The Three-Week J-session is just around the corner. If you are teaching in the J-session or talking with students to encourage them to enroll in the session, you may have a few questions.
The Center for Faculty Excellence, Service Learning Academy, and Digital Learning teamed up to find some answers from colleagues across campus. We hope these are helpful. Let us know what other questions you may have.
You can contact:
- Connie Schaffer -Director, Center for Faculty Excellence
- Julie Dierberger -Director, Service Learning Academy
- Rick Murch-Shafer -Director, Academic Technologies
Frequently Asked Questions about the 2022 J-Session
- How will students benefit from a three-week January session course?
- How can I communicate expectations to students quickly and effectively?
- How can I establish relationships quickly?
- How can I help my students set up a classroom community in a short amount of time?
- How do I address depth and breadth of content in three weeks?
- Should I change my Canvas layout?
- What is a reasonable turnaround time to get feedback to students?
- What are the pros and cons of group projects in a short period of time?
- How can I incorporate community engagement?
- What should I do if a student falls behind in their work?
- What should I do if a student struggles with issues unrelated to the academic content of my class?
- When will the library be open and what library services will be available to faculty and students during the J-session?
- Is the writing center/math and science learning center/speech center going to be open?
- Will Digital Learning be able to support me and my students?
How will students benefit from taking a three-week January session course?
Advice from Sammi KaiserAcademic & Career Development Center
This timeframe allows students to have a concentrated and focused experience with your content as they are taking a single course. However, there are other important benefits to consider. Students enrolled in the session will be more likely to stay on track for taking 30 credit hours within the academic year.
Remind students that they can catch up or get ahead of the 30-hour goal during the January session AND be able to fully maximize credit accumulation in the traditional spring semester that begins in late January. In just three weeks, students can add to their overall credit hours and in the spring keep up the momentum toward their long-term academic goal of program completion and graduation.
Additionally, students can take advantage of experiential learning opportunities (study abroad, internships, field placement, clinical work, practica, service learning, lab/studio work, etc.) and enrichment courses outside their degree requirements.
How can I communicate expectations to students quickly and effectively?
Advice from Jennifer Lemke
Teacher Education
Follow along with Jennifer Lemke as she walks through three tips on how to establish expectations of the course in a shortened time period.
How can I establish relationships quickly?
Advice from Shari DeVeney
Special Education and Communication Disorders
We often underestimate the importance of establishing relationships early with our students, but these relationships are even more critical for positive educational outcomes in a short period of time. Here are a couple of ideas to get started with the worthwhile task of building personal connections with and between your students:
Send a sincere message of a warm welcome to students prior to the beginning of the session. In this message, you can include information about your background, your expectations, and your excitement about teaching the course in the J-session. You could also emphasize an efficacy-centered approach to learning by affirming that you are confident students will be successful in this new course delivery model.
Make a concerted effort to learn students' names within the first few days of the session and use their names often in class and in written communications. This shows students, in a very subtle and simple manner, that they matter, are welcome, and belong in the classroom community.
If possible, during the first two or three days, meet one-on-one with each student outside of the classroom for a 10 to 15-minute conversation. These meetings, while initially time-consuming, can jumpstart and immediately open a line of communication for students who may struggle in the course.
How can help my students set up a classroom community in a short amount of time?
Advice from Shari DeVeneySpecial Education and Communication Disorders
In addition to a positive relationship with the instructor, encourage peer-to-peer relationships in the classroom.
- Facilitate a first day “icebreaker” discussion (in class or on Canvas) that helps you get to know your students and helps them get to know each other. You could also assign a first day collaborative task that encourages students to interact and get to know each other.
- Foster a sense of classroom community and accountability by centering your course around a big question and letting students know that together, you’ll work to answer the question. You can also have students set course-related goal(s) during the first week and provide success-oriented feedback to them about their academic goals. This feedback allows you to positively communicate with students early on and gain a sense of what they want to achieve during their time in the course.
- Go to class – or log in to online course formats - early and greet students as they enter. Engage students in a conversation about how they’re adjusting to the J-session format, and ask them to share study strategies and time management tips.
How do I address depth and breadth of content in three weeks?
Advice from Jonathan Santo
Faculty Fellow, Psychology
Jonathan Santo provides insight on how a condensed course session is beneficial and gives tips on how to save time in class to maximize time spent on course content.
Should I change my Canvas layout?
Advice from Marlina Davidson
Walk through some key strategies to help make your Canvas page accessible, organized, and helpful for a condensed course format.
What is a reasonable turnaround time to get feedback to students?
Advice from Jonathan Santo
Faculty Fellow, Psychology
Dr. Santo shares his plan of action for the J-session when it comes to providing feedback to students on different styles of assignments in his course.
What are the pros and cons of group projects in a short period of time?
Advice from Sandra Rodriguez-Arroyo
Faculty Fellow, Teacher Education
My name is Sandra Rodriguez-Arroyo and I'm a faculty fellow and member of the Teacher Education Department. I teach a four-week hybrid course in the summer that only meets four times in person, and students complete four online modules.
It has been a challenge to include group projects during this limited time, but I have been able to do so using a cooperative learning strategy. I will share what are the pros and cons of group projects in a short period of time.
What are the pros of group projects in a short period of time?
- Group projects are still an option for short periods of time if you use cooperative learning strategies that allow for students to become experts. In my four-week class, I assign students into "Book Talk" groups to discuss one of the required textbooks. When they come to class, they have already completed their sections of a collaborative graphic organizer. They then meet for about 20 minutes and take turns discussing their sections and answering a few overarching, final questions. They follow the same process four times, allowing them to form a predictable routine that helped them manage their time. By the end of the semester, the group had built peer relationships from which they could draw support for all aspects of the class, engaged in meaningful conversations, and worked together to comprehend quite a bit of reading in a short time.
What are the cons of group projects in a short period of time?
- The cons of group projects during a short period of time are similar to those in traditional semesters. For example, some students might not complete their tasks. Therefore, consider grading the students individually and not as a group. I would also suggest you limit your group projects to one and not multiple projects with differing requirements.
How can I incorporate community engagement?
Advice from Julie Dierberger
Service Learning Academy
Follow along with Julie Dierberger as she illustrates the importance and benefits of incorporating service leaning and community engagement components to courses.
What should I do if a student falls behind in their work?
Advice from Ramazan Kilinç
-
Be Proactive.
- Outline all the J-Session course activities and assignments day-by-day in the syllabus to give a clear structure for the students.
-
Don't Procrastinate.
- Complete grading each day to identify in a timely manner the students who are falling behind and immediately follow up with them.
-
Be Reassuring.
- Assure the students that they are are all learning how to best manage the new delivery format and that it is expected that there are likely to be bumps along the way.
-
Be Realistic.
- Depending on the situation of the student, give them realistic extensions. However, since this is a three-week course, these extensions should not exceed the course period. Longer extensions can be considered a passport for further delays in meeting course requirements.
-
Be Clear.
- Work with the students to set a clear completion date and help them identify steps along the way to meet the goals of the course.
What should I do if a student struggles with issues unrelated to the academic content of my class?
Advice from Cathy Pettid
Student Success
Counseling and Psychological Services (CAPS) and the UNO Health Center will be up and running during the J-Session. Faculty are encouraged to direct students to these services and, when needed, to make referrals to the Behavior Response Team (BRT).
Faculty members don’t have to make the determination if a referral is warranted. Let the BRT weigh your referral, gather more information, and evaluate the student’s situation. If you wish to talk to a BRT member, call 402.290.3810.
When will the Library be open and what library services will be available to faculty and students during the J-session?
Information from Joyce Neujahr
UNO Libraries
We’re open and would love to see you! The library will be open during our regular hours during J-session. Students and faculty can access specific hours in the library’s Google calendar.
All regular services will be available during open hours.
The library is treating the J-session like a typical “semester” – just shorter! Patrons can be directed to the library’s website for further information.
Is the writing center/math and science learning center/speech center going to be open?
Check the academic learning center websites for specific services that will be offered during the J-Session and for a number of online resources students can access. As always, let us know how we can support your students.
Will Digital Learning be able to support me/my students?
Information from Marlina Davidson
As you start preparing your 3-week January course, the Office of Digital Learning is here to help! We are offering a variety of resources to help get a jump on your 3-week January course.
One-on-one Help
The office of Digital Learning is offering Zoom and VidGrid test drives, in addition to individualized help with course design. Feel free to set up a meeting with one of our Instructional Technologists or Instructional Designers to get all your questions answered.
We are available from 9 A.M. to 4 P.M. Monday-Friday.
Drop-in Help
Have a Quick Question? Feel free to drop into our virtual support Zoom from 9 A.M. - 4 P.M. Monday-Friday or stop by to see us in 113 Eppley Administration Building during the same window. You can also quickly access our virtual drop-in room through Canvas by clicking on the help icon in the global navigation bar.
Workshops
The Office of Digital Learning will be offering daily workshops from Monday, November 8 through Thursday, November 11. Join us for a variety of workshops that emphasize pedagogical techniques and practices that will WOW your students!
Can't make it to any of the workshops? No worries; all workshops will be recorded and available through the Keep Teaching site in Canvas.
Check out the Office of Digital Learning's "Getting a Jump on January" workshop series.