Brokk Toggerson has been selected as a UMass ADVANCE Faculty Fellow for the 2020-2021 Academic Year. ADVANCE Faculty Fellows partner with the ADVANCE-IT Team, providing recommendations and feedback about ADVANCE programming and resources, and promoting ADVANCE program efforts in their departments. There is one faculty member from each department for a twelve-month term.
Through the power of collaboration, UMass ADVANCE transforms the campus by cultivating faculty equity, inclusion and success. ADVANCE provides the resources, recognition and relationship building that are critical to equitable and successful collaboration in the 21st century academy.
UMass ADVANCE is funded by the National Science Foundation (NSF), which is advancing women faculty, including women faculty of color, in science and engineering.
For 2020-21, ADVANCE’s focus will be on inclusion, particularly with an emphasis on “Inclusion and Covid-19,” since the pandemic has had a differential effect on faculty members. Brokk will be invited to take part in meetings for ADVANCE Faculty Fellows in Fall 2020 and Spring 2021, and will also be a link in desseminating information to the physics department.
Assume that your students are going to have a lot going on, that some of it will be unpredictable, and that none of it is your business to know–and yet you must design a remote course around it.
Rebecca Barrett-Fox
I stumbled on these during the semester and building my remote course. However, I did not have time at that moment to reflect on it here.
This is a really important article, I think. Particularly for those of us who teach large courses: the larger the course, the higher the larger variety of difficult situations your students are facing, and the harder it is to deal with them one-at-a-time. Thus, while such thinking should be standard practice, for large courses, the instructor MUST design in such a way to make the course as equitable as possible. In the remote-teaching world equity includes thinking about the home lives of yourself and your students and how those environments impact teaching and learning. Thinking about digital privacy is another factor that must be considered.
Trying to design a course around challenges that you don’t, and shouldn’t, know exist as well as around difficulties your students don’t know they have is tough, but something important to keep in mind as we plan for the possibility of remote in the fall.
March 9-13: what a week before spring break! At the beginning of the week, things were very much up in the air. By Wednesday morning the other four colleges in the 5-College Consortium (Amherst, Hampshire, Mt. Holyoke, and Smith) had all closed for the semester, with UMass still undecided. Then, mid-day on Wednesday, we found out (via the Boston Globe!) that UMass would be doing remote learning for essentially all undergraduate courses for the two weeks after spring break until April 3. By Friday, it was announced that all courses (including graduate courses) were to go remote until the end of the semester and all faculty were to avoid campus as much as possible.
How to teach a two sections of a team-based learning class with a total enrollment of 458 remotely? Moreover, what about those students who may not have internet off campus, are in time-zones with 11 hour time differences, or now have new additional responsibilities? One of the things you quickly learn about teaching large courses: minimizing special cases is key. You simply cannot deal with each student individually. There are simply not enough hours in the week. You must find systems that work for most people giving you the bandwidth to deal with the individual students who most need your attention.
In my class, the material that can be placed into short videos already has: those videos form my prep homework. Replacing class with a series of video lectures and online homework would rob my students of yet one more community they have; I know for a fact that some of the teams in my course have become quite close. I cannot rob them of that right now.
So how to do this while at the same time acknowledging that many of my students are working under less-than-ideal circumstances? A combination of synchronous and asynchronous delivery modes. There are a few small carrots to attending the synchronous modes, but no punishments for not being able to attend them. This encourages students to attend the synchronous modes if they can, but allows for other options for those who cannot. Finally, I thought a “syllabus” was important, I want to be as clear to my students as I can to try to put their minds at ease.
NYTimes Opinion 11 December 2019 – How Professors Help Rip Off Students: Textbooks are too expensive.
Another interesting article from the NYTimes related to our work here at the physedgroup. This most recent article talks about the fact that textbook prices have increased over 1000% since the 1970’s! The article specifically talks about economics, but many of the details mentioned are relevant to physics as well: $250 books, with $50 access codes for homework systems, all familiar refrains for undergraduates taking physics courses.
This Open Phys site is meant to be a way for medical professionals to learn more about modern physics, specifically those that underpin the MRI. However, what is really interesting about the site is its structure: the fundamental topics are displayed as tiles.
The main page of Open Physics presents the various topics as tiles. Students can, after exploring the “User Guide” can proceed in any order they wish.
When the student selects a topic, they are directed to a map with the information. This structure is more flexible than a standard book as there is no requirement for a linear progression. I feel that for some topics, such a non-linear presentation is particularly useful; I remember as a student having trouble with statistical mechanics because, to me, it felt very non-linear. My study strategies involved outlines – a very linear organization. This method worked great for electricity and magnetism which, I and every textbook I have ever seen, feels has a very linear progression. However, this method failed me in statistical mechanics. Only when I took the course again in graduate school, and made a map at the end of the semester did the material “click.” As an instructor, I have drawn on that experience and sometimes suggested to students that a map may be helpful. I never know which topics a given student will see as linear, as it depends upon their own perceptions and educational background.
The map of content for the “Electronic Structure of the Atom” unit
In addition to content presentation, this site makes use of multi-modal presentation, mixing videos and text, as well as H5P to incorporate formative quizzing.
I really like the idea of this method of presentation and the fact that this source code for this site is on GitHub under Creative Commons Attribution 4. 0 License makes it easy to adapt and incorporate into my own materials. I do wonder, however, about the accessibility of this format. The multiple points of access and variety of paths through the material would seem to be a plus, but the format could also be confusing. Moreover, how effectively could someone navigate this site if they use a screen reader or are reliant on input devices other than a mouse? These would be important questions to explore before incorporating it into my curriculum.
