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Keep Teaching


About

get teaching

KEEP TEACHING AT TAMU is a resource for faculty to learn how to shift courses online.


While the current conditions present a unique opportunity to position the delivery of instruction online as a key component to teaching and learning continuity, we recognize that these conditions are not ideal for the development of quality online learning experiences for students and faculty. KEEP TEACHING AT TAMU is designed to encourage course instructors to determine priorities, limit complexity for both faculty and students, and access resources to assist along the way.

If you teach a class that has an interpreter, transcriptionist, or any other resource designed to assist a student with an accommodation, please contact Disability Resources to determine how best address this issue.​ See also Accessibility with ZOOM. 


This guide is recommended for faculty who do not fully utilize the tools in eCampus.



quick start

Quick Start at a Glance for KEEP TEACHING AT TAMU

 
  1. Determine what learning activities you need to modify based on credit hour expectations


  2. Use the chart to view recommended technologies by learning activity


  3. Review steps for Keep Teaching with ZOOM and/or Keep Teaching with Google Classroom based on the learning activity you need to modify


  4. Continuously communicate with your students regarding your plan of action

 

If online teaching is new to you and you are needing to transition content online in response to an emergency situation, focus on the “Quick Start” box in each section below. You need not use every online tool suggested. Rather, determine what tool or combination of tools work best for you and your students.

 

 

Training & Virtual Support

Watch our trainings on demand and follow along with our presentation notes. 


More Help

As a reminder, if you have any questions or need assistance accessing any of the resources to KEEPTEACHING.TAMU.EDU, please contact Help Desk Central 24 Hours a day, 7 days a week. If you have any questions or need assistance teaching online with any of the resources, please contact the Office for Academic Innovation Service Desk.


Office for Academic Innovation Service Desk


EMAILaihelp.tamu.edu
PHONE: (979)458-3417

8:00am - 5:00pm CDT Monday - Friday. 


Weekend Support

Saturday and Sunday (March 28-29th) 12:00 PM - 5:00 PM 
 
We are able to assist you through email or ZOOM, depending on your preference. If you would like a ZOOM consultation, please email us at aihelp@tamu.edu and we will email you with a ZOOM meeting link.

EMAILaihelp@tamu.edu
PHONE: (979) 458 - 3417

Evaluate

If you are needing to transition content online, the first step you will need to take is to evaluate course activities and revise based on credit hour expectations. Modifications to learning activities will be determined by two key factors: (1) Where are you in the course; and (2) What learning activities you deem to be critical.

quick start

Quick Start

 
If you are currently in a situation where you cannot teach students face-to-face, communicate with your students to let them know the course will continue in an online format; that you are currently in the process of evaluating the course priorities; and that they will receive more information and instructions from you shortly.  


See best practices for effective COMMUNICATION
 


For all 3-credit courses, please review credit hour expectations from the table below.


This information has been modified from the SACSCOC guidelines’ glossary of terms for Credit Hour in the Resource Manual (p. 164).
 

Tip: Update your syllabus to include details of how the course will change, including changes to assignments, due dates, grading rubric and contact information. If the syllabus changes, it must be made available to all students via email and posted in a place where students can access it.


 



Three Credit Hour Expectations

Week of the Semester Total Out of Class Student Work Hours Faculty Instruction Hours Remaining Out of Class Student Hours Remaining
0 0 45 90
1 6 42 84
2 12 39 78
3 18 36 72
4 24 33 66
5 30 30 60
6 36 27 54
7 42 24 48
8 48 21 42
9 54 18 36
10 60 15 30
11 66 12 24
12 72 9 18
13 78 6 12
14 84 3 6
15 90 0 0


One Credit Hour Expectations

Week of the Semester Total Out of Class Student Work Hours Faculty Instruction Hours Remaining Out of Class Student Hours Remaining
0 0 15 30
1 6 14 28
2 4 13 26
3 6 12 24
4 8 11 22
5 10 10 20
6 12 9 18
7 14 8 16
8 16 7 14
9 18 6 12
10 20 5 10
11 22 4 8
12 24 3 6
13 26 2 4
14 28 1 2
15 30 0 0
 

Consider learning activities alongside recommended technologies from the table below. 

 

Option 1: If you have your course in eCampus and are utilizing tools beyond Files, we recommend you continue to use eCampus for Discussions, Assignments, and Posting Grades.

 

Option 2: If you have your course in eCampus and you are not utilizing tools beyond Files, we recommend that you review the table below for technologies to support learning activities.

 

Option 3: If you do not have a course in eCampus, we recommend that you review the table below for technologies to support learning activities.
 

Learning Activity Delivery Method
Post Course Materials Google Classroom
Deliver Course Lectures ZOOM
Post and Submit Assignments Google Classroom
Administer Assessments Devise Alternative Quiz & Exam Delivery Format
Collaborate through Group ZOOM, Google Classroom
Hold Office Hours ZOOM

Teach

Now that you have determined course priorities, modified your syllabus, identified technologies that will facilitate revised learning activities, and communicated with your students, it is time to deliver Learning Activities in the digital learning environment.  Focus on providing timely feedback, clear organization and communication, and promoting interaction among students and between students and the course instructor when feasible. 

quick start

Quick Start

 
Revise your syllabus as needed and make available to students. Then, review steps for Keep Teaching with ZOOM and/or Keep Teaching with Google Classroom based on the Learning Activity you need to modify so that you are able to achieve your desired outcome with the recommended technologies for each Learning Activity. 

 

Navigate to relevant Learning Activities for additional considerations and tips. 

 

Exam Options

Some Schools / Colleges already have pre-existing agreements in place for online proctored exams.


UPDATE: March 22, 2020 - 5:00 CDT


Examity had to suspend live proctoring services for faculty and students because of Covid-19 concerns for their proctors. They will notify students who were scheduled to take a test in the next few days to make them aware. Please visit https://examity.com/ for more information and any questions you may have regarding this tool. Examity has not provided a time-frame for when they will resume live proctoring. At this time, it is our recommendation to review the alternative exam options provided on keepteaching.tamu.edu. Additionally, based on correspondence from Examity, our recommendation is to not rely on this vendor to provide any live proctoring for the Spring 2020 term given the fluidity of the situation globally."

If you are in a School/College that centrally supports exams through ProctorU, please reach out to your Dean’s Office for guidance. 
 

Please note that online proctoring services such as Examity and ProctorU may not be able to handle the spike in demand experienced during this moment of disruption. We recommend that you devise alternative plans to promote academic integrity.

** Fees for online proctored exams should not be passed along to students. **
 

Because most do not have the option to use Examity or ProctorU, we have developed the following as you consider how to best assess your students’ work. Be mindful that the ways that we typically assess students aligns with a traditionally taught course.  Because the course will conclude online, we may need to consider alternative methods of assessment.
    

Quizzes, Exams & Alternative Options

     Option 1: Faculty-proctored Exam on ZOOM:

Faculty-proctored Exam to view up to 49 participants at one time in one screen (via ZOOM)
Please note ZOOM allows up to 300 participants at a time, but only 49 show up in one screen. You have to scroll to see the next batch of 49 participants.   

     Option 2: Written Take-Home Exam (submitted via Google Classroom) 

 

     Option 3: Oral Exam (via ZOOM) 

 

     Option 4: Assessment modified to Project Case Write-Up

  • Faculty Observations (via ZOOM)
  • Journaling or Self Reflection
  • Laboratory Report
  • Essay Sprints / One-Minute Essays
  • Papers
  • Peer Feedback and Evaluation
  • Portfolio 
  •  Presentation (via ZOOM)
  • Video Projects or Digital Storytelling
 

Academic Integrity

 

If you find out that your department, school, or college does not have pre-existing arrangements in place with an online proctoring service, we suggest you consider strategies to reduce opportunities for academic dishonesty. Please consult the resources we have curated on this topic. See also Promoting Academic Integrity Online
 

Frank Dooley, Senior Vice Provost for Teaching and Learning at Purdue University, shared the following guidance with members of the Reinvention Collaborative.


Exams pose a particular challenge in a situation where everyone is on their own. The online format does not allow instructors the same ability to proctor exams as they have in class. In order to minimize incidents of academic integrity violations for online exams while still ensuring they accurately reflect student learning, consider the following principles in creating and modifying exams:  
 

  • Allowing exams to be open-book/source: Assume students will use resources while taking an exam, and even encourage them to do so. Try to ask questions that probe deeper levels of knowledge and understanding, enabling students to apply, assess, and evaluate concepts and facts in meaningful ways. Encourage students to share and cite where they get information from and what resources they use.
 
  • Encourage students to collaborate/share questions and ideas: Students will likely work together when they are stuck or confused. You can encourage working in small teams and ask them to include who they work with and in what ways.
 
  • Focus on solving problems while showing work and explanations: In many cases, students may get the same answer, but showing their work reveals meaningful differences in understanding. Sometimes there may only be a few ways to show work, so you may ask for brief prose explanations, or have students record a video of them talking through the process to solve a question.
 
  • Use question pools: If you have short-answer or multiple-choice questions, create pools in your LMS so that students receive different sets of questions (this can also be done with essays and more complex questions).
 
  • Use student-generated questions with explanations: Instead of trying to ensure everyone answers your limited number of questions on their own, ask every student to create their own question with an explanation of how it would assess a certain topic or skill in a meaningful way. You can also assign students to answer each other's questions and state whether those questions actually do assess these skills in appropriate ways.
 
  • Ensure clarity in questions and prompts: Especially if your test is timed, your students may not have a chance to ask a question and get a response. It is vital that questions and prompts are clear to novices so your assessment measures what you want it to. Even if not timed, you do not want to be spending your limited time answering clarifying questions.
 
  • Consider question formats leading to essays, videos, pictures, and other personal responses: If your class lends itself to it, having students express their learning through essays, videos, pictures, or other personalized forms of writing/speaking/communicating means that everyone needs to create their own. You can also have students post their responses for each other and assess each other's work through peer grading. Rubrics can help guide students as they develop such work, give each other feedback, and, of course, allow your teaching assistants and you a consistent method of assessment.
 
  • Respect your own time: Most of these ideas take time to grade. Try to determine what is feasible in your situation, and use feedback-based or hand-grading intensive assessments sparingly. Also consider how much feedback students actually need/will use. Many times feedback can be created for the whole group based on common challenges or problems, as opposed to individual responses.

Communicate

Consistent, clear, reliable communication from course instructors is a critical element of successful online teaching, particularly in the event Keep Teaching at TAMU becomes necessary. Communication helps to maintain course community that you had in the classroom, establishes a sense of presence, and reinforces that TAMU’s commitment to keep teaching carries with it expectations that are not much different than your face-to-face expectations.  

quick start

Quick Start

 
If you are currently in a situation where you cannot teach students face-to-face, be sure to set expectations with your students on the following communications protocol: 


Communication Frequency
How often the course instructor will send information out to student?

Communication Channel(s)  
Where students should expect to see communication from the course instructor?

Student Engagement
How students should engage with communication, including how they should contact the course instructor?

Course Instructor Response Times
How frequently students should expect to receive a response from the course instructor, including on weekdays and weekends?


 

TIP: Keep track of FAQs and establish a mechanism to send responses out to all students as a time-saver to you and to ensure students are receiving consistent information from you as the source.


 

 



Recommended ways to communicate with your students: 

 

Communication Needs Linked to Learning Activities:

 
Communication Needs Communication Method (Outside eCampus)
Participation and Deadlines TAMUDirect, Google Classroom, Zoom
Office Hours Zoom
Feedback Google Classroom, Zoom

Additional Resources

Getting Started with ZOOM

  ZOOM is offering Live Training with a focus on Teaching with Zoom. Look for the Zoom Meeting for Education.

 

UPDATE: - Set up Secure Zoom Meetings/Classes to Avoid "Zoombombing"

 

At least one ZOOM meeting at Texas A&M University was attended by a participant outside of the university. Here are steps to further secure our online learning environment: 

 

See Also:
How to Keep the Party Crashers from Crashing Your Zoom Event​

Teaching with ZOOM

Getting started with ZOOM

Guide to Teaching with ZOOM




Teaching with Google Classroom

Getting Started with Google Classroom


Guide to Teaching with Google Classroom


Teaching with eCampus

Getting Started with eCampus

Guide to Teaching with eCampus

 

Additional Online Resources


 

Frequently Asked Questions


Helpful Messages to Faculty

Help

We encouraged you to review keepteaching.tamu.edu before contacting any of the support channels listed below. 
 


Help Desk Central 


If you have any questions or need assistance accessing any of these resources to KEEP TEACHING AT TAMU, please contact Help Desk Central 24 hours a day, 7 days a week.

EMAIL: helpdesk@tamu.edu 
PHONE: (979) 845 – 8300


Help Desk Central also offers CHAT support at hdc.tamu.edu via the yellow Start Chat Now! icon.

Please note that the Chat feature is only available 8:00 am – 11:59 pm.
 


Office for Academic Innovation 

 

If you have any questions or need assistance teaching online with any of these resources to KEEP TEACHING AT TAMU, please contact Office for Academic Innovation Service Desk:

Monday - Friday 8:00 AM - 5:00 PM.


Weekend Support

Saturday and Sunday (March 28-29th) 12:00 PM - 5:00 PM 
 
We are able to assist you through email or ZOOM, depending on your preference. If you would like a ZOOM consultation, please email us at aihelp@tamu.edu and we will email you with a ZOOM meeting link.

EMAILaihelp@tamu.edu
PHONE: (979) 458 - 3417

The Office for Academic Innovation will be working remotely and will not be available for walk-in support at our Heldenfels location. We are able to assist you through email or ZOOM, depending on your preference. If you would like a ZOOM consultation, please email us at aihelp@tamu.edu and we will email you with a ZOOM meeting link.