The last seven weeks of the Spring term required all of us to be a little more compassionate, empathetic, flexible, and resilient. Clearly, moving into emergency remote instruction has been taxing and required a good deal of individual effort and teamwork. But along the way we all have developed a number of new skills to enhance the talents and expertise we already possessed. In her book, The Power of Passion and Perserverance, (2016), Angela Duckworth reveals that successful people in all walks of life do not have exceptional IQs. Rather, they display true GRIT. She argues that after years of reserch, she found that
TALENT + EFFORT = SKILL
and that
SKILL + EFFORT = ACHIEVEMENT
Effort has been found to play an even bigger role in one's development of skill and overall achievement than any inherent talent. This finding compliments Carloe Dweck's work on Growth Mindset, noting that those who.....
Below are some resources, reviewed and refined, based on faculty experience and feedback from Lessons Learned in the move to Emergency Remote Instruction (ERI)
__________
Remote Course Planning Guide and Template (CETL)
With the initiation of Summer Session A right off the heels of the Spring semester, instructors will likely remain delivering “emergency” remote instruction. Some instructors may be assigned late, giving them little time to think through potential modifications to the curriculum/content, learning activities, or even assessments. Others are currently teaching and will have very little turn-around time to plan for summer instruction. However, with even a week or two notice, instructors can make some intentional decisions about how to a) establish and maintain a sense of community and connectedness from day one; b) eliminate erroneous materials in order to amplify essential understandings and skills; c) select activities/assignments that support student learning; and d) utilize assessment to facilitate and monitor student learning.
For faculty in Summer Sessions B and C, an extended period of time is available to plan intentionally for teaching and learning in the remote environment. Indeed, faculty can reflect on lessons learned during the current emergency remote instructional phase and work to design more flexible course frameworks for the future.
Attached you will find a planning guide to help you think through the design and delivery of your upcoming summer course. Remote Course Planning Guide and Template
As you design your remote classes, please don’t hesitate to reach out to the Center for Engaged Teaching and Learning (pedagogical decision making and delivery options) or the Office of Instructional Technology(technical tools for delivery and course design options in Canvas/Catcourses). Additionally, both websites have a wealth of resources at your disposal and our staff are here to assist you.
____________
Additional Instructor's Guide for Transitioning to Remote Instruction (UCI Faculty Advice)
Faculty member, Alan Terriccano of UC Irvine, has developed a guide for faculty transitioning from face-to-face to remote instruction. While some of the technology tools suggested for UCI faculty are not used at UC Merced (e.g., video recording program), our institution has equally effective tools to accomplish the same suggested course delivery features.
The guide is particularly useful for thinking through instructional decisions about what can and should be be delivered asynchronously, asynchronously, or with the use of both modalities.
NOTE: At UC Merced, we utilize Katura and other tools (not YuJa) for capturing video lectures. Please consult with OIT for the best technologies to capture your video lectures.
Transitioning to Remote Instruction - Considerations
___________
