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Members of the University community should respond to the daily VitalCheck prompt at least 30 minutes prior to entering campus.

Student Learning: Asynchronous

  • Students can be invited to create online “bootcamps” for various tasks related to producing essays, journals, or projects related to the experiential learning elements: intensive “how-to” (optional) sessions about best strategies for write-ups, goal-setting, assessment of their participation in the activity, as appropriate in a given discipline or course setting.
  • Encourage students to keep a record (diary, journal, Google Doc, photo-diary with captions, etc) of all activities associated with the co-curricular element:
    • Challenge students to include in this record a certain number of specific connections of the experiential element to other course materials like texts, presentations, lectures, online discussions, papers, etc.
    • Challenge students to find different interpretations of the relevance of the experiential element to specific course texts or other content.
    • Emphasize possibilities of legitimately different experiential perspectives, and encourage students to explore what may be behind these differences.
    • Encourage students to find ways to talk through the differences in experience that emerge from a common participatory activity.
  • Encourage the use of tools of professional practice to help facilitate any group work:
    • Provide guidance in the use of task management tools such as Trello or To-Do.
    • Provide guidance in the use of visual planning tools such as Mural or Miro.
  • Give students asynchronous exercises reflecting on any of the following, and follow up with synchronous discussion of the feedback in terms of the relevance of co-curricular experiences, opportunities and interests:
    • How a text/module/exercise satisfies a learning objective.
    • How a text/module/exercise contributes to anti-racist understanding and action.
    • How a text/module/exercise highlights a variety of interpretive stances among students.
    • How a text/module/exercise might become the basis of individual or group co-curricular activity for building community and deepening understanding.
  • If students are organized into groups, they will require a means to easily communicate with each other. While students can self-organize via email and their own zoom links, it might be worth exploring how to use platforms like Slack or GroupMe to make it easy for students to get organized and communicate with each other.