Logo

Building on What We’ve Learned to Make the Most of In-person Teaching - Shared screen with speaker view
Holly Zakos
04:28
Information about Lehigh classrooms that might be helpful - https://ltsfacilities.lehigh.edu/room-types
Holly Zakos
05:15
And more about teaching in hyflec - https://confluence.cc.lehigh.edu/x/-JFVBw
Holly Zakos
05:25
Hyflex — opps
Holly Zakos
05:48
Information about captioning - https://confluence.cc.lehigh.edu/x/44JWBg
Holly Zakos
07:11
This recordings what zoom captioning looks like — https://lehigh.zoom.us/rec/play/YRiAWPpb_C4cvVzIG8a5vWaLiDGuuPTLYBaZ9kHA8OYJe6oWQhxZP08tfY0tBPrSfjUkqiQP07sxOnlJ.PebdwbNNk7LDEpFA
Anders Knospe (he/him)
09:49
Looking for general advice for my first in-person lectures.
Jim Roberts
09:59
I'm here to pick up ideas from others -- nothing specific.
Rita Jones
10:07
reminders of solid practices, hearing from other colleagues about how something worked for one person but not for another, and, just generally, getting my teaching mojo back!
Stephanie Prevost
10:11
This will be my first time teaching and I’m looking to learn from others’ experiences about what to expect and how to be as effective as I can.
Mark Snyder
10:13
I'm thinking about what mix of modes (videos, etc.) from the past couple of semesters would make sense to incorporate in person now
Heibatollah Sami
10:19
What if a few students cannot be physically in class?
Wynn Meyer
10:25
How can we keep some of the positives from online learning when we’re back in the classroom (chat options for shy students, quiet/privacy/randomization of breakout rooms for group work)?
Ageliki Nicolopoulou
10:27
How to deal with in-face teaching while being masked. This is more acute for me because I have an accent and people are having a harder time understanding me with a mask
Jill Schneider
10:48
^^
Chitra Nayar
10:58
how to best meet students where they are
Kemal Tuzla
11:09
I am here just to update.
Antonio Prieto
11:25
I am here to establish a sense of community. More specifically, when will classrooms be assigned?
Bruce Whitehouse
11:31
I want to promote a good social rapport in my FY seminar and get to know my students. This was a challenge in the past due to COVID (I still don't know what all the students in my Fall 2021 classroom seminar look like, because they were wearing masks!).
Fathima Wakeel
11:53
When teaching via Zoom in the last year, I provided students with the lecture notes/transcript. Typically, I provide the PPT slides (but no notes) to students in in-person lectures because I worry that they may not pay attention during class if the notes are already provided. After having a year of predominantly Zoom classes, what are your thoughts on whether or not we should continue to provide these notes?
Henry Odi
20:12
Greg is on target with his advise and suggestions and I agree. Great advise. Henry O.
Rita Jones
20:18
Not sure about everyone else, but teaching has always energized me. I used to feel a bit tired after class, but in class, I felt loads of energy. For anyone who feels similarly, I encourage a little bit of self-kindness. I attended 75% of Admissions Class of 2025 Open Houses last month (incoming students and families could come check out campus, since they never had a chance to do an on-campus tour). While I found this incoming class INCREIDBLY chatty and engaging, I was wiped. out. after the session and realized I needed to transition back into giving and existing with that much energy after so many months away from more than 3 people. Just wanted to add that reflection for anyone who also hasn't had a chance to ease into the flow.
Wynn Meyer
21:10
I’m nervous about day 1 in the classroom. I do want to address the pandemic and “this is not normal.” But I also want us to introduce ourselves and generate ground rules for discussion. What order do I do this in? And how do I avoid monopolizing the space?
Rita Jones
21:36
I plan to ask them to reflect--write down personally first--on what they felt during remote-times and something they want to take forward in post-vaccine times. Then ask if anyone wants to share out. A kind of communal "I need to say this to move forward" moment.
Jill Schneider
24:36
love that, Bruce.
Michelle Washington
31:47
Yes I am a control freak
Wesley Perkins
33:20
I plan on talking about the emotional side of things that the students brought up in the panel yesterday, i.e., talking about the social anxiety that students may be feeling, the social stamina we need to rebuild, my excitement for being in person, how it will be a learning process for all of us as we transition back, telling students about the point of office hours (since most students have never experienced in-person office hours), inviting students to engage during class, etc. As others have mentioned, I also want to give students time to get to know me and their classmates.
Jill Schneider
35:37
I am worried about missing my dog while teaching in person!
Bruce Whitehouse
35:49
I read about the rebranding of "office hours" as "drop-in hours," in a bid to be more inviting to students. I think I'm going to try that out.
David Casagrande
38:08
Maybe chairs and program directors should open faculty meetings with a check in also 🙂
Rita Jones
40:18
@David, I start every gathering with a check-in. it brings everyone's voices into the room and allows people to transition from the spaces (physical, mental, emotional) there were just in and into the space they are currently in. I'm not denying it takes a little time, but I find it's totally worthwhile.
David Casagrande
43:42
The pandemic became a culture war about identity. Students yesterday were nervous about how to deal with conflicts over wearing masks, etc. They are young adults trying to learn their identity in a time of crisis.
Wynn Meyer
46:41
@David I’m worried about how to deal with this in the classroom, esp. if university guidelines change but my classroom rules do not. I’m worried students will see me as taking sides.
Jim Roberts
48:11
Wynn - Blame the science, and follow the science. As someone at risk, I will continue masking for some time...…... Some people don't understand that science itself is not political, but some scientists are.
Wynn Meyer
51:04
Thanks @Jim! I feel like we’ve all had to become experts in epidemiology and science (mis-)communication and policy just to be able to handle whatever the latest science/politics flare-up is.
Rita Jones
52:55
Echoing Greg, I do think it's important to talk openly with students about equity in the classroom when it comes to deadlines and such. It can help students think more about the community, rather than just one's self. They may start to realize their approach to turning in work actually creates inequities in the classroom--and also for the faculty!
Rita Jones
54:14
I bring cardstock and markers and pronoun stickers. I ask them to create a "placard" and have it with them all the time. They put those on their desks/table area.
Jill Schneider
01:00:16
I also do not accept friend requests from undergrads on Facebook until after they leave Lehigh…part of the boundary message.
Fathima Wakeel
01:00:31
Same here, Jill!
Wynn Meyer
01:01:31
How about LinkedIn? I lean towards being OK with connecting students with my professional networks.
Bruce Whitehouse
01:01:55
At my colleague Hugo Ceron-Anaya's suggestion, I've been trying out a 48-hour grace period on all assignment submissions. I found that about 1/3 of students in my classes will use that grace period, and it reduces the number of emails I have to exchange with students about when they're going to get their papers in.
Albert Liu
01:02:42
I give out my LinkedIn page in the last class meeting. Some students will connect with me and remain in touch in that way.
Rita Jones
01:03:12
Being able to answer questions before and after class
Ageliki Nicolopoulou
01:03:13
The ability to have a genuine discussion
Wynn Meyer
01:03:26
Seeing faces rather than black boxes -> immediate indirect feedback on whether they are paying attention, understanding, etc.
Wynn Meyer
01:03:56
(And yes I’m a black box here… sorry!)
Hyunok Choi
01:04:30
I miss being challenged, surprised, and provoked by students in a classroom
Wesley Perkins
01:04:36
@Wynn, I agree! Getting the body language of students when I am teaching is something I am very much looking forward to.
Fathima Wakeel
01:05:55
I miss seeing students' personalities based on body language, etc.
Hyunok Choi
01:10:21
love your response!!!
Wynn Meyer
01:11:18
How to you help them become comfortable with being corrected when they’re wrong? Esp if other students are doing the correcting?
Wynn Meyer
01:11:27
(How *do* you)
Hyunok Choi
01:17:03
How motivate them to prepare for the lecture so well that I feel like bulls might charge at me?
Jill Schneider
01:17:23
those clicker apps are good for those right or wrong answers and you just want to see how they are doing with he material?
David Casagrande
01:19:16
I’m going to lose my voice trying to talk loudly through a mask for 75 minutes. Any voice coaches out there?
Fathima Wakeel
01:20:20
Has anyone used slido.com in class so that students can ask questions anonymously? Students have gotten used to private messaging questions on Zoom this past year. Would this help the transition and also be good for shy students? I am thinking of trying this out...
Peggy Kane
01:23:17
Poll Everywhere, Slido, Mentimeter
Michelle Washington
01:24:18
I aspire to pose thought-provoking questions that will stimulate engaging class discussion but that tends to be more difficult than I anticipate.
Holly Zakos
01:24:48
You can create a google form that is anon too if that helps
YUYUE CHEN
01:26:41
Is it possible to use a face shield instead of a mask when lecturing (6 feet apart from students)? Will that be easier to talk loudly for 75 minutes?
Jim Roberts
01:27:32
The current LEHIGH guidance is masks are required. I haven't seen any exceptions to that.
Rita Jones
01:28:57
In addition to giving them questions the class ahead, I've also asked them to make a meme of the reading, a tweet, or a five question quiz. They can get pretty creative!
Bobby Siegfried
01:30:24
IT Pro Tip: Make use of the Moodle Feedback activity for a very simple, just-in-time pulse check of student understanding and also teaching feedback.
Bobby Siegfried
01:30:25
https://confluence.cc.lehigh.edu/display/LKB/Feedback
Bobby Siegfried
01:31:22
You can track responses and target students who have not yet responded, or you can make it anonymous increasing student comfort - depending on your use case.
Michelle Washington
01:32:05
I have used Perusall in a past semester and plan to use it again in the Fall to encourage students to actively read prior to class discussion
Ageliki Nicolopoulou
01:32:36
I use discussion forum and each students writes a quick summary and questions/comments for each of our reading by the previous evening. I then organize their answers and use them in the classroom discussion.
Michelle Washington
01:36:35
I refer to it as the “sixth week slump”. Sometimes I bring snacks (e.g. dark chocolate squares from Aldi) to class that week.
Wynn Meyer
01:37:15
My students complain about having more tests. They don’t see them as lower stakes.
Jim Roberts
01:37:40
The answer is in the syllabus -- what is the real value?
Wynn Meyer
01:38:06
But they don’t see the syllabus-that-would-have-been with a super high value final.
Jim Roberts
01:39:01
My syllabus has many different graded components -- the overall weight of any given category is what I agonize over.
Michelle Washington
01:45:37
During either the first or second day of class in the Fall, I would like to share my teaching philosophy with my students and encourage them to think about their learning philosophy and learning goals….I’ve never done this before so I’m a bit nervous about it…
Albert Liu
01:46:34
Does anyone use SignUpGenius to allow students to sign up for their choice of discussion question or project?
Greg Reihman
01:56:36
https://drive.google.com/file/d/1Au3lWGxQPE9wpOLZQZCfW9nj7dSwGd6q/view
Greg Reihman
01:57:15
https://docs.google.com/document/d/1M1IMPnIc-I0SkeN1z6P_r-SWSrKOLA0LxxFYSPMtfio/edit
Greg Reihman
01:57:31
https://docs.google.com/document/d/1niHgRZOc7DNRXz_gxmDC1Ck98ArFLZzgdo7Bc-hr7q8/edit
Greg Reihman
01:58:03
https://citl.lehigh.edu/summer-workshop-2021
Jill Schneider
01:58:07
A good opening question for students that is subtly related to anxiety and also helps student leave the word behind and enter your classroom space is “Where are your feet?” They are encouraged to put them flat and to enter their bodies and get out of their mental chatter.
Holly Zakos
01:59:16
Information about Lehigh classrooms that might be helpful - https://ltsfacilities.lehigh.edu/room-types
Holly Zakos
01:59:27
And more about teaching in hyflec - https://confluence.cc.lehigh.edu/x/-JFVBw
Holly Zakos
01:59:45
Hyflex!
Holly Zakos
02:00:11
And Judd had mentioned that if you need a mic — you can request with a ticket
Holly Zakos
02:00:49
We are here to help — https://jira.cc.lehigh.edu/servicedesk/customer/portal/1
Holly Zakos
02:02:12
You can also sign out cameras from the DMS
Holly Zakos
02:03:12
https://jira.cc.lehigh.edu/servicedesk/customer/portal/1
Jim Roberts
02:04:08
I'm doing both in person and Zoom
Jill Schneider
02:04:41
those of us on mt. top will likely use more zoom for office hours.
Michelle Washington
02:05:49
Thank you!!
Jill Schneider
02:05:51
thanks again!
Hyunok Choi
02:05:59
Thnak you!
Holly Zakos
02:05:59
Thanks everyone!
Wynn Meyer
02:05:59
Thank you!