Engaging Students
Academic Council Guidance
“It is expected that non-WEB courses shall provide live engagement during the scheduled meeting times as defined by the Student Engagement Inventory for the course.”
“Live engagement can take many different forms… Whatever the mix, at least 50% of the live engagement should include planned and structured content delivery or discussion” and “instructors should be available to students during each scheduled class period.”
“Where appropriate and possible, instructors should create opportunities for student-student interaction.”
Use Canvas Analytics to Check-In and Support Students
If a student isn't engaging in class, or their participation drops off, please reach out to them directly to convey care and concern. You can use Canvas “New Analytics” to see summaries of student grades and weekly activity and use it to reach out to students directly. Within your Canvas home page, select “New Analytics” You can select Course Grade, Weekly Online Activity, or Student summaries...
Spotlight on Creative Instruction: Facilitating Interpersonal Connections with Students
by Yvonne Braun and Natascha Reich Creating opportunities for interpersonal connections with and among our students has always been critical for student learning, and it may be even more important during this time of remote instruction. How to foster connection while teaching remotely is a new concern for most instructors across campus. Below are a series of short profiles of faculty and GE...
What Students Are Experiencing
This week we asked students to share their remote learning experiences with two simple prompts: A challenge I’m facing with remote learning that I wish instructors knew about… Something one of my instructors did that I really appreciated… We’ve heard from more than 1500 students so far, and four clear themes stand out: remote learning works best when faculty are flexible,...
Providing a Clear Path through Your Course
by Julie Mueller, TEP with examples from Lindsey Holts, Sports Product Management and Jagdeep Bala, Psychology As you plan your remote or online course, consider how you will structure your Canvas site to make clear to your students where to find and access the materials and platforms you will be using. Students have reported difficulty orienting to the variety of different platforms,...
Interpersonal Connection & Remote Peer Learning
Watch a recording of the TEP and UO Online workshop about Interpersonal Connection. I. Concrete ideas for being 'present' with students remotely It is more important than ever this term to make your presence felt in your remote class; we recommend doing something to connect with students every day. While this may sound daunting, the interactions don’t always have to be a heavy lift. Some can...
How to Check in with Students
A great way to learn about your students--who, where, and how they are; what they're struggling to understand about navigating remote learning in general, your course in particular; what interests, connects, and challenges them--is to check in regularly and ask them to share their insights. In a face-to-face setting, this can happen, for example, with a quick check-in at the beginning of class...
Recommendations for Preventing Online Academic Misconduct
Katy Larkin is Assistant Dean of Students and Director of Student Conduct and Community Standards. As we have rapidly transitioned to remote instruction, you may be concerned about maintaining academic integrity in your newly online classes. There are many reasons why students may choose to commit acts of academic misconduct. These may include: pressure to achieve, misunderstanding academic...
Student Behavior and Conduct Considerations in a Remote Environment
Transitioning Student Conduct to an Online Environment While our teaching, learning, and student services methods have clearly changed, our policies have not. The Office of Student Conduct and Community Standards (SCCS) is dedicated to helping provide a safe and inclusive college experience for all of our students, faculty, and staff. To assist in ensuring this environment exists remotely, SCCS...
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Communicating with Students in Uncertain Times
The Stanford-based College Transition Collaborative applies social psychology knowledge and methods to contribute to systemic equity in college completion outcomes, particularly for students of color, first-generation college students, and women in male-dominated fields across the US and Canada. UO has partnered with CTC to develop a social belonging intervention for first-year students. CTC's...