By SARAH HANSEN

In mid-March, UMBC faculty members converted from in-person classes to remote instruction in a matter of days. With virtually zero lead time and, for many, little experience with online teaching, the switch took a heroic effort. However, instructors are well aware that students will be expecting more come fall.

Faculty members are also expecting much more of themselves, and they have demonstrated it by showing up in droves for a variety of programs offered through UMBC’s Faculty Development Center (FDC), Division of Information Technology (DoIT), and the colleges and academic departments. Since May, more than half of all faculty have participated in training activities associated with online teaching, not including the faculty members serving as mentors and instructors for these trainings. 

Each of the three UMBC colleges has taken its own approach to getting faculty members ready, but common threads run through all of their initiatives. 

“I think anybody’s goal, in any sort of class, is to provide the highest-quality, most optimal experience to our students,” says Jamie Gurganus, associate director of engineering education initiatives in the College of Engineering and IT (COEIT).

Translating teaching instincts online

Of course, providing a high-quality educational experience in an online environment looks different than it does in an in-person class. That means reimagining class activities, assignments, and assessments. Perhaps especially, it means thinking deliberately about how to build community across space and time.

“These are all things that our faculty are good at face-to-face, because that’s what they’re experienced with,” says John Stolle-McAllister, associate dean for student success and curricular affairs in the College of Arts, Humanities and Social Sciences (CAHSS), “but they’re trying to take their good teaching instincts and experience and put that into a new format, which is more than just learning some tech tools. It’s thinking about what makes sense online.”

The challenges to effective online teaching also differ drastically from discipline to discipline. Kathleen Hoffman is associate dean for faculty advancement in the College of Natural and Mathematical Sciences (CNMS). “Recognizing that every course has different needs, I wanted to create a flexible program so that the faculty could take advantage of it from many different perspectives,” she shares.  

A quick PIVOT

These three college leads—Gurganus, Stolle-McAllister, and Hoffman—have collaborated with colleagues in their own units, DoIT, and the FDC to create summer training that will help faculty give their students “safe, thriving online environments” for their courses in the fall, as Gurganus describes it.  

All of the colleges’ efforts hinge on the Planning Instructional Variety for Online Teaching (PIVOT) program developed by DoIT staff. This program comes in several flavors. A starter pack of five, one-hour webinars focuses on the basics of how to design an online course and the tools available at UMBC. It has already been offered twice and will be offered once more before the semester begins. Two different two-week PIVOT+ programs, one tailored for CAHSS faculty (offered twice) and another for COEIT and CNMS, are more comprehensive. By the end of the PIVOT+ program, faculty members will already have done much of the work to prepare an online course.

“All of these initiatives focus on teaching faculty effective practices for teaching online and showing them how to create student-centered learning experiences,” says Sherri Braxton, senior director of instructional technology, and one of the leads organizing the offerings. “Through a program like PIVOT, faculty contribute to a growing community in which they can share their experiences designing courses and teaching online,” she adds. In addition to PIVOT, DoIT is also offering a number of tool-specific trainings this summer. 

Sherri Braxton, senior director of instructional technology, leads the instructional technology team at UMBC that conceived of and implemented the PIVOT program.

In addition to DoIT programs, the FDC has also been busy this summer. Their programming is usually concentrated during the academic year, but not anymore. FDC staff, led by associate vice provost for faculty affairs and director Linda Hodges, have been offering at least weekly programs through the Center. Their workshops create opportunities for faculty to discuss best pedagogical practices for online instruction, including ideas for building community and motivating students online.

Boot camp

In addition to PIVOT and PIVOT+, CNMS has created affinity groups for instructors of large classes, one for lab classes, and one for adjunct faculty members, who may have different concerns. “The affinity groups facilitate a grassroots effort to support the faculty in these particularly challenging aspects of online teaching,” Hoffman says. “And they’re off and running.” Faculty peer mentors who are already well-versed in online teaching lead the affinity groups.

CNMS full-time faculty who participate in 10 hours of UMBC-offered training for online instruction will be considered CNMS Fellows in Online Instruction and receive a Hrabowski Award, which comes with a small stipend.

Rather than group faculty by class format, CAHSS faculty expressed the desire to be grouped by subject area. These cohorts will meet outside the formal PIVOT+ programming to provide additional support and accountability. All CAHSS faculty can earn a Hrabowski Award by participating in PIVOT+ and developing a blueprint for an online class.

“Some of the departments got really excited about supporting each other in this and doing it as a boot camp,” Stolle-McAllister says. “The demand was tremendous. They really wanted to get into, ‘How do I apply and practice this? What does it mean for my class?’”

COEIT is offering a menu of discipline-specific workshops in addition to PIVOT+. Gurganus’s committee selected the topics based on a survey of faculty members’ needs. In order to earn the Hrabowski Award, COEIT faculty must participate in PIVOT+, attend three additional workshops of their choice, and upload an online lesson to a forum for feedback.

An interesting COEIT twist is that Undergraduate Teaching Fellows will also be involved in the work. These rising UMBC juniors and seniors will participate in the workshops and offer feedback on the uploaded lessons. “Students bring a really important perspective,” Gurganus says. “In the end, we’re doing all of this for them.”

By the numbers

Offering tons of programming is one thing. Faculty members must also participate with the sincere desire to improve their teaching practice. The good news is that the UMBC community is rising to the occasion, from the most experienced online educators offering their willing support to colleagues, to the uninitiated dipping their toes in the online teaching world for the first time—and working hard to swim in the deep end.

Based on data from PIVOT sessions that have already occurred, “Conservatively, I’d estimate about 400 participants in various iterations of PIVOT to date,” says John Fritz, associate vice president for instructional technology and new media. “Given that UMBC has 538 full-time and 292 part-time faculty, I am so impressed by how many faculty are investing their time and energy in re-thinking and re-designing their courses for this upcoming year.”

The FDC has seen similar participation levels for their programs: 277 faculty participated in programs focused on strategies for effective online instruction, and nearly one-third of those faculty members attended three or more sessions.

Opening minds

And all this is happening during the summer, when faculty members typically focus on making strong progress in their research programs. “They want to do a good job for our students, so a lot of them are just putting that aside for this summer,” Stolle-McAllister says. “I’m not surprised, but so impressed that so many of our faculty are taking advantage of this. It just reminds me how many people we have here who care a lot about what they’re doing.”

Gurganus agrees. “We really are coming together as a community from all of the disciplines,” she says. “The instructors truly care. They want the students to succeed.”

It’s a challenging, but also exciting, time. Beyond reconsidering lessons and online tools, faculty are also thinking about how to be deliberate and thoughtful about helping students learn the best they can. They’re also learning themselves how to be even more open, flexible, and compassionate, in order to support students who are experiencing a wide range of realities during the pandemic. These shifts in mindset and approach could reverberate long after the pandemic, Gurganus argues.

“I think that this process is going to lead to more open-mindedness. Even when we get back to in-person, face-to-face classes, faculty are going to say, you know what? These issues are important in any context, and I should keep them at the forefront of my thoughts.”

Learn more about how UMBC is preparing for the unique fall semester ahead by deliberately creating community in online spaces and planning for a hybrid model of course delivery.

All photos by Marlayna Demond ’11 for UMBC unless otherwise noted.

Welcome to UMBC! As an honors university, we take great pride in preparing you, our student, to be successful in all of your pursuits. Managing money is an important part of your daily life and we want to assure that you are well-versed in this important life skill that many find challenging.  

Your journey to financial wellness begins now with our interactive (and entertaining) online FinancialSmarts CashCourse! This multi-module, self-paced course ensures that you are as well-prepared to manage your budgets, bank accounts, assets and debt as you are to master your academic and career interests. To enroll in the online CashCourse click here.

Once you’re enrolled in the course, you’re welcome to complete as many modules as you’d like….whenever you’d like. But here’s where financial smarts start to pay off….

●      If you complete the pre-assessment and one module, your name will be entered in our $100 drawing.

●      If you complete the pre-assessment and two or more modules, your name will be entered in our $300 drawing.

●      If you complete the pre-assessment and all modules, your name will be entered in our $500 drawing.

If selected for the drawing you will have the scholarship prize added to your billing account. This scholarship can help pay for tuition; if your bill has already been paid the award will be refunded to you to help with other educational expenses.

All drawings will take place on September 16, 2020. So don’t wait...get started now! If you have questions about the online FinancialSmarts CashCourse, please feel free to contact us at financialsmarts@umbc.edu.

Enjoy the remainder of your summer and best wishes for a successful first semester at UMBC!

Your UMBC FinancialSmarts Team 

SkillSoft Spotlights focus on just-in-time online learning to help you more masterfully manage yourself personally and professionally, improve your effectiveness in managing your work, and support you in skillfully leading your teams. Each course is 30 minutes or less and is curated to provide tools, strategies, and practices to accelerate your success.

This week's spotlight course is Positive Atmosphere: Establishing and Engaged Workforce (23 min)

SkillSoft Spotlights focus on just-in-time online learning that supports you in navigating complex challenges in personal and professional life, helps you to increase your effectiveness, and to improve your relationships. Each course is 30 minutes or less and is curated to provide tools, strategies, and practices to accelerate your success.

This week's spotlight course is Maximize Your Productivity by Managing Time and Taks (21 min).

The amount of time available to you is constant – you can't buy more and you can't save it for later. However, by managing your time, you can increase your productivity. And the better you understand your own personal productivity, the easier it will be to manage your time effectively.
In this course, you'll learn about how you can use task management to maximize your productivity. You'll discover the benefits of using time management and assessing the value of your tasks. You'll learn about benefits of setting goals and how productivity is tied to your ability to assess time and set priorities. And you'll also learn about the process of "chunking" your time and how to use different types of to-do lists effectively.

With so many online services associating phone numbers with a person’s identity, it is more important than ever to ensure that malicious actors cannot take control of your number. However, a growing scam called SIM swapping seeks to do just that. Using personal information found or bought online, scammers can call a cell phone service provider while posing as a customer and ask to have the victim’s number transferred to the scammer’s phone. Without the proper precautions, this can all be done without any contact with the real customer.

SIM swap scams can cause more harm than just a fraudulent phone bill. Combined with other personal information, access to a victim’s phone number can allow scammers to access a variety of online accounts, all while posing as the legitimate owner of those accounts. This could even allow access to the victim’s email and online banking accounts. It also allows scammers to bypass any SMS or phone call-based two-factor authentication.

Phone service providers have added a few security measures to help stop SIM swap scams, but they rely on you to keep them secure. First, you can set up a PIN that must be provided before a SIM swap can be completed. Your PIN should be kept private, and should not be based on other personal information, like your birthday. Additionally, you should never send a security code from your provider to the sender of an unexpected text or phone call. Scammers may pose as your service provider before or while attempting a SIM swap scam in an effort to trick you into giving up verification codes sent by your provider. If you receive a code, it is best to contact your provider directly using their official contact information, not a number sent in a text.

For more information, please see:

https://scambusters.org/simswap.html

https://www.wired.com/story/sim-swap-attack-defend-phone/

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