CEILS Remote Teaching Webinars

UCLA 2020 Fall Teaching Forum (September – October, 2020)

UCLA’s Center for the Advancement of Teaching (CAT), the Center for Education, Innovation, and Learning in the Sciences (CEILS), and the Excellence in Pedagogy and Innovative Classrooms program (EPIC) have collaborated to launch a campus-wide forum focused on supporting all instructors and faculty with teaching remotely in Fall 2020. 

Description: Stretching over three weeks from September 14 to October 2, the 2020 Fall Teaching Forum: Leaning Into Remote Teaching reimagines several events held annually each fall–including CAT’s New Faculty Teaching Engagement event, CEILS’s Annual Faculty Workshop, and EPIC’s Ready, Set, Teach event. This new joint effort showcases success stories and lessons learned from spring quarter, and provides an opportunity for instructors to collaborate within and across disciplines as we all prepare for the fall term.

Please visit the UCLA 2020 Fall Teaching Forum website for a full list of workshops offered, as well as materials and resources associated with each workshop.

CEILS Workshops

Becoming an Anti-Racist Educator

Description: The premise for this workshop is to first examine one’s own racial identity development as a way to authentically prepare for teaching equitably and inclusively. In order to help foster a brave space for dialogue, these sessions were not recorded during the Fall Teaching Forum. We have, however, included the session materials, such as activities guides, as a resources for question prompts and figures.

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Equitable Syllabus Design

Description: In this workshop, you will use structured syllabus review tools to help you assess and adjust your syllabus to be more inclusive and equitable. The focus will be on fostering an inclusive and equitable remote learning experience to mitigate the likely worsening equity gaps in higher education.

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Concerned About Cheating? Join a Discussion

This session was facilitated by CEILS and CAT, with panelists: Muriel C. McClendon, Albert J. Courey, and Richard Wesel. 

Description: The goal of this workshop is to learn how we can: 1) Decrease the likelihood that students will be dishonest, 2) Minimize cheating without exacerbating inequities brought on by differential access to technology, 3) Motivate students to prioritize learning over cheating, and 4) Make sure courses are still rigorous if we change the type of assessments we use.

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Creating Community Remotely

This session was facilitated by CAT’s TA Training Program and CEILS / CIRTL. 

Description: Through hands-on activities and small group discussion, this workshop helps attendees uncover best practices for creating community remotely. Learn more about available tools, investigate a variety of strategies, and think through how you might implement strategies in your classroom and life.

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Effective Faculty/TA Teams

This session was facilitated by CAT’s TA Training Program and CEILS / CIRTL. 

Description: The session will be centered around questions of disruptions and difficulties that TAs are experiencing, how faculty and TAs can best communicate with each other, how to manage work expectations in this time of disruption, and how to function as a team in order to meet students’ needs.

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Engaging Students Remotely & Equitably Parts 1 & 2

Description: Active learning and student engagement may look different online, but the remote teaching environment makes these techniques even more critical to having an equitable course. Learn about how faculty engage students online and determine which approaches are most appropriate in your course.

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Equity-Minded Assessment

Description: The goals of this workshop are to understand how and why assessments should be made more effective and equitable, to take a look at the list of alternatives recommended by cross-campus committees, to determine the importance of aligning your assessments with relevant student learning, and adapt assessments for your own course.

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Introduction to Gradscope

This session was facilitated by William Conley, on behalf of CEILS. 

Description: CEILS will guide you through an introduction to Gradescope, a tool used to help grade efficiently and equitably online. Learn more about how you can use Gradescope in your future classes!

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Teaching Equitably Online Design Series (July, 2020)

Facilitated by CEILS Interim Director Rachel Kennison, Senior Associate Director Shanna Shaked, Assistant Director Katie Dixie and Dr. Jennifer Casey (Lecturer in Chemistry), Kiana Foxx (PhD Candidate in Higher Education and Organizational Change), Benjamin Ha (PhD Candidate in Ecology and Evolutionary Biology), and Samantha Theresa Messah (PhD Candidate in Chemistry & Biochemistry).

Description: Using an equitable approach to teaching benefits all students. In this series, you will work with colleagues, guided by CEILS experts, to discuss and redesign your syllabus, assessments, and approaches for effective student engagement. The focus will be on fostering an inclusive and equitable remote learning experience to mitigate the likely worsening equity gaps in higher education. The principles we are using are applicable to when we go back to in-person teaching, so the time you spend on these best practices will not be wasted! You are welcome to attend any or all of the workshops.

Part I: Syllabus Design

Description: In this workshop, you will use structured syllabus review tools to help you assess and adjust your syllabus to be more inclusive and equitable. Don’t forget to bring a syllabus with you!

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Part II: Assessment Design

Description: Join us to learn about an array of assessment options, hear about what’s worked well for colleagues, and get time to adapt and troubleshoot your own assessment plans.

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Part III: Designing for Student Engagement

Description: Active learning and student engagement may look different online, but the remote teaching environment makes these techniques even more critical to having an equitable course. Learn about how faculty engage students online and determine which approaches are most appropriate in your course.

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How to Teach Inclusively & Equitably Online (May, 2020)

CEILS Webinar for Summer Session Instructors in Life and Physical Sciences

Facilitated by CEILS Interim Executive Director Rachel Kennison and Associate Directors Shanna Shaked and Jess Gregg.

Description: This foundational workshop will prepare you to teach summer classes remotely, in a way that goes beyond the emergency crisis teaching situation we all faced in the spring. Although we acknowledge that this is still a crisis situation, we will provide you with additional tools, support and tips to create a teaching experience that you can feel confident about and a learning environment that is engaging and optimal for all of your students.

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Preparing for a Remote Spring Quarter (March, 2020) – Part I:

Where to Start with Zoom!

Facilitated by CEILS Associate Directors Rachel Kennison, Shanna Shaked, and Jess Gregg.

Description: These sessions will provide a framework to help you plan to deliver the first weeks of class in an online format. We will discuss which elements of your course will need to be adapted, how to plan for interactivity and engagement online, review existing open educational resources, and share ideas that you may want to include in your syllabus and course design.

Note: This is NOT a workshop on using CCLE and Zoom – for assistance with those tools and technical troubleshooting please contact your local CCLE support or access trainings and support here.

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Preparing for a Remote Spring Quarter – Part II:

Strategies for an Interactive Classroom in Zoom and CCLE: Engaging Students Remotely in Collaboration, Practice and Feedback!

Facilitated by CEILS Director Erin Sanders O’Leary and Associate Directors Rachel Kennison, and Jess Gregg.

Description: In this webinar we will model how to implement interactive live activities using Zoom features including break-out rooms, screen-share, polling, and chat while incorporating additional tools like Google docs/forms. We will also review some strategies for asynchronous interactivity in CCLE discussion forums.

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Preparing for a Remote Spring Quarter – Part II:

Planning Your Summative Assessments: Rethinking Strategies for Evaluating Student Performance, Competency, or Mastery

Facilitated by CEILS Directors Shanna Shaked, Erin Sanders O’Leary, Rachel Kennison, and Jess Gregg.

Description: In addition to sharing best practices for remote testing that disincentives cheating as well as the strengths and weakness of remote proctoring, we will spend time discussing alternative strategies to consider for remote assessment of student learning. We invite you to review the checklist currently in preparation describing recommendations from campus stakeholders across various disciplines.

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Delivering STEM Labs Remotely (March, 2020)

Facilitated by CEILS Director, Erin Sanders O’Leary, and Life Science Core Labs Director, Gaston Pfluegl.

Description: The goal of this Zoom session is to brainstorm and discuss pedagogically optimal strategies for delivering remote/ online labs. Among us are many wonderful experts on campus who have been actively thinking about these issues already and have tried activities out in the past and thus have experiential knowledge we can all draw from in making decisions that make sense for our students. We will explore multiple approaches, with attention to accessibility issues and other equity concerns as part of the design/planning process.

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Resources to Support Remote / Virtual Lab Instruction

The Chronicle of Higher Education, “How to Quickly (and Safely) Move a Lab Course Online”

Please use this link to access a spreadsheet with links to existing online materials, sorted by discipline:
https://docs.google.com/spreadsheets/d/1_qFmJQhislBobK8paTi3setQ0K8fmK4bE2M8EhKSDE4/edit?usp=sharing

Many people from education networks from across the country have contributed to this list of resources.  We thank the science education community for sharing their knowledge of materials and, when possible, providing free access to resources  during the coming term.

A summary of recommendations for implementing pedagogically optimal strategies to deliver remote / online labs is forthcoming and will be accessible via this link:
https://docs.google.com/document/d/1maHblpI–s4zoWvyOUyWgn3Kl7Aj3VtuS0_Vy9F628c/edit?usp=sharing

Link to webinar presented by Labster, a virtual lab/simulation tool, “Digital Strategy in Action: Moving My Science Course Online”: https://www.labster.com/webinars/virtual-labs-science-education/

Introduction to Gradescope (March, 2020)

Facilitated by Will Conley, Assistant Teaching Professor of Mathematics (LPSOE)

Gradescope is a great tool that can be utilized by instructors and TAs to score assignments with open-response questions (e.g., exams, quizzes, homework problems). This platform also allows for easy uploading of student documents remotely. UCLA has a licensing agreement with Gradescope (www.gradescope.com) for their online grading tool, which can be incorporated into CCLE course sites. At this webinar, learn how to set up Gradescope in CCLE and incorporate some helpful grading features for your class.

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Why use Gradescope?

Benefits to instructors and TAs:

• Rubric-based scoring system allows for more consistent and fair grading
• Choice of using a positive (points added for correct answers) or negative (points taken away for wrong answers) rubric.
  • Positive scoring rubrics reward students for their achievements and sets a positive tone in a classroom – one that is focused on what students are doing right, rather than what students are doing wrong.
• Streamlines the grading process, achieving greater grading efficiencies in large-enrollment courses
  • TAs can replicate the same feedback to multiple students without having to re-write the same comments over and over again (a very time-intensive effort)
  • Changes to scores get propagated to all assignments, so TAs save time because they do not have to regrade questions
• Electronic grading provides flexibility because instructors and TAs can grade assignments from anywhere (home, a café, their lab, their office)
• Academic integrity issues mediated with repository of electronic, scanned copies of every student’s exam or assignment
• Tracks and reports analytics giving instructors and TAs substantially more feedback on student mastery of concepts and skills
• Great online documentation with instructions (including video tutorials), suggestions and short-cuts

Benefits to students:

• Transparency in points breakdown (partial credit) for the score a student receives on a question because the points assigned are linked to comments explaining what was done correctly or incorrectly
• Students receive more feedback from TAs grading their assignments
• Quality of feedback a student receives is superior to that they could get from hand-written comments by a TA
• Electronic return of graded assignments to students permits rapid feedback used by students to gauge learning gains and progress towards mastery
• Integration with CCLE allows secure sign-in with UCLA BOL account

There’s an app for that!

Here is an app you can share with your students to scan their homework into a pdf: https://acrobat.adobe.com/us/en/mobile/scanner-app.html

How to add Gradescope to your CCLE course site

Instructors may incorporate this grading tool into their CCLE course sites by following the instructions provided on CCLE (click here) and summarized here as follows:

1. Sign in to CCLE, and turn editing on.
2. Navigate to the section of your CCLE site where you want the link for Gradescope to appear, and click Add an activity or resource. Select External tool, and click the Add button.
3. In the box for Activity name, enter a name, such as “Gradescope”.
   From the drop-down menu for Preconfigured tool, select Gradescope.
   Scroll down and click the button Save and return to course.
4. Click the link that has been created. This will open Gradescope in a new browser tab, and Gradescope will ask if you want to link this course with a new or existing course in Gradescope. Assuming you have not already created a Gradescope course for this class, select A new Gradescope course, and click Link course.
5. After editing settings in Gradescope as desired, select Roster from the left panel. Click the Sync Moodle Roster button, and then Sync Roster. Go through the resulting roster in Gradescope and make sure your TA(s) have been assigned the “TA role”, rather than being listed as “Student”. (This is a known bug in the CCLE-Gradescope link.)

Tips for Using Gradescope at UCLA

For additional tips using Gradescope, please click here to see our FAQ document. You may email media@ceils.ucla.edu if you need further assistance.

How to Caption Videos and Add Interactivity to Videos Using CCLE Tools (March, 2020)

Facilitated by Gaston Pfluegl, Lab Director for LS Core, CEILS Instructional Consultant

Description: Captioning videos is an important step to take to ensure that they are accessible for all students. This webinar will demonstrate how to do this using CCLE tools as well as add interactivity to your video content.

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Emergency Shift to Remote Teaching Webinar (March, 2020)

Preparing to Teach Online and Deliver Final Exams Remotely

Facilitated by CEILS Director Erin Sanders and Associate Directors Rachel Kennison, Shanna Shaked and Jess Gregg.

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Time stamps in the recording:

• Delivering lectures remotely using Zoom: 0-15:15
• Administering exams online (CCLE, Turnitin, Respondus): 15:15 – 33:00
• Update from Center for Accessible Education: 33:00 – 35:05
• Gradescope overview: 35:06 – 45:50
• Q&A/Overview of resources on CEILS website: 45:50 – End