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About Jason S. Todd

Jay Todd studied writing with Frederick and Steven Barthelme and Mary Robison at the Center for Writers at the University of Southern Mississippi. His fiction has appeared in journals such as Southern California Review, Chicago Quarterly Review, Fiction Weekly, and 971 Magazine. Since 2007, he has been a member of Department of English at Xavier, where he teaches American Literature, Freshman Composition, Modern English Grammars, and The Graphic Novel and Social Justice. From 2007 to 2010, Dr. Todd served as Xavier's Writing Center Director. From 2010 until 2015, he served as QEP Director, managing Xavier's Read Today, Lead Tomorrow initiative. In 2015, he became the Center for the Advancement of Teaching and Faculty Development's first Associate Director for Programming. As Associate Director for Programming, Dr. Todd assists in providing high-quality, relevant, evidence-based programming in support of CAT+FD's mission to serve faculty across all career stages and areas of professional responsibility.

If you're like me, you spent a lot of time in the past week thinking about how you will hold your classes online, but not a lot of time thinking about how you will hold your office hours online. Office hours don't usually require much forethought. You show up and deal with whatever comes up.

But now we need to think about our office hours, in particular, how we will make ourselves available to our students during those times. There are a number of options for doing this, including Virtual Classroom and Google Hangouts. I've decided to use Zoom, since that's what I'm using for my synchronous class meetings. But instead of creating a new Zoom meeting for every office hour (which would make for a real mess every time I log into Zoom, even if I just did recurring meetings), I'm going to use my Personal Meeting Room in Zoom.

Personal Meeting Room

Zoom's Personal Meeting Room is a meeting you set up once (although you can change the settings whenever you want), but that you can start and stop whenever you want. This way, there's only one URL you need to provide your students. It's sort of like telling your student where your office is on the first day of class. Once they now where it is (theoretically) you never have to tell them again.

For the most part, setting up your Personal Meeting Room is the same as setting up any other meeting in Zoom, but you don't give it a special name or description, and you don't have to worry about any scheduling details. To change the settings, click on the Personal Meeting Room tab.

The toolbar for Meetings on the Xula.Zoom.Us web site.
The tabs available when on the meetings page on the Xula.Zoom.Us site.
The toolbar for Meetings when in Brightspace.
The tabs available when on the meetings page on the Zoom page in Brightspace.

Branding

One of the nice options with the Personal Meeting Room is that you can change the Join URL to make it more personal. Whereas with regular meetings, you just use whatever 9-digit code the system generates for you, with your Personal Meeting Room, you can customize the link. This makes it easier to for students to remember (just like how they remember your office location). It also gives you the opportunity to do a little personal branding.

A screenshot of the Zoom page listing the settings for my Personal Meeting Room.
With Personal Meeting Rooms, you can customize the Join URL to make them easier to remember (and to do a little personal branding).
Screenshot of the main menu on the Xula.Zoom.Us web site.
The profile settings, and many others, are only accessible by logging into Xula.Zoom.Us.

However, you don't change it on the Edit This Meeting page. Instead, you need go into Profile, but you can only do this through the Xula.Zoom.Us web site. You can't access your profile settings by going in through Brightspace. When you log into Xula.Zoom.Us, you'll see the following menu on the left of the screen. Click on PROFILE, and you'll be able to change a number of details about your account, including the profile picture that will appear in a meeting when you have your video camera turned off. You can also connect your Zoom account to your Google calendar, and many other things from this page. What we're interested in here, though, is your ability to change your Personal Link. Click on Customize, and you can change what follows the the main part of the URL (https://xula.zoom.us/my/). Instead of a randomly generated string, I plugged in my name: jason.s.todd. Your customization can be between 5 and 40 characters, but it can only contain letters (a-z), numbers (0-9) and periods (".").

A screenshot of the profile settings page on Xula.Zoom.Us.
From the profile page of the Xula.Zoom.Us site, you can change a variety of settings that you can't access through Brightspace.

So now I can add this link — just one link — on my Brightspace course. I can start and stop this "meeting" whenever I want, so when it's time for an office hour, I just go into Zoom, click on Personal Meeting Room, and click Start Meeting. I should note that this new URL I've created is just an alias of my real PMR link, that string of random characters. Still, it's a handy way to make it easier for your students to get in touch with you.

Calendar Events

I've also created recurring events in Calendars for each of my courses in Brightspace noting my office hours and providing the link. I've done the same thing with our regular class meetings. This way, when the students look at the Upcoming Events or the Course Schedule on Brightspace, they'll see, in addition to their upcoming deadlines, reminders with links for my office hours. In addition, if the student has installed Brightspace's Pulse app on their smartphone, they will receive notifications about these events.

This is a screenshot of the upcoming events section in Brightspace.
Using Calendar events and Due Dates in Brightspace provides students with clear reminders about what's coming up in your class. For new remote learners, this may have a significant impact on their ability to keep on schedule with your class.

 

Class Engagement 1.0

Image Source: Duke Innovation Co-Lab [CC0]
Most anyone who has heard me talk about teaching in recent years knows that in every class I have a Class Engagement grade that counts toward 10-15% of the student's final grade. I started including this a number of years ago because I wanted to help students understand that simply showing up for class isn't enough. So I borrowed quite heavily from Stephen Brookfield (who encourages people to borrow from him) and his "Class Participation Grading Rubric". What I like most about Brookfield's approach is that he provides students with an extensive list of ways they can contribute to the learning that takes place in his classes, including  ways that deviate quite a bit from the basic ideas of asking and answering questions. For example, active listening is a completely acceptable way of being engaged, according to Brookfield ("Use body language (in only a slightly exaggerated way) to show interest in what different speakers are saying"), as is encouraging other students to be a bit more mindful ("When you think it's appropriate, ask the group for a moment's silence to slow the pace of conversation to give you, and others, time to think"). Brookfield's rubric greatly expands what many of us (and many of our students) think it means to be engaged in a college classroom.

Engagement does not necessarily mean talking a lot or showing everyone else what you know.

As I said, for many years now I've used this model to assess my students for good engagement. Theoretically, during every class, I would give each student one of the following "grades":

  • ✔+ (In class on time with good engagement.)
  • ✔ (In class on time with adequate engagement.)
  • ✔– (In class on time with no participation; or in class late.)
  • ✘ (Not in class; or in class but actively disengaged.)

So — theoretically — each week, the students would get a grade through our LMS showing them how engaged they'd been according to me. For the most part, this worked pretty well over the years. When I started, I was worried that students would complain about receiving such a grade, but not only did I not receive complaints, I saw some students adapting to the expectations. They would actually do the things listed on the assignment sheet! Not all of them, of course. I've had plenty of students over the years who have ended up with Cs for their Class Engagement grades because they did little more than show up for most classes.

The problem with this is that it's difficult to keep up with in anything other than a very small class. For the first two or three weeks of the semester, as I'm still learning everyone's name, I can't really assign the grade at all. Then, during the last few weeks of the semester, I'm on a sort of autopilot, and I often forget to make notes about who does what. Last semester was perhaps the worst experience with it, as I was teaching two sections of Xavier's still new XCOR 1000 class, which meant I had 50 students who I only saw once a week, so I had a lot of trouble being accurate with my weekly assessments.

Class Engagement 2.0

This semester, I'm trying something slightly different, in order to A) take some of the burden off my shoulders and B) add a degree of reflection to the assignment. This semester in my XCOR 3010: Dystopias, Real & Imagined class, the students will be grading their own class engagement.

Figuring out how to do this was a bit of a challenge. Brightspace has a Self-Assessment tool, but that's not an accurate name: In Brightspace, Self-Assessments can't be graded. Instead, I set up a weekly quiz that asks students two questions:

  1. Briefly provide examples of your engagement with our class this week. (This is what Brightspace calls a Written Response type question. It provides the students with text box.)
  2. Please rate your own level of engagement in class this week. Based on the input you provided in the previous question, how engaged were you, on average, this week. (This is a Multiple Choice type question, using the same language as the rubric I included above.)

Each week, after our second class, that week's quiz will open up and remain open until the next Sunday evening. Students will have until 6pm on Sundays to submit their self-evaluation of their class engagement for the week. I've set the quizzes to allow the students to revise/resubmit their answers as often as they want during the open window, just in case they have second thoughts (This happens to me every year when I submit my Faculty Update: Within a few hours, I remember some important thing I did that I forgot to include.).

This image shows the settings in Brightspace for the Multiple Choice question and the weighted answer options.
Settings for the Multiple Choice question type in Brightspace.

The quizzes are worth 6 points each. The multiple choice question is worth 5 points, and Brightspace allows you to Add Custom Weights on Multiple Choice questions, so instead of there being a "right" answer on this question, each option is weighted (see the image above for details).

The Written Response question is worth one point (because you can't have a question in a Brightspace quiz that isn't worth anything). At first I was annoyed by this, as it will require me to go in and grade each response, but now I think that will be a good thing, as it will require require me to go in and pay attention to each response. This will also give me a chance to comment on and evaluate the students' self-evaluations.

How will this work? We will see. Look for a follow up post around mid-term. In the mean time, feel free to take a look at the assignment sheet for my modified Class Engagement assignment: Class Engagement Assignment Sheet.

The more I learn about eportfolios in theory, the more I think that's not the right attitude to take.

Having an integrated eportfolio platform has become a pretty standard option for learning management systems (LMS) in recent years. At Xavier, we adopted D2L's Brightspace last year, and with it, we gained D2L's rather blandly named ePortfolio system. So when we started discussing the use of eportfolios in the classroom and for other purposes, we focused much of our attention on the system we're already paying for. But the more I learn about eportfolios in theory, the more I think that's not the right attitude to take.

The main thing to realize is that an eportfolio is really just a focused and purposeful web site; therefore, in reality, any system you can use to create a web site, you can use to create an eportfolio. A system like Brightspace ePortfolio has some advantages because it's so integrated into the LMS, but as is so often the case, it also has plenty of disadvantages. In another blog post, we'll take a look at the pros and cons of Brightspace Portfolio.

The better practice I often hear from people who are heavily involved in eportfolios at their schools is that when requiring someone to create an eportfolio, you shouldn't require them to use a specific platform. It's sort of like word processing programs. We don't require student a to use Microsoft Word when writing a paper; rather, we give them the specific requirements they need to meet and tell them to use whatever tool they're moat comfortable with that can meet those requirements. Portfolios are even easier in this regard, as they don't require a specific program to access them -- any web browser should do the trick.

Here are a few of the many options available to someone wanting to create an eportfolio outside of their LMS. All offer free access, although most require a subscription for full features:

Last month, I wrote about setting up my classes in Brightspace before the semester had begun, in part because I was in the process of gamifying my advanced grammar class. I've had a few people ask me about that, so I thought I'd provide an update here with plans to provide more as the semester progresses. ...continue reading "Gamifying Grammar, Part I"

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This summer, I'm on the verge of accomplishing something I've never accomplished before: having all my classes completely planned and plugged into the LMS before the semester even begins. ...continue reading "How Do You Know When Your Course Is Ready?"

By now, Xavier faculty have received an email from ITC asking them to identify the courses they have in Blackboard that they want to have migrated over to Brightspace. Brightspace's parent company, D2L, will be doing the actual migration for us, but we need to tell them which classes we wanted migrated. The email from ITC links to a form that asks for some very specific information for each course you want migrated (if you want to have more than one course migrated, you'll need to refill and resubmit the form for each course). This post will show you how you can quickly find all the information you need. ...continue reading "How to Find the Information to Request a Course Migration"

Photograph of Jose Bove speaking at a conference.
Jose Bove was one of the early proponents of what would come to be called the Slow Food movement.
I'm at an interesting confluence of professional development methodologies. For the Xavier University Faculty Writing Group, the guiding premise is Just Do It™ -- force yourself to write, even if only for 15 minutes a day. Squeeze it in however you can. (I've been pushing myself to do 30 minutes.) This makes sense; it's the same advice I was given as a creative writing graduate student; it's the same advice you get from any successful writer: write every day no matter what. But I'm also in a book club that is currently reading and discussion The Slow Professor by Maggie Berg and Barbara Seeber, a book that attempts to embrace the ideals of the Slow movement while living the life of the modern academic. Berg and Seeger, I think, would not agree with the Just Do It™ premise of my writing group.

Berg and Seeger argue for a greater mindfullness of our time, even if they never use that particular language. They argue for faculty to incorporate into their lives what they call "timeless time," sessions that are purposefully (mindfully) organized in order to allow us to focus wholly and completely on an activity... an activity like writing. According to Berg and Seeger, a session of "timeless time" requires several things of us:

  • A period of transition, time to focus our energies on the upcoming activity;
  • The acceptance that we will probably need more time than we think accomplish this activity;
  • A sense of "playfulness"; and
  • A silencing of our inner and outer critics who think that such activity is a waste of time (and money).

So on the one hand, I'm encouraged to squeeze in 15 or 30 minutes to write, no matter what, to be consistent and regimented -- the same 15 or 30 minute every day of the week, while on the other, I'm encouraged to not simply carve out a chunk of time during which to write, but to create an extended session of timelessness -- a meditative, almost spiritual experience.

At first, this seemed contradictory, but they're not. They just need to balance each other. So I'll be trying something new in the next week: I'm still carving out that 30 minutes each day (I've been doing it at 8:30 every night, after I've read to and put my son to bed, because I'm not a morning person (I'm really just not)), but I'll be leaving the first 5, 10, or 15 minutes to prepare myself to write for the rest of that half hour.

The question now is what to do with that "period of transition." I want to say I'll do some kind of focusing meditation; however, I'm guessing that will often be supplanted by a need to review some research before I start writing. A challenge I've found with the write every day model is that you need to be prepared to write -- not psychically prepared, as Berg and Seeger suggest, but prepared with the research in mind. When I do creative writing, that's often not an issue, as it's all in my head. But scholarly writing, but its nature, can't be all in my head. So I've found myself leaving big gaps in my writing these days, notes to myself to "check the literature on this" and "verify this idea." So that transition period may become a literature review period. We'll see.

Note: This post first appeared on the Xavier University Faculty Writing Group's blog.

By J. Todd

One of the challenges of team-teaching is the grading. Grading is always a problem, as far as many of us are concerned, but it creates unique issues when more than one faculty member is teaching the class. When you look at the literature about better practices for team-teaching, always included is the very strong advice that grading practices and grading responsibilities be clearly agreed upon and established early on — before the class ever meets. Blackboard has made this challenge more manageable with their new Delegated Grading option. ...continue reading "Team-teaching Means Team-grading"

According to Robert Porter, a faculty member's first grant is often the most difficult one to get funding. "When they are new to the grant game," says Porter, "even scholars with fine publishing records can struggle with proposal writing." To address this often overlooked challenge, in 2015, thanks to the generous support of the Andrew W. Mellon Foundation, Xavier's Center for the Advancement of Teaching and Faculty Development began a new program called "Support for First-Time Grant Writing," as a means of providing Xavier faculty who have never served as the Principal Investigator on a grant the time to develop a strong proposal for an external grant to fund a scholarly project. According to Dr. Elizabeth Yost Hammer, Director of CAT+FD, "By providing release time for faculty to work on and submit that first grant proposal, this program will help faculty members sustain their research and scholarship even in the face of a heavy teaching load."

...continue reading "Grant Writing Success"

By J. Todd

When I first started teaching, as a graduate student, I would would plan my classes in excruciating detail. These classes were largely lectures, interspersed with the occasional individual or group work. Often, I would even write out a joke or some irrelevant comment I wanted to start the class with. I still have the legal pads that I filled up with this extensive planning. Meanwhile, I had friends who could walk into the classroom without any real preparation and lead a successful class.

Post-It Notes saying, Do it! I've always been a planner; although, now those plans are just outlines with approximate times -- things to help me keep the class on track. But I've also always been a procrastinator; I do much of my best work under a quickly diminishing deadline. These days, I do most of my daily class planning the night before class.

However, recent innovations that I've become involved with are challenging me to plan in different ways. There are plenty of great and potentially powerful pedagogical innovations available now. Two new ways I'm dealing with this semester are inverted teaching and collaborative teaching. Both of these, I'm slowly learning, mean that planning for class is not simply getting ready to teach class on a given day. As a result, I'm (very) slowly coming to accept that I have to do significantly more planning significantly earlier.

Inverted Teaching

While video lectures are not a necessity for inverted teaching, they are one effective way to deliver content without using up class time. The videos, to be honest, are killing me. I suppose, as is often the case, this will get better over time, assuming I decide to reuse the videos from this semester the next time I teach this class. (Although, given my propensity for making significant changes every time I teach a class, I probably won't.) I had grand plans to record all the videos for my grammar class this past summer, to have them done and ready to go throughout the semester. Then, once the semester began, and I hadn't recorded any of the videos, I developed a plan for recording each video at least two weeks in advance. Here too, I failed.

Aaron Sams, one of the pioneers of inverted teaching, tells stories of recording videos for his Chemistry classes late at night in the laundry room, so as not to disturb his sleeping family. This past Saturday morning, I recorded a lecture on rhetorical grammar in my car while my son was at his Tae Kwon Do class. The video needed to be watched by my students before class this Monday. Granted, it's only a 15 minute video (I know, I know. It should be under 10 minutes.), but still, it feels like cheating to tell my students in class on Friday, "Please watch the video on Rhetorical Grammar before Monday's class. It's not done yet, but when it is, be sure to watch it."

This has been the pattern for much of the semester. For the composition classes I'm teaching in the spring, I have a list of about 20 videos I'm planning on recording over the winter break...

Collaborative Teaching

Meanwhile, I'm also team-teaching a class with a colleague in the Art department. The class itself is pretty well planned out, with a fairly set schedule that we've managed to stick with throughout the semester. It's a largely discussion-based class, so as long as both of us arrive having done the assigned reading and supplemented it with some additional research, the classes themselves go pretty well. We both come to class having individually prepared, but we never seem to have enough time to get together to collaborate on the planning and grading. Much of that takes place via email, often sent late at night.

The literature on this is beyond clear: you have to co-plan to co-teach. It's another new way of thinking about teaching: as I said, I do most of my best teaching planning the night before a class. That doesn't leave much time for co-planning, though, so it's another change I need to make in my time management. Maybe next time, we need to schedule at least one joint office hour to have a set time each week that we can be together to plan for the following week.

What's the Point?

The point, I guess, is that these innovations, which I believe are having a significantly positive impact on student learning, are also having a significant impact on the way I prepare to teach. I suppose that is another improvement, but the growing pains aren't that fun. Innovation is about change, and change can be a challenge. These innovations, while done to help our students, can also help us by forcing us to rethink the way we do things.