We found 153 results that contain "masking matters"
Posted on: Masking Matters
Masking Matters Slides & Recording
Link to the Google Slides deck for the 9/24 Masking Matters workshop.
NAVIGATING CONTEXT
Posted on: Teaching Toolkit Ta...
Quality Matters
Continuous Improvement
To get started with Quality Matters
Download the QM Higher Education Rubric, Sixth Edition
Browse all of the specific standards in the QM Rubric and look for ideas to improve your online course design.
The points in the rubric represent level of importance.
Three point standards are essential.
See the Checklists in the QM @ MSU Community site to guide you through a course improvement process.
Tools on the QM site to review your course
Faculty and staff can use a private Self Review tool within the MyQM Course Review Management System (CRMS). Annotations explaining each standard in greater detail are provided and only available to subscribers, including MSU.
The tool will calculate the points awarded, allow you to make notes for improvements, and provide the option to send a report by email once completed.
Resources and Tools
Enroll in the QM@MSU Community site
To learn more about how QM is used at MSU, search for “quality matters” on the D2L Help site, help.d2l.msu.edu, and enroll in the QM @ MSU Community by using the self-enrollment link included on the page, and listed below.
https://apps.d2l.msu.edu/selfenroll/course/772732
Find resources and engage with others
The site includes:
QM Information
QM Discussion and Networking
QM Professional Development
QM Webinars, Videos, and Research
Class Examples to meet specific standards
To get started with Quality Matters
Download the QM Higher Education Rubric, Sixth Edition
Browse all of the specific standards in the QM Rubric and look for ideas to improve your online course design.
The points in the rubric represent level of importance.
Three point standards are essential.
See the Checklists in the QM @ MSU Community site to guide you through a course improvement process.
Tools on the QM site to review your course
Faculty and staff can use a private Self Review tool within the MyQM Course Review Management System (CRMS). Annotations explaining each standard in greater detail are provided and only available to subscribers, including MSU.
The tool will calculate the points awarded, allow you to make notes for improvements, and provide the option to send a report by email once completed.
Resources and Tools
Enroll in the QM@MSU Community site
To learn more about how QM is used at MSU, search for “quality matters” on the D2L Help site, help.d2l.msu.edu, and enroll in the QM @ MSU Community by using the self-enrollment link included on the page, and listed below.
https://apps.d2l.msu.edu/selfenroll/course/772732
Find resources and engage with others
The site includes:
QM Information
QM Discussion and Networking
QM Professional Development
QM Webinars, Videos, and Research
Class Examples to meet specific standards
Authored by: Susan Halick
Pedagogical Design
Posted on: #iteachmsu
Applying the Quality Matters Rubric (APPQMR)
Learn the underlying principles behind the QM Rubric and the critical elements of the QM quality assurance process. Learn about drafting helpful recommendations as you apply the Rubric to an actual course.
Course Length: Two weeks (May 9th-20th)Delivery Mode: Online (Asynchronous)Instruction: FacilitatedFee (Single Registration): $25 tech fee per enrollment (capped at 20 participants) Cost is being covered through the Center for Teaching and Learning Innovation (CTLI)// --> REGISTER HERE <-- //
Please refer to the Schedule & Checklist for more information on workshop requirements. Note that the Schedule & Checklist for Independent sessions may vary from the Schedule & Checklist provided here.
QM's flagship workshop on the QM Rubric and its use in reviewing the design of online and blended courses is intended for a broad audience, including but not limited to faculty, instructional designers, administrators, and adjunct instructors. It is particularly helpful to those new to QM or those considering the adoption of a quality assurance process for online and blended learning.
In addition to learning about the QM Rubric and the course review process, participants will learn to apply the concept of alignment and draft helpful recommendations for course improvement.
The APPQMR is the prerequisite for the Peer Reviewer Course, which is the required course to become a QM Peer Reviewer.
Recommended For:
Those looking to understand the QM Rubric and course review process.
Members with a stand-alone CPE membership.
Those who wish to complete the Higher Ed Peer Reviewer Course.
Learning Objectives:
After completing this workshop, participants will be able to:
Recognize the foundational concepts of Quality Matters.
Identify the critical elements of the QM quality assurance program, including the QM Rubric, materials, processes, and administrative components.
Apply the QM Rubric to review online courses.
Make decisions on whether the demo course meets selected QM Rubric Standards.
Apply the concept of alignment.
Draft helpful recommendations for course improvement by citing annotations from the QM Rubric and evidence from the course.
What Participants Need:
At least 10 to 12 hours of time per week to spend on achieving the learning objectives.
Some participants report spending at least 15 hours per week.
Course Length: Two weeks (May 9th-20th)Delivery Mode: Online (Asynchronous)Instruction: FacilitatedFee (Single Registration): $25 tech fee per enrollment (capped at 20 participants) Cost is being covered through the Center for Teaching and Learning Innovation (CTLI)// --> REGISTER HERE <-- //
Please refer to the Schedule & Checklist for more information on workshop requirements. Note that the Schedule & Checklist for Independent sessions may vary from the Schedule & Checklist provided here.
QM's flagship workshop on the QM Rubric and its use in reviewing the design of online and blended courses is intended for a broad audience, including but not limited to faculty, instructional designers, administrators, and adjunct instructors. It is particularly helpful to those new to QM or those considering the adoption of a quality assurance process for online and blended learning.
In addition to learning about the QM Rubric and the course review process, participants will learn to apply the concept of alignment and draft helpful recommendations for course improvement.
The APPQMR is the prerequisite for the Peer Reviewer Course, which is the required course to become a QM Peer Reviewer.
Recommended For:
Those looking to understand the QM Rubric and course review process.
Members with a stand-alone CPE membership.
Those who wish to complete the Higher Ed Peer Reviewer Course.
Learning Objectives:
After completing this workshop, participants will be able to:
Recognize the foundational concepts of Quality Matters.
Identify the critical elements of the QM quality assurance program, including the QM Rubric, materials, processes, and administrative components.
Apply the QM Rubric to review online courses.
Make decisions on whether the demo course meets selected QM Rubric Standards.
Apply the concept of alignment.
Draft helpful recommendations for course improvement by citing annotations from the QM Rubric and evidence from the course.
What Participants Need:
At least 10 to 12 hours of time per week to spend on achieving the learning objectives.
Some participants report spending at least 15 hours per week.
Authored by: Dave Goodrich
Pedagogical Design
Posted on: #iteachmsu
Workshop in August: Applying the Quality Matters Rubric (APPQMR)
Learn the underlying principles behind the Quality Matters (QM) Rubric and the critical elements of the QM quality assurance process. Learn about drafting helpful recommendations as you apply the Rubric to an actual course.
Workshop Length:
Two weeks
Delivery Mode:
Online (Asynchronous)
Instruction:
Facilitated
Fee:
$300.00 Free for MSU Faculty
Please refer to the Schedule & Checklist for more information on workshop requirements.
QM's flagship workshop on the QM Rubric and its use in reviewing the design of online and blended courses is intended for a broad audience, including but not limited to faculty, instructional designers, administrators, and adjunct instructors. It is particularly helpful to those new to QM or those considering the adoption of a quality assurance process for online and blended learning.
In addition to learning about the QM Rubric and the course review process, participants will learn to apply the concept of alignment and draft helpful recommendations for course improvement.
The APPQMR is the prerequisite for the Peer Reviewer Course, which is the required course to become a QM Peer Reviewer.
Recommended For
Those looking to understand the QM Rubric and course review process.
Members with a stand-alone CPE membership.
Those who wish to complete the Higher Ed Peer Reviewer Course.
Learning Objectives
After completing this workshop, participants will be able to:
Recognize the foundational concepts of Quality Matters.
Identify the critical elements of the QM quality assurance program, including the QM Rubric, materials, processes, and administrative components.
Apply the QM Rubric to review online courses.
Make decisions on whether the demo course meets selected QM Rubric Standards.
Apply the concept of alignment.
Draft helpful recommendations for course improvement by citing annotations from the QM Rubric and evidence from the course.
Prerequisites
None
What Participants Need
At least 10 to 12 hours of time per week to spend on achieving the learning objectives. Some participants report spending at least 15 hours per week.Register here!
Workshop Length:
Two weeks
Delivery Mode:
Online (Asynchronous)
Instruction:
Facilitated
Fee:
$300.00 Free for MSU Faculty
Please refer to the Schedule & Checklist for more information on workshop requirements.
QM's flagship workshop on the QM Rubric and its use in reviewing the design of online and blended courses is intended for a broad audience, including but not limited to faculty, instructional designers, administrators, and adjunct instructors. It is particularly helpful to those new to QM or those considering the adoption of a quality assurance process for online and blended learning.
In addition to learning about the QM Rubric and the course review process, participants will learn to apply the concept of alignment and draft helpful recommendations for course improvement.
The APPQMR is the prerequisite for the Peer Reviewer Course, which is the required course to become a QM Peer Reviewer.
Recommended For
Those looking to understand the QM Rubric and course review process.
Members with a stand-alone CPE membership.
Those who wish to complete the Higher Ed Peer Reviewer Course.
Learning Objectives
After completing this workshop, participants will be able to:
Recognize the foundational concepts of Quality Matters.
Identify the critical elements of the QM quality assurance program, including the QM Rubric, materials, processes, and administrative components.
Apply the QM Rubric to review online courses.
Make decisions on whether the demo course meets selected QM Rubric Standards.
Apply the concept of alignment.
Draft helpful recommendations for course improvement by citing annotations from the QM Rubric and evidence from the course.
Prerequisites
None
What Participants Need
At least 10 to 12 hours of time per week to spend on achieving the learning objectives. Some participants report spending at least 15 hours per week.Register here!
Authored by: David Goodrich
Pedagogical Design
Posted on: Implementing Qualit...
Applying the Quality Matters Rubric (APPQMR) Workshop
Learn the underlying principles behind the QM Rubric and the critical elements of the QM quality assurance process. Learn about drafting helpful recommendations as you apply the Rubric to an actual course.
Delivery Mode: Online (Asynchronous)Instruction: FacilitatedFee (Single Registration): $25 tech fee per enrollment (capped at 20 participants) Cost is being covered through the Center for Teaching and Learning Innovation (CTLI)
Please refer to the Schedule & Checklist for more information on workshop requirements. Note that the Schedule & Checklist for Independent sessions may vary from the Schedule & Checklist provided here.
QM's flagship workshop on the QM Rubric and its use in reviewing the design of online and blended courses is intended for a broad audience, including but not limited to faculty, instructional designers, administrators, and adjunct instructors. It is particularly helpful to those new to QM or those considering the adoption of a quality assurance process for online and blended learning.
In addition to learning about the QM Rubric and the course review process, participants will learn to apply the concept of alignment and draft helpful recommendations for course improvement.
The APPQMR is the prerequisite for the Peer Reviewer Course, which is the required course to become a QM Peer Reviewer.
Recommended For:
Those looking to understand the QM Rubric and course review process.
Members with a stand-alone CPE membership.
Those who wish to complete the Higher Ed Peer Reviewer Course.
Learning Objectives:
After completing this workshop, participants will be able to:
Recognize the foundational concepts of Quality Matters.
Identify the critical elements of the QM quality assurance program, including the QM Rubric, materials, processes, and administrative components.
Apply the QM Rubric to review online courses.
Make decisions on whether the demo course meets selected QM Rubric Standards.
Apply the concept of alignment.
Draft helpful recommendations for course improvement by citing annotations from the QM Rubric and evidence from the course.
What Participants Need:
At least 10 to 12 hours of time per week to spend on achieving the learning objectives.
Some participants report spending at least 15 hours per week.
Delivery Mode: Online (Asynchronous)Instruction: FacilitatedFee (Single Registration): $25 tech fee per enrollment (capped at 20 participants) Cost is being covered through the Center for Teaching and Learning Innovation (CTLI)
Please refer to the Schedule & Checklist for more information on workshop requirements. Note that the Schedule & Checklist for Independent sessions may vary from the Schedule & Checklist provided here.
QM's flagship workshop on the QM Rubric and its use in reviewing the design of online and blended courses is intended for a broad audience, including but not limited to faculty, instructional designers, administrators, and adjunct instructors. It is particularly helpful to those new to QM or those considering the adoption of a quality assurance process for online and blended learning.
In addition to learning about the QM Rubric and the course review process, participants will learn to apply the concept of alignment and draft helpful recommendations for course improvement.
The APPQMR is the prerequisite for the Peer Reviewer Course, which is the required course to become a QM Peer Reviewer.
Recommended For:
Those looking to understand the QM Rubric and course review process.
Members with a stand-alone CPE membership.
Those who wish to complete the Higher Ed Peer Reviewer Course.
Learning Objectives:
After completing this workshop, participants will be able to:
Recognize the foundational concepts of Quality Matters.
Identify the critical elements of the QM quality assurance program, including the QM Rubric, materials, processes, and administrative components.
Apply the QM Rubric to review online courses.
Make decisions on whether the demo course meets selected QM Rubric Standards.
Apply the concept of alignment.
Draft helpful recommendations for course improvement by citing annotations from the QM Rubric and evidence from the course.
What Participants Need:
At least 10 to 12 hours of time per week to spend on achieving the learning objectives.
Some participants report spending at least 15 hours per week.
Authored by: Rashad Muhammad
Pedagogical Design
Posted on: #iteachmsu
Words Matter! What type of language helps learners?
Main take-aways: Do not speak too slowly. Watch your intonation so that you sound authoritative. Use informal and friendly language (I, you, we) and stay away from academic language. Don't use machine-read audio. Use your own examples and let your personality come through. Create a connection with your learners. References:Moreno, R., & Mayer, R. E. (2000). A Coherence Effect in Multimedia Learning: The Case for Minimizing Irrelevant Sounds in the Design of Multimedia Instructional Messages. Journal of Educational Psychology, 92(1), 117–125. https://doi.org/10.1037/0022Simonds, B. K., Meyer, K. R., Quinlan, M. M., & Hunt, S. K. (2006). Effects of instructor speech rate on student affective learning, recall, and perceptions of nonverbal immediacy, credibility, and clarity. Communication Research Reports, 23(3), 187–197. https://doi.org/10.1080/08824090600796401
Authored by: Anne Baker
Pedagogical Design
Posted on: #iteachmsu
Mind[set] over Matter: Lessons Learned During Uncertain Times
Topic Area: Information Session
Presented by: Mary Beth Heeder, Stefanie Baier, Hima Rawal
Abstract:
Imagine a picture of instructor best practices that could lead us out of a pandemic; it might include stories about time, trust, giving, caring, listening… and mindset. As we look at the picture, we see that mindset stands out. Because student mindset is so powerful, some faculty make it an integral part of their instruction. The importance of educator mindset, however, is often overlooked. Carol Dweck, the author of Mindset: The New Psychology of Success, has found that teachers’ mindsets about their students’ abilities and themselves affect student achievement. During this workshop, we will share stories that suggest a blueprint to inspire mindsets that allow for teaching with kindness, generosity, care and concern for all students. Central to the blueprint are the interconnected relationships with ourselves and our students. Attendees will 1) learn about current mindset research; 2) explore the impact their mindsets have on their work/life; and 3) share practices that can help faculty and staff reshape their mindsets and consequently their students’ mindsets. Participants will walk away with tools and stories they can use to shape a hopeful, compassionate learning environment that supports student success and offers a second wind. Pema Chödrön, a Buddhist teacher, reminds us that we have some control during this surreal experience. “We can let the circumstances of our own lives harden us so that we become increasingly resentful and afraid, or we can let them soften us and make us kinder and more open to what scares us. We always have a choice.”
Session Resources:
Mindset over Matter Final 4.28.21_Marybeth Heeder.pdf
Resources from Workshop
Presented by: Mary Beth Heeder, Stefanie Baier, Hima Rawal
Abstract:
Imagine a picture of instructor best practices that could lead us out of a pandemic; it might include stories about time, trust, giving, caring, listening… and mindset. As we look at the picture, we see that mindset stands out. Because student mindset is so powerful, some faculty make it an integral part of their instruction. The importance of educator mindset, however, is often overlooked. Carol Dweck, the author of Mindset: The New Psychology of Success, has found that teachers’ mindsets about their students’ abilities and themselves affect student achievement. During this workshop, we will share stories that suggest a blueprint to inspire mindsets that allow for teaching with kindness, generosity, care and concern for all students. Central to the blueprint are the interconnected relationships with ourselves and our students. Attendees will 1) learn about current mindset research; 2) explore the impact their mindsets have on their work/life; and 3) share practices that can help faculty and staff reshape their mindsets and consequently their students’ mindsets. Participants will walk away with tools and stories they can use to shape a hopeful, compassionate learning environment that supports student success and offers a second wind. Pema Chödrön, a Buddhist teacher, reminds us that we have some control during this surreal experience. “We can let the circumstances of our own lives harden us so that we become increasingly resentful and afraid, or we can let them soften us and make us kinder and more open to what scares us. We always have a choice.”
Session Resources:
Mindset over Matter Final 4.28.21_Marybeth Heeder.pdf
Resources from Workshop
Authored by: Mary Beth Heeder, Stefanie Baier, Hima Rawal
Navigating Context
Posted on: #iteachmsu
Consistent Course Design Matters - Start with a Ready-Made Course Template
Topic Area: DEI
Presented by: Susan Halick, Jennifer Wagner, Cholani Weebadde
Abstract:
In this session, you will see an example of a course transformed into a more visually appealing and engaging experience both for the students and the instructor. If you are struggling with your course design, unhappy with difficulties controlling fonts in the D2L environment, or want to improve your course design based on UDL principles, this session will demonstrate several resources to support your needs.
We will showcase and provide full-course design models based on Brightspace Content Templates as well as a low-tech version without HTML templates. The course designs have accessibility and Quality Matters standards built-in and each is fully customizable. Instructors with already developed courses will be able to gather new ideas and have the option to copy select components from the models. Come to this session to learn how to access and use these resources.
Presented by: Susan Halick, Jennifer Wagner, Cholani Weebadde
Abstract:
In this session, you will see an example of a course transformed into a more visually appealing and engaging experience both for the students and the instructor. If you are struggling with your course design, unhappy with difficulties controlling fonts in the D2L environment, or want to improve your course design based on UDL principles, this session will demonstrate several resources to support your needs.
We will showcase and provide full-course design models based on Brightspace Content Templates as well as a low-tech version without HTML templates. The course designs have accessibility and Quality Matters standards built-in and each is fully customizable. Instructors with already developed courses will be able to gather new ideas and have the option to copy select components from the models. Come to this session to learn how to access and use these resources.
Authored by: Susan Halick, Jennifer Wagner, Cholani Weebadde
Posted on: #iteachmsu
Recommended teaching, learning, and student success resources
Thank you for helping our students achieve their goals; recommendations include:
Keep Teaching: recently updated to include a guide to in-person, hybrid, online, remote teaching - syllabus and instructional support, mental health and wellbeing, MSU core tools and accessibility and professional development opportunities, etc.
Keep Learning: recently updated to include in-person, hybrid, online, remote student success resources for students - academic advising, academic support, tutoring and mentoring, career planning, undergraduate research, online learning, and mental health and wellbeing resources, etc.
Quick Tip Student Success Series for Instructors: easy-to-make changes which positively impact student learning and success, including suggestions from students on how to build attention, strategies to diminish educator burnout, small changes that have BIG neural and learning impacts
Faculty One-Pagers on Difficult Dialogues in the Classroom (scroll to the bottom of the page): setting up an inclusive classroom, interrupting bias, dialogue basics, intercultural dialogue facilitation, strategies for managing hot moments in the classroom, microaggressions
Faculty and Staff Resources to Support Students Who May Be Experiencing Distress or Who May Have a Mental Illness: syllabus language, Behavioral Threat Assessment Team (BTAT), The Green Folder [who to contact, how to support students who are struggling], addressing student mental health concerns in online courses, Kognito for Faculty [online simulation tool that allows educators to practice having challenging conversations with students through role-play], counseling services for faculty and staff
Who Are Our Students? Our students reflect a diverse population; some of our students are members of historically underserved groups; all of our students matter and can learn, thrive and graduate
American Indian Community
Asian, Pacific Islander and Desi American (APIDA) Community
Black/African American Community
Latinx Initiatives Community
Office of Cultural and Academic Transitions (OCAT)
Students from migrant and seasonal farm working communities
First Generation Students
Students who were in foster or kinship care, have experienced homelessness, or are otherwise independent
LGBTQIA2S+ Members
International Students
Student Veterans
Student Parents
Students with Disabilities
Graduate Students
Resource Center for Persons with Disabilities: disability services and accommodations; programs; resources that support students, faculty, and staff to maximize ability and opportunity for full participation at MSU
Career Services Network: opportunities to customize class workshops and career education lesson plans aimed at integrating career development into your curricula or guide your students in career assessments as they explore majors and career paths
Student Affairs and Services: creates a multitude of opportunities for students on campus, in the community, and throughout our global society that support student success
COVID FAQs: vaccine mandate, face coverings, students, faculty and staff, general and conversation starters when talking with students who do not comply with mask expectations
Keep Teaching: recently updated to include a guide to in-person, hybrid, online, remote teaching - syllabus and instructional support, mental health and wellbeing, MSU core tools and accessibility and professional development opportunities, etc.
Keep Learning: recently updated to include in-person, hybrid, online, remote student success resources for students - academic advising, academic support, tutoring and mentoring, career planning, undergraduate research, online learning, and mental health and wellbeing resources, etc.
Quick Tip Student Success Series for Instructors: easy-to-make changes which positively impact student learning and success, including suggestions from students on how to build attention, strategies to diminish educator burnout, small changes that have BIG neural and learning impacts
Faculty One-Pagers on Difficult Dialogues in the Classroom (scroll to the bottom of the page): setting up an inclusive classroom, interrupting bias, dialogue basics, intercultural dialogue facilitation, strategies for managing hot moments in the classroom, microaggressions
Faculty and Staff Resources to Support Students Who May Be Experiencing Distress or Who May Have a Mental Illness: syllabus language, Behavioral Threat Assessment Team (BTAT), The Green Folder [who to contact, how to support students who are struggling], addressing student mental health concerns in online courses, Kognito for Faculty [online simulation tool that allows educators to practice having challenging conversations with students through role-play], counseling services for faculty and staff
Who Are Our Students? Our students reflect a diverse population; some of our students are members of historically underserved groups; all of our students matter and can learn, thrive and graduate
American Indian Community
Asian, Pacific Islander and Desi American (APIDA) Community
Black/African American Community
Latinx Initiatives Community
Office of Cultural and Academic Transitions (OCAT)
Students from migrant and seasonal farm working communities
First Generation Students
Students who were in foster or kinship care, have experienced homelessness, or are otherwise independent
LGBTQIA2S+ Members
International Students
Student Veterans
Student Parents
Students with Disabilities
Graduate Students
Resource Center for Persons with Disabilities: disability services and accommodations; programs; resources that support students, faculty, and staff to maximize ability and opportunity for full participation at MSU
Career Services Network: opportunities to customize class workshops and career education lesson plans aimed at integrating career development into your curricula or guide your students in career assessments as they explore majors and career paths
Student Affairs and Services: creates a multitude of opportunities for students on campus, in the community, and throughout our global society that support student success
COVID FAQs: vaccine mandate, face coverings, students, faculty and staff, general and conversation starters when talking with students who do not comply with mask expectations
Authored by: Educators Empowering Student Success Committee (part of the Faculty Improving Student Success Strategic Initiative)
Navigating Context
Posted on: Masking Matters
If you are interested in viewing the recording for today's (9/24) workshop, you can do so using the link below!
https://mediaspace.msu.edu/media/Masking+Matters+Workshop+%28September+24%2C+2021%29/1_1xoulbim
https://mediaspace.msu.edu/media/Masking+Matters+Workshop+%28September+24%2C+2021%29/1_1xoulbim
Posted by: Garth J Sabo
Navigating Context
Posted on: Masking Matters
Here are the slides from today's Masking Matters workshop (9/24)!
- GJS
https://docs.google.com/presentation/d/14nwY2-2E-erpJpNTGwiicRJf-fQIG-bK/edit?usp=sharing&ouid=102739642533239513676&rtpof=true&sd=true
- GJS
https://docs.google.com/presentation/d/14nwY2-2E-erpJpNTGwiicRJf-fQIG-bK/edit?usp=sharing&ouid=102739642533239513676&rtpof=true&sd=true
Posted by: Garth J Sabo
Navigating Context
Posted on: Masking Matters
Roy, David and Jill Duncan. "7 Tips for Making Masks Work in the Classroom."
Posted by: Garth J Sabo
Navigating Context
Posted on: Masking Matters
University of Michigan, College of Literature, Science, and the Arts Technology Service. 2021. LSA Technology Services Teaching Tips: Tricks and Tips for Teaching with Masks. Published online August 21.
Posted by: Garth J Sabo
Navigating Context
Posted on: Masking Matters
Hamilton, Kate and Erin Baumann. 2021. SLATE Guide to Teaching with Masks. Harvard Kennedy School, Center Strengthening Learning and Teaching Excellence. Published online August 24.
Posted by: Garth J Sabo
Navigating Context
Posted on: Masking Matters
Landau, Jamie. 2020. How to Teach F2F With a Mask and Create Caring Classrooms. Inside Higher Ed, August 26.
Posted by: Garth J Sabo
Navigating Context