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It often feels like there are not enough hours in our days to get everything done. To make life a bit more manageable, we need some system(s) and process(es) to help take the stress out of the workload.
Here are a few ways to help you manage your projects, large and small, and ultimately allow you to become more efficient:
Note: All links below will open in a new tab (or window, depending on your browser settings).
- Make a list of your priorities. Here are a few ways to do that:
- Do a “brain dump.” Take a few minutes and grab a stack of sticky notes and write each task that comes to mind
- Organize tasks by categories (e.g. home, work, class)
- Choose a project to focus on
- Set some goals for yourself, organize your lists…
- by priority (H-high, M-medium, L-low)
- by project or location (work, home, school)
- by deliverables (what is due first)
- by importance (what matters most)
- by time needed (how long will each task take to accomplish)
Write down the tasks associated under each priority.
- Schedule your day! Follow this resource to learn how.
- For projects, plan out the pieces and parts – here is a resource to get you started.
- Read this blog post to find some resources to help get organized
- Cross off tasks as you complete them.
- Keep your lists close by and easy to find
- Use paper or find a program that helps keep you organized
- At the beginning of each week update your plan and set some goals for the week
- Every morning review your list to see what needs to be done (this also helps me get grounded for the day of work)
- Delegate, schedule and, re-schedule anything that does not get accomplished
Resources to learn more:
Learn how to prioritize in 12 steps
Prioritizing Projects in 3 steps
Time Management for Students
Time Management: Tips to reduce stress and improve productivity
CTL Blog Post on Time Management (with links to task management tools: Wunderlist, Got Milk, Google Keep)
Additional Task Management Tools:
The UVM Faculty Senate Committee on Sustainability Learning Outcomes has announced that the draft outcomes are now available to the campus wide community and is asking for feedback.
The outcomes were developed over nearly a year of discussions with the Faculty Senate and administrators and three years after the Student Government Association Senate passed a resolution supporting the creation of a university-wide sustainability curricular requirement to be included in Phase II of the General Education plan.
The learning outcomes are rooted in UVM’s Common Ground, as they seek “to prepare students to live in a diverse and changing world.” The outcomes “recognize that the pursuit of environmental, social, and economic vitality must come with the understanding that the needs of the present be met without compromising the ability of future generations to meet their own needs.”
Draft Learning Outcomes:
Learning outcome 1: Students can have an informed conversation about the multiple dimensions of sustainability and its complexity. (knowledge category)
Learning outcome 2: Students can evaluate sustainability using a disciplinary approach and integrate economic, ecological, and social perspectives. (skills category)
Learning outcome 3: Students think critically about sustainability across a diversity of cultural values and across multiple scales of relevance from local to global.
To read the full description of each outcome and submit your comments please go to: http://blog.uvm.edu/dwang-genedsustain/. Please note, to enter comments you will have to login with your UVM net and password.
While the implementation and assessment plan is currently being developed, the vision integrates student achievement of outcomes in curricular and co-curricular activities.
For more about the history and process of General Education Sustainability Learning Outcomes, visit
UVM licenses a Bb add-on tool that allows individual colleges and organizational units to create and manage course-like “organizations” in Bb. Example uses of these spaces might include:
- Providing collaborative environments for Residential Learning Communities and student clubs or interest groups.
- Delivering training courses for faculty, staff, and students to ensure compliance with policies and regulations addressing safety, privacy, or any number of subjects.
- Creating work spaces and tools for faculty wishing to collaborate with colleagues who are otherwise not affiliated with UVM.
Organizations use different nomenclature in some ways (i.e instructors are listed as “Leaders”, and students are labeled as “Participants”), but otherwise are functionally equivalent to courses. Organizations are created individually by an administrator (who is assigned by the college) instead of being created and populated by the registrar.
Colleges wishing to create these organization spaces will need to identify someone who will be responsible for creating and managing organizations in Bb for the college. An email from the Dean’s or Director’s office to email@example.com indicating the primary administrator will be enough to get started. Once we have that information, we will create the administrative space for this person, and work with them to provide as much instruction, training, and support as is needed.
Managing organizations is relatively straightforward:
- The administrator will be trained and supported by UVM’s Bb administrator. Training is not complex – at most a one-hour conversation is all that is needed.
- The percentage of FTE involved depends on how extensively the college makes use of the tools (i.e. how many organizations the college decides to create).
- Administrators will be required to follow protocols in terms of naming convention. Training and instruction is provided to identify these conventions.
- Tasks associated with this role require using a web interface to create organizational spaces. Participants normally self-enroll in these spaces, so enrollment management is minimal or non-existent. While these are not highly technical tasks, the person managing the organizations should be comfortable with computers and learning new applications.
How to tell if your college is using non-credit organizations
If you feel you have a use for a space like this, contact firstname.lastname@example.org explaining what you’d like to do, and we will direct you to the administrator for your college. If your college or unit is not using organizations, we can work with you and your Dean’s/Director’s office to identify possible next steps.
Tip #1: Learn names. Jonathan Leonard (CDAE) makes the effort to learn every student’s name, even when he has hundreds of students! His strategy is to open the class roster page in Banner and display the students’ photos and, while studying each face, he speaks their names aloud. Over and over. And over. Occasionally he shifts the page arrangement, by changing the row settings to, for instance, three across instead of five, and he keeps testing himself. He admits that it takes several practice sessions, but he claims the effort is well worth it. His students are completely astonished when he greets them at the door by first name. A large class it may be, but an indistinct mass of anonymous faces it is not. Individuals are being recognized and this, he says, changes the whole game.
(By the way, Jonathan isn’t the only one to stress the value of learning names. Every year when the CTL holds a panel discussion with the latest winnersof the Kroepsch-Maurice Excellence in Teaching Award, at least one of the panelists mentions that this practice is vital to their teaching style.)
Tip #2: Get students talking. Sheila Boland-Chira (English) recommends the turn and talk method in any class, but particularly on the first day when anxiety may be running a little high. She asks an evocative question related to the course topic and invites students to turn to their neighbors and talk about it. After a few minutes, she invites volunteers to share their thoughts with the whole group. Not only does the lively buzz change the atmosphere in the room, doing this on the first day lets students know that the class is participatory and that they are going to be challenged to think.
Tip #3 Make personal connections. Char Merhtens (Geology) asks students to come to her office and meet with her individually during the first week or two of the semester, just to say hi and chat for a few minutes. However, because there are 200+ students in one of her classes, visiting with everyone isn’t practicable, so she invites only the first-years and seniors, the two groups she feels would most benefit from this (although, for completely different reasons). Char says that this simple social gesture has paid off in countless ways and many students go out of their way to thank her.
Tip #4: It’s standard practice to review the syllabus on the first day of class, but a few faculty offered tips to make this ritual more meaningful:
- Before the first class meets, contemplate your schedule again and identify the overarching themes. When you review the syllabus on the first day, share this 10,000-foot view with your students and talk about how the key themes are woven throughout the schedule. This overview provides not only a conceptual map of the course, but a rationale for the work you are going to be asking them to do.
- Make the syllabus review more engaging by including interesting visual elements, e.g., drawings, concept maps, or a humorous cartoon. Consider playing music.
- Use Blackboard’s test tool to create a short quiz about the syllabus with multiple-choice type questions (so Blackboard will do the grading for you) and make it a mandatory assignment by the second day of class. Doing this gets them to delve deeper into the syllabus and you can review the stats in Blackboard before the next class, so you can touch upon any murky areas.
Tip #5: Finally, convey enthusiasm! J. Dickinson (Anthropology) offered what might be the most important tip for the first class and every class: that it’s crucial to communicate your excitement about what you teach. Even if you’re not teaching your dream course, you should be able to muster enthusiasm for it. Foundational or introductory-level courses are exciting when you consider the potential for learning and that you just may spark an interest that has a formative effect on someone’s life. Genuine enthusiasm can be infectious.
We love Google books but, for research, often find its limitations frustrating. We love the many and varied digital collections that abound throughout the web but wish they could be used in a more seamlessly interconnected way. The vision of a national online library is as old (older?) than the web itself and in the last two years working towards that vision has been the goal of the Digital Public Library of America (DPLA), a group of people from libraries both public and academic, technology companies, government agencies, publishers and funding institutions.
Launching this week* the DPLA (http://dp.la) , according to well-known digital historian and current director Dan Cohen, plans to connect “the riches of America’s libraries, archives, and museums so that the public can access all of those collections in one place; providing a platform, with an API [application programming interface] for others to build creative and transformative applications upon; and advocating strongly for a public option for reading and research in the twenty-first century. The DPLA will in no way replace the thousands of public libraries that are at the heart of so many communities across this country, but instead will extend their commitment to the public sphere, and provide them with an extraordinary digital attic and the technical infrastructure and services to deliver local cultural heritage materials everywhere in the nation and the world.”
The DPLA is built on a growing number of service and content hubs, institutions that already have large collections of digitized materials. It seeks to go beyond becoming yet another digital repository however, by offering services to increase the size and uses of the collections. For example, it will provide transparent access to its code and metadata so that developers can create additional capabilities. Its hubs may also offer services to local heritage organizations to help them digitize and curate their collections. [See also Palfrey, John "What is the DPLA?"]
Given the experience and track record of its leaders, this project promises to be the kind of digital library we have been waiting for. Read more about the DPLA and it’s vision for the development of this ambitious and amazing resource at http://dp.la
*The public beta launch was scheduled for April 18, 2013 at the Boston Public Library. Given the tragic events in the area adjacent to the library, the launch has been postponed. Check the website for news of rescheduling.
The ALANA Coalition is proud to announce the UVM Multicultural Exposition on February 28th in Billings North Lounge from 10:00 AM – 3:00 PM. The exposition will showcase faculty, staff, graduate students and our community members’ research, publications, art, and music. ALANA anticipates that a variety of UVM community members with different expertise will be on hand to share and facilitate rich discussions.
If you share you expertise and participate in the Exposition, please contact Alco at 656-5120 to register. Visitors are welcomed to stop by anytime between 10:00 AM – 3:00 PM without registering.
This event is sponsored by the ALANA Coalition, UVM Chief Diversity Office and the College of Education and Social Services.
We just read about this networking event for early career faculty next week, on Wednesday, Feb. 20th, and wanted to pass on the word.
Did you ever hear a student say, “I wish I understood what the professor wanted with this assignment?” Have your students ever asked how you came to a specific grade? Have you felt the need to create more clarity around an assignment, both for your students and/or your TAs who handle grading?
The solution may be to create a rubric for your students—or even with your students—for the assessment of the paper or project.
What is a rubric? A rubric is a tool for assessment that is created by the instructor to articulate clear expectations for an assignment and how it is to be graded. In some cases, it can even be helpful to elicit help from students in creating the rubric because, when students are involved in planning how they will be graded, they take ownership of the assignment and their understanding of what is expected is improved.
The Cornell University Center for Teaching Excellence states about rubrics:
Rubrics help instructors:
- Assess assignments consistently from student-to-student.
- Save time in grading, both short-term and long-term.
- Give timely, effective feedback and promote student learning in a sustainable way.
- Clarify expectations and components of an assignment for both students and course TAs.
- Refine teaching skills by evaluating rubric results.
Rubrics help students:
- Understand expectations and components of an assignment.
- Become more aware of their learning process and progress.
- Improve work through timely and detailed feedback.
So how do you go about making a rubric?
- You can attend the upcoming workshop, “Designing Rubrics” (February 21, 2013) offered at the CTL by the UVM Writing in the Disciplines Program.
- You can go through this helpful tutorial by University of Colorado – Denver.
- You could also email email@example.com to ask for an appointment with one of the Center for Teaching & Learning instructional design specialists who can meet with you individually to assist you in creating a rubric for your class.
You put a lot of work into your Blackboard course space. As we move through each semester there are tasks you can do to protect that work. This checklist can help you wrap up the closing semester and make the transition to a new semester run more smoothly.
Links throughout this post take you to specific “How To” pages at the CTL’s Blackboard Help site at: http://www.uvm.edu/ctl
At the end of the semester
- Try Color Coding in your Grade Center to easily see students at risk.
- Download the final Backup of your Grade Center to store for your records.
- Create, download, and store an Archive of your course. An Archive is a compressed file that contains all the information you have built in your course as well as your student grades. It can be used to build a new course and it should be saved as your backup of your grade center and your course materials.
Before the new semester starts
- Log in to Blackboard, explore the new appearance (upgrade happening on Dec 19th), and check that your course appears with the correct instructors associated with it. Instructors are added to Blackboard through the Banner system, by departmental staff.
- Add TAs as soon as possible.
- Gather your course materials, plan how you will organize them in your course space, create Tests or Surveys, and plan which tools you will use for assignments and course activities. Plan early if you intend to create and incorporate videos.
- If you are reusing course material from a previous course, Archive the material from the old course, then Import it to the new course. Another way is with Course Copy command.
- Begin planning your Grade Center. Visit the CTL Dr Is In so our staff can consult with you on strategies for using this tool most effectively and efficiently, especially if you are teaching large enrollment courses. See Dr Is In schedule here.
- Post your Syllabus.
- Make the course Available to students when you are ready for them to access it.
During the semester
- Create and download an Archive of your course frequently throughout the semester. These will be your backup copies in case you need to restore any deleted material to your course.
- Download and store a Backup of your Grade Center both before and after adding grades.
- Use Color Coding in your Grade Center to easily see students at risk.