by Lauren Horn Griffin, Department of Religious Studies I’ve been using Slack, a communication and collaboration tool, with the students in my Fall 2020 course REL310, “REL Goes to the Movies.” The app has given me more insight into student understanding and progress (those formative moments) than the live discussions where only some participate. Due
Hypothesis for Blackboard, planning better breakout rooms in Zoom, writing exercises, and better audio for remote teaching
Experiences teaching over Zoom, increased student participation, and a new appreciation for synchronous learning
Grading discussion posts, building community, and establishing conceptual understanding
Holding class outdoors, interactive A/V classes, alternating attendance, and student presentations over Zoom
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 Diana Leung, Department of Chemistry and Biochemistry I am an Associate Professor in the Department of Chemistry and Biochemistry at The University of Alabama. After the need for social distancing due to COVID-19, I had to transition my face to face classes to an online format. My teaching style relies crucially on the use
by Nathan Loewen, Department of Religious Studies I hope that you and yours are keeping safe, healthy, and well this summer. With the University’s plan in place for Fall 2020, you might be taking more concrete steps in with your syllabus and course designs. Some of your planning might involve UA-supported online platforms and software.