When you realize you have to switch to remote instruction quickly and teach from somewhere other than your UCSC classroom, consider the following right away.
Understand campus expectations. On March, 20,2020, the campus issued a directive for instructors about teaching remotely to all UC Santa Cruz faculty, instructors, postdoctoral researchers, and graduate students. These are campus directives that everyone in our research and teaching communities must follow. They are not guidelines. As such, it is important to understand these.
Check with your department. Your department may issue more details about the situation and guidelines about their expectations for classes. Administrators may want to have many of the department's classes handled in similar ways, so before doing too much planning, check with departmental leaders to get guidance. Check your email daily, even if you don't usually do so. Messages from your Dean or Chair will contain the most up to date information on academic program issues.
Consider realistic goals for teaching remotely and determine priorities. As you think about and plan for teaching remotely, consider what you think you can realistically accomplish. Do you think you can maintain your original syllabus and schedule? How will you keep them engaged with the course content? Will you be pre-recording lectures, lecturing from a slide deck, running your class in more of a seminar or tutorial style? If you have others in your teaching team such as Teaching Assistants, how will you be using them? Simplify as much as possible, be flexible, and don't expect to get it right the first time. Give yourself flexibility in that schedule, just in case the situation changes or things don't go as initially planned. See here for more questions to consider as you plan.
Review your syllabus for points that must change. Identify what must change in your syllabus, such as policies, due dates, or and assignments. Ensure any change you make aligns with UCSC policies, although instructors have been informed that reasonable changes to your syllabus related to the move to remote teaching are expected and acceptable.
Use the ready-made course redesign template for Canvas. This template provides a sample course redesign and structure for your courses. Attend an upcoming workshop that will use this template to show you how to set up courses in Canvas.
Reset expectations for students. You will have to reconsider some of your expectations for students, including participation, communication, and deadlines. As you think through those changes, keep in mind the impact this situation may have on students' ability to meet those expectations, including illness, lacking power or internet connections, or needing to care for family members. Be ready to handle requests for extensions or accommodations equitably.
Communicate with your students prior to the start of class. In a remote teaching environment, it is essential to communicate with students early and often. If at all possible, instructors should reach out to students before the first class meeting to make sure they are prepared as well. Information you might want to include:
Provide details as soon as possible on when the first class session will be held, and if Zoom is being used, provide the link to the meeting.
Give students a sense of the anticipated format of the class, including which sessions will be synchronous and which asynchronous.
Let students know what your expectations for how and when they can contact you (email, virtual office hours, etc.) and when they can expect to hear back. Decide whether email, Canvas, or some other messaging system is the most effective for you.
Before the first class, direct students to explore the keeplearning.ucsc.edu website.
Consider polling students about the status of their technical needs. Do this using a simple Google or Canvas survey with basic questions such as: Will you be accessing the course from a laptop/desktop computer, phone or tablet? How will you connect to the internet? Do you anticipate difficulties with attending real-time Zoom class meetings? What time zone are you in?, etc. For a more complex survey, this is an example. The information gained through these surveys will inform pedagogical choices you make for your courses.
A New Canvas Module for Remote Instruction provides students with strategies for remote learning as well as with using tools like Zoom. The module and integration instructions are available for use. Please consider adding this resource (or pieces of it) to your courses.
Familiarize yourself with the tools you will be using. We have tried to prepare relatively streamlined information to get you started teaching with Zoom and other digital tools. Attend a workshop or drop in to open hours to learn more about using the tools. Practice with your digital technologies before your first meeting with students.
Consider inclusion, equity, and access for students. An added challenge (that is both technical and pedagogical) to switching to remote teaching that must be addressed is equitable access to the learning environment. See this page for useful tips for increasing equity and access and promoting an inclusive environment when teaching remotely. Take the free Accessibility for Virtual Classrooms course through the UC SiteImprove Academy. The course should take about 1 hour.
Talk with your students early and often about their strategies for learning. More than ever in a remote environment, students will need to be intentional about their learning. Consider starting the term off with an exercise in which students clarify their goals for the quarter and make a plan to meet them. Virtual environments require much more forethought on the part of both instructors and students. Let your students know about the keeplearning.ucsc.edu site, where they will find resources and support. Check out the keep reading section of this site for more ways to support student learning.
Check in with students regularly. You may want to take a few moments every week or so to check in with students about how the course is working for them. Use virtual exit tickets or message boards to invite students to engage with you about suggestions they may have for improving the course. While in ordinary circumstances we may not use our students as a resource for improving our teaching, we are entering uncharted territory taking a whole quarter into remote mode, and students can be invaluable partners in making this move a success.
Work with the library for access to textbooks and readings. The library supports remote learning. The first two tips for instructors on the affordable textbook guide are particularly important right now. Library Search provides access to a broad range of online resources including e-books, e-journals, streaming media, maps, and government documents. Students and faculty can access these e-resources remotely by authenticating with CruzID Gold. Ask a Librarian service provides two avenues for getting research help remotely, via email and via 24/7 chat.
Consider intellectual property and copyright guidelines for course materials. As you prepare to deliver more instruction remotely, using digital tools, this brief review of rules on copyright, both for protecting your own copyright, and respecting the rights of others is very helpful.
Get details about the closure or event. Stay up to date with information at the UCSC Newscenter so you know of any important updates to campus policy and any changes to how long you may need to teach your course remotely.
Use this great tool to get started. This worksheet from Plymouth State University will help you use the "rule of two" to simplify your planning and get started.
Read this fantastic guide from the Chronicle of Higher Education for advice on how to make your online pedagogy as effective and satisfying as the in-person version.
The 7 stages of converting your course to “remote modality” in the face of COVID19
by Ingrid M. Parker, Professor & Chair, Ecology & Evolutionary Biology Department, UCSC
Shock & Denial. “I’ll just do something else until April 3, then everything will go back to normal.”
Pain & Guilt. “My course can’t possibly be taught online! The very idea is a travesty! I am ashamed to pawn this off on my undergrads as education.”
Anger & Bargaining. “You have to cancel my course.”
Depression & Loneliness. “I have to do this and I have no idea how.”
Adjustment. “Hey look, there are some tools and there are some people to help me.”
Reconstruction. “I’m starting to re-write my syllabus.”
Acceptance & Hope. “Actually, I think I’m going to learn some cool new stuff. Innovation is sort of fun!”