by Nathan Loewen, A&S Faculty Technology Liaison Melissa Green recently hosted a Blackboard RoundTable where she remarked that Flipgrid is now among the UA-licensed platforms. Anyone can use their UA email (email@example.com or firstname.lastname@example.org) on the Flipgrid Sign Up page to “Sign up with Microsoft.” My colleague Jennifer Roth-Burnette suggested I contact members of the
by Nathan Loewen, Department of Religious Studies Meagan Bennett and Nathan Loewen presented remotely to the Adobe Creative Campus Collaboration event. They discussed some aspects of how UA approaches the extraordinary conditions of 2020-2021. If you scroll down a few paragraphs, you will see what Sebastian Distefano took away from our presentation, he wrote, “Knowing
Presented by Nathan Loewen at the 2021 Adobe for Education’s Creative Campus Collaboration on April 14, 2021. Two Perspectives I wish to talk about specific methods I and my colleagues adopted for pre-, inter and post-pandemic teaching.* I come at this with two perspectives: Teaching – As a freshly-tenured professor of religious studies at a
by Nathan Loewen, Faculty Technology Liaison & Department of Religious Studies Based on an interview and materials shared by Dr. Traci M. Nathans-Kelly, College of Engineering at Cornell University I recently spoke to Dr. Traci Nathans-Kelly, who is a partner teacher for Games Design courses at Cornell University, where they have used Discord for Spring 2020
by Nathan Loewen, Faculty Technology Liaison & Department of Religious Studies Someone responded to the survey for Last Week’s Teaching in 2020 with a comment about the Discord app. It turns out plenty of people use Discord for teaching and learning (Several teachers in France and Quebec are adopting Discord). Here are the experiences of
by Nathan Loewen, Department of Religious Studies Maintaining engagement and a sense of community is valuable no matter how strange and extenuated the conditions for teaching and learning. 24 UA courses used the new Hypothesis tool in Blackboard (found in your “build content” menu). Hypothesis allows teachers and learners to add a layer of commentary
by Matt Smith (Hudson Strode Program in Renaissance Studies), Andrew Deaton (History), and Camille Morgan (Anthropology) How might a class read together remotely? One way is to assign a reading and then have students respond on a discussion board. Compared to Blackboard’s Discussion Board, the Hypothesis app has both drawbacks and benefits. One drawback, for
by Diana Leung, Department of Chemistry and Biochemistry In 2020 the changes brought about by COVID-19 forced me to transition my normally face-to-face classes to an online format. This fall semester I teach two sections of a freshman Introductory Chemistry class (CH 104), each with about ~200 students, and an Organic Chemistry II (CH 232)
by Elif Kalaycioglu, Political Science A key goal for my hybrid, advanced seminar this semester is to get students to think about the multiple roles that expertise plays in diverse domains of global politics. This requires familiarity with a range of IR theories on expertise, as well as linking these theories to concrete case studies.
by Dr. Jennifer Roth-Burnette, Capstone Center for Student Success 1. Treat online study like a job. Plan 1.5–3 study hours per credit hour each week. If you are taking 12 credit hours, that’s 18–36 hours per week, depending on the difficulty of the courses you are taking. It’s a lot, but you can do it!