TEST PAGE RICK
Rick's Test Page
TEST FORM RICK
A test form for Rick to play with.
| Syllabus Element | Complexity Involved | Questions to Answer on the Syllabus |
|---|---|---|
| Class Location & Meeting Time | In traditional face-to-face classes this element is obvious and uncomplicated. If you are teaching in a hyflex setting, where students may be joining class remotely or in person, or if you are teaching online, it's a stickier issue. | How will you clearly communicate to students where and when classes will take place? If attending remotely, where will students go to find the link to join in? |
| Instructor and TA/AI Contact Information & Office Hours | Remote students may be in various time zones, so make sure you know where students are and that office hours happen at times when students might reasonably be expected to join. | When and how should students expect to meet with you? When will you be available, and in what ways (phone, Zoom, email, live office hours, etc.)? |
| Communication & Preferred Method of Contact | In an online course or a course with a larger digital footprint, students may be more likely to expect instructors to be available outside of normal working hours. Setting expectations early means students will know when to expect to hear from you and how. You may need to communicate with your class quickly during the course of the semester if you need to pivot rapidly (e.g. move class online because someone tested positive for Covid-19). It's a good idea to set expectations up front about how they should expect to hear from you in times of emergency. | How should students expect to hear from you in an emergency? Where should they go for updates and announcements? How quickly (and when) can student expect a response to email or phone calls? What kinds of questions should be directed at AIs/TAs? What is your preferred method of contact with the students? |
| Required Texts, Materials, Supplies | If your course is online or has a larger digital footprint than usual, you might find yourself assigning more multimedia texts (or texts viewed in digital form). Students may require instructions for how to access or borrow these materials. Shipping might be delayed or books may take awhile to get to students who are remote. | How should students plan to access digital course content (readings, videos, audio recordings, images, links, etc.)? What should a student do if they are unable to purchase or borrow a text? |
| Guidelines for Attendance, Participation, and Late Work | Covid-19 obviously presents a challenge for establishing traditional attendance, participation, and late work policies. We will consider challenges and offer some suggestions on the next page of this module. | What counts as "attendance" and "participation" in your course (if applicable, are these defined differently for in-person and remote learners)? Will these factor into students' final grades? If so, how so? What should students do if they or their loved ones get sick and they are unable to participate in class? What, if any, are the consequences for turning in late work? |
| Campus-Wide Resources | Students participating in your course remotely may feel further isolated from campus resources which have been established to support them in their learning. Students may not know how to contact these resources when they aren't physically on campus. They may not know about additional options available if they are seeking help. | What resources from the Writing Center, Habif Health and Wellness, the Learning Center, Olin Library, the Office of International Students and Scholars, and Disability Resources are available to remote students? |
Class Location & Meeting Time
Complexity Involved: In traditional face-to-face classes this element is obvious and uncomplicated. If you are teaching in a hyflex setting, where students may be joining class remotely or in person, or if you are teaching online, it’s a stickier issue.
Questions to answer: How will you clearly communicate to students where and when classes will take place? If attending remotely, where will students go to find the link to join in?
Instructor and TA/AI Contact Information & Office Hours
Communication &Â Preferred Method of Contact
Required Texts, Materials, Supplies
Guidelines for Attendance, Participation, and Late Work
Campus-Wide Resources
| Clark Fox Forum | Room 120 | Room 130 | Room 60 | Room 70 | Room 110 | |
|---|---|---|---|---|---|---|
| 9:00am | Opening Session & Provost's Welcome | |||||
| 10:00am | Paper Session: Learning with the Libraries | Workshop: Things Your Instructional Designer Wishes You Knew about Canvas | Paper Session: Virtual Reality and Gamification | Paper Session: Active Learning and Student Feedback | ||
| 11:00am | Panel Discussion: Making the Full Value of Our Courses More Tangible: Lessons Learned from the Literacies for Life and Career Pilot | Workshop: Empowering Discussion Strategies for Soft-Spoken Students | Paper Session: Responding to ChatGPT and AI-assisted writing tools | Paper Session: The Power of Student Self-Assessment and Quiet Reflection | ||
| 12:00pm | Lunch | |||||
| 1:00pm | Panel Discussion: Transferable Practices from WashU Language Classrooms | Workshop: Helping Students in Distress Toolkit: How to respond and make referrals | Lightning Talks | Workshop: Creating a Teaching Philosophy Statement to Enhance Reflective and Inclusive Instruction | Workshop: Engaging Students as Creators through Open Pedagogy | |
| 2:00pm | Workshop: Visualizing Assessment Data: A Case Study from the WUSM Program | Panel Discussion: Creating Equitable & Inclusive Learning Environments | Paper Session: Creative approaches to assessment and student learning | Workshop: Empowering Learners: Active Learning Classrooms and Integrated Language Performance Labs for Inclusive Pedagogy | ||
| 3:00pm | Workshop: Decolonizing Teaching and Learning | Paper Session: Reconnecting with students through educational technology | Workshop: Team-Based Learning Principles and How to Apply it to Your Course | Paper Session: Centering students in a wide range of classroom settings | ||
| 4:00pm | Reception |
Test accordion
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Clark Fox Forum Room 120 Room 130 Room 60 Room 70 Room 110 9:00am Opening Session & Provost's Welcome 10:00am Paper Session: Learning with the Libraries Workshop: Things Your Instructional Designer Wishes You Knew about Canvas Paper Session: Virtual Reality and Gamification Paper Session: Active Learning and Student Feedback 11:00am Panel Discussion: Making the Full Value of Our Courses More Tangible: Lessons Learned from the Literacies for Life and Career Pilot
Workshop: Empowering Discussion Strategies for Soft-Spoken Students Paper Session: Responding to ChatGPT and AI-assisted writing tools Paper Session: The Power of Student Self-Assessment and Quiet Reflection 12:00pm Lunch 1:00pm Panel Discussion: Transferable Practices from WashU Language Classrooms Workshop: Helping Students in Distress Toolkit: How to respond and make referrals Lightning Talks Workshop: Creating a Teaching Philosophy Statement to Enhance Reflective and Inclusive Instruction Workshop: Engaging Students as Creators through Open Pedagogy 2:00pm Workshop: Visualizing Assessment Data: A Case Study from the WUSM Program Panel Discussion: Creating Equitable & Inclusive Learning Environments Paper Session: Creative approaches to assessment and student learning Workshop: Empowering Learners: Active Learning Classrooms and Integrated Language Performance Labs for Inclusive Pedagogy 3:00pm Workshop: Decolonizing Teaching and Learning Paper Session: Reconnecting with students through educational technology Workshop: Team-Based Learning Principles and How to Apply it to Your Course Paper Session: Centering students in a wide range of classroom settings 4:00pm Reception