policy doctoral seminar, which is a small group of eight to 10 students, depending on the year. 61 00:09:53.280 --> 00:10:11.220 Beth McGinty: And I also teach our departments undergraduate class those have both been this year online live synchronous classes so to the extent that there are differences, we want to talk about in terms of format i've got a bit of experience with a variety of options there. 62 00:10:12.660 --> 00:10:17.760 Elizabeth Stuart: Great Thank you and that's a great point actually I was sort of vague starting out. 63 00:10:18.000 --> 00:10:24.090 Elizabeth Stuart: But I think you know we're hoping that the discussion and lessons today will cut across a whole range of course formats. 64 00:10:25.050 --> 00:10:30.480 Elizabeth Stuart: Mostly we're sort of thinking about the ones that have transitioned to be online unexpectedly, but really. 65 00:10:30.870 --> 00:10:35.790 Elizabeth Stuart: You know, moving forward, I think we're going to have a whole variety of class formats and so we're really thinking about sort of. 66 00:10:36.270 --> 00:10:52.860 Elizabeth Stuart: Lessons for courses in general, whether they end up being dot eight one official online or some hybrid or whatever, as we all figure out what next year and beyond, is going to look like, so I think the lessons we have are going to cut across lots of different types of classes. 67 00:10:53.940 --> 00:11:01.800 Elizabeth Stuart: So let's turn to some questions and we'll start with the good, so I think i'll i'll try to mix up the order. 68 00:11:03.030 --> 00:11:19.650 Elizabeth Stuart: And this time i'll just go the order I see you also Jennifer beth and then fill and basically just have each of you say sort of one best practice that you think maybe made a difference for the success of your class or classes kind of what's The one thing that you would just highlight. 69 00:11:22.260 --> 00:11:24.930 JENNIFER APPLEGATE: So it seems rather simple, but I think. 70 00:11:24.930 --> 00:11:40.770 JENNIFER APPLEGATE: Having weekly emails that go out to the class just laying out what is like a coming attraction for the week in terms of lectures, as well as any upcoming deadlines or announcing live talks, or even announcing some of the. 71 00:11:41.880 --> 00:11:51.780 JENNIFER APPLEGATE: The events that are put on by the school is really helpful it helps to feel and touch the students, as well as I think initiating communication from the students as well. 72 00:11:54.480 --> 00:12:04.020 Elizabeth Stuart: that's great i'll just quickly respond to that I will confess that I do that always for my fully online my eat one class and I usually don't do it for my on site. 73 00:12:04.410 --> 00:12:14.100 Elizabeth Stuart: which I just taught during third term and I sort of didn't think about it, and then suddenly in like week three of their term I was like you know what I should be sending these, and so I started. 74 00:12:14.790 --> 00:12:32.040 Elizabeth Stuart: doing it in, week three and you know, so the point is it's okay to adapt to mid term, and I think the students did really appreciate once I kind of remembered to start doing that um I think it really did help so yeah sometimes the little things, make a big difference yeah. 75 00:12:32.130 --> 00:12:40.380 JENNIFER APPLEGATE: yeah I mean I don't think we've ever gotten any negative feedback about the weekly emails they've always been very well received. 76 00:12:41.700 --> 00:12:43.170 Elizabeth Stuart: Great Thank you beth What about you. 77 00:12:44.610 --> 00:12:49.320 Beth McGinty: yeah so I totally agree about the weekly email, we did that too um I think. 78 00:12:49.950 --> 00:13:02.340 Beth McGinty: A tip that proved really useful for me with the online class this year was building in opportunities for frequent feedback for the students, I think it can be. 79 00:13:02.970 --> 00:13:18.510 Beth McGinty: easy to sort of get a bit lost in online classes, especially when they're asynchronous and so to deal with that we built in some wiki activities where the students were basically through the activities. 80 00:13:18.990 --> 00:13:29.940 Beth McGinty: Working on outlining their writing assignments, of which there are three and they got feedback on those activities which weren't graded except for completing them if you did it you got full credit. 81 00:13:30.180 --> 00:13:38.400 Beth McGinty: But they got feedback on those activities from the ta a's and so that I think really helped engage them in the weeks in between assignments. 82 00:13:38.730 --> 00:13:46.530 Beth McGinty: And also proved really helpful with the assignments, which ended up being beautiful because they'd already outlined them and gotten feedback. 83 00:13:47.340 --> 00:13:51.900 Beth McGinty: And they seem to like it That was something that was highlighted in my course reviews as. 84 00:13:52.770 --> 00:13:57.660 Beth McGinty: Something that the students like I was a little worried about it, initially, and that it meant there was like a lot of. 85 00:13:58.170 --> 00:14:11.670 Beth McGinty: touch points in the class, you know activity this week assignment next week activity this week and I it felt like a lot, and it was a little worried that the students would feel like it was too much, but um that was not feedback the feedback was positive. 86 00:14:13.410 --> 00:14:20.790 Elizabeth Stuart: Great I could see it especially working in the in the way that you had it set up where like it said into the assignment, so it wasn't sort of. 87 00:14:21.180 --> 00:14:34.530 Elizabeth Stuart: might not have felt like just busy work for them, but it was a meaningful experience they got feedback kind of the sort of feedback and related to their assignment so yeah kind of something they probably should have been doing anyway, and you just sort of made it more official. 88 00:14:36.210 --> 00:14:37.590 Elizabeth Stuart: Great So what about you. 89 00:14:38.490 --> 00:14:39.180 Philip Jordan: yeah I mean. 90 00:14:39.660 --> 00:14:41.280 Philip Jordan: Jennifer better make really good. 91 00:14:41.280 --> 00:14:43.560 Philip Jordan: points in an ICO them both. 92 00:14:44.790 --> 00:14:58.290 Philip Jordan: The kind of bottom line for me with this online situation was communication is key and trying to utilize communication that you've maybe had with one particular student. 93 00:14:58.980 --> 00:15:09.720 Philip Jordan: becomes something more of a general message to the class, so I tried my best to you know, obviously do identify the communication, but. 94 00:15:10.440 --> 00:15:21.240 Philip Jordan: Have it so that everybody saw the communication and maybe they had a similar question, but it also encouraged them as a class to do the same. 95 00:15:21.750 --> 00:15:36.870 Philip Jordan: And so there was this yes situation where essentially that we're communicating with one another and getting answers to questions in a way that yeah was didn't need any synchrony or anything like that, and it worked well together with the live talks. 96 00:15:39.510 --> 00:15:40.230 Elizabeth Stuart: Great and. 97 00:15:40.890 --> 00:15:50.970 Elizabeth Stuart: I guess my reflection on that too is one nice thing about that sort of shared communication is it might actually make your workload plus you know, instead of answering the same question 15 times. 98 00:15:51.600 --> 00:16:02.700 Elizabeth Stuart: It gets posted on the discussion forum, or whatever, and then kind of they all see it and you don't have to write 15 emails so kind of looking for these ways to make it a good experience for everyone, I think it's useful. 99 00:16:05.010 --> 00:16:19.800 Elizabeth Stuart: Great so Those are some of the successes, but I want to turn to the wards and sort of recognize that again often, as I said, with my third term class, for example, I sort of forgot to do the weekly emails in the beginning and adjusted. 100 00:16:20.820 --> 00:16:27.990 Elizabeth Stuart: But i'm sure there were some learning processes for you, over time, so I think i'll go in reverse order, this time. 101 00:16:28.980 --> 00:16:39.360 Elizabeth Stuart: And just have us sort of share something that you didn't start out doing well, or something that just fell flat just didn't work and then sort of what happened with that so phil. 102 00:16:40.470 --> 00:16:41.400 Philip Jordan: Only one example. 103 00:16:41.880 --> 00:16:53.610 Philip Jordan: Okay, but no seriously the the one main thing was this communication stuff I think with this discuss discussion forum side of things, I didn't. 104 00:16:54.300 --> 00:17:06.810 Philip Jordan: And this is, you know my own kind of lack of knowledge or I didn't have the discussion board set up, so it was pinging me straightaway, and so there were a couple of things that I missed, and you know. 105 00:17:08.040 --> 00:17:16.140 Philip Jordan: When you get these things you want to be able to answer them as real time as possible right and so that I definitely slipped slipped on a banana skin there. 106 00:17:17.190 --> 00:17:26.910 Philip Jordan: Can I have another example, so the other example is that that was a disaster, I was teaching in the school of medicine and we have. 107 00:17:27.540 --> 00:17:47.400 Philip Jordan: This very interactive style of teaching there and with zoom we had these breakout rooms and breakout rooms, a great, but each thing takes time and to allow for all the time that's required for all of that takes a lot of forethought and planning and actually. 108 00:17:49.020 --> 00:18:02.220 Philip Jordan: I would say, removal of some of the the tasks and things like that to ensure that there's a sufficient amount of time for you to be able to go into the different break rooms help them out sufficiently and all of that type of stuff so that class size was. 109 00:18:03.240 --> 00:18:17.640 Philip Jordan: I can't be 100% sure, but I think it was around 60 odd there were you know I don't know 16 breakout rooms, you know with four or so students something like that it was insane and that was a you know, a big failure. 110 00:18:19.860 --> 00:18:32.760 Elizabeth Stuart: Well, I have two reactions one reaction for each of those the subscribing to the discussion forum is is key, I know it's not it's such a minor thing, and maybe a little plug for CCL is like maybe it should be the default. 111 00:18:33.900 --> 00:18:37.740 Elizabeth Stuart: Like every beginning of each term is sort of like Oh, I have to go in and subscribe. 112 00:18:38.760 --> 00:18:50.040 Elizabeth Stuart: Because it yeah I love seeing all the knots like it's and, in fact, some of my ta is, for example, never even knew that that option existed and so yeah me is chiming in so anyway, like again the little things. 113 00:18:50.580 --> 00:18:56.040 Elizabeth Stuart: And then, on your second point, I just want to flag, I think it was at the last one of these teaching workshops. 114 00:18:56.700 --> 00:19:07.650 Elizabeth Stuart: We were talking about sort of the challenge of like those 15 zoom breakout rooms and I think it was Jamie young from chemistry, who we had participated, is a great session I. 115 00:19:08.160 --> 00:19:15.930 Elizabeth Stuart: highly recommend you know spending, some of your weekend watching you know, instead of watching netflix you can watch teaching workshop. 116 00:19:16.920 --> 00:19:26.730 Elizabeth Stuart: But he had this great thing, where he was using a Google document, where each of the breakout rooms would sort of post in there and so he could just monitor the Google Doc. 117 00:19:27.420 --> 00:19:42.000 Elizabeth Stuart: and get a sense for like if you needed to go into one of the rooms, or he could just comment on their comments in the Google Doc and so he could sort of engage with the breakout rooms, but in a way that didn't involve him like jumping in and sort of awkwardly arriving. 118 00:19:43.020 --> 00:19:52.950 Elizabeth Stuart: And sort of he could give them feedback sort of using so I thought that was I haven't used that in general for my class that strategy of how to engage with a number of breakout rooms, I thought was quite smart. 119 00:19:55.980 --> 00:19:58.800 Elizabeth Stuart: Great beth we hear about your words. 120 00:19:59.790 --> 00:20:14.340 Beth McGinty: yeah sure, so the one i'm going to highlight is actually um it's been sort of like an ongoing work, this is the fifth year that i've taught the class and like I said it was the first time it's been online. 121 00:20:14.700 --> 00:20:23.160 Beth McGinty: And this is an issue that actually was like inadvertently I think fixed by the online format which I didn't expect to happen. 122 00:20:23.730 --> 00:20:38.520 Beth McGinty: i'm great that it did so, but I think it's relevant for thinking about online courses moving forward so a challenge with my course in its first four years that I just struggled with and really didn't come up with a good way to fix. 123 00:20:39.000 --> 00:20:51.630 Beth McGinty: Was that my courses built around writing and writing assignments, and the assignments build on each other so writing assignment two is you know literally an extension of writing assignment one and same for writing assignment three. 124 00:20:52.770 --> 00:20:57.090 Beth McGinty: And so number one it's a large class and writing assignments take a long time to grow. 125 00:20:57.810 --> 00:21:07.170 Beth McGinty: And to because they build on each other, like the students really need pretty timely feedback on that in order to incorporate it for the next assignment. 126 00:21:07.710 --> 00:21:20.700 Beth McGinty: And so, historically, when I taught this course online or excuse me, when I taught it in person, I had the to do the grading like that was sort of the main ta responsibility in my course was that they did the grading. 127 00:21:22.110 --> 00:21:31.110 Beth McGinty: And they were wonderful, but their doctoral students who have their own coursework to do, and you know, asking them to grade 30 to 40. 128 00:21:31.590 --> 00:21:41.250 Beth McGinty: Writing assignments, and you know I felt like turning around in a week was sort of the quickest reasonable thing to ask doctoral students to do and even a week was. 129 00:21:41.640 --> 00:21:47.760 Beth McGinty: A stretch, and it was a lot of work for them and, like, I think a bit stressful for the teachers. 130 00:21:48.150 --> 00:22:00.660 Beth McGinty: And it was a lot of work and stressful for me, because I was doing grade calibration and I was trying to help the students with assignments, they didn't know how to handle and I was reviewing all of the assignments that they graded before they went back to students. 131 00:22:00.960 --> 00:22:05.760 Beth McGinty: And so every grading period was like this really intense and fairly stressful. 132 00:22:06.450 --> 00:22:12.270 Beth McGinty: thing that I sort of thought I just had to live with, by virtue of the nature of my class because I wanted to do these writing assignments. 133 00:22:12.930 --> 00:22:21.780 Beth McGinty: So when we switch to the online format, this year, this like wiki activity thing that I mentioned, where the students outline their assignments. 134 00:22:22.680 --> 00:22:28.500 Beth McGinty: came into play, like in theory, I could have done that, when we were in person, but I had never occurred to me before and so. 135 00:22:29.280 --> 00:22:39.720 Beth McGinty: We built it in this year and it really like I said in my last comment, it was meant as a student engagement tool it wasn't meant as a solution to this grading problem. 136 00:22:40.260 --> 00:22:50.010 Beth McGinty: um but what I did is because I was expecting the t's to give like good quick feedback on the wikis. 137 00:22:50.460 --> 00:23:02.880 Beth McGinty: As I said, like T is that's your job in this class and, like some discussion board stuff like I will do the grading which was giving me heart palpitations, but I just felt like it was way too much of the Th do both the wikis and the grading. 138 00:23:03.450 --> 00:23:15.150 Beth McGinty: And so what happened is that the t's were able to give like really high quality feedback on the wikis because they didn't have so many other responsibilities around grading assignments. 139 00:23:15.780 --> 00:23:22.050 Beth McGinty: And then the assignments were all amazing and I great at them and, like a day and a half for each assignment right hey. 140 00:23:23.790 --> 00:23:29.460 Beth McGinty: i'm also just a quick or greater i've seen these assignments, you know five years in a row, by now, so it's quicker for me than the teeth. 141 00:23:29.700 --> 00:23:39.300 Beth McGinty: So it was like everybody was happier the students were happier they got their stuff back faster the teams were happier um I was, I was a little long winded but. 142 00:23:39.810 --> 00:23:40.770 Elizabeth Stuart: Hopefully yeah that's great. 143 00:23:41.970 --> 00:23:44.280 Elizabeth Stuart: And again, I love these wind wind winds and. 144 00:23:44.460 --> 00:23:48.180 Elizabeth Stuart: I think what's nice about that example to sort of but we touched on early. 145 00:23:48.810 --> 00:23:54.660 Elizabeth Stuart: Some of the lessons we're learning have been like we hopefully will not all be teaching on zoom a year from now. 146 00:23:54.960 --> 00:24:09.750 Elizabeth Stuart: And so I think one thing to think about is yeah, what are the thing like zoom breakout room tips might not carry forward, but something like that certainly kind of can be something that gets implemented across the board so yeah that's great. 147 00:24:11.700 --> 00:24:14.370 Elizabeth Stuart: Jennifer hear your your stories. 148 00:24:15.180 --> 00:24:15.750 JENNIFER APPLEGATE: So. 149 00:24:15.810 --> 00:24:20.700 JENNIFER APPLEGATE: I mean, I completely agree with both phil and beth I think both of them highlight. 150 00:24:21.930 --> 00:24:30.450 JENNIFER APPLEGATE: You know struggles that I still struggle with myself but, like the discussion forum is one thing that I didn't realize how much time it takes. 151 00:24:31.050 --> 00:24:37.920 JENNIFER APPLEGATE: To be able to monitor that and also do and provide responses, I agree that getting the emails is really helpful. 152 00:24:38.550 --> 00:24:48.480 JENNIFER APPLEGATE: I also occasionally will give like temporary temporizing responses like saying oh thanks it's a great question, give me a moment, let me go and kind of formulate a response. 153 00:24:49.260 --> 00:24:57.630 JENNIFER APPLEGATE: Which that way acknowledges that it's been seen but also saying like I need to spend some time giving thought to your question. 154 00:24:58.200 --> 00:25:01.680 JENNIFER APPLEGATE: The feedback, is something that is still I think it's just a tough. 155 00:25:02.520 --> 00:25:19.320 JENNIFER APPLEGATE: Time management is hard with giving the thoughtful and written feedback and so still working on that and probably going to try and utilize some of the tips beth just shared as well, and then from this year, another thought I had was just. 156 00:25:20.880 --> 00:25:34.140 JENNIFER APPLEGATE: I think, in the past i've made an assumption that if students are struggling that they would reach out and share that they're struggling and ask for like extensions and I find this year, more than ever that's not that really doesn't hold to be true. 157 00:25:34.980 --> 00:25:46.080 JENNIFER APPLEGATE: So trying to like see if I if I saw a student miss a deadline, maybe, giving them 24 hours but reaching out and just asking like is everything Okay, do you have any questions about this. 158 00:25:46.770 --> 00:25:56.190 JENNIFER APPLEGATE: i've found to be really helpful so that was one thing that in the past, I always thought that just they would reach out or and I don't think that's necessarily the case. 159 00:25:58.530 --> 00:26:04.650 Elizabeth Stuart: Right yeah having that the empathy and then I think is showing empathy for them, then increases their empathy for. 160 00:26:05.430 --> 00:26:10.740 Elizabeth Stuart: The faculty and ta is and that can be sort of, especially in this environment kind of what's needed. 161 00:26:11.700 --> 00:26:18.270 Elizabeth Stuart: And that actually is a really good segue to the next question I wanted to ask, which is about course evaluations so. 162 00:26:19.260 --> 00:26:35.520 Elizabeth Stuart: There are lots of strong opinions about course evaluations and we know that sometimes the comments are tough to read and then people have different strategies for kind of how to how to take the good and not sort of set aside. 163 00:26:35.520 --> 00:26:35.670 Elizabeth Stuart: The. 164 00:26:35.700 --> 00:26:40.770 Elizabeth Stuart: parts that don't feel so good, but try to take what's useful out of them um. 165 00:26:41.640 --> 00:26:48.630 Elizabeth Stuart: So you know I know you know beth may be a little different for you, since you've transitioned to a totally new format recently. 166 00:26:49.170 --> 00:27:03.750 Elizabeth Stuart: But maybe going back in time just hoping to hear from each of you kind of how you think about course evaluations and how you've used them to modify your course or sort of change course, and so I think i'll go back and start with Jennifer and then beth and then fill. 167 00:27:05.940 --> 00:27:08.160 JENNIFER APPLEGATE: yeah so I agree, I think course evaluations. 168 00:27:08.610 --> 00:27:18.690 JENNIFER APPLEGATE: You know, occasionally, or when you first read them, you can feel a bit raw like and you might pick out the critiques more quickly than the positive feedback. 169 00:27:19.470 --> 00:27:29.730 JENNIFER APPLEGATE: I do think they're really helpful for giving just a like a bird's eye view of the course organization course workload teaching style and find that really helpful. 170 00:27:30.420 --> 00:27:36.120 JENNIFER APPLEGATE: Once using like actually taking that data and implementing it into changes. 171 00:27:36.720 --> 00:27:46.230 JENNIFER APPLEGATE: What we do in the Dr pH courses we try to combine that with other data we have we offer some surveys during the class to ask about more granular pieces. 172 00:27:46.830 --> 00:27:51.810 JENNIFER APPLEGATE: So, like the tools that are being employed or like their opinions of the group work and how well that's going. 173 00:27:52.320 --> 00:27:58.800 JENNIFER APPLEGATE: And then, also taking like some various qualitative data, like our own notes of what we want to change for next year. 174 00:27:59.190 --> 00:28:08.280 JENNIFER APPLEGATE: and try to put those together in a debriefing document and have like a debriefing session with our ta a's and and Anthony myself and then. 175 00:28:08.940 --> 00:28:22.830 JENNIFER APPLEGATE: We will take those different pieces and think about what changes, we might like to make, and then kind of selfish maybe for a little while and but that's always where we go and start with when we come back to start the next year. 176 00:28:23.880 --> 00:28:26.640 JENNIFER APPLEGATE: And it reminds us of where we were so. 177 00:28:28.830 --> 00:28:32.370 Elizabeth Stuart: that's great I do something sort of informal but that sounds like a much more. 178 00:28:33.420 --> 00:28:45.090 Elizabeth Stuart: about an organized way of doing it, I sort of have random notes that I keep them, then I try to just remember to look back at them so but I like the idea of a debriefing document and meeting and kind of systematized that a little bit. 179 00:28:45.690 --> 00:28:52.650 JENNIFER APPLEGATE: yeah it helps with like starting after nine months again yeah That was something we were going to change and so. 180 00:28:53.040 --> 00:29:04.950 Elizabeth Stuart: yeah yeah or I found two I can like drop over the course of the year, if I see like a new article that might be good to us, I can sort of drop it into that file to then remember back when it's time to organize. 181 00:29:06.750 --> 00:29:07.140 Elizabeth Stuart: That. 182 00:29:09.090 --> 00:29:13.230 Beth McGinty: yeah, so I do some similar things I might be a little less systematic. 183 00:29:14.760 --> 00:29:26.970 Beth McGinty: Jennifer is very impressively systematic here, but I do keep it sounds like maybe similar to Liz like throughout the course I sort of have a sub folder in my course folder that's like changes for next year. 184 00:29:27.480 --> 00:29:35.160 Beth McGinty: And as they come up I jot them down like lecture six very confusing I think stuff like that right that will. 185 00:29:35.520 --> 00:29:43.530 Beth McGinty: sort of remind me before you know I go to give lecture six next year and i'm like oh no this was confusing and I don't have time to fix it. 186 00:29:44.070 --> 00:29:51.780 Beth McGinty: um, so I do that you know, in terms of course evaluations, I agree, they are. 187 00:29:52.770 --> 00:30:02.340 Beth McGinty: It can be sort of hard to interpret and they can be painful sometimes I try to like I don't usually look at mine right away actually because i'm so exhausted. 188 00:30:02.760 --> 00:30:12.870 Beth McGinty: After the term and I usually just like pump them for a few weeks, and then read through them when I feel like I have a little distance from the class um. 189 00:30:13.350 --> 00:30:25.500 Beth McGinty: And I try to look for sort of key themes in a comments about like you know Are there things that multiple students are suggesting and focus on. 190 00:30:26.160 --> 00:30:36.390 Beth McGinty: Those I think I almost always do get a few things out of those evaluations that are they're usually on the smaller side like organizational type. 191 00:30:36.840 --> 00:30:50.130 Beth McGinty: Things that students are like Oh, it was really annoying that I couldn't find I don't know this document for this assignment or something and i'm like oh I didn't even think of that being annoying and that's easy to fix so we can go fix that um. 192 00:30:51.210 --> 00:30:57.660 Beth McGinty: yeah I think I do like I share them with the t's we talk about the sort of key. 193 00:30:59.640 --> 00:31:15.450 Beth McGinty: stuff that comes up and brainstorm about how to make changes moving forward, I do also like I think the tea is often the catch things that I don't they sort of no issues that are happening at least before I do, and so I also just try to make sure that. 194 00:31:15.810 --> 00:31:27.780 Beth McGinty: I sort of set up at the outside of class the expectation that like tell me when you catch something that isn't working well and maybe we can fix it for this year, and maybe we can't but like tell me right away. 195 00:31:28.860 --> 00:31:30.570 Beth McGinty: And I think it helps to like. 196 00:31:31.230 --> 00:31:42.540 Beth McGinty: reflect on that with students sometimes like sometimes i've tried new things in my classes and they haven't gone well and to say to the students like who you were the guinea pigs this year that didn't go very well like. 197 00:31:42.810 --> 00:31:59.100 Beth McGinty: In your feedback, please give us suggestions for how to make it go better next year it like students respond well to us sort of recognizing that and admitting it and I think, as a result can be more constructive, critical in there. 198 00:32:01.020 --> 00:32:01.590 Elizabeth Stuart: yeah if you. 199 00:32:01.920 --> 00:32:06.060 Elizabeth Stuart: remind them that they're a partner in this and really value their feedback and sort of in. 200 00:32:06.210 --> 00:32:22.920 Elizabeth Stuart: Good constructive ways that can really help that's great I also want to flag, I meant to say this earlier celine if any of you are not following the chat you should because celine is posting a ton of great resources and tips in there it's like a running commentary on. 201 00:32:24.090 --> 00:32:35.580 Elizabeth Stuart: sort of things to supplement and complement what we're talking about and one of the things she just started to follow up on best comments is two things first yeah the the new course evaluation system. 202 00:32:36.180 --> 00:32:43.320 Elizabeth Stuart: which has been around for 18 months or so allows each course to add three open ended questions of your own choosing, so you could say. 203 00:32:43.650 --> 00:32:54.900 Elizabeth Stuart: What did you think of assignment three or did you like, who do you want to be placed in groups, you know, did you like the group work like so you can, if you have something you're really wondering about you can actually ask directly. 204 00:32:55.260 --> 00:33:06.930 Elizabeth Stuart: And then, similarly, of course, plus does also have sort of template surveys in the surveys sort of section of like a mid course evaluation. 205 00:33:07.440 --> 00:33:20.460 Elizabeth Stuart: And things like that, so you can it's hard in an eight week term to pivot but you know if you do have mid course survey in week three you might get some things to change for later parts of the term so. 206 00:33:21.510 --> 00:33:25.950 Elizabeth Stuart: it's hard in the middle of the term, but sometimes there are ways to sort of make adjustments. 207 00:33:27.300 --> 00:33:29.280 Elizabeth Stuart: Great phil anything you'd like to add. 208 00:33:29.760 --> 00:33:33.330 Philip Jordan: yeah and not a lot to add really That was really good. 209 00:33:34.380 --> 00:33:40.770 Philip Jordan: Just I mean I suppose it just getting the feedback is fantastic I think and. 210 00:33:41.850 --> 00:33:50.520 Philip Jordan: You know, it certainly helped me improve things over time, you know, the main things I think is all about communication and feedback, I think the students. 211 00:33:51.300 --> 00:33:58.560 Philip Jordan: You know, with assignments, and things like that i've just been able to ensure that they're getting comprehensive feedback. 212 00:33:59.490 --> 00:34:09.360 Philip Jordan: And you know just making sure that the they're getting that and getting things it relatively efficiently as well i'll had one year, where we had some you know. 213 00:34:10.230 --> 00:34:22.710 Philip Jordan: You know hill health issues and things like that we that we had to contend with, and you know definitely got the critique on that and so just yet, trying to kind of keep keep the students happy. 214 00:34:25.980 --> 00:34:26.850 Elizabeth Stuart: Great Thank you. 215 00:34:27.360 --> 00:34:38.790 Elizabeth Stuart: I want to pause for a second, and I would love to have any questions you know sort of start, I have a couple, while I have lots more questions in my back pocket and i'll ask one next, but it would love, if anyone. 216 00:34:39.630 --> 00:34:48.660 Elizabeth Stuart: Any attendees want to pose a question, please put it in the chat you I think we've sort of gotten to know the presenters a little bit, and so, if you have things you want to follow up on. 217 00:34:49.440 --> 00:35:00.450 Elizabeth Stuart: Please post it in the chat or raise your hand and i'm happy to call on you, so as as we go through the next question or two please consider that because i'd love to open it up for involvement from others. 218 00:35:01.500 --> 00:35:14.280 Elizabeth Stuart: So um one of the you know one thing that we've definitely seen sort of across the school is and again we've sort of found each of you, because we knew that your courses have been highly regarded by students. 219 00:35:15.270 --> 00:35:20.670 Elizabeth Stuart: And one of the things we've definitely found is that one of the key things for a course to be sort of. 220 00:35:21.360 --> 00:35:28.290 Elizabeth Stuart: meaningful for the students and for them to be able to engage in the material and feel like they're learning and and actually learn. 221 00:35:28.710 --> 00:35:35.640 Elizabeth Stuart: Is things like course organization, you know sort of it, it sounds kind of basic but sort of keeping your course organized. 222 00:35:36.480 --> 00:35:45.510 Elizabeth Stuart: is important, and all of you have gotten to good marks in that regard so just hoping, you can eat share a little bit of your organizational tips. 223 00:35:46.500 --> 00:35:55.050 Elizabeth Stuart: sort of planning the course kind of we've already heard some like who's involved jennifer's great sermon debriefings which was materials. 224 00:35:55.500 --> 00:36:05.460 Elizabeth Stuart: And then sort of thinking about engaging other people or groups, whether it's cto multimedia So if you can sort of just talk about kind of how you approach the organization and the planning. 225 00:36:06.600 --> 00:36:11.730 Elizabeth Stuart: Why don't we i'm going to mix things up and do beth first will do beth Jennifer phil. 226 00:36:15.180 --> 00:36:24.390 Beth McGinty: yeah so I agree, I think organization is really critical, the first year I taught. 227 00:36:24.870 --> 00:36:36.090 Beth McGinty: My syllabus had you know what we're ultimately like to sort of minor deet typos in there that conflicted with some information on course plus. 228 00:36:36.390 --> 00:36:44.730 Beth McGinty: And it just caused like 7000 emails and a lot of frustration, even though it took 30 seconds to fix and sort of like. 229 00:36:45.240 --> 00:36:57.000 Beth McGinty: got everything a little like off to a sort of discombobulated and frustrating start in a way that I learned never to replicate again um, so I think like I spend. 230 00:36:57.570 --> 00:37:08.490 Beth McGinty: A solid chunk of time, making sure that my syllabus and my course plus site which, in the online version of the class are like you know one in the same, but in the. 231 00:37:09.270 --> 00:37:21.750 Beth McGinty: Things still get mentioned in various places like the dropbox deets have the assignment dates and soda soda is the syllabus and that kind of stuff so I spend a lot of time organizing those things I have my t's. 232 00:37:22.230 --> 00:37:34.830 Beth McGinty: check those things I set it all up like a few weeks before it goes live for students, so that I can like have a week away from it and then come back in and recheck it and I almost always catch things. 233 00:37:35.760 --> 00:37:45.330 Beth McGinty: Which is really minor and something that I don't think about after the course goes live and everything's fine, but I think conceive a lot of pain. 234 00:37:45.900 --> 00:37:57.930 Beth McGinty: and frustration on the students part The other thing that I have found really helpful is again my courses built around writing assignments, there is also a midterm exam. 235 00:37:58.320 --> 00:38:11.250 Beth McGinty: But I put pretty detailed guidance about all of those assignments up on sort of day one of class so they're accessible the students from the minute they start the class i'm sure some of them don't look at it. 236 00:38:11.850 --> 00:38:28.800 Beth McGinty: But some of them do and including like a guidance document for the midterm exam of like here's the structure here's the types of content here's No, I do not give practice axioms like that kind of stuff, and so I point students to that at the very beginning of class. 237 00:38:29.820 --> 00:38:35.520 Beth McGinty: And I think that that is appreciated by students, based on the course evaluations and. 238 00:38:35.910 --> 00:38:51.390 Beth McGinty: Also, just helps them, especially for those sort of advanced planners, which we have many at Hopkins helps them sort of think about how to engage with the class and the context of like what do I need to sort of get out of this to sheep. 239 00:38:52.740 --> 00:38:53.010 Beth McGinty: Nice. 240 00:38:55.380 --> 00:39:05.820 Elizabeth Stuart: Great yes i'm totally agree, and yes it's it's amazing how like those little date problems you mentioned like how that can just totally throw things off. 241 00:39:06.540 --> 00:39:17.490 Elizabeth Stuart: And I will say, as someone teaching an online course and fourth term I spent quite a bit of time recent like last week because of the if the fourth term getting. 242 00:39:18.120 --> 00:39:23.820 Elizabeth Stuart: spread across nine weeks sort of really had to it was the course was a finely tuned machine. 243 00:39:24.780 --> 00:39:32.070 Elizabeth Stuart: For the eight week term and I spent quite a while sort of going through and adjusting the dates and trying to avoid the break days and. 244 00:39:32.820 --> 00:39:39.450 Elizabeth Stuart: and make right exactly make sure everything's consistent and that the live talk content was going to be aligned with the. 245 00:39:40.080 --> 00:39:52.620 Elizabeth Stuart: assignment like that the timing just worked and it's not inconsequential to sort of figure all that out, but can really throw things off if you don't get it so important to suspend that time. 246 00:39:54.000 --> 00:39:55.920 Elizabeth Stuart: And that will be set, next year, if we do nine weeks. 247 00:39:57.690 --> 00:40:01.140 Elizabeth Stuart: But hopefully not all right great Thank you Jennifer. 248 00:40:01.890 --> 00:40:12.480 JENNIFER APPLEGATE: um yeah I agree, I agree with both of what you said and beth I mean we we spend a lot of time in all the courses that I work with working on the schedule. 249 00:40:13.500 --> 00:40:23.520 JENNIFER APPLEGATE: And usually end up connecting at some point or another with Kathy I know Kathy is on the call, so we usually sit and we look and see where we can. 250 00:40:24.540 --> 00:40:34.080 JENNIFER APPLEGATE: make adjustments and I think a lot of that has been this iterative process based on like the course evaluations, I mean One example is for the Dr pH course, since these are. 251 00:40:34.500 --> 00:40:40.260 JENNIFER APPLEGATE: full time you know these students are working in full time positions, a lot of times they only have the weekends. 252 00:40:40.680 --> 00:40:48.510 JENNIFER APPLEGATE: To be able to working on course assignments, so we had to originally we had our due dates on Fridays because we thought that's what students light, but then. 253 00:40:48.930 --> 00:40:57.900 JENNIFER APPLEGATE: considering our audience we move them to Mondays and so readjusted everything so that the two days were on Mondays and it made a big difference. 254 00:40:58.380 --> 00:41:10.110 JENNIFER APPLEGATE: And, and then we also have done the same thing you were mentioning Liz with like the live talks using that as a point to be able to go over any general feedback, or like prep for the next assignment. 255 00:41:10.980 --> 00:41:20.400 JENNIFER APPLEGATE: But I would say that it does take a lot of time and a lot of planning and foresight and kind of running through scenarios in your head of how this might work. 256 00:41:22.950 --> 00:41:23.730 Elizabeth Stuart: They Thank you. 257 00:41:24.000 --> 00:41:24.330 Elizabeth Stuart: fellas. 258 00:41:24.360 --> 00:41:24.930 anything to add. 259 00:41:26.940 --> 00:41:28.020 Philip Jordan: yeah I think. 260 00:41:29.070 --> 00:41:34.440 Philip Jordan: The one main thing was yeah I was just trying to think back from when this all started. 261 00:41:35.490 --> 00:41:38.280 Philip Jordan: And you know term for was coming in and. 262 00:41:39.420 --> 00:41:44.640 Philip Jordan: It was for me it was about having things accessible for. 263 00:41:45.750 --> 00:42:00.510 Philip Jordan: You know all the students, because you know, sometimes people had other commitments and things had relocated and all sorts of things going on, and so you know, some of them relocating you know across the globe and so. 264 00:42:01.980 --> 00:42:12.540 Philip Jordan: I tried to have everything there that they needed from the word go, and so all of the material that I would present was already there. 265 00:42:13.650 --> 00:42:25.680 Philip Jordan: And then there was also these recap sessions, where you know, yes, it was live but also available on demand as well, and so that really helped the students a lot, I think. 266 00:42:26.340 --> 00:42:36.690 Philip Jordan: Just being as accommodating and as flexible with the material that they needing to to learn and you're there to facilitate that the beta. 267 00:42:39.750 --> 00:42:47.640 Elizabeth Stuart: Great Thank you the prep work will help produce work during the term tiff so it's not necessarily more work just different timings the work. 268 00:42:48.510 --> 00:42:59.310 Elizabeth Stuart: So I want to i'm thrilled to have a question from one of the attendees Jennifer deal is wondering if any of you have experience with peer review for grading. 269 00:43:01.110 --> 00:43:03.000 Elizabeth Stuart: Oh good jennifer's nodding, so. 270 00:43:04.800 --> 00:43:06.300 JENNIFER APPLEGATE: um what we use the. 271 00:43:06.960 --> 00:43:15.690 JENNIFER APPLEGATE: I guess it's a little bit, but like the 360 or we do like a review or 360 review that we do use the course plus tool of like a peer review. 272 00:43:16.440 --> 00:43:32.100 JENNIFER APPLEGATE: For their group assignments and it's something that they submit that they tell us after each assignment how well it went and we don't use that initially the grading of the assignment, but it does factor into the participation grade so if someone does not get. 273 00:43:33.420 --> 00:43:49.710 JENNIFER APPLEGATE: seems to not be necessarily contributing as much, then they might lose a participation point but that's very upfront with the students from the beginning that that that they are going to be evaluated by their peers and that that will factor into their participation. 274 00:43:52.740 --> 00:43:53.100 Elizabeth Stuart: Great. 275 00:43:54.960 --> 00:44:09.540 Philip Jordan: Yet a little bit some well along the same lines, rather than peer evaluations, with the research side of the courses I get them to do a self evaluation. 276 00:44:10.110 --> 00:44:18.900 Philip Jordan: And so, this allows them to reflect on their interpretation of how they're going and how they're progressing and you know they'll do these research. 277 00:44:19.650 --> 00:44:30.270 Philip Jordan: Courses on you know subsequent terms right, so they can build upon the first evaluation and the other thing that that's part of that is also. 278 00:44:31.080 --> 00:44:50.160 Philip Jordan: it's a great opportunity for them to meet directly with the supervisor and get that feedback as well, so it's kind of one of these things where they're able to interpret how they're going and that might be along the same lines as what their supervisors saying, or it might be. 279 00:44:51.870 --> 00:45:08.220 Philip Jordan: Worse, and they're getting you know that kind of reassurance, and things like that, and the other way is obviously possible to but you know more importantly it's to give this positive reinforcement and encourage them for the next you know for the next training. 280 00:45:11.430 --> 00:45:12.750 Beth McGinty: yeah and I. 281 00:45:14.070 --> 00:45:21.510 Beth McGinty: have this year so i've done this, a couple of ways, so I can maybe allude to one that I think worked well and what didn't. 282 00:45:22.680 --> 00:45:30.510 Beth McGinty: So on this wiki assignment outline thing that I keep talking about, in addition to getting feedback from the course tease. 283 00:45:30.900 --> 00:45:38.850 Beth McGinty: Students, we also organize them in small groups of four people, and so they were expected to give feedback on their other group members outlines. 284 00:45:39.840 --> 00:45:53.850 Beth McGinty: And they did get participation points for doing that, but they just had to do it, it wasn't anything about the sort of content of their feedback on that was also well reviewed the students like that and thought they got valuable feedback. 285 00:45:54.870 --> 00:46:06.000 Beth McGinty: A couple of years ago, maybe three years ago now, I tried to do a more formal peer assessment at that time I don't do this anymore, but I was having the students give. 286 00:46:07.470 --> 00:46:14.700 Beth McGinty: A final presentations of of their sort of project that they did in their writing assignment my costs was smaller than so that was feasible. 287 00:46:15.720 --> 00:46:19.170 Beth McGinty: And you know we did it with a very structured like students had. 288 00:46:19.560 --> 00:46:25.860 Beth McGinty: A rubric that they were meant to use to give the feedback and I also gave the feedback and it was I mean it was worth like. 289 00:46:26.130 --> 00:46:38.340 Beth McGinty: Three points of their grade, it was a it was a small thing but it caused a ton of stress among the students, they were very, very concerned about other students. 290 00:46:38.760 --> 00:46:55.470 Beth McGinty: Feedback you know sort of actually informing whether or not they got points, it was actually one that I course corrected mid course and I dumped it because there was so much anxiety about it, they just wanted the professor and the t's to do. 291 00:46:57.570 --> 00:46:57.960 Elizabeth Stuart: yeah I. 292 00:46:58.020 --> 00:47:08.130 Elizabeth Stuart: Was, thank you for raising that I was, I was wondering something like that, and then I exactly are your as you're using it now where they provide feedback but it's not part of their grade seems. 293 00:47:08.880 --> 00:47:17.130 Elizabeth Stuart: Like it's going to be better received than when it's actually part of their formal grade so so a ways to partly I think Jennifer was curious because. 294 00:47:17.610 --> 00:47:29.880 Elizabeth Stuart: You know, not everyone has a ta or 40s and so kind of how how to think about what's feasible and how to give this meaningful feedback, but in ways that are that are going to work, given the resources. 295 00:47:31.110 --> 00:47:41.610 Elizabeth Stuart: and great insulin continues to post helpful things in the chat so please continue to look for those I think we may have time for one more question. 296 00:47:43.710 --> 00:47:47.970 Elizabeth Stuart: And I don't know if this will work but i'm going to try to merge two. 297 00:47:48.960 --> 00:47:56.340 Elizabeth Stuart: Which is partly sort of ta is it build Nice and what we were just talking about so sort of the role of ta is and how you've used to. 298 00:47:56.910 --> 00:48:02.670 Elizabeth Stuart: But, also, that sometimes people don't have a ta and so just thinking about workload and we've touched on this a little bit. 299 00:48:02.970 --> 00:48:19.830 Elizabeth Stuart: But if you could just reflect a little, because I think it can be easy to think that to be a stellar teacher involves just huge amounts of work and time and that's just not feasible given other commitments so you know we've we've heard little tips a little bit already like. 300 00:48:20.940 --> 00:48:29.130 Elizabeth Stuart: Having questions on the discussion forum so you're not responding to 15 different emails just hoping each of you can reflect a little bit on sort of how you've. 301 00:48:29.580 --> 00:48:38.430 Elizabeth Stuart: made some of this work manageable and whether that's with Th or without ta is either way, but just sort of reflect on that so people can leave i'm. 302 00:48:38.880 --> 00:48:50.490 Elizabeth Stuart: Not feeling like this is a overwhelming overwhelming time commitment but make it again sort of something that can bite off um, can I start with Jennifer Jennifer fill that. 303 00:48:52.800 --> 00:48:53.280 Elizabeth Stuart: um. 304 00:48:53.340 --> 00:48:54.450 yeah I think that. 305 00:48:55.560 --> 00:48:59.400 JENNIFER APPLEGATE: Definitely, the workload on feedback is a continuing journey. 306 00:49:00.420 --> 00:49:16.590 JENNIFER APPLEGATE: But I you know, I have two examples, one being from the course facilitator work so with the cells to society courses, we are carrying myself, for you know, working with great faculty to support those, but if we are our own team. 307 00:49:17.670 --> 00:49:24.900 JENNIFER APPLEGATE: So we're providing some feedback and what we generally do is on those quizzes they have to quizzes and. 308 00:49:25.290 --> 00:49:32.190 JENNIFER APPLEGATE: Because the courses are like mini courses, we really don't have enough questions to change the questions, every time is being offered. 309 00:49:33.060 --> 00:49:42.540 JENNIFER APPLEGATE: As a result, or not, not enough questions, yet we might get there, but as a result, the we don't give the verbatim answers to the quiz questions. 310 00:49:43.320 --> 00:49:53.220 JENNIFER APPLEGATE: Rather, what we do is we do a general feedback, and so the way and on the questions most frequently missed so when we have our courses with like 250 plus students. 311 00:49:53.820 --> 00:50:00.600 JENNIFER APPLEGATE: We go into the course plus generator and look at the statistics tab to see which questions students have the most trouble with. 312 00:50:01.170 --> 00:50:09.750 JENNIFER APPLEGATE: or particular concepts and then provide some feedback on that or in the case that maybe we need some help will reach out to faculty to get. 313 00:50:10.350 --> 00:50:16.860 JENNIFER APPLEGATE: Some feedback for those questions to give back so that so that's one for like the big courses for. 314 00:50:17.520 --> 00:50:31.800 JENNIFER APPLEGATE: The Dr pH course this course is 44 students, this year, and it was 22 so we've definitely doubled in size and we give written feedback on one thing we did was for one of the individual assignments, we actually. 315 00:50:32.280 --> 00:50:37.890 JENNIFER APPLEGATE: had to do dates, so we let students sign up if they would rather be at the earlier due date or the later due date. 316 00:50:38.880 --> 00:50:56.310 JENNIFER APPLEGATE: or an assignment and no matter when they signed up they had everything in hand that they would need to say reflection on a policy topic so they first come, first serve for the sign up but that helped us to be able to grade half and then great the other half later. 317 00:50:57.450 --> 00:51:01.800 Elizabeth Stuart: That is nice and that yeah and again also gives them that choice, depending on their own schedule. 318 00:51:02.100 --> 00:51:10.920 Elizabeth Stuart: And I would say, actually partly inspired I teach one of the cells to society classes and so new that process and partly inspired by that this term, for the first time. 319 00:51:11.400 --> 00:51:22.860 Elizabeth Stuart: I did something similar, but with a video, so I just like looked at the questions that were hard that like students struggled with, and then I recorded like a six minute zoom video talking through. 320 00:51:23.460 --> 00:51:27.690 Elizabeth Stuart: Those questions which was honestly probably easier for me than trying to write it out. 321 00:51:28.230 --> 00:51:34.830 Elizabeth Stuart: And really didn't take long, and I think the students really appreciated that and again it's a sort of thing that I will probably continue to do. 322 00:51:35.550 --> 00:51:45.600 Elizabeth Stuart: You know, regardless of the format of the class because there's just like a nice easy quick way to kind of talk through the things that they had struggled with so that was my it's my little tip. 323 00:51:46.050 --> 00:51:48.570 JENNIFER APPLEGATE: I like that i'm gonna yeah i'm gonna steal that. 324 00:51:49.620 --> 00:51:51.360 JENNIFER APPLEGATE: We might be doing that moving forward. 325 00:51:52.620 --> 00:51:53.010 Elizabeth Stuart: Great. 326 00:51:53.730 --> 00:51:56.730 Elizabeth Stuart: fill any time management workload ideas. 327 00:51:57.630 --> 00:51:58.470 Philip Jordan: i'm just. 328 00:51:58.950 --> 00:52:15.540 Philip Jordan: I try and keep the ta judy's consistent and try and keep the same ta for as long as possible that's really not yeah there's not too much secrets about it, I always find that. 329 00:52:16.500 --> 00:52:33.510 Philip Jordan: You know, having a kind of team that works is fantastic and when that changes i've had you know students graduate three PhD students graduate this year this last year, so it's going to be a little bit of transition, but you know, I think that that's super helpful. 330 00:52:37.050 --> 00:52:37.380 Elizabeth Stuart: Right. 331 00:52:39.810 --> 00:52:44.220 Beth McGinty: yeah so two things come to mind, one of which i've already alluded to, so I won't. 332 00:52:44.520 --> 00:52:51.840 Beth McGinty: spend much time on it, but like thinking creatively about what is going to be most efficient in terms of. 333 00:52:52.380 --> 00:53:04.260 Beth McGinty: ta work versus your work as a faculty Member so, as it turns out, like, I was wrong about this for the first four years of my class where my assumption was. 334 00:53:04.710 --> 00:53:20.430 Beth McGinty: It will save me the most time if I have the t's do the grading um and my experience this year, when I didn't do that instead have them have them give iterative feedback on the outlining of the assignments. 335 00:53:21.390 --> 00:53:23.460 Beth McGinty: I mean, I think that I spent. 336 00:53:23.730 --> 00:53:37.200 Beth McGinty: Just as much time on the grading when I had to doing it on the calibration and the reviewing and the supporting, as I did this year, when I just created the assignments myself again in part because they were great because the teams were. 337 00:53:37.530 --> 00:53:52.320 Beth McGinty: playing this other role of providing feedback so like like I said I totally stumbled into that like I don't think that I would have figured that out if Kathy haven't suggested that I figure out a way to use a wiki and I was like what's a wiki um. 338 00:53:54.000 --> 00:54:07.170 Beth McGinty: I think that it's sort of cued me moving forward with other courses to fake about Might there be you know other ways that I could sort of maximize efficiency with my teeth. 339 00:54:07.950 --> 00:54:22.830 Beth McGinty: And the other one is office hours, so I hold regular office hours, this year, which I had not done in the past, I had done office hours you know by request, and you know, certainly met with students by request. 340 00:54:23.670 --> 00:54:35.550 Beth McGinty: But I did virtual office hours, this year, and I think I will keep doing virtual office hours moving forward, regardless of whether my class is in person or virtual um. 341 00:54:36.240 --> 00:54:45.180 Beth McGinty: Because I think I got a lot of students who would pop in for their two minute question but wouldn't have ever reached out to me to make an appointment. 342 00:54:45.780 --> 00:54:57.390 Beth McGinty: And that it ultimately sort of fended off a bunch of problems and points of confusion and also just made the students feel like. 343 00:54:58.170 --> 00:55:10.830 Beth McGinty: There was an open line of communication and sort of reduce stress and anxiety there so again that's one that I was like Oh, I really feel like I need to do this with this online format because i'm not seeing them in the classroom every day. 344 00:55:12.030 --> 00:55:22.140 Beth McGinty: But this is kind of kind of suck because it's a bunch of extra hours every week out of my calendar, and I think it probably ultimately ended up saving time. 345 00:55:23.430 --> 00:55:34.320 Elizabeth Stuart: yeah I totally agree and honestly I do regular officers, similarly to you and I will say, though, what what has been a bonus occasionally is I blocked it off, but then, sometimes, no one shows up, and so, then you unexpectedly. 346 00:55:34.770 --> 00:55:41.520 Elizabeth Stuart: have some time, maybe not so great that they're not coming, but you know I do think that sort of having that open time. 347 00:55:42.120 --> 00:55:49.620 Elizabeth Stuart: is important and actually last year fourth term last year, I had some really great conversations in my office hours, I think people were. 348 00:55:49.890 --> 00:56:05.190 Elizabeth Stuart: sort of looking for ways to connect, and so I had five people come each time and just it was a great way to connect during that sort of uncertain time this has been so great selena thing is going to share our final sort of summary slide. 349 00:56:06.690 --> 00:56:09.060 Elizabeth Stuart: I, this has been such a good conversation and. 350 00:56:09.480 --> 00:56:21.900 Elizabeth Stuart: You know, a silver lining to the pandemic, I think, for up for me as associate Dean for education is kind of this enhanced Community around teaching and learning, and so this conversation and bodies exactly. 351 00:56:22.290 --> 00:56:30.990 Elizabeth Stuart: What I hope we can continue moving forward in terms of just sharing tips and strategies and you know we can all learn really great things from each other. 352 00:56:31.560 --> 00:56:43.830 Elizabeth Stuart: So huge thanks to those of you who participated, I just want to highlight we you know if people come and people have topics, we will continue to organize these so please email me with any ideas or suggestions. 353 00:56:44.280 --> 00:56:53.220 Elizabeth Stuart: also want to flag and celine just put it in the chat are sort of one stop shop teaching resource virtual teaching resources page. 354 00:56:53.730 --> 00:57:04.860 Elizabeth Stuart: We also have a Microsoft teams group so which has been again just i've it's been really gratifying to me to find ways to help people form Community around teaching and learning at the school. 355 00:57:06.000 --> 00:57:14.130 Elizabeth Stuart: We have our faculty peer teaching mentors and senior T a's and the list if you don't know who that is in your department, the list is on that one stop shop. 356 00:57:14.610 --> 00:57:22.410 Elizabeth Stuart: And then, again I want to flag ctr is just such a wonderful partner for all of this, and you know beth mentioned contacting Kathy. 357 00:57:22.680 --> 00:57:30.840 Elizabeth Stuart: CCL is always happy to set up a meeting to talk through any questions you might have for any class, you know and it might be a. 358 00:57:31.410 --> 00:57:39.510 Elizabeth Stuart: i'm trying to rethink an assessment and can I just brainstorm that and so don't hesitate to reach out to them and use their expertise. 359 00:57:40.110 --> 00:57:47.880 Elizabeth Stuart: And their again sort of wonderful partner for all of us, so, in the interest of ending you know, two minutes early. 360 00:57:48.810 --> 00:57:59.970 Elizabeth Stuart: Thank you so much again for the session, and we have don't yet have another one scheduled, but I think we're going to do something on feedback on sort of assessment feedback which we've touched on a little bit today. 361 00:58:00.510 --> 00:58:09.480 Elizabeth Stuart: But I think we'll try to do that and then we're going to move to some topics on hybrid teaching and sort of what does a simultaneous online and on site look like. 362 00:58:09.870 --> 00:58:18.960 Elizabeth Stuart: So we will have plenty to continue to talk about in these Thank you so much, and enjoy our sort of long weekend in between now and term for. 363 00:58:23.040 --> 00:58:23.640 Celine Greene: Thank you all. 364 00:58:46.920 --> 00:58:59.640 Celine Greene: All right, corey i'm going to say goodbye, and I know you're going to edit off the scent of the recording and I look forward to getting it from you, so I can put it up on our site to share it with the edits Thank you. 365 00:59:14.670 --> 00:59:14.880 DeansOffice JHSPH TECH: well.