Mays Keep Teaching
Keep Teaching at TAMU is a resource for faculty to learn how to shift courses online.
This page is a supplemental resource to the “Keep Teaching at TAMU” website. It contains information more specific to Mays Business School faculty. The content below contains links to a variety of resources including recorded Zoom sessions, .pdf documents, links to resources on the Zoom support website, etc. The resources provided below by Mays faculty and/or staff can be used with no attribution to the original creator.
NOTE: Items marked with an icon contain information that was added after the site was launched on March 19, 2020.
Launched – March 19, 2020
Revised – March 21, 2020
Getting Connected with Zoom
- Invite Students to Zoom – An example email you can send to your students inviting them to activate their Zoom account.
- Joining a Test Meeting – Zoom provides a “test meeting” link you can share with your students to encourage them to test the Zoom configuration.
- Virtual Backgrounds for Zoom – The Mays Marketing and Communications team created a collection of images you can use as a virtual background from your Zoom desktop app. We even provide some images from Wehner classrooms that you can use during your class sessions to help students feel like you are in the classroom! (see Zoom instructions for setting the virtual background)
- Using a Zoom Whiteboard – Many faculty use the whiteboards in the classroom to write formulas, draw diagrams, share notes, etc. with their students. The Zoom whiteboard feature (accessed using the share screen and selecting whiteboard) provides faculty the ability to have a virtual whiteboard. You can use your finger or a stylus to write on the virtual whiteboard if you have a touch screen monitor. (NOTE: Faculty who choose to use the physical classroom in Wehner as their “broadcast studio” for class delivery should not rely on the traditional whiteboard in the classrooms. Based on experience from the MS Analytics program, the students are not able to see the content written on a traditional whiteboard during a Zoom session.)
Helping Students Get Connected
The Mays at City Centre staff produced several tutorial videos to be used by students in the Executive MBA, Professional MBA, and MS Analytics programs. While some content in the videos is specific to these particular programs, the content is mostly generalizable to students in other programs and classes. You are welcome to use them for your respective classes.
- Attending Class via Zoom (No Breakout Rooms) – If you do not plan to use the breakout room feature of Zoom, this version ends before the breakout room discussion.
- Attending Class via Zoom (with Breakout Rooms)
- Accessing the participant list in a Zoom meeting
- Accessing the chat feature in a Zoom meeting
- Setting the microphone you wish to use in a Zoom meeting
- Setting the speakers you wish to use in a Zoom meeting
- Using reactions in a Zoom meeting
- Muting/Unmuting during a Zoom meeting
- Choosing “side-by-side” view during a Zoom meeting
Sharing Recorded Content with Students
- Downloading a Zoom Meeting Recording
- Sharing a Zoom meeting recording with your class via Google Drive
In the short timeframe we have for moving to online course delivery, faculty should remember to keep it simple. Individual faculty do not need to develop new course materials for lectures or look for engagement technologies to add to their courses.
For most faculty, connecting with your class using Zoom for synchronous delivery of your course content is sufficient. It will take some adjustment for the faculty and students to learn how class functions in this new medium. After connecting the Zoom session and sharing the screen with the slides, most faculty should be able to deliver their class content as if they were in the classroom face-to-face.
In addition to the resources posted on the TAMU Keep Teaching website, faculty might be interested in the set of resources and seminars offered by Harvard Business School on their “Moving Your Classroom Online” website.
- Adapting Quickly to Teaching Online (Added March 23, 2020) – A recorded webinar provided by Harvard Business School (highly recommended by Mays faculty and staff who attended the webinar).
Recording Class Sessions
Faculty are not required to record their class sessions as we move to online delivery. Faculty who choose to record their sessions (either synchronously or asynchronously) should remember the following:
- Closed Captioning – Federal law requires faculty to include closed captions (CC) or a transcript of the text for class recordings they post to students. Faculty can use the Zoom “auto transcription” service to create CC text. Faculty must enable the “Audio transcript” setting for their Zoom account to have the auto transcription file saved with their class recording.
- Posting Recorded Videos to Students – The university is asking faculty to NOT upload their recorded class sessions to eCampus due to concerns about bandwidth and capacity. Faculty should upload their class recording videos to other media such as Google Drive, YouTube, etc. and share a link to the video in eCampus.
Online Assessments (Quizzes and/or Exams)
- Creating Tests in eCampus – The test feature of eCampus offers a relatively robust set of functionality for creating a quiz or exam that is administered in eCampus.
- Creating a “File Upload” Test in eCampus – This training demonstrates how to create an exam in eCampus that provides an exam booklet to the students and asks the student to upload a file deliverable that contains the response to the exam.
Quiz and Exam Proctoring
We do not have an ideal solution for exam proctoring. While we would like 100% assurance that our assessments are completely controlled to prevent all academic dishonesty, we advise faculty to devote more time to developing/delivering course content than to identifying better means for controlling assessments.
“Given the fees that are associated with services that proctor online exams, we recommend that faculty [consider] alternatives for assessing student learning. The Keep Teaching website has … information that may be useful in identifying alternative and meaningful ways of assessment as well as how to minimize issues of academic dishonesty.” (See Michael Stephenson Email from Tuesday, March 17, 2020)
- Use Zoom to Proctor Quizzes/Exams – The MS Analytics program has experimented with using Zoom to proctor exams. The basic idea is that the faculty member schedules a Zoom session similar to scheduling a regular class session. Then the faculty can use the “gallery” view to watch the students take the exam. A limitation of this approach is that the maximum number of screens displayed in the Zoom gallery view at one time is 49 (i.e., a 7X7 grid). If a class has more than 49 students, the faculty member would need to scroll through additional screens. (SIDE NOTE: I can only get a 5X5 grid on my laptop.) The faculty member could use Zoom chat to communicate directly with a student who was observed to engage in inappropriate behavior during the quiz/exam. Faculty can invite teaching assistants to connect to the Zoom session to assist in monitoring student actions.
Advantages – Zero $ cost. The instructor can communicate with students during the exam if needed. All students take the exam at the same time.
Disadvantages – Moderate level of assurance that students did not cheat.
- Use “Honor” Policy – The faculty member allows students to complete online assessments “on their honor.” Some might call this a “take-home exam.” I typically make the exam “open book.” I know several graduate courses use this approach already. With this approach, the faculty can use the eCampus test element to release the materials to the students with a set timer. After accessing the exam material to start the timer, students would need to submit their completed exams before the timer expires.
Advantages – Zero $ cost. Faculty could offer students a larger time window to choose when to take the exam (e.g., 24 hours).
Disadvantages – Low level of assurance that students did not cheat.
[NOTE: Faculty in the following courses have preapproved arrangements to use ProctorU for administering the exams in their courses: ACCT 209, FINC 409, MGMT 309, MKTG 409, ACCT 640, and MKTG 621. These faculty members can continue to use ProctorU as originally scheduled.]
Accommodating Students with Disabilities
In the shift to online teaching, we need to be mindful of students with disabilities. Please consider the following tips for teaching online (See Michael Stephenson Email from Tuesday, March 17, 2020):
- Email your class and ask those students with disabilities to send you their accommodations letter so that you have an accurate record of who needs accommodations for your class.
- With exams moving online, the Disability Resources Testing Center will be closed. If exams are given online, students with disabilities will also take exams online.
- Learn how to provide extended time for E-Campus exams.
- Contact Disability Resources at email@example.com for questions not covered on the Keep Teaching
In addition, we are asking all faculty to complete a survey regarding accommodating students in your classes (see Annie McGowan email from March 19, 2020). After providing your name, the survey asks if you “need additional resources to support students who require accommodations for the differently able.” If you answer “No” to this question, the survey exits and we have a record that you responded.
Please complete the survey by 5:00 p.m. on Monday, March 23, 2020.