Today marks the astronomical beginning of fall. On this, the autumnal equinox I completed the last of the beginning-of-the-academic-year-retreats in preparation for the Autumn Quarter. It was lovely interacting with the Math Faculty colleagues, albeit virtually. I have one more week to prepare before beginning the next chapter of Math in the Time of Corona.
This Autumn my classes are remote and will be taught synchronously. I feel privileged because I am responsible for two sections of Calculus II. It’s been two years since I have had only one course preparation during a quarter and I am looking forward to taking some extra time to revise pedagogy, assessment, and (of course) delivery.
Before going into all of that, I have a very practical question upon which I need your advice (and should have discussed during today’s retreat.) Since I am teaching my classes back to back (MW 1:30-3:30 pm and 3:40-5:40 pm), how would you recommend that I configure my Zoom meetings? The possibilities I am considering are:
- Have three different Meeting IDs—one for the 1:30 pm class, one for the 3:40 pm class, and one for office hours.
-: Students in the second class will not be able to sign into their class session until the first Zoom Meeting is terminated since I can only host one meeting at a time.
-: There will be no time for students to ask quick questions after class because I will be busy transitioning technology between classes. - Have the same Meeting ID for all three and use a waiting room.
+: Students in the second class can arrive early to mentally prepare.
+: Students don’t need a different Meeting ID for drop-in help sessions. Once they have successfully signed into class, they will know how to sign into office hours.
+: Transition time between classes can be used for quick questions by students in either class.
-: I have to manage a waiting room which is one more distraction from everything else that has to go on.
-: The waiting room reduces potential for student interaction during office hours.
+/-: Student can easily attend the other section’s session. This could help with an occasional schedule conflict as long as it is not overused. There is potential for skewed attendance at the more attractive class time. - Have the same Meeting ID for all three, not use a waiting room, and ask anyone who joins at the transition time to be respectful of the class in session.
+: Students in the second class can arrive early to prepare.
+: Students don’t need a different Meeting ID for drop-in help sessions. Once they have successfully signed into class, they will know how to sign into office hours.
+: Transition time between classes can be used for quick questions by students in either class.
+/-: Student can easily attend the other section’s session. This could help with an occasional schedule conflict as long as it is not overused. There is potential for skewed attendance at the more attractive class time.
-: The entry of early arrivals might be disruptive or ruin the punchline of the lesson for students arriving without first engaging with the materials.
+: I don’t have to manage a waiting room. - Or another configuration I haven’t thought of?
I am sure many of you have already faced this question and have experience to draw upon. Knowing what you know now, what are the hidden dangers? What decision would you make if this was your situation?
Math in the Time of Corona 