• What resonated for you in the video?
• What lived experiences do you have, either personally or professionally that align with the core message of the talk?
•  As you think of your role as a student, employee, or manager what feels relevant and useful to remember?
• What are you taking away that feels meaningful - either a new perspective, a potential action, etc.
• How might we take better care of ourselves and each other during this time?

• What resonated for you in the video?
• What lived experiences do you have, either personally or professionally that align with the core message of the talk?
•  As you think of your role as a student, employee, or manager what feels relevant and useful to remember?
• What are you taking away that feels meaningful - either a new perspective, a potential action, etc.
• How might we take better care of ourselves and each other during this time?

• Set different due dates for the initial assignment submission and the completion of peer review: Instructors can set how many reviews are expected from each student. Peers are assigned randomly and automatically.
• Late submitters and reviewers remain part of the task and can continue to participate: Instructors can clearly see who was late. This is a huge improvement over the implementation in Original Course View and superior to implementations found it other learning management systems where students who are late on anything can no longer participate.
• Tracking: Instructors can track students’ progress toward completion.
• Rubrics: Students can see the rubric that will optionally be used for the grade. Instructors can grade using a rubric.
• Complete, single view: When grading, the instructor can see all this information in a single view: the student’s submission, feedback provided by the students’ peers, and the feedback the current student gave to their peers.
• Anonymous mode for students: The identities of peers are hidden from students but viewable by instructors.
• Censoring: Instructors can hide reviews deemed inappropriate or harmful.

• What resonated for you in the video?
• What lived experiences do you have, either personally or professionally that align with the core message of the talk?
•  As you think of your role as a student, employee, or manager what feels relevant and useful to remember?
• What are you taking away that feels meaningful - either a new perspective, a potential action, etc.
• How might we take better care of ourselves and each other during this time?

• Session owners can tell at-a-glance if the recording is available to the public or to course members only.
• Some Collaborate error pages will provide chatbot support to attendees. The chatbot is also available on the Report an Issue panel.

At UMBC, 2020 was a time of shifting on-campus programs and courses for new students to the virtual environment. Helping us understand what this meant for students,  instructors, and staff was Dr. Laila Shishineh, Director of First-Year & Transfer Academic Programs in the Division of Undergraduate Academic Affairs (UAA). 

In this role, she oversees several campus initiatives: Academic Transition Courses (FYS, IHU, and TRS), Summer & Winter Bridge Programs, and the Living-Learning Communities. These two categories, courses and programs, support all new students with a strong academic core and engagement opportunities. 

Academic transition courses and programs are not required, yet high numbers of new students who complete these experiences share feedback that indicates value in helping students understand the academic climate, connect with other new students, and have a successful first or second semester.

The new student population at UMBC is split almost evenly between transfer students and freshmen, which drives the need to deliver courses and programs that help all new students connect with resources and staff. “When this shift happened last spring, we started like so many on campus,”Laila said. “Our core focus was how do we continue to engage new students, create a sense of connection, and make it fun and interesting.”

In a typical year, more than 500 students will take a transition course, between 300 and 400 students will participate in a Living-Learning Community, and another 60-70 will complete the Summer Bridge program. However, in the remote setting that COVID-19 required, Summer Bridge was the first program that transitioned to fully online and the number of students in the virtual environment doubled.

“We assess our programs and courses a lot,” Laila said. “For Summer Bridge, students enjoyed the opportunity that might not have been available otherwise.” For the transition courses offered fully online in fall 2020, students felt connected to the instructor, other students, and resources, but also expressed a desire to do more on campus. “Students got what they wanted,” she said, “but they were also looking for a little more on campus and we were limited in what we could offer.”

Looking ahead, there are valuable lessons learned from offering an almost completely online semester. “The LLCs might be the one place where we can go back to what we were doing,” Laila said, “and that’s the nature of LLC. But for our transition courses and programs, this opens a huge door for us. When you think about scaling these to do more in person, that’s almost impossible with limited space, but if we take what we learned this year the opportunities for hybrid or fully virtual puts us ahead of the curve because we’re solving a problem.” 

Check out the full GO Chat here for the complete interview. 

Our next GO Chat takes place on Friday, March 26:Matching Technology to Pedagogy with Derek Bruff, director of the Vanderbilt University Center for Teaching and a principal senior lecturer in the Vanderbilt Department of Mathematics, about research-based principles for matching technology to pedagogy. 

We interviewed Derek following the March 9 book discussion of his 2019 book, Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching.

Arguing that teaching and learning goals should drive instructors’ technology use, not the other way around, Intentional Tech explores seven research-based principles for matching technology to pedagogy. We hope you will join us!

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