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Elizabeth Stuart: Okay, I'll leave my video off and that might help. All right, I will back up. Welcome, everyone, to this session, which is our final scheduled session in this series of teaching workshops

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Elizabeth Stuart: I'm thrilled to have you all joining us today. We're covering a few in some sense random topics are kind of getting ready for the fall and we have

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Elizabeth Stuart: Anna kabocha john McCready and Elizabeth stone here who will be sharing their strategies, including things that they've learned

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Elizabeth Stuart: The summer. So I'm going to stop talking. Soon, which is good. Since my internet is not great.

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Elizabeth Stuart: But I'm going to really turn it over to them to again share sort of their final tips and strategies. We're going to have a few live polls and other interactive things throughout

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Elizabeth Stuart: And then we'll have time for questions and discussion at the end. So those of you who have been at these sessions before it's going to be a similar structure as previous sessions.

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Elizabeth Stuart: It is open, sort of, in the sense that it's a normal zoom meeting, feel free to post questions and discussion in the chat box and it's been really good to have

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Elizabeth Stuart: Interactions that way throughout the session. I'll be moderating or monitoring that for questions to have at the end. And then we might also be able to have some audio questions at the end, if we have time.

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Elizabeth Stuart: So, in the interest of internet hopefully it's been OK, now I will go ahead and turn it over to

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Elizabeth Stuart: Anna cathartic research associate from international health and she is going to be telling us again about her.

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Elizabeth Stuart: Some strategies that she has learned as she's bring your slide up I will also just remind everyone. This session is being recorded and will be put online. And at the end of the session. I'll provide some links and resources to help you sort of know what else

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Elizabeth Stuart: You'll be able to access this recording later and share with all of your friends. Great. So I'm gonna leave it to you now. Thank you.

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Anna Kalbarczyk: Great, thank you so much for that introduction. Hi, everyone. I'm Anna Calabar check. I am the Assistant Director of the Center for Global Health at Hopkins and I'm also a research associate in the international health department.

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Anna Kalbarczyk: And today I want to share some of my experiences moving classes online in fourth term and I started us out with a poll that everyone is already responding to

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Anna Kalbarczyk: I getting a sense of which interaction features of zoom you might have used before either for a meeting or teaching and I'm about to get us into one right now.

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Anna Kalbarczyk: This is one that I use with my students on my regular online class, but I thought it might be a fun way to get us started. So even though we didn't get to go

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Anna Kalbarczyk: Travel very much this summer, we're probably at all. I'd love to see using the annotation tool where you might have traveled this past summer, had you been allowed weather for work.

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Anna Kalbarczyk: Or for fun, and everyone should be able to see the annotation tool at the top of their zoom. There's zoom bar. There's an annotate

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Anna Kalbarczyk: Icon. And you can use a stamp might be the easiest one. There's a an arrow a check and exit star a heart a question mark, whatever you like.

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Anna Kalbarczyk: And then it's already going we can add some some hearts to places where you might have been. And we can see that people would have been all over the world if we'd actually not had a pandemic and been able to travel.

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Anna Kalbarczyk: This is just, you know, one of those tools that I like to use to get students started to think about, but also a great visualization of

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Anna Kalbarczyk: Just anything right. You can use it on a map, you can use it as a different approach for voting, but something kind of fun.

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Anna Kalbarczyk: To be able to use before I start talking about the course that I taught in fourth term. I'll try to launch the results.

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Anna Kalbarczyk: For the poll. I don't know if everyone can see it. Here we go. So we've seen is that 34% of you have used whiteboards

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Anna Kalbarczyk: Polls about the same breakout rooms seems to be quite a large number, which I think is great. I'll be talking a little bit about breakout rooms slide annotations, which if you didn't do it before today. Now you've done it with this map and then interactive screen sharing as well.

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Anna Kalbarczyk: Oh, now I'm just making hearts.

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Anna Kalbarczyk: Right, it's actually turned off my annotation tool in order to move the slides forward.

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Anna Kalbarczyk: Go and maybe I'll just delete these annotations. Sorry for everyone.

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Anna Kalbarczyk: Okay, so in in fourth term I taught a course called Global disease control programs and policies and this course is usually offered

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Anna Kalbarczyk: online and in person at the same time. So it's two completely different offerings of the course, same course at the same time.

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Anna Kalbarczyk: And as we started to roll into fourth term what my co instructor and I realized is that we we really didn't feel that we had the

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Anna Kalbarczyk: Necessary tools skills. Time to keep everything separate it. And so what we did was combine everything

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Anna Kalbarczyk: Into one single enhanced online course. So we took those 40 to 50 students that might have been in person and the 40 or so students who would have been online. Anyway, and we put them all together in one to one on my

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Joanna Cohen: With

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Anna Kalbarczyk: My defend the original version of virtual plus because what we really tried to do with taking online courses that we were already offering

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Anna Kalbarczyk: And really start to build in some additional features for all of our students and so that meant that students have access

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Anna Kalbarczyk: To recorded online lectures.

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Anna Kalbarczyk: We also built in a Monday lunchtime guest speakers interactive question and answer session. So here guest speakers who might have already been with us.

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Anna Kalbarczyk: In person we're now being brought in on Monday around lunchtime just around the time when class would have normally been anyway for our in person students

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Anna Kalbarczyk: And bring them into talk give any updates to their material, maybe talk about how code was affecting them and their work and then also leave a lot of time for interaction between students and the speakers.

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Anna Kalbarczyk: Then we also offered some additional life talks which really focused on small group interaction through case based learning.

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Anna Kalbarczyk: And what we did here again was trying to tailor this to the two different cohorts that we had. So we offer two sessions for each live talk one at that time when students would have been in class with us anyway.

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Anna Kalbarczyk: On Wednesdays and then another time when our online students would have been with us in the evening. So this really allowed people to keep to some of those schedules that they would have had originally

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Anna Kalbarczyk: But still do smaller groups that were interactive and then we had a mix of individual and group assignments as well include these drawings again as cute as they are.

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Anna Kalbarczyk: We're having trouble progressing my screen using this annotation tool.

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Anna Kalbarczyk: Here.

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Anna Kalbarczyk: So one of the things that happened at the start of fourth term was that we had

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Anna Kalbarczyk: Students who are going to be with us in person really requesting that we do the live lecture sessions with them that they're normally scheduled times, rather than move them to online. We saw a lot of resistance to be moved.

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Anna Kalbarczyk: Into this online format. But what was also really interesting to us was that very few of those same students actually attended those live sessions. When we offered them.

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Anna Kalbarczyk: And we found that our online students were far more likely to engage with us on those Monday sessions than the in person. Students were so we really tried to keep track of that.

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Anna Kalbarczyk: But it was also an interesting lesson to us, right, whether you're teaching in person or you're teaching online or you're doing this virtual

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Anna Kalbarczyk: Sort of mix. You can't please everyone.

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Anna Kalbarczyk: But what you have to be able to do is use those tools that you're comfortable with and here my co instructor and I really did a lot of self reflection. What was it that we could do well in fourth term.

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Anna Kalbarczyk: How can we deliver this course best to the students that we had, who would be taking it online and in person.

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Anna Kalbarczyk: And then we started to build into that right so we were able to self reflect and know what we could do, and then started to grow the tools that we were using, whether it was those live sessions, whether it was the small group sessions which were new to us. We hadn't done that before.

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Anna Kalbarczyk: And started to adjust those approaches over time. So that was really important for us to take that time to reflect.

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Anna Kalbarczyk: And then as I think again about those small group sessions we really had such a range of experiences.

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Anna Kalbarczyk: So every session. Well, you know, we broke them off. Like I said, we did two versions of each life talks so that you could have small enough groups.

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Anna Kalbarczyk: That were also facilitated each one by a member of the teaching team. So whether it was a faculty member or a TA someone was part of every small group.

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Anna Kalbarczyk: But still the interaction range really from absolutely absolutely superb to totally sad.

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Anna Kalbarczyk: And someone. This is just group dynamics, right, that even if you have a facilitator, someone who's in there. You can't always control for what those interactions look like

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Anna Kalbarczyk: What we saw there was that videos really facilitated engagement.

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Anna Kalbarczyk: And you can't require students to put their videos on but we made sure that we came to class or every live session. Every live talk with our videos on and we asked our teams to do the same.

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Anna Kalbarczyk: We also even created a little bit of course branding. So we had a virtual background for the course so that every member of the teaching team had that same background.

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Anna Kalbarczyk: And it really came, you know, give us a little bit of a group feeling as we approached the course.

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Anna Kalbarczyk: And students could also immediately recognize who was a part of the teaching team when we came on and we found that students really reacted to that and put their videos on started talking to us before the session even began

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Anna Kalbarczyk: The other piece was that we we found accountability systems helped with participation.

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Anna Kalbarczyk: So through the small groups. We didn't just have small group system discussions, there were outputs associated with that. And that was really important that those groups.

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Anna Kalbarczyk: had time to work together. That was facilitated by a faculty member or a TA, but then had to create some sort of output based on that experience.

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Anna Kalbarczyk: We also created a series of checkpoints to start looking in on students who hadn't access any course materials or who hadn't been actively participating in this small group sessions.

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Anna Kalbarczyk: And this was really important for us to be able to just see where students were where they zooming ahead and watching all of the lectures.

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Anna Kalbarczyk: Or were they not even up to date on the lectures as we started reaching live talks about those topics.

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Anna Kalbarczyk: And we were able to take this in and reach out to students and say, hey, we've noticed that this is where you are in the course, is everything okay

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Anna Kalbarczyk: Right really taking not a putative approach, but more of a, let's just check in and see, you know, you should probably be a little bit further along. What can we do to help you.

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Anna Kalbarczyk: And particularly in fourth term when everything was going crazy students really appreciated. These check ins, particularly because we weren't punishing them. We were just saying, hey, we see you. What can we do to help

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Anna Kalbarczyk: So I want to leave this little talk and reflection on fourth term with just a few pieces of items for you to consider.

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Anna Kalbarczyk: Think about those teaching practices that you use in person to facilitate engagement and connection because I think that's the biggest concern here, right, I think we're it's the most fun part of teaching.

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Anna Kalbarczyk: And it's the, it's the piece. We get a lot of enjoyment out of but also students when we start to engage

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Anna Kalbarczyk: So what are the things that you already do and love to do in class and how can you leverage the senior team to translate those practices into an online environment. I think that's really important.

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Anna Kalbarczyk: Remembering to take tools that you're already comfortable with and just start to build over time.

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Anna Kalbarczyk: Well, we're all pressed for time students really appreciate availability and engagement now.

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Anna Kalbarczyk: And as we think about first term, a lot of these students. This is going to be their first class that they take at the School of Public Health ever. Right. I think they're going to have more questions.

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Anna Kalbarczyk: More concerns and want to be engaging, even more so the time that you can take.

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Anna Kalbarczyk: Either to check in on students or just to be a bit more available for grading for reviewing of assignments or for talking with people about their interests.

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Anna Kalbarczyk: I think they'll really appreciate it and start to engage in the class. And then I think the virtual approach. Also, it does have implications for grading.

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Anna Kalbarczyk: And and just thinking about those processes that usually take a lot of time, maybe some of the ways that you've had to translate your assignments into the online environment. And what does that look like

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Anna Kalbarczyk: So thinking now as you start moving into first term or second term, the ways that you can streamline

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Anna Kalbarczyk: grading process used to alleviate burdens, whether that's doing early training with teams, making sure everyone's on the same page, creating checking systems with grading and so forth and so I'll stop there and let other speak happy to answer any questions. Thank you.

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Elizabeth Stuart: Right, thank you so much data that was exactly the kind of conversation. I was hoping we could have today in terms of the

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Elizabeth Stuart: What are the sort of final things. People need to know and I think some of the lessons you had are really important reminders, both in terms of building things up over time, we don't start with day one and on day one with everything being perfect and

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Elizabeth Stuart: fully interactive, you can sort of ease into it as needed.

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Elizabeth Stuart: And I think also, this sort of points around students just wanting to see that engagement and see the NCS trying. I think actually that goes a long way. And we have internet issues like I am having today we roll with it and we figure it out.

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Elizabeth Stuart: So, great. Thank you. That was a great start. And I will now turn it over to john McGrady who I think will also get his perspective on these sort of like what do you need to know as we're heading into first term. Thanks.

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johnmcgready: Thank you, Liz. Greetings everyone. Can you hear me if you just give me a thumbs up, virtually

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johnmcgready: Excellent. And I know I'll speak a little bit about reactions and getting student feedback in a moment, but this is actually a way I like to start

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johnmcgready: Classes, where there is doing live online. So I'm going to share my screen. Go to my desktop here and we're going to go to

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johnmcgready: PowerPoint. And so what I'm going to talk about hopefully briefly just to give you an overview is something that happened for me for the first time this summer.

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johnmcgready: I have taught for many years online. I have taught for many years on campus, but never has you know one of them.

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johnmcgready: Gone into the other realm, so to speak, I had my completely online courses where everything was almost, almost everything was a synchronous, save for weekly live talks and occasional and office hours.

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johnmcgready: And my on campus courses were a lot of stuff was done in real time. And so this is the first time I've had to adapt, something that was traditionally on campus and done in a live setting to an online very quickly.

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johnmcgready: And so let me just tell you a little bit about the course. These are called Data Analysis workshops one or two. They are taught in the school Summer Institute.

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johnmcgready: They are held there's these kinds of classes that are held for three and a half hour so day

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johnmcgready: And actually, you know, I think that's a difficult thing to ask of students and instructors to have that attention span especially students who usually do two of these classes in a single day.

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johnmcgready: But for this kind of class, which is a hands on workshop using the statistical software data.

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johnmcgready: Actually having that extended time period generally works well because people are working on exercises with assistance from instructors and their colleagues and having more time.

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johnmcgready: In chunks to work on these things and do programming, etc. Perhaps this more fruitful than having to stop after an hour each day.

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johnmcgready: But the traditional and on campus version of this course I try and make it because I don't think anybody wants to listen to me.

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johnmcgready: Or most people for three and a half hours straight. We try and because it's a hands on course we try and limit the didactic portions to the beginning of the class and perhaps a check in, in the middle or the end of the class.

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johnmcgready: And the expected background for these courses. This is basic biostatistics so we don't take time reviewing

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johnmcgready: statistical concepts, etc. It's all about getting into some data making crafts organizing the data doing analysis, etc.

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johnmcgready: And so, traditionally, the on campus version space in the space of the classroom really added to the dynamic of the class, we would be in one of the sort of lab setup classrooms. Here's

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johnmcgready: Excuse. I am very much when I draw a two dimensional person. So I am actually thinking in multiple dimensions here three maybe even four but what you're going to see is to

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johnmcgready: This is the front of the room. You could think of this as the whiteboard or the protection screen.

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johnmcgready: And then we have these tables like the lab setups where multiple students will sit at a single table. All of them are equipped with outlets all students come with laptops.

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johnmcgready: That's a requirement at this point for the course and K plugin.

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johnmcgready: And as the class starts in the first day students sort of choose to sit together, either because of They Know each other from other online classes. They've taken together from their programs from their work, or they just sit together.

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johnmcgready: You know by happenstance and and this sort of dictates a tone that will permeate throughout the classes we have students who cluster.

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johnmcgready: In the beginning of the class. And this is how sort of the student groups who work together kind of form organically. And so the structure is the classes. I tend to

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johnmcgready: Give a little bit of direction with being the class, we might do a

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johnmcgready: Short state of exercise together where they're working on their computers, I might talk about some things they've seen in the previous exercise, the day before.

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johnmcgready: And then basically the idea is, people are working on structured exercises to do certain types of analyses and management data.

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johnmcgready: And then there's myself and the instructional team, which has several TA is and we are there ready to jump in and help answer any questions about the material, etc. When, when it comes up. And so it's it's a it's a fun opportunity for

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johnmcgready: I think for students, certainly for instructors to test their knowledge base of knowledge of how to do things since data think on the fly and also really sort of interact with students in an organic way.

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johnmcgready: And then usually towards the middle of the class. We take a break. I'd come back and debrief on something.

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johnmcgready: didactic Lee and then get everybody we get back to work, as you know, on the exercises.

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johnmcgready: And in the second week, the materials, little more intense statistically. So the balance of didactic versus interactive change slightly

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johnmcgready: But nevertheless, we still tried to respect that. But one of the things I was noting before is that

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johnmcgready: One of the most powerful things about this class with students would tend to form these organic study clusters.

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johnmcgready: Where people they were working together on these exercises learning from each other, etc. And that was a huge part of the course.

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johnmcgready: And also, again, we are doing software we are sharing going over to students screens working through the software if them doing group software demo, etc. These are huge components because, of course, I was wondering how would these translate into a zoom based online course.

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johnmcgready: So the traditional

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johnmcgready: Course, we had live didactic lecture is where I'd be speaking to the class, we'd be doing things interactively etc stated demos.

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johnmcgready: And we'd have live data exercise conducted together. The good news is this can still be done in a zoom framework, as many of you know or have experienced, you can share materials either static like slides. What I'm doing now.

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johnmcgready: Or dynamic like your screen of our code or state of code and actually working through it with everybody enrolled in the session.

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johnmcgready: I'll talk a little bit more towards the end of this about how much I love the whiteboard and zoom in my reasons for it.

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johnmcgready: But that was a really helpful tool as well for actually doing sort of mathematics and writing up code and

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johnmcgready: Equations together collectively with class and then being able to save that as a static jpg at any stage of the process so that after the session, we could post the slides on the website.

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johnmcgready: We were able to conduct live live exercises, together with state of where I asked everyone to walk through some stuff with me. I'm much better at circling things than this would appear, but

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johnmcgready: Just FYI. I'm a little off my circling game today are overly or whatever you might call but nevertheless

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johnmcgready: We were able to do that. And when people had questions intermittently, they could post them in chat, etc. And then this was the biggest thing really aided and abetted what we were trying to do online and replicate from

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johnmcgready: On class. We couldn't have the same situation where the group's form sort of organically because people weren't sitting

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johnmcgready: Naturally, close to each other when they're online and we're kind of grouping together because of how they chose to sit on the first day of class.

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johnmcgready: But what I did, since we didn't have those preconceived setups is I set up breakout rooms randomly assigned people and then kept those assignments for the rest of the week.

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johnmcgready: Let me give you a little bit of perspective on this class, and something that made it easier. I think that in most classes. There's about 50 students in this class.

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johnmcgready: Because it's a summer institute class and very hands on. I'm able to get 40 as I know this ratio is much higher than most of our classes mine included so I'm

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johnmcgready: I'm speaking from a position of TA privilege here, and I know that, but that you know is a setup that works with the class and what we could do with 50 students is, I would put them into eight breakout rooms. I could have chosen 10 or I could have chosen 12 but I did eight

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johnmcgready: roughly six or seven students per class. And then I asked each of the TA

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johnmcgready: Ta is can jump around from breakout room to breakout room if you make them a co host. So I made my to co host. I asked each of them to cover two of the rooms.

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johnmcgready: And to vacillate between each of the two rooms every seven to 10 minutes or something of that nature.

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johnmcgready: So that you know every pretend minute period, there was an instructor or part of the instructional team in the room.

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johnmcgready: And then for those periods when somebody was not in the room when one of the co host or co instructors was not in the TA room if one of the students had the question.

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johnmcgready: I was sitting out in the lobby, so to speak, and students could ping me in the lobby from the breakout room, I would get a message saying student in breakout room seven has a question that I could go into that.

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johnmcgready: breakout room and start working with them if what we were talking on because everybody in the breakout room is going to hear us unless they turned on their sound.

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johnmcgready: Was distracting to what others doing I could move that student and myself back out into the lobby and we could work on this and this turned out to be

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johnmcgready: There's a little bit of management that goes on breakout rooms are not as intuitive either intuitive to set up and run for the first time.

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johnmcgready: But it's, there's no simple way to replicate the same breakouts in the rooms in subsequent sessions, unless you are privy to specific information about each student that may not be easy to collect. So what I did was essentially

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johnmcgready: Probably. I'm going to i would i would change this moving forward and learn the specifics of how to do it properly, but I just screenshot.

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johnmcgready: The distribution of students in each breakout room. I'll show what that looks like and then just re manually assign them each day.

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johnmcgready: And then with the chat and then audio and having to do what they've been able to do one on one side discussions and also have students asked questions during the interactive parts the factory parts was great. So

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johnmcgready: A lot of people said to me, though john

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johnmcgready: How do you handle, you know, and this has come up in my department, a lot when people are worried about transitioning online.

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johnmcgready: They say, we can see students faces and expressions and we can make eye contact. We know who our audiences in the classroom. We know if people aren't getting it, we, you know, and there there is some truth to that right there really is some truth to that. However, if you're like me,

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johnmcgready: Some sometimes you tend to read too much into what you see in the classroom and I might see something like this, when really students are just happy and learning. So for me, sometimes not having that total stimulation full time is actually healthy in terms of not overly

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johnmcgready: Responding or reading too much into people's responses. I'm being silly here my students are very attentive and interactive and I don't see situations like this, but I'm just

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johnmcgready: Sort of putting this out there is that we think at least that we can respond effectively when we see people face to face.

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johnmcgready: I do miss some of that. But on the same token, when you're not constantly looking at a face to face.

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johnmcgready: Session, maybe you're not able to read the class at all, but you're not also reading things into it that aren't there and you can sort of imagine

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johnmcgready: In some ways how your classes reacting so like, you know, I like to think of this is like everybody's on it, you know.

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johnmcgready: Totally engaged and doing the work. So there is a psychology of this that I think can be beneficial.

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johnmcgready: But it's really nice to then be able to say, hey, can you still hear me. Does everyone get that and get some peppering of thumbs up. That makes me think people are at least

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johnmcgready: pay enough attention to hit that key and I really did like having the chat and I really encourage my students to raise their hand when they had questions. And I think with time when people got comfortable with that. That worked out really well.

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johnmcgready: Not saying this was a perfect class by any means, but this was a lot better than I was expecting for it.

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johnmcgready: I will say that I really found the whiteboards and zoom to be really effective. These are just some

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johnmcgready: snapshots of stuff we did in the class stuff that you know I was nuanced I change colors to make points. And if a student I recorded all the sessions, but if a student

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johnmcgready: Doesn't want to have to go back and find where I did this in a video.

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johnmcgready: But wants to compare how they wrote this down, or maybe their internet timed out or something and they want to get the piece of it then then

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johnmcgready: When you do the whiteboard in zoom and then you can either take intermittent screenshots, or when you stop sharing every time you stop sharing your screen with the whiteboard, it will store a JPEG of that.

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johnmcgready: Moment so

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johnmcgready: This is a very useful tool.

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johnmcgready: I've learned a lot more about zoom since teaching the class because some of my colleagues asked me to make some videos about doing things in zoom and had I done that before I taught this class, I would have been better prepared.

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johnmcgready: But I will have a video about using the whiteboard and saving

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johnmcgready: Both screenshots intermittently and and the final versions coming out within the next week or so.

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johnmcgready: One last thing I do want to talk about again is breakout rooms. I was intimidated by them. I was worried about how to manage them.

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johnmcgready: And while it was a little bit

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johnmcgready: Bureaucratic in nature and a little bit administratively challenging. I think on the whole these worked out really well and really enhance the class and in a way that I wanted it to be enhanced to parallel what we do live

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johnmcgready: The students were fantastic. They were really responsive. They adapted quite well.

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johnmcgready: My internet went out a couple times where I just dropped out for like 10 minutes and I couldn't do anything. I couldn't send a message saying I've disappeared. All that was pretty clear.

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johnmcgready: I'd have to go reset the router in my house.

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johnmcgready: I have family members, cats, that sort of thing. Walking around the background, our refrigerator died. We had to have a refrigerator to blue over during class.

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johnmcgready: Where I sit is right in the entranceway, I had to mask up and the recent refrigerator being delivered in the background. It was all good.

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johnmcgready: So,

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johnmcgready: What I'm trying to say. In short, is there's a lot of nice tools and zoom to communicate with students. I was really dreading doing this class. I was scared of how it would manifest itself as an online class.

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johnmcgready: And while it wasn't perfect. I think it worked out a lot better than I expected, both for the students, but certainly for me.

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johnmcgready: So I'm certainly if we have time at the end. I'm happy to

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johnmcgready: Answer questions or whatever.

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Elizabeth Stuart: Thank you. Thanks so much. JOHN. That was great. I love the refrigerator delivery story and the. It's all good. I think that is something we should all just keep in mind as we head into the year

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Elizabeth Stuart: Before we turn to our next speaker. I'll just, you know, yeah, you were mentioning that you really thought the breakout rooms are great. I will say are the full time MPH students have been very active in

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Elizabeth Stuart: Providing suggestions and thoughts and one of the main themes from them has been they've really appreciated small group work and

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Elizabeth Stuart: They really view networking as such a core part of their experience at the school. And so just, you know, they're really looking for that. So I think that's a great reminder. So I'm speaking of the full time MPH students and summer term I'm now going to turn it over to our wonderful

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Elizabeth Stuart: I don't have a super TA. I'll call you, Elizabeth stone, who is going to give sort of a TA perspective and also just be able to talk about a summer term course and how they've worked on things.

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Elizabeth Stuart: And there's been a great discussion in the chat and I've written down some questions. And so once Elizabeth is done, we'll open it up and I'll have some general comments and things and then we'll have some q&a. So thanks, Elizabeth, I'll turn it over to you. Alright.

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Elizabeth Stone: Great. So my name is Elizabeth, Stan, I am a second year PhD student and Health Policy and Management

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Elizabeth Stone: And was the lead TA, or I guess I'm the lead TA for the public health policy summer term course which is primarily for full time PhDs or full time MPH students, sorry.

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Elizabeth Stone: By which this year since it was online was open to part time students and a couple other I think random people that we have as well. But the large majority of the class were first first term MPH students. So this is one of the first courses that they took

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Elizabeth Stone: This is

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Elizabeth Stone: Sorry. There we go. This is traditionally and in person class. And so we moved to online for the summer term and really had

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Elizabeth Stone: Three main sections of the course, and it was more of a flipped classroom schedule. So we had all of our lectures pre recorded

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Elizabeth Stone: And then every Thursday morning from 930 to 11am Eastern time, we have live zoom sessions and these zoom sessions were split into PA sections for 30 to 45 minutes and then a Q AMP. A with

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Elizabeth Stone: The entire class with the faculty from the recorded lecture that week. And those were from 45 to 60 minutes

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Elizabeth Stone: As kind of john had just mentioned, we were also very TA privilege. So we had about 200 full and part time MPH students and I lead a team of 78 for this course.

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Elizabeth Stone: And so the way that we manage the the live aspect was that each. Ta section hosted their eta hosted their own zoom for their T sections that they could use breakout rooms.

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Elizabeth Stone: Within those and then I hosted the Q AMP. A which everyone came to after that to section then

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Elizabeth Stone: All of our assignments for the course where individual assignments, but in the TA sections we use to those for discussions about the lectures for small group activities that helped

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Elizabeth Stone: Build towards the individual assignments and also for office hours for students to ask questions about the assignments, those kind of the structure of our course.

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Elizabeth Stone: And we just had our final quiz. And one of the questions on the quiz that we asked was what was the most helpful part of the course of the summer.

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Elizabeth Stone: And about half of his students said that the the Q AMP. A with the faculty was the most helpful and about a quarter so that the TA section was an important letter quarters of the pre recorded lectures.

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Elizabeth Stone: So I think one benefit that we got from this structure was typically in the in person course students are in a lecture for

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Elizabeth Stone: 4050 minutes and then get five or 10 minutes for questions with that faculty after they get the lecture.

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Elizabeth Stone: But then the setup, they were able to watch the lectures beforehand. And then we had a whole 45 to 60 minutes for them to really interact with the faculty and we

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Elizabeth Stone: Honestly, just kept it really simple and the zoom sessions we use breakout rooms and the T sections, but it's a Q AMP a

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Elizabeth Stone: We just used zoom as usual and had students right in their questions in the chat and the word call on students sometimes we would kind of combine a couple questions and ask it, but we had also calling students to have them ask their questions to the faculty directly

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Elizabeth Stone: And just a couple of notes, partly from teaching this course and partly from being a student myself fourth term whatever that the transition was happening.

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Elizabeth Stone: And the first is maximizing student engagement. So as I mentioned, I think this flipped classroom model really worked.

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Elizabeth Stone: For the way that we were able to our course and that we were able to really use our live zoom time for non leisure activities. So for those interactions and small groups and for being able to interact with faculty

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Elizabeth Stone: So that was really good. And I felt like much more interesting than just listening to, to a lecture.

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Elizabeth Stone: And then we also really highlighted the flexibility with zoom. I think as a TA this kind of helped

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Elizabeth Stone: Me kind of reduce some administrative burden. So we encourage people to attend. We encourage people to use their video which we had kind of talked about before.

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Elizabeth Stone: But we didn't require people attend the live sessions. So we, the approach that we had was to keep ours at the same time every week and we typically had about 150 of the almost 200 students attend each week.

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Elizabeth Stone: But we recorded it be posted the link to the recording on the course site and we didn't have to keep track of who was there and who wasn't students didn't have to email us, although some dead telling us now that they weren't there.

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Elizabeth Stone: But it really kind of cut down. I think on the administrative burden of trying to track who's been the zoom session, and he was thinking the whole time and that sort of thing.

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Elizabeth Stone: The same with the TA sections. So for the time that we had activities students did those activities in a small group. And it was a pass fail activity that they've submitted at the end of the TA section.

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Elizabeth Stone: But for students who were unable to attend live. We had the same activities that became available on course plus

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Elizabeth Stone: On the Thursday afternoon after our session and they had it right there and were able to access it and completed it on their own. So they didn't have the benefit of working with other students.

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Elizabeth Stone: But we tried to make it kind of a smooth process, but they knew where to go without having to email us to find something if they if they weren't going to be able to live.

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Elizabeth Stone: I do know that a couple other courses, since we were with the MPH class and have people spread out across all different time zones. I think a couple of the other courses.

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Elizabeth Stone: Did a couple of like live sessions each week kind of it, maybe like one in the morning and one later in the afternoon. I'm not really sure how those worked out. So if anyone knows, I'd be interested to hear that.

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Elizabeth Stone: But our kind of consistent schedule. I thought worked really well and helped me at least kind of keep track and not just kind of float aimlessly in this like what day is it

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Elizabeth Stone: Kind of face where I feel like I've been a lot during thing at home and kind of a second main thing, which was

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Elizabeth Stone: Really took some time for me as a TA, but which I really appreciate it. And I was a student was figuring out how to best organize all the information. So because we had

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Elizabeth Stone: Each day hosting their own zoom session, we had seven zoom links for each Thursday morning and then seven recordings for each Thursday morning live session and so

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Elizabeth Stone: We had a document on course plus where we save the zoom links. We use the same zoom link for each week, which I would highly recommend

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Elizabeth Stone: I had a course fourth time where the zoom links changed a couple times and there were a couple of days where I had the wrong link and like couldn't figure out which was the right one to get to class.

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Elizabeth Stone: By having that was really helpful. And then something that we got really good feedback.

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Elizabeth Stone: About was sending a weekly email for students with the upcoming due dates lectures and the link for the zoom. I just to kind of make sure that everyone's kind of on the same page, a reminder about what's going on.

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Elizabeth Stone: So I had these set our course since we had our zoom session on Thursday. Our first material opened on a Saturday.

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Elizabeth Stone: And I had these emails set ready to go at 8am Saturday morning they automatically sent out and we're just kind of a heads up about what was coming and what to look for in the next week.

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Elizabeth Stone: So I think that's all that I have mine was pretty short. But as I said I happy to answer questions.

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Elizabeth Stuart: Great. Thank you so much. Yeah, great to have that perspective, both as a TA and a student and I was just putting in the chat.

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Elizabeth Stuart: That your final comments about sort of organization and clarity of zoom links and things is really important. And that is really a theme that we've heard from students, it's

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Elizabeth Stuart: hard for them to engage in the classes they feel like they're spending a lot of time figuring out what the right zoom link is

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Elizabeth Stuart: So we have this has been really helpful really great to get insights from the three of you. And we've had good sort of chat in the chat. There's a couple things I wanted to take a few minutes to talk about the beating sharing my slides, but I think I will wait

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Elizabeth Stuart: Well, yeah. Oh wait, I want to have it more conversational. First, the first thing I wanted to really mention

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Elizabeth Stuart: In the sort of relates I we heard the term TA privilege, I think, and I think it's a really important point.

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Elizabeth Stuart: A lot of what everyone has probably just heard there is, you know, that sort of it helps to have a TA managing things maybe, especially in the beginning.

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Elizabeth Stuart: I wanted to make sure everyone knows about these programs that we've set up right now really geared for first and second term instruction.

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Elizabeth Stuart: With the faculty peer teaching mentors and senior teaching assistants.

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Elizabeth Stuart: So each department has at least one of these types of people. And if you're teaching first term you should have heard from them already.

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Elizabeth Stuart: And if you are teaching in second term, you will be hearing from them soon. And the idea is that they are resources to help people get their courses setup to brainstorm how to convert to a virtual classroom experience.

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Elizabeth Stuart: And for example, the senior th can help make sure that those links are in the course syllabus and things are organized and easy for students to find

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Elizabeth Stuart: So I wanted to make sure everyone knows about that will put a link in the chat to a resources page. And there's a listing of

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Elizabeth Stuart: The faculty mentors and senior team is there. I actually have a meeting with them at four o'clock today and they're moving straight from this to that. But again, that they're meant as a resource. And so, um, and that relates to a particular question or two particular points which is

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Elizabeth Stuart: George asked about the scene, whether there was sort of thinking about how to sort of distribute TA time across the courses that might need them sort of

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Elizabeth Stuart: Courses that didn't traditionally need a TA

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Elizabeth Stuart: Might have different needs. Now, and so the senior TA is I've been are hired for a set number of hours.

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Elizabeth Stuart: Different departments are going to use them in different ways. And so for some departments. I think it's going to be mostly for the setup time before the courses start

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Elizabeth Stuart: For other departments, it might be also some time. Once the classes running at least, especially in the early weeks to sort of help with some of these logistical kind of zoom sorts of things. So

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Elizabeth Stuart: I would say, kind of, wait, you know, you should be hearing from them as your course approaches against second term faculty should hear from them soon.

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Elizabeth Stuart: And, you know, kind of, you can work with them to see what might be feasible within your department.

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Elizabeth Stuart: The other thing, one of our senior teams is actually on the college hearing from mental health and she offered herself and the other senior teams as a resource also for this idea of trying out the zoom feature so

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Elizabeth Stuart: You know, even today, you can see it's not always flawless and just, you know, the senior team or a group where you can say, hey, can I log in for 15 minutes with you and we can just try

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Elizabeth Stuart: A couple of these things out. So really the those groups are meant for that sort of opportunity. And then finally, I will stop talking at some point I have two other things that came up

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Elizabeth Stuart: George also asked about third term courses and sort of, when should someone who teaches in third term be thinking, you know, right now we're sort of like our first terms coming up.

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Elizabeth Stuart: You know, it's hard to know where the pandemic and where our instruction will be in third term. I think that investing in figuring out zoom and attending these sessions now is probably a good idea.

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Elizabeth Stuart: And of course, the more lead time you have, the easier it can be so I you know I would say it's never too early, and certainly I think we haven't really talked about this, but

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Elizabeth Stuart: It's a conversation with the department senior TA and faculty mentor in the fall and would probably be make a lot of sense.

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Elizabeth Stuart: And then finally, Bill eaten emailed me separately with a question about videos and sort of required attendance and zoom sessions and I think Elizabeth addressed this really nicely. And I think the general sounds like the spirit from that class of

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Elizabeth Stuart: Not requiring attendance at zoom that alive synchronous zoom session because that can be really hard. Depending on people's other commitments and time zones.

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Elizabeth Stuart: But encouraging it trying to make it feasible for them. And then also in terms of video again we alluded to this at the beginning.

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Elizabeth Stuart: In general, it's hard to really require videos being on so we can encourage we can set norms.

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Elizabeth Stuart: Actually, I know some people, especially when they have guest lecturers, they make an explicit statement to the students. Hey,

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Elizabeth Stuart: Today, where we have this guest lecturer, you know, please, to show respect for them and sort of your engagement in the class. Please try to turn your video on

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Elizabeth Stuart: But as you all could tell from my experience earlier today bandwidth or other reasons, don't always permit someone to have their video on

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Elizabeth Stuart: And so I think it's not something that we can require but I think we can set sort of a tone and really encourage people to have them on.

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Elizabeth Stuart: So I will stop talking there any. I don't see any other questions or and feel free to raise your hand and zoom. If you want to ask a question and Celine is putting in a bunch of resources in the chat. So please look there.

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Elizabeth Stuart: So maybe I'll open it up. Elizabeth john Anna anything that you want to add sort of

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Elizabeth Stuart: That you didn't have time to say earlier that you've suddenly thought of, oh, and good Megan raised her hand. So I'm actually maybe you don't mind. We'll go to Megan first and allow the audience participation. So Megan, go ahead. Hey,

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Megan Latshaw: Thanks. So, um, my second term class involves typically in person groups working together during class time. It's a service learning course, um,

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Megan Latshaw: And so I'm going to let those groups meet

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Megan Latshaw: Whatever time is convenient for them. I'm just going to ask them to meet on the day that class would be, and then I'm going to assume that they are adults and they can find a good time to meet that works for everybody, no matter what time zone. They're in

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Megan Latshaw: But I'm trying to figure out the best way to take attendance, because that normally wouldn't be in class time. I really want to make sure that everybody showing up. So any suggestions.

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Elizabeth Stuart: Great question. So sort of group work and kind of tracking attendance and with sort of a group work. Anyone have a john looks like. You want to talk

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johnmcgready: I think Megan and I'm still learning the finer points of this. But in order to run a group session among the students. One of them will have to be the host

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johnmcgready: And they should be able to get a log of all attendees. There's probably a formal way. And I'll find out distribute that info. But if nothing else.

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johnmcgready: They could click the participants list and get a screenshot and Brian. It looks like you're going to chime in with something more official, which is good. Um,

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johnmcgready: So Brian, please go ahead. This is just

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Brian Klaas: I think that's a, that's a great option, having this issue this in case faculty, because you don't know students all can get professional pro zoom accounts, they all get it. There's nothing stopping any of them from having that and then being able to host a meeting themselves.

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Brian Klaas: The thing I was going to say is that CCL

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Brian Klaas: Kathy saline can talk more about this as well. She tells developed a number of different pure assessment instruments, where students can evaluate each other that are specifically based around group participation.

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Brian Klaas: And so I would really encourage you to use that and say, you know, it's not so much for showing up right it's did you participate. Were you an active member in that and using the peer assessment tool with that particular rubric.

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Brian Klaas: Would probably be a really great way of sort of assessing whether or not there was meaningful contributions from all the students in the sessions.

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Megan Latshaw: Yeah, I not only use the peer assessment tool. I don't give them I don't change their grade based on how their peers assess them. But if they ever I tell them up front. If you ever asked me for a reference I will go back and I will look at what your peers set of how to you.

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Megan Latshaw: So that's sort of how I use a

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Elizabeth Stuart: Great, thank you. Um, I'm going to read a couple questions from the chat one Brian, I think this might be a question that you can answer quickly.

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Elizabeth Stuart: There's little exchange about polls and whether you can see who has responded, I want to add a question on it sounds like you can see who has responded, If you set it up to not be anonymous

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Elizabeth Stuart: Can you also see what their response was, so could you use it to kind of get a sense for who, who, in particular, might be struggling with a concept.

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Brian Klaas: Yes, you can do that, but only after the fact, only after the session is over. Inside of zoom the web admin interface to the place where you set up your meetings. Initially, you'd have to sign back in there and in there, it'll say

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Brian Klaas: Here we're all the responses to your poles and here's who said what so there's no way in real time to save I'm

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Brian Klaas: Not Ryan seems to be struggling with this because he was the only person who didn't respond this way or correctly to this question.

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Brian Klaas: The reporting takes a little while to get in there. Sometimes it can be delayed as long as like 12 hours.

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Brian Klaas: But you know if that's valuable information to you that, and you don't need it in real time. You can get it by going and

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Brian Klaas: It's only available to you. If you are the host of the meeting.

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Brian Klaas: The person who's account in which the meeting occurred. So if you're like sharing responsibilities among the team of faculty members.

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Brian Klaas: And you didn't set up the meeting, you would not be able to see that data only the person who set up the meeting would be able to see that data. That's one of the many limitations of zoom polls, unfortunately.

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Celine Greene (CTL): Department just came in here real quick to emphasize the fact that and zoom share your screen.

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Celine Greene (CTL): So Poll Everywhere is something where every single person at school of public health can contact CTF for pro Poll Everywhere account.

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Celine Greene (CTL): And you could be doing a lot of this interactive stuff in Poll Everywhere to to find money as points. And there's other ways besides the multiple choice questions. There's the open

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Celine Greene (CTL): We might even ask the question, what is the mightiest point, what is there a topic that you're still confused on kind of like a back channel Twitter feed, kind of thing which you could use Twitter if you wanted to.

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Celine Greene (CTL): But again, just understand that all of these interaction, things can happen synchronously with zoom. And again, whether you want it anonymous versus not versus is dependent upon the tool you choose and the settings Isla

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Elizabeth Stuart: Great, thank you. Um, there was a one really quick question. So while I pull up my slides because I want to make sure to point out some other resources.

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Elizabeth Stuart: John there was a quick question for you, which is whether the data analysis workshops are going to be offered online or on site in January, which I haven't. I can imagine what the answer is. But I'll let you

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johnmcgready: presume they will be offered, they certainly will be offered on. Wait, can you hear me, sorry. Yes, I just wanna make sure I unmuted.

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johnmcgready: They will be offered presumably the we are planning to offer them online. And if things change. They will probably be offered in person and online at the same time.

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Elizabeth Stuart: Does that sound right. Thank you.

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johnmcgready: Well,

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Elizabeth Stuart: That sounds right to me. Yeah, and I will just remind everyone, we have committed. It's a little different for those workshops which are an institute course but

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Elizabeth Stuart: We have committed to the students that they can complete their entire year online if needed. And so even if

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Elizabeth Stuart: On site instruction is able to resume in third and fourth terms, we are going to be figuring out ways to make sure that all of the course offerings will still be also available online.

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Elizabeth Stuart: And in fact, I was in a meeting earlier today, where we were starting to brainstorm what that might look like in an optimistic view of the world where we can be back.

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Elizabeth Stuart: So I want to, if we have time, we can go back to questions, but I did want to make sure to give some, you know, as, especially since this is the last of these scheduled workshops

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Elizabeth Stuart: Wanted to just kind of make sure everyone knows about resources or sort of where to go from here.

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Elizabeth Stuart: I want to say, I love that we've I feel like these workshops have helped us develop a community of people to share ideas. And that's partly why we do them as a informal zoom session, rather than a formal webinar, so please email me directly with any comments, suggestions.

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Elizabeth Stuart: You know topics. If we want to continue this in the fall. I keep telling people about this virtual teaching resources page. So this third link on this bullet and Celine has put it in the chat.

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Elizabeth Stuart: Is sort of the one stop shop to go to to get your main questions answered about how to teach in a virtual classroom environment.

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Elizabeth Stuart: And there's also a Microsoft Teams group with some chat sort of just, again, kind of consumptions continue these informal interactions in a

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Elizabeth Stuart: Chat kind of way. And again I referenced the faculty mentors and the senior team days.

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Elizabeth Stuart: So the list of those is available on that one stop resources page so you can find them there you again, if you're teaching in the fall, you should have heard from them already, or will be very soon.

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Elizabeth Stuart: And then Brian asked me to put in a plug for the first blog with course blesses changing and improving and features all the time. And so the blog is a really great way to stay on top of that.

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Elizabeth Stuart: And sort of to that point, I want to point out that the week of August 24 we're going to be having and kind of a training week

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Elizabeth Stuart: Where again, especially after today's session, you might like. Oh, it's so much and how do I really figure out how to use these tools and so that week there's going to be a series of

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Elizabeth Stuart: Workshops. Here I've listed two that are organized by the Center for Teaching and Learning one that's what's new in course less than the other, of course, plus refresher.

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Elizabeth Stuart: Please register in advance for those and then multimedia is offer is also going to be offering a bunch of resources and and

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Elizabeth Stuart: I didn't put a link in here but john mentioned, he's creating some really short little kind of faculty perspective on zoom tools and things and things beyond zoom

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Elizabeth Stuart: And so those will be put up on the resources page as well when they're available. So there's we're trying to put together all sorts of resources to help

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Elizabeth Stuart: And as you can see from the polls that Selena has put up. We are also, you know, looking for, what, two people need more training on and so kind of will be looking to do additional trainings, based on what sort of needs are.

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Elizabeth Stuart: So let me stop sharing. Again, there's lots of links in the chat and things. And I've now lost track of the chat. And we do have a couple minutes if there's any are asleep any key things in the chat that we should try to address that I missed

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Elizabeth Stuart: Right, you're muted.

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Anna Kalbarczyk: Can I make a quick note about group work.

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Anna Kalbarczyk: That'd be okay.

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Anna Kalbarczyk: Because I've been having a bit of a conversation a conversation in the chat.

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Anna Kalbarczyk: You know, I think, earlier we we talked about group work being so integral to people's networks. Right. It's a way for people to get to know each other. It's also an important

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Anna Kalbarczyk: Way that that we can teach and get people to to engage in the material, but also now we have these additional challenges about not really being able to require people to to attend the sessions.

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Anna Kalbarczyk: I think, you know, one approach that we tried to use was really encourage students if you can't attend one session. Right. Try to make up for it in another way. Right. Work with your group members to step up. If you have to

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Anna Kalbarczyk: And you know, I can think about instances when I was a student right where I would say, hey, I cannot do anything.

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Anna Kalbarczyk: From this date to that date, but man, am I going to be killer on our final assignment. Right. And I think you can just give students opportunities.

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Anna Kalbarczyk: To do that, and I find that people really step up and they appreciate that flexibility. I mean, again, check in with groups as you do that, but I think there are some ways around this where we're meeting all of these, these different components.

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Elizabeth Stuart: Great, thank you. Yeah, I think that relates to a theme that we had earlier in the summer with one of these sessions were sort of themes of flexibility and empathy. I think are really going to get the students and faculty and TA A's through

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Elizabeth Stuart: This experience and sort of recognizing where people are and just being and I think showing that flexibility and empathy again will go a really long way in terms of having a successful year

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Elizabeth Stuart: So maybe, on that note, I will give everyone you know three minute break in between sessions of

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Elizabeth Stuart: Thank you so much for joining. I've been thrilled with the attendance. Thank you to our presenters and to selling green for helping organize

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Elizabeth Stuart: And CPL and multimedia for all the help. So it's been great. And stay tuned. We might continue these in the fall. If people find them useful. So thanks very much and have a great rest of the day.

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Celine Greene (CTL): Thanks so much less. Good night, everybody.

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Jennifer Winestock Luna: Bye.