This weekly series–a continuation of the CFD summer publication and workshops–will showcase faculty discoveries, strategies, and innovations emerging from HyFlex/remote teaching.
If there is a teaching tip you would like to share, email Mary Balkun, Director of Faculty Development, at <mary.balkun@shu.edu>.
Fanli Jia, Psychology Department
We usually engage students via in-class activities. However, Hyflex teaching makes it difficult.
Here is a simple activity (communicating cultural messages) in my cultural psychology class to demonstrate how the message (especially for the message that is out of their cultural norms) can be misinterpreted.
- I sent a private message to a remote student via teams and asked the student to act out to both remote and in-person students.
- One in-person student received the message from the remote student and then acted out to another in-person student and went on to another student.
- If you have a tripod camera, you can move it to “Zoom” into the in-person student. If you are in the Hyflex classroom (like mine), you can click the panel to show the student view and zoom in/out (take some time to find the in-person student).
I found the students enjoyed this simple activity. I suggest not to design a complex one to engage both in-person and remote students. Simple things work well, and especially remote students miss the simple interaction with each other.
Robyn Lemanski, English Department
In Core English II, I often have students read out loud. It is not easy to get volunteers in the best of times, and with HyFlex, it is next to impossible. I don’t like to cold call on students to read, but there was so much time wasted waiting for a volunteer. So I informed the students that I would expect them to read out loud, but I would make them aware of when they’re going to be reading. I split the class into 3 groups of six, and told them their group can expect to be called upon to read every third class. Since they know they’ll be called upon, they feel prepared. At the beginning of each class I remind the students which group will be readers for the day. This has worked out quite well! I don’t feel like I am putting a student on the spot, and they’re prepared before class to be called on to read. It’s a small victory, but it has saved time and sanity!
Giuseppe M. Fazari, Sociology, Anthropology, Social Work, and Criminal Justice Department
In the past, I incorporated a mid-semester assessment in which students anonymously write something positive and negative (if anything) about the course onto an index card. The pointer was shared during my new faculty orientation and it has served me well in making minor changes during the semester, but more importantly, has provided me with additional perspective as I continue to teach the course. Given our circumstances, I couldn’t do the index card assessment and so I created a very brief survey through Qualtrics and sent the link to all of the students taking a course with me this semester. I mention it in class, assure them that it is anonymous, and send the link via email and Blackboard. The students who have previously taken me are already familiar with my index card assessment and so they are already acquainted with it.
SURVEY:
Which of the following courses are you completing this survey for?
Thus far, what are the positive aspects of the course and things the instructor should continue to do?
Thus far, what are the negative aspects of the course and things the instructor should consider changing?
TECH TIPS FROM THE TLTC
RPNow Tip for Success: RPNow Practice exam should be given to students at least 5-7 days prior to taking the actual exam in RPNow to ensure they have a working camera and microphone. Practice exams should not be proctored. For more information on using RPNow please visit: https://www.shu.edu/technology/hyflex-teaching.cfm
There will be a new navigation system in Blackboard, which will be installed over the winter break: https://www.shu.edu/technology/news/a-new-way-to-navigate-blackboard-learn.cfm
The new Self-Service Desk Portal allows faculty to submit tickets, request hardware repairs, or chat with a technician: https://tech.shu.edu/shu_self_service