Dear Faculty Colleagues,
In response to the emergency campus closure in the fall of 2018, and with the aim of preparing us all for future unforeseen happenstances, Academic Technology Services has created an emergency closure resource to help you adapt course materials should you or the university be forced to cancel in-person class meetings.
While we hope that emergency closures do not happen in the future, we believe that faculty would appreciate a resource in the case of the unexpected. Additionally, this resource could be used if you wish to adapt course activities using available technologies. For instance, this emergency closure resource offers curated resources to support integrating online discussions or audio resources
The emergency closure resource draws from Wiggins and McTighe’s (2005) backward design framework and associated UbD template 2.0. As the resource is intended to support the adaptation of planned lectures and course-activities mid-quarter, Stage 1 (course learning objectives) and Stage 2 (assessment of student mastery of learning objectives) are included to connect any changed activities to learning objectives and planned assessments. The resources discussed in this document focus on the following teaching and learning activities:
- Group discussions
- Video lectures
- Peer collaboration
- Communication with students
We hope this resource will support you in either adapting planned learning activities due to emergency closures or in helping students accomplish their learning outcomes. Faculty stories from the “smoke break” also provide an excellent source of inspiration. For example, to hear how Dr. Laci Gerhart-Barley used AggieVideo to replace some of her fall 2018 course lectures, check out her AudioBlog entry.
If you have questions about best practices with any of these tools or approaches, please contact me so that we can make you an appointment with one of our instructional designers.
P.S. We are grateful to the late Grant Wiggins and Jay McTighe for their important work helping all of us consider how best to support learners.