Spring 2020: A Look Back With Relief

The end of spring classes is now several weeks in the past. By this time the train has moved on and we are in the midst of another round of tasks that will eat up the summer: I (foolishly) promised online workshops on online Team-Based Learning and discussion boards; I have two week-long institutes on faculty portfolios to facilitate; I will support faculty who are applying for state-wide awards; and I’ll have to prepare this year’s new faculty orientation program, which probably will be online in some shape or form. And on top of this I’ve been pulled in to help a colleague with little tech preparation to run an online four-week course, adding 1-2 hours to five days of the week until the middle of June. And I should probably prepare a report on the assessment data that I collected last year about our New Faculty Academy. Good thing that I cannot leave the house!

So, how did the spring semester end? Not with a bang but with a whimper! (Funny how good poetry can devolve into cliché, eh?) I noticed that I was slo-mo crashing during the last two weeks of classes or so. Nothing dramatic, but working felt more and more like wading through some kind of jelly; you could do it, but it was more effort than usual. I was badly, badly behind with grading, and the class became less interactive than I wish it had been. In addition, the end of the semester provided an added need for educational development programs, so I helped write a CFI Teaching Toolbox about final exams and participated in open office hours and consults on that topic. At least I managed to record a few lectures on different approaches to interpreting the Constitution. These will be useful for future classes, even for flipping in-person classes. (And I just saw that the first video got 18 views, which means that 11 students out of 29 did not watch it—that’s a fairly typical “attendance” rate for the last week of classes. Sad in principle, but not too bad for this emergency!)

Looking back at the semester, here are some things that I’ve observed, some surprising, some not so:

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Examining Exams

Here is a CFI Teaching Toolbox email on final exams in these COVIDious times, co-authored by my colleague Emily Gravett and me.

Special Edition Teaching Toolbox:

Examining Final Exams

by Andreas Broscheid and Emily O. Gravett

One of the main concerns we’ve heard from colleagues about online teaching is connected to the integrity of grades. Online exams and other assignments give new opportunities for cheating: Students can use Google to look up answers without actually having learned the material; they can email and text each other during exams; they can take photos of test questions and distribute them widely; they can outsource their work to others who are more knowledgeable and more than happy to be paid. After all, on the internet, nobody knows you’re a dog.

Common responses to such concerns include timed tests that make it difficult for students to cheat, as cheating takes time, and various forms of online proctoring, for example, through video conferencing systems monitored by professional services. Yet these approaches can be problematic. Timed tests are not only a barrier for some students with disabilities (who theoretically can get extended time through an ODS access plan, though not all students have the economic resources to get the required medical tests to receive such accommodations in the first place), but also for students who do not have the economic resources for fast or reliable internet connections. (Try taking a timed exam from a McDonalds parking lot!) And forced video proctoring violates student privacy, as we—or the proctoring services—spy into their living spaces that now double as work spaces, and data security, as their movements are tracked and sold to third parties. (For more about problems with video proctoring, see this recent Washington Post article.)

Some disciplines and programs may nevertheless force instructors to use such “brute force” strategies against cheating, even if these strategies discriminate against otherwise already disadvantaged students and do not fully prevent the problem. We hope that the current crisis leads to a reconsideration of such policies, but faculty may have no choice but to follow suit in such circumstances. For those who have the academic freedom to avoid timed and proctored exams, we offer the following suggestions and considerations, in addition to those from JMU Libraries:

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Going Online

The following is a preliminary version of an article (or advice email, or whatever it’ll be) that in a couple of days will probably go out through JMU’s Center for Faculty Innovation, my employer. But until then it’ll go through a couple of checks and revisions, and I thought I should circulate this draft a bit sooner, in case people who are currently working on transitioning their in-person classes to online formats. This means I should add the following disclaimer: this version represents my own viewpoint and not that of James Madison University. In particular, the introduction will probably be replaced with something more, ahem, sober. I hope you’ll enjoy it nevertheless.

Oh, and I should mention the amazing and intrepid work of the JMU Libraries, who are creating the backbones support structure to get JMU faculty up to speed about online learning, particularly Christie Liu, Eric Stauffer, and Elaine Kaye. Elaine and my colleague Emily Gravett provided valuable feedback on the piece, (though all errors and foolishnesses are my own fault).

All comments will be appreciated!


So you’ve bought all the toilet paper, hand sanitizer, wet wipes, rice, cheesy novels, and gummy bears that you could find and afford and are ready to face any hurricane, snow storm, campaign rally, Justin Bieber concert, or space invasion that may come your way. Oh, and that pandemic.

Gulp. I know. Nothing like reading the news from Italy to get a reminder of your own mortality. A quick check of the calendar and, yup, you are now in the age range in which COVID-19 may create some actual damage.

And like at other institutions, your employer moved basically all classes online. Within one week. That’s the right decision, but also a major stress on top of an already stressful situation. What should you do? Here are some suggestions:

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