What on earth is a “lab”?

Happy Spring 2021! I took a break from teaching in Fall 2020 to get through the small, unimportant task of applying for postdocs 😉 but now I am back to teaching, and thus the hiatus on this blog is also hopefully over!

In Spring 2021, I am teaching linear algebra. While preparing for this course, I kept hitting a wall whenever I thought about my designated “lab” sessions. So what on earth is a lab? 

At Emory, linear algebra and similar math courses are taught in two 75 minute sessions a week (normally Mon-Wed or Tue-Thurs), and then an extra 50-minute “lab session” (usually on Fridays) per week. The 75-minute sessions are led by the course’s instructor of record, usually a visiting or permanent faculty member, and the 50-minute sections are led by a teaching assistant, usually a graduate student. “Lab” is probably a misnomer, considering there isn’t any actual computing or laboratory work involved. In my undergrad, we used to call these “review sessions.” More on this later. 

Graduate students also get to be instructors of record for courses, but usually, this is restricted to Calculus 1 and Calculus 2. Rarely, grad students also get to teach Multivariable Calculus, but in my five years here, I only remember one instance of this.

Well, things have changed this year. A couple of my grad student colleagues and I have wanted to teach linear algebra for a while now. This year, Emory granted our request and decided to run a grad-student-led cohort of Linear Algebra sections. This causes an immediate problem: they are unwilling to have a grad student TA for a course led by another grad student, which, you know, fair! The deal, thus, was that if we get to teach our own linear algebra class, we also have to teach the labs.

This is a pretty good deal, and so, of course, I was all for the opportunity. The only problem is: what on earth is a lab without a TA?

In order to figure this out, we have to ask, what really is the point of labs when there is a TA? I came up with the following reasons having a lab is nice: 

• Students get to review the topics covered in class each week. 
• They get to interact with a TA and maybe ask questions that they are hesitant to ask their instructor. 
• They get to see a different perspective on the material, considering someone else is teaching it.
• Depending on how you run your labs, students might get to see different examples from what they would see in class.
• Even if the examples aren’t that different, it is good to have time set aside where you explicitly don’t cover new material. This might allow you to go more in-depth on the material already covered.

Those are most of the advantages of a lab that I could come up with, and I was struggling with replicating them in a lab without a TA. It bothered me that if I teach both the lab and the lectures, the course loses something. Also, less importantly, if I end my class on the day before the lab in the middle of a topic, it felt odd to say, “Well, you will see me again soon, but we will do something completely different instead of finishing this example/thought/discussion that we are in the middle of.”

This Wednesday, I finished my class on Gaussian Elimination by giving them an example of a matrix to try on their own. In my next class on Monday, my goal is to teach them about the rank of a matrix and state the following theorem. 

Theorem 1.2.2

I decided to start Friday’s lab by quickly reviewing what we had covered during the week and solving the example that I had finished Wednesday’s class with. For the rest of the session, we worked on the following problem: 

The rank of a matrix is the number of leading 1s in its row echelon form.
Give an example of a system of 3 equations in 2 variables such that the augmented
matrix has rank:
• 0
• 1
• 2
• 3
• 4
How many solutions does each of these systems have?

I solved part (a) together with them, soliciting answers to basic questions like: “How many rows would this matrix have? How many columns?” etc. Then I gave them some time to work through the other parts in pairs. Finally, we came together as a class to discuss it. 

This worked exceptionally well. By the end of the class, they had concluded that rank has to be less than or equal to both the number of rows and the number of columns, and after a little prompting to compute the quantity “number of parameters + rank” for each of the cases where the system is consistent, they concluded on their own that the number of parameters + rank equals the number of variables. All before ever having seen the theorem!

As it turns out, I am a fan of the lab sessions. I don’t yet have a concrete plan of what I am using them for each week for the rest of the semester, but I do know for sure that it will be some combination of review and discovery! 

Do you happen to teach a class with a similar lab structure? Do you have other ideas for me of ways to use the time most effectively? I’d love to hear some thoughts!

Setting boundaries: An online learning adventure.

“I have never worked longer hours than I did when we switched to online in the middle of last semester.”

“…there is always something to grade, and I’m able to access it any time, I feel like I have to stay on top of it.”

“One thing that is not very clear to me is how to keep up with all the new comments/questions added to asynchronous discussions…”

“It sounds like we should constantly be on the lookout for new information, and that sounds a bit overwhelming.”

These are all examples of things I’ve been hearing from colleagues assigned the arduous task of teaching online in the Fall. I’ve had a few ideas regarding this concern floating around in my head since my online teaching fellowship in June. (If you have no clue what I am talking about, I explain the fellowship a bit here.) This came up multiple times during my fellowship, not the least because faculty enrolled in that course brought it up as a concern for teaching in the Fall. It also came up because I was a graduate student and a facilitator for a course that enrolled faculty members from my own department. The role-reversal was unusual, to say the least. Luckily, everyone in my department was incredibly supportive and respectful. They let me lead the live sessions without derailing the conversation or putting me in a position where I’d have to choose between awkwardly admonishing them or not doing my job well.

Still, the three-week course was an exercise in setting boundaries and expectations, especially over email. I quickly realized that spending a lot of time thoughtfully constructing an answer to every email as soon as it arrived, or attempting to personally solve every problem brought to my attention, just wasn’t feasible. I also couldn’t possibly entertain requests to meet over Zoom on a Friday evening and keep my sanity. Instead, I learned to delegate, answer emails in bulk, and refer people to resources available online instead of researching how to solve their very particular technology issues myself. This was not easy, since I genuinely like everyone in my department, and I’m conditioned to “be helpful” as much as possible. I also believe this is one of the most important things I learned through the fellowship.

Many of the strategies I learned can be translated into setting boundaries in an undergraduate course taught online. Thus, I thought it might help Future Maryam to have a list of ideas, both ones I have used, and ones I have read about in one place to refer back to as needed. I hope it helps some of you as well!

• Set up work hours. This first one is hopefully relatively obvious. Just because you’re “working from home” and you “live at home” doesn’t mean that regular work hours go out the window. Even if you are the type of person who works better in the evenings, like I am, just because you are working at 7 pm doesn’t mean you’re available for a 7 pm meeting. 
• Only answer emails during work hours. This is a continuation of the previous point. If you respond to emails at 10 am and at 8 pm, people will start to expect a response at every hour of the day. This is especially true if you answer every email within 10 minutes of it being received. Don’t do this. Set aside a time during regular work hours to respond to emails. 
• Make use of schedule-send. Both Outlook and Gmail now have this feature where you can schedule an email to be sent out at a specific time. If you are working at 7 pm and you receive an email that does not require an immediate response (hint: 95% of them don’t), but it would only take a couple minutes to write one, and you’d rather just get it over with, go for it! Write a response, and then schedule it to be sent out at 9 am. This way, it is out of your head, but it doesn’t give the impression that you are available 24/7.
• Get a Google Voice number. I’ve only recently gotten a google voice number, and while I haven’t used it for this purpose yet, I’m definitely intrigued by it. It seems like a suitable replacement for a “work phone” if that’s a luxury you were used to in pre-pandemic times. I never had a work phone, but I wonder if it would still be useful for your students to have more than one way of contacting you.
• Respond to things in one go. Set aside a time to respond to all emails from the past day in one go. I try to do this right after breakfast, at the top of my workday, though you could also do it at the end. If you’re assigning weekly asynchronous discussions, for example, set aside a time one a particular day of the week to go through them and respond to the ones that require a response. This way, you don’t have to constantly be on the lookout for new information.
• Set up an expectation beforehand for when you’d be available and responding to asynchronous content. For example, suppose you assign weekly posts and responses in a Discussion Forum, where the first post is due on Thursdays. You could let your students know in advance that you will read and respond to their posts on Friday. You could then set another deadline for them to respond to each other or you. In my hypothetical example, this deadline might be Sunday.  
• For email, I have seen people add something along the lines of “I will respond to your emails within 24-48 hours, except on the weekends.” to their syllabi. I think this is a good idea. This way, your students don’t have to struggle to decide how long it is appropriate to wait before sending a reminder email. 
• You could also set up an automatic reply to your email: “Hello! If you are a student in my [class name/number] class, please note that I do not check email between [this hour] and [this hour]. Please refer to the FAQs to see if your question has already been answered. If this is an absolute emergency, contact me at [alternative way to contact]” See below for more on FAQs, and note that a Google Voice number might be a good alternative contact method.
• Don’t respond to every single post. Going back to the discussion post example: don’t feel like you have to reply to every post. Respond where it feels natural, on posts that require a response—quality over quantity!
• Get students to respond to each other. There are many wrong ways of doing this, so tread lightly and carefully. Still, if you make it part of the assignment for students to respond to others’ posts, it takes off some expectation from your shoulders and fosters student-student interaction. This is especially helpful in a Q&A type discussion post, where students can ask questions, and other students can help answer. You could assign “bonus points” for solving a peer’s problem, for example. 
• On that note, create an FAQ document and a Q&A discussion board. Instead of five different students emailing you the same question at seven different times of the semester.. wait, that will still happen. The point is that it is easier to link to an item in an FAQ document instead of answering it seven times. On that note, see if you can create a document with embedded links to each question for easier access to each item. 
• The one thing that I dislike about the Canvas Discussion Forum is that you cannot tag users. Get students to type @YourName before a response that they’d like you to see and answer anyway. Then on your assigned day of the week, go through and answer the stuff that explicitly has you tagged first (you can search entries by using CTRL+F or the in-built search functions on Canvas.)
• If you’re teaching a large enrollment class, consider creating a separate email address for your class. I’ve also seen professors ask students to put “[Course Number]–[Course Title]–[optional: Section Number]” in the subject line. This especially helps if you’re teaching more than one Section or course.
• Last but not least: if this is your very first time teaching a course online (Spring 2020 doesn’t count), don’t overcomplicate it. It is deceptively easy to go down the technology rabbit hole and start buying into this myth that the more fancy tech you use, the more impressive your course would be. This is simply false. Remember, if you are overwhelmed — your students will be too!

I hope these help, and please let me know if you have any other ideas or if you disagree with some of mine! Until next time.

Summary Exercises: Students hate these!

…but I still don’t think they are entirely useless.

P.S. Am I doing this clickbait headline thing correctly yet?

P.P.S. the last time I posted, I promised weekly updates from my online teaching fellowship experience. Well, that didn’t happen. *laughs in retrospect.* It’s Monday, though, and I started this thing one time where I post a mini-tip on Mondays, so I’m going to just hop back on that train and ignore my recent pandemic-induced writer’s block.

So, what are summary exercises, and why do students hate them?

I stole this idea from someone on the internet. This was a long time ago, though, and I don’t remember who I should credit for this (sorry!). The original blog post writer I stole this idea from had the following basic recipe: Every day before class, she assigned her students a section of the book to read and write a summary. Then, they covered that section in class. Students submitted these summaries at the beginning of class, and I don’t remember if they were graded. I think even if they were, they constituted a small part of their overall grade.

From what I remember of the original post, her students really hated these at the beginning of the semester. It was so much extra work, and the type of work they don’t come into a math class expecting to do. However, by the end of the semester, they realized that writing these summaries helped them understand the lectures better, and the notes they made were invaluable when exams came around. Happy ending!

In Spring 2020, I wanted to implement something similar, but instead of having students read and write a summary before class, I wanted them to write one after. I worry about the flipped classroom approach in an intro-math class. Learning to read math is a skill, and we shouldn’t just assume that students have that skill down when they first enter a calculus 1 or 2 class. I am more open to the flipped classroom idea if you ask them to watch a video explaining math before class. Still, even in this version, you have to find a way to make sure they are actually following instructions. Anyway, thoughts on the flipped classroom should maybe go in a different blog post.

The way I implemented Summary Exercises was via Canvas. I set up assignments due at 11:59 PM on the day of class, after every class session. Students could enter summaries in a text box, or upload files (PDFs, scans, word docs, etc.). Almost none of the students went for the non-text box option, which surprised me. These assignments were graded for completion, but I encouraged them multiple times in the first few weeks to make them as detailed as possible. The more effort they put in at the beginning, the more it would help when midterms rolled around.

After the first midterm, I gave students their midterm evaluations, and a couple of students commented that they found the exercises “useless.” At this point, I had also gotten tired of them. At the start of the semester, students were just doing them to check a box, so they weren’t that good qualitatively. After I spent some time encouraging them to add more details (and gave them examples of what a good summary looks like — in retrospect, I should have done this at the start of the semester), the quality seemed to improve a lot for the next couple of weeks. 

By the middle of the term, however, students had realized that there wasn’t enough incentive to put effort into them (remember they were only being graded for completion) and so they had gone back to writing a sentence or two with not that much content. After the midterm evaluations, I seriously thought about getting rid of them altogether…

And then the pandemic hit. 

We had to move our instruction to a remote learning model with almost no time to plan. I taught the rest of the semester as live synchronous sessions via Zoom that I recorded and posted online. This gave me an idea: maybe the summary exercises could actually be useful in such a setting. If nothing else, they’d help me track whether students watched the recorded lectures and whether they were getting anything out of them. 

I changed the format of summary exercises to graded discussions on Canvas. After every class session, they still had an assignment to do (now at the start of the next class session instead of 11:59 PM), but instead of submitting their summary just to me, they were posting it in a Canvas discussion board. The discussion board was set up so that you had to post a response before you could see others’ replies. I figured that the prospect of other people reading your answers might motivate students to put more effort into them. I also made them graded for content, which just meant that I won’t give you a 100% if what you’d written was completely irrelevant or devoid of substance.

Well, if my final term evaluations are anything to go by, students hated this new arrangement. Here are some quotes directly pulled from the evaluations.

• Strengths: Quizzes and in class activites were extremely helpful in learning the course material Weaknesses: Summary exercises.

• Remove summary exercises. They do not fulfil the role they are set out to fill and cause unnecessary stress

• …feel that summary excercises were pointless and I never looked back at them

• Strengths: Explained all course material at a very reasonable pace. Did not rush anything. Answered all questions both in person and through emails. Very easily accessible to meet in her office if required Weaknesses: Summary exercises

I almost want to laugh at the intensity of this hatred, but I won’t. Also, I promise that this was NOT the case in my mid-term evaluations, otherwise I would have gotten rid of them altogether. Midterm evaluations were lukewarm, and had a “eh, I don’t hate them but don’t think they are useful” vibe (and that too only from 2 students!)

(Also full disclosure, most students didn’t comment on Summary Exercises at all. One student even said “Summary exercises and index card problems allowed me to go back and learn the broad topic of each class before a quiz or test,” in the end of term evaluation. So it wasn’t all terrible.)

The point is, students didn’t like them, but I thought they were useful for me in the strange times of pandemic teaching, because they helped me keep track of who was watching (and actually learning from) my recorded videos.

I wouldn’t trash the idea completely based on my Spring 2020 experience, but I am definitely looking for a different way to implement them in a future semester. If you’ve read this entire (not that mini-) post and have ideas and suggestions for me, please post them in the comments because I’m all ears!

Be safe, and I’ll see you with another mini-tip Monday on some future Monday. Or Sunday night. (Who knows, it’s 2020, could be Thursday. #Whatistime.)

Life Update + Updates about this blog

Hello, hello! Long time no see. When I started this blog in March 2020, I intended it to chronicle my experience of moving my Calculus 2 class online in light of Covid-19. Having said that, I did have plans for what this blog would become after my class ended: I wanted to continue writing about techniques that have helped me improve my teaching, as well as pedagogical tools that I have considered implementing but haven’t yet (and why). 

Once Spring 2020 actually ended, though, I hit a metaphorical wall: the structure that having a class to teach was giving me suddenly disappeared, and I had a hard time reinventing my schedule from scratch. So I took an unintentional 5-week hiatus from this blog and spent some time (finalizing grades and) tending to other aspects of my personal and professional life. I spent more time doing research and writing, learned to cook more delicious food, started learning how to draw and illustrate on my iPad (using Procreate).

I recreated a Brooklyn Nine-Nine poster using Procreate.

I also started coding a board game in Python, which is a side-project I’ve wanted to work on since freshman year of college and have just not gotten around to it. (If any of this interests you, tell me in the comments: I’d love to chat more about my quarantine hobbies!)

Alongside these personal projects, I got nominated for and accepted a fellowship that will allow me to work closely with math faculty specifically on ways to engage students in an online platform. As part of this fellowship, I participated in a 3-week training that was meant to “help faculty reconceptualize their course materials in order to deliver it an online course or be prepared to move flexibly between different modalities of delivery.”  

The cohort of trainees in this 3-week program included faculty and graduate students from all departments of Emory. The graduate students were mostly those who were nominated by their respective departments for this fellowship. In contrast, the faculty included everyone teaching in the Summer semester at Emory. This allowed me to have conversations with people in all sorts of subjects about effective teaching.

Starting next week, I will help facilitate a similar training, specifically aimed at the math faculty who are signed up to teach in the Fall. I’m excited to get to talk to people who have taught math for years and years, about the challenges and opportunities of teaching an intentional, engaging, and rigorous online course.

What this means for this blog for the next few weeks, is that instead of posting about things I’ve done and whether they helped, I might post about challenges I foresee in remote learning and possibly ideas about how to overcome them. Since I’ve never taught a real online class before, most of these blog-posts might feel unresolved and might end with more questions than answers. I hope that writing these questions down will help me clarify ideas in my head and help me gather ideas from the internet hive-mind.

So I hope you will engage, and if you have ideas and solutions, you will share. One of my favorite mentors recently told me that she believes teaching should be a community exercise, and that she wants to foster an environment (within our department) where anyone can go up to anyone else and ask “Hey, I’m teaching XYZ and I’ve run into this problem. How did you handle it when you taught something similar?” I hope that I can practice the same in this little corner of the academic internet.

See you guys next week, with the first installment in this series, a blogpost about synchronous vs. asynchronous delivery.

Mini-tip Monday: Zoom Polls

Happy fourth week of online teaching, everyone! Can you believe we made it to four weeks? Today’s Mini-tip Monday is also about the move to remote learning. (See here and here for the previous posts in this series.)

If you’re new to my blog, let me remind you of my set-up. I am teaching Calculus II synchronously using Zoom, the now-famous web-conferencing service. I share my iPad’s screen and use notability to write while I lecture. I use Canvas to communicate with my students, post class recording and notes, and share any other resources.

The set-up has been working very well for me. On average, about two-thirds of my students are attending the class sessions live. The others are engaging via Canvas, and I haven’t had a student completely disappear yet. (I have had a couple of close calls, but reaching out to them has always resulted in them resurfacing. I’m keeping my fingers crossed that my students can all make it through these chaotic times in good health and spirits.)

While I have adjusted reasonably well to teaching online, I really do miss being in a physical classroom. Apart from just missing the energy of a physical classroom, I miss being able to communicate quickly and effectively by virtue of being in the same space as my students. There are just some things that cannot be replicated in an online class, though not for lack of trying. One of the things I miss the most is the ability to get quick feedback from students when explaining a new topic. I do this in a face-to-face class by breaking my lecture up with straightforward problems that I ask them to solve on a pen and paper. I encourage them to talk to each other while attempting these problems, and I do a quick walk-around to glance at their work and gauge where they are. If needed, I pause and chat with the students who seem to be struggling, offering individual help. 

Sometimes I do the same thing before I introduce a new topic. I ask the students to solve a warm-up problem, something that nicely sets up the next section we are going to cover. (I will talk about warm-up problems more in a future Mini-Tip Monday.)

All of this seems impossible in an online class where I can’t glance at their work in real-time. While I haven’t found a way to completely replicate the ease of a physical classroom, one of the most effective tools I’ve used to get me close is the “Polling” option on Zoom.

I have taken the time to reframe the problems I’d usually ask students to solve in a class into multiple-choice questions. Obviously, this reframing would not work for every type of question. Still, when it does, it provides me with invaluable quick feedback that I had no other way of getting in an online class.

Let me explain how Polling works a little bit. You can set up polls you want to use in a class session ahead of time. I usually do this the night before. If you have a recurring meeting scheduled, you can add polls to the meeting at any time, and Zoom saves all of them. Here I will list three examples of questions that translate well to Zoom Polls.

Example 1

Topic: Trigonometric integrals.

Warm-up problem: Integrate sin^2(x) with respect to x.

Zoom Alternative: Which of the following methods would you use to integrate sin^2(x) with respect to x? 

Poll Options:  Integration by parts, u-substitution, a trigonometric identity

(Once students have answered this poll, I would ask them to take a few minutes and try to solve the problem using the method they picked. After a few minutes, I would rerun the poll, asking them to choose either the same or a different approach.)

Example 2

In-class problem: For what values of x does the series {insert some power series here, say with the interval of convergence [-1/2,1/2)} converge?

Zoom Alternative: For what values of x does the series {power series} converge?

Poll Options: (-1/2,1/2), [-1/2,1/2), [-1/2,1/2], (-1,1), I do not know.

(If anyone picks the last option, I would pause and ask them if they have a specific question.)

There are also some much simpler questions one could ask over Zoom. For example,

Zoom Poll: Does the series {insert series} converge or diverge?

Poll Options: Converges, Diverges.

Here’s one I used in class just today.

Zoom Poll: The following differential equation models the growth of a population P: dP/dt=8P(1000-P). If the current population is 200, is the population increasing or decreasing? 

Poll Options: Increasing, Decreasing.

While this approach has it’s imperfections, I have had a lot of success using it. In particular, I like it a lot better than the alternative that I’ve been considering: breakout rooms. Let me know in the comments of any strategies that you’ve developed to make your online lectures more interactive. I am always looking for ideas!

 

Mini-tip Monday: Running to-do lists

I’m back with another Mini-tip Monday, a series where I post a bite-sized piece of information or suggestion that has helped me streamline or improve my teaching. If you missed the one from last week, click here to read it.

For the next several weeks, the mini-tips will specifically be about moving to remote learning amid the Covid19 crisis. We will move to other topics once things go back to some semblance of normal.

This week’s mini-tip is about running to-do lists. 

Since moving our class online, a lot has inadvertently changed. Students were used to a weekly study routine that has had to be modified. I’ve tried not to jostle any of their deadlines drastically, e.g., homework is still due on Mondays, in-class quizzes that used to take place on Wednesdays have been converted to weekly Canvas quizzes, which still take place on Wednesdays, etc. My intention is to keep things as close to normal as possible while being as flexible and compassionate towards their individual circumstances as I can be.

It is a hard balance to strike, though. For example, we nixed a midterm that was supposed to take place right after spring break, since that would not have given them enough time to get used to taking their class online, etc. Emory extended their spring break for a week, which means that we had to rearrange content for the rest of the semester. 

To help students with this transition, I’ve decided to post a running to-do list on our Canvas homepage. I update it as I go during the week, and send out an email with all upcoming deadlines on Monday evenings. Here’s an example of what that email looked like as of Monday evening last week [I’ll add comments and explanations in square brackets, like so. The stuff in blue used to be links that I’ve removed for the blog post.]

"I thought it might help if I made a consolidated list of to-dos for you each week, just to make this transition easier. 

First, if you weren't present for today's synchronous class (and even if you were), please take a look at this page: March 30th, 2020. [links to Canvas page titled "March 30th, 2020. See my last blog post for details about how I'm using Canvas pages.] I have updated it with a link to the video-recording of the lecture, and a PDF file containing notes. 

Then, please complete today's summary exercise [links to the correct page on Canvas. More details about summary exercises in a future mini-tip Monday post!] if you haven't yet. 

This week's WebAssign [online homework] is due on today by 5:00 PM EST. [This is when WebAssign has always been due, and since it's always been online, I decided not to change the deadline.] Please make sure that you have completed it. Feel free to email me any questions. 

There will be a new WebAssign out tonight, which covers Sections 11.10 and 11.11 from your textbook. It will be due next Monday; please plan a time to work on it this week. 

Our weekly quiz will be released on Wednesday at 11 AM. It will available until Thursday at 11 AM. It covers 11.8 and 11.9 from your textbook.

Finally, please attend class (if you can, or watch the recorded video) on Wednesday and Friday, and submit the corresponding summary exercises.

Please let me know if you have any questions/comments or feedback. 
 
Stay safe, 
 
Maryam" 

On my Canvas homepage, that above email just translates to:

• Notes+Recording for Monday’s class: March 30th, 2020.
• Summary exercise for Monday, March 30th.
• WebAssign (due March 30, 5:00PM EST).
• Quiz on Wednesday, April 1st, 11 AM (Sections 11.8 and 11.9)
• Notes+Recording for Wednesday’s class: April 1st, 2020.
• Summary exercise for Wednesday, April 1st.
• Notes+Recording for Friday’s class: April 3rd, 2020.
• Summary exercise for Friday, April 3rd.

This way, they get a reminder on Mondays, but they also have a concise, frequently-updated running list that they can check any day of the week.

In a regular semester, I send students email reminders for any deadlines that they wouldn’t get an automatic reminder for. I’ve never thought of doing one big email with a consolidated to-do list for the whole week before, but after doing them for the past couple of weeks, I like the idea enough that I hope to continue doing this post-pandemic!

As always, please let me know in the comments if you have ideas for making this more efficient and effective. Thank you for reading this far!

Mini-tip Monday: Canvas Pages

I have decided to post a “mini-tip,” a bite-sized piece of information or suggestion that has helped me streamline or improve my teaching, on Mondays. For the next several weeks, these will specifically be about moving to remote learning amid the Covid19 crisis. The hope is that I can keep this going once things are back to normal.

Today’s mini-tip is about Canvas Pages. I have been using Zoom to deliver my lectures synchronously, and Canvas to communicate with my students otherwise. All homework, lecture notes, lecture videos, etc. are posted on Canvas. One consequence of moving online is that there is a whole flurry of information that needs to be communicated to students related to every class period, e.g., class recording, notes, any related hw due that day, summary exercises*, etc.

Even though I’m hosting synchronous classes, I am trying to post extra resources for students who cannot make it to synchronous lectures for various reasons (e.g., students who are in vastly different time-zones) and thus can’t take advantage of the option to interrupt me and ask questions in class.

All this being said, this means that I needed a way to provide them with all of this information in one, easily accessible, user-friendly place. Enter Canvas Pages!

I’ve set up a “Module” in Canvas called “Online Classes,” which contains a Canvas “Page” for each class session that I’ve taught. Here’s a visual of how that looks. The title for each Page is just the date of the lecture.

 

The green tick marks in front of the Pages indicate that these Pages are published.

Once you click on each Page, I have the following template set up. I fill in the relevant information after each class session.

In this class session, we will be talking about Section [section number]: [section title] from the textbook.

Topics and Learning Objectives:

[List of topics and Objectives]

Before you come to class:

[Readings they should do before class and/or problems they should work on before coming to class.]

Links to:

– Class Notes, Class Recording, Summary Exercise, any other resources.

Not every class session needs all of this information, but it is helpful to me to have a template, so I don’t miss anything. Here’s an example from last Monday.

I hope this is helpful for other people who are transitioning their classes to an online remote-learning format. Please let me know if you have any questions about my set up and/or any ideas to make it better!

 

Stay safe and sane!

*I will do a separate mini-tip Monday on Summary Exercises if you're curious.

Unexpected positives of moving my class online

Yesterday was not a great day for me. Being an extrovert and being stuck at home for days is far from ideal. Combined with the fact that my regularly-scheduled Atlanta-Spring-induced allergy symptoms reared their head yesterday, which meant that I spent most of the day sneezing and sniffling, I really needed a pick-me-up. So I made a list of all of the unexpected positive consequences of moving my class online. Without further ado, and in no particular order, here goes a list of all the good things about this situation:

• I can get up almost an hour later than usual and still make it to class on time.
• I can teach in super comfortable pants. 
• If I need to sneeze in class, I can mute myself and turn off my video for a split second.
• I can teach with a cup of coffee, tea (or hot chocolate!) next to me (I’ve only done this with tea at the moment, but the possibilities are endless!)
• My apple pencil is way more reliable than a whiteboard marker. (White-board markers dry up overnight and without warning!)
• I can highlight my handwritten notes.
• I have more choices for colored writing instruments.

A snapshot from my notes from today.

• My drawings/graphs are much better in Notability than on a whiteboard.
• I can switch between writing on “the board” (i.e. Notability) and showing them a graph on Desmos without having to turn our classroom projector on or off. (Our projector screen covers the whiteboard in the room that I teach in, so I can’t have them both be visible at the same time.)
• Having recorded lectures means that my students can rewatch my lectures as many times as they need.
• My students have notes from class that I wrote, as well as ones they took.
• I can rewatch my own lectures and notice stuff I wouldn’t get to see in a real-life class. I can reflect on what went well, what I can improve for the next lesson, etc. All good things! 
• In watching my lectures, if I catch a mistake or a slip of the tongue, I can point it out afterward. I’m less likely to notice something like that in a real class.
• I can send my class recording to other instructors and get feedback from them. (I did this with a friend after our first class; we both watched each other’s lessons and gave feedback. It was beneficial, 10/10 would recommend.)
• I’m eating lunch at home instead of buying lunch on campus. (This is more generally because of social distancing, but also because when I teach on campus, I tend to buy my lunch on more days than I’d like.)
• Zoom Polls are fantastic! In Monday’s class, I posted a simple poll with two choices: Correct Answer and Incorrect Answer. Only one student picked Incorrect Answer, which would have been awkward for them in a f2f class, but not in an Online one because their votes are anonymous.
• I’m not restricted by classroom design when making students work in groups. I haven’t tried Zoom’s “Breakout rooms” feature yet, but before spring break, I was teaching my class in a room with immovable chairs, which means I could not put students in groups of size greater than 3. Even 3 was uncomfortable, so I mostly made them work individually or in pairs. Now I don’t have that problem anymore!
• I have seen that students who are hesitant to speak up in class even when they know the answer to a question have seemed more comfortable typing the answer in a chat. I might be reading too much into it, but this seems like a big positive.
• I can teach with no shoes on!
• We’ve been having gorgeous weather in Atlanta right now (in the upper sixties/lower seventies). Still, I’m sure I will greatly appreciate not having to get out of the house when the famous Hotlanta summer rolls around.
• Did I mention comfortable clothing?

That’s everything I can think of. Honestly, I’m happily surprised by how long this list turned out to be. Feel free to tell me in the comments if you’ve noticed other positives that I have missed!

Update after first online class.

Hello! I’m back with an update after my first Online class. In short, it went really well! Most of my students actually showed up. This was a surprise, considering that last night, on our instructors’ text chain, I was making contingency plans for the case that literally no one shows up.

Me: Would you record a lecture anyway? How long do you wait for people before you start teaching? What if no one shows up, you wait 5 minutes, you start, and then one student shows up 15 minutes late, realizes you’ve been teaching to an empty classroom for 15 minutes, and then laughs at you for the next 10 minutes?!

Friend: These are new and terrifying things I have not thought about, and now I will not sleep.

Anyway, almost everyone who is in the right time zone showed up, and more than that, the ones who did were actually engaged. They asked and answered questions, responded to Zoom polls, and were generally really good about being engaged (which can I just say, I’m genuinely thankful for? It really made my life easier knowing that all of this hard work in putting my course online isn’t going to waste.)

Anyway, to cut a long story short, here are things that helped me, and please send any ideas you might have to improve this system my way.

• I have set up a recurring Zoom meeting just for our lectures. They already have the meeting ID, but I sent out an email about 10 minutes before with a link to join.
• I am using my laptop to host the meeting, which, in particular, means I’m using my laptop’s webcam for video, and my headphones are connected to my computer too. However, I’m using my iPad to share my screen where I’m writing notes.
• I put up a “warm-up problem” on the screen before I began my class so that students who join early have something to work on. I do this in my IRL classes too. I like to be early in my classroom when I can be, and this helps fill in the awkward gaps before we officially start class.
• I found that using chat is distracting, so I turned off the feature where “participants can privately chat with other participants” but left the “participants can chat with everyone” on, in case some people do not have reliable audio.
• The “Poll” option in Zoom is convenient, but I still have to figure out how to make a poll before class that I can pull up whenever I want.
• I set my lecture meetings to auto-record on Zoom, which means that I do not have to remember to record them every time. This also means that if I join early (which I want to keep doing), it also records the first 10 minutes of silence. This is not a problem, though, since Zoom’s functionality of clipping out the first few minutes is speedy and efficient.

Teaching in the time of Corona

I’ve been wanting to start a blog about my experience teaching undergrads for a while now, but haven’t taken the plunge for various reasons. Now that the Covid19 pandemic is forcing us all to teach online, I thought it might be worthwhile to share how I’m dealing with everything that comes with that. The hope is that this might become a medium to share and receive ideas, or if nothing else, a sense of solidarity.

I’m writing this first post one day before my first online class. I’ll be using Zoom on my laptop for sharing video, and I will be sharing my iPad screen where I’ll be writing down notes for the students to read. I will post an update with how it goes tomorrow!

For now, here’s my list of everything I plan on having on my desk and apps I will be using on my devices while teaching, in no particular order.

• My laptop, with Zoom Web Conferencing installed.
• My iPad Air, with Notability for taking notes, and Desmos for quickly referencing graphs that I can’t draw by hand.
• Apple Pencil.
• My trusty bluetooth earphones with mic.
• A cup of chai (black tea, brewed in hot water and steeped in warm milk)
• Facial tissues.
• A glass of water.
• My handwritten notes: One page with just the outline of the lecture, divided into 5-10 minute chunks, one notebook with detailed notes, solved examples, etc.
• The textbook, just in case.

(Am I going overboard with this? I don’t know, but I’m of the view that being over-prepared is better than being under-prepared.)

Wish me luck!