Nyu Calendar 2023-2024

Nyu Calendar 2023-2024 – As fall approaches and colleges consider the impact of Covid-19 on their campuses, some have come up with a solution: a modified academic calendar.

Many have made adjustments such as delaying the start of the semester for a few weeks or moving classes online after Thanksgiving to keep students at home. But a number of smaller liberal arts colleges have done something more drastic: they've cut their semesters in half, with the idea that navigating two courses at once — albeit at a faster pace — would be logistically and intellectually easier for students than juggling four courses. . immediately.

Nyu Calendar 2023-2024

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Now, with a semester under their belts, these colleges are looking back at what they learned. Experimenting with the school calendar has come with its share of stress. But as is often the case with innovations that emerge in response to a crisis, it also triggered other changes – in this case, key elements of course design and instruction – that were less obviously related to the logistics of the class schedule.

Many colleges believe their decision to stop the semester amid the pandemic was the right one, said Eric Boynton, provost and dean of Beloit College, which was among the first to convert to such modules, or "mods." many now they call them. He helped organize a conference this month where about 20 institutions that have switched to the module gathered virtually to discuss the experience.

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Among the pros of splitting semesters: Colleges that transfer entirely are relieved that students don't have to take four online courses at once. Those who teach face-to-face can safely maintain social distance because only half of the class is usually in session. Others who enroll large numbers of international students say the time zone difference is easier to manage with a smaller course load. Others have found that five days a week of student-teacher contact allows people to bond more closely and helps reduce distancing aspects of social distancing, including masks and the use of video conferencing.

At the same time, when asked if they wanted to continue with a shorter, tighter post-Covid schedule, many said no. Teaching at such a fast pace, they find, is exhausting, makes it difficult for students to catch up if they fall behind, and can hinder learning.

"To quote Churchill, democracy is the worst form of government of all," Boynton said. "Mode is the worst mode of delivery in the age of Covid, except for everyone."

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A potential long-term benefit, many say, is that teachers should ask themselves: what is really important in this course and what do I want students to get out of it? The shift to abbreviated terms has accelerated campus education and conversations about effective teaching and learning.

"Having to experience this in a way, I hate to say 'interesting,' but it made my brain work in a way that it wasn't," said Katrina Phillips, assistant professor of history at Macalester Middle School.

Like many teachers, Phillips has spent the summer reinventing her classroom to make it more adaptable to online instruction, such as videotaping her lessons to create a "flipped" classroom, where students watch the video from scratch and spend class time discussing it.

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But due to the shorter deadline, he also had to pare down his teaching to the essentials. What do I really need to cover in "History of American Indians to 1871", for example, since I only have 7.5 weeks to do it?

Because she's the only professor on campus who teaches Indigenous history, Phillips said the hardest part was finding out she had to have an abortion. To compensate, he asked his students to work together on a timeline of important events, which was very successful. Not only do students cover topics they may not cover in their lessons, but they learn from each other by focusing on historical events that are meaningful to them.

Whether students are learning as much as possible, or effectively, in the shorter term, Phillips said it's hard to say because of other constraints the pandemic has created.

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Boynton said it was a common ban at the conference. "One of the themes of the meeting was, how do you judge this? Nobody really can," he said. "It's hard to crack the online Covid mode without a break in the semester. It's made for this pressure-cooking atmosphere".

Karine Moe, Macalester's provost and dean of faculty, said when she asked faculty and students what they thought of shorter terms, opinions were mixed. And sometimes what people complain about is more related to the epidemic, like having to stare at a screen for hours.

"I think we made the best choice in a very difficult situation. The module plan allowed us to rotate, hold as much teaching as possible in the classroom. It contributed to the low number of Covid cases on campus.

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At Mount Holyoke College, faculty and administrators have faced two major challenges: more than a quarter of their students are international — many of them from China — and the college has gone online this year. This means students study together but in very different time zones.

As with many colleges moving to modules, faculty members are given a lot of leeway in how they teach their courses. In addition to meeting federal and accreditation requirements for contact time and class time, professors can determine how much and how often they meet synchronously and asynchronously, said Elizabeth Markovits, associate dean of faculty and director of the Mount Holyoke Campus Center for Teaching and Learning.

Some teachers may have a weekly schedule: Mondays are reserved for videotaped lessons, Tuesdays for live discussions, Wednesdays for one-on-one meetings, etc. "We want to give faculty autonomy to make their own choices," he said. "A dance class will be very different from a high-level English seminar."

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While the reactions from faculty and students were all over the map, Markovits saw some trends. Freshmen seem to fit best, perhaps because they have nothing to compare it to. And pre-tenure and visiting professors have been specifically involved in the redesign of their courses. About a third of the faculty decided to teach the same material as usual, just at twice the rate, he said. The rest prepared to return to their classes, and those who did tended to report better results.

"I talked to one scientist who said, 'I knew I should have changed my class years ago. But I never had the time,'" he said. as if we have time to do a major modification of the program, but what are the options?

When he attended the Module conference, Markovits was surprised by the number of campuses that reported that there was extensive faculty involvement in course design. Mount Holyoke doesn't plan to continue the mod in the fall, but can see the benefits it brings to campuses that have tried it.

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"It really creates this community of teachers," he said. "We're talking about teaching in a way we've never done before, in a way that's lasting and profound."

A common element of teaching at an accelerated pace, according to many professors and administrators, has been the shift toward inclusive instruction. This might mean, for example, breaking tasks into smaller components and explaining expectations in more detail. Teachers say it helps keep students on track when the fast pace leaves little room for procrastination or stumbling.

A surprising benefit, says Renae Brodie, professor of biological sciences at Mount Holyoke, is that all of her students in graduate-level behavioral ecology courses perform better. Normally, Brodie said, he might have a few superstars in each class. This year, he saw a higher level of quality in all assignments, more evenly among students.

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He attributed this to the fact that he reduced the number of projects from five to three, but asked students to delve deeper into each project. Because students take the time to review their work, with more immediate and intensive feedback from it instead of moving on to the next project, he says, everyone's writing and research skills improve.

Like many teachers, especially in STEM fields, he worries about the long-term impact of learning under Covid. If students lack learning content, as most do, even on campuses that maintain the semester system, what will they do next year or the year after? He doesn't know the answer yet, but he's grateful for the opportunity to rethink his teaching this year.

"The mod system is hard – really

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