CASNR Forward to Fall
CASNR Fall 2020 Experience
The CASNR Dean’s Office Team is available to answer your questions. Please connect with us!
CASNR Dean’s Office: 402-472-2201
CASNR Student Success and CASNR Cares: Call or text 402-540-3328
Email us at: casnr@unl.edu
Information on the UNL Fall 2020 Experience
Teaching and Learning
Lecture Courses
Fall Teaching Decision Needed: formerly in-person “lecture” courses
↓
Confer with Unit Leader
← Yes
Instructor COVID At-Risk?
No
↓
Does class fit into classroom with social distancing rules?
No
↓
→ Yes
In-person leading (“whole”)
Do you use groups or teams extensively?
Group Projects
↓
Use Online Leading, most likely transition between split-synchronous and -asynchronous
Team-based Learning
↓
Use Online Leading, most likely split-asynchronous
No formal groups or teams
↓
Use Online Leading, could be split-synchronous, or split-delayed
Additional Information, Lectures
Online Learning
Limited to completely on-line courses (700, 900 sections) for which learning objectives can be accomplished online. Transition to this model requires consult with unit leader, new online course section, and cancelation of in-person course section.
In-person Leading
Use of whole model is dependent on classroom size. Be prepared for online component for students with accommodation and a contingency plan for remote learning in response to COVID mid-semester.
On-line Leading, with groups
“Groups” defined as one-off experience with multiple students. During weeks with no group work, consider using a split-synchronous (in-class lecture to portion of class, online students watching live, requires broadcasting technology) or split-delayed (in-class lecture to portion of class, recorded for posting later for online students). During weeks or periods with group projects, consider split-asynchronous (rotating in-person visits for subset of groups to work together; over-arching content is online, except for in-person group work.
Online Leading, with teams
“Teams” defined as continuous use of groups. Consider using split-asynchronous model with regular, in-person discussion groups or activities for subset of teams (rotating to have all teams meet once per week, for example). Other students access over-arching content online.
Online Leading, no groups or teams
Consider a split-synchronous or split-delayed model (technology dependent) with in-person enrichment rotating for portions of your students. Or, consider a split-asynchronous model in which you create random sections of the class; these students come to class for active learning exercises or reading discussions (similar to recitations). In this option, over-arching content is access online by all students.
Additional Notes
- All models may require option for student with accommodation from SSD to be online-only
- Classroom technology is critical for decision as well. Confirm with your unit head.
- For more ideas, see resources from the Center for Transformative Teaching
Lab Courses
Fall Teaching Decision Needed: formerly in-person “lab” courses
↓
Confer with Unit Leader
← Yes
Instructor COVID At-Risk?
No
↓
Which describes your lab course?
Class fits lab space w/social distancing, no field trips required
↓
In-person Leading
Class fits lab space w/social distancing, field trips required
↓
Modified In-person Leading
Class too large for lab space w/social distancing, no field trips required
↓
Online Leading
Class too large for lab space w/socia distancing, field trips required
↓
Online Leading
Additional Information, Laboratories
Online Learning
Limited to completely on-line courses (700, 900 sections) for which learning objectives can be accomplished online. Transition to this model requires consult with unit leader, new online course section, and cancelation of in-person course section.
In-person Leading
Use of whole model is dependent on classroom size. Be prepared for online component for students with accommodation and a contingency plan for remote learning in response to COVID mid-semester.
Modified Inperson leading
During weeks with field trips, consider using virtual trips, using data from previous year, or developing oncampus field activities that do not need 12-passenger van transportation. Whole/split-asynchronous
Online Leading, no field trips
To adjust to space limitations in laboratory, consider using online or remote content, supplemented with inperson lab experiences. Rotate in-person classroom time for critical activities over a period of 3 weeks, or split 3-hour lab into three rotated, 1-hour experiences. Split-asynchronous
Online Leading, with field trips
To adjust to space limitations in laboratory, consider using rotating in-person experiences as above. Replace field trips with virtual trips, data from previous years, or on-campus field activities that do not need 12-passenger van transportation. Split-asynchronous
Additional Notes
- All models may require option for student with accommodation from SSD to be remote, which may require even more innovation/flexibility for lab courses
- Field trip suggestions assume there will be restrictions on use of 12-passenger van
- Online Leading options assume classroom has technology needed to be synchronous with other learners who are online
- For more ideas, see resources from the Center for Transformative Teaching
Communities of Practice
- Assessment Strategies
- Building Community
- Difficult Conversations
- Labs and Experiential Learning
- Large and Mid-Size Classrooms
- Team-based Learning