Join us for one of the many learning opportunities provided by the Faculty Development Center and our campus partners to support your Online or FurmanFlex instruction and student engagement! To support the intentional and strategic design of your courses and/or student research experiences, review and register for our upcoming opportunities below.
Additionally, this page includes archives for the Strategic Academic Redesign Team (SART) email digests and periodic DINformation communications sent to students from Student Life.
Dear faculty colleagues,
Although we recognize the challenges faced by our transition to remote learning, we are optimistic that this situation provides each of us an opportunity to model creativity, ingenuity, and resiliency.
In this unprecedented situation both the learning experiences we offer and our approaches to teaching will need to be adapted. Although we recognize the desire to jump into logistical planning, our hope is that over the next week of preparation, we can approach this process holistically. We have articulated a theory of action (see graphic attached) to guide this process. This theory recognizes that our most effective and innovative approaches to this challenge will emerge at the intersection of your agency, identity, and course objectives with the most appropriate remote learning tools that elevate those unique contributions. We all are optimistic that this will allow us to work with each other and with students from the mindset of flexibility and fairness in the face of uncertainty.
To provide leadership during this time, our colleagues in the office of Academic Affairs have created a Strategic Academic Redesign Team (SART), comprised of the Dean of Faculty; divisional faculty liaisons; the faculty chair; and leadership from the library, Faculty Development Center (FDC), Center for Academic Support (CAS), and Student Office of Accessibility Resources (SOAR). The group meets daily and will provide all faculty with updates each afternoon in the form of an email digest. This is in addition to the ongoing daily meetings of the University Emergency Management team. Furman faculty are already adaptable, resilient, and student-centered – three traits that will help us to be successful in this process.
Key Information for Today
Course Continuity Planning and Scheduled Training
Information and resources for the remote learning transition will be posted and continually updated on the FDC website. A comprehensive list of course redesign and remote learning workshops is posted online here and a Faculty FAQ will be added shortly that will evolve daily based on your most pressing questions.
We encourage you to consider using the Course Continuity Planning Tool (available here) to think about course design questions that will guide the transition of your courses. We hope this can serve as a useful starting place to revise your courses and materials. Some important points to consider early in the process include revisions to your course syllabi and attendance policies, assignment adaptations, and your assessment policies. Keep in mind that, at this point, it is possible that students and faculty may return to campus before the end of the semester. We encourage you to collaborate with your colleagues to develop online materials and experiences for students.
Lines of Communication
In order to facilitate efficient and clear information sharing, Department Chairs will work with their department faculty to determine strategies and needs both in terms of training and any potential software and equipment needs to support remote learning.
The SART will respond, as best as possible, to questions of all kinds which should presently be directed through department chairs to divisional liaisons:
Additionally, Christopher Hutton, Faculty Chair has created an ad hoc committee that includes members of next year’s Faculty Council, to serve as a resource to faculty, staff, and administrators.
Again, we recognize that this transition may create some unease and uncertainty. We are encouraged by the energy, mobilization, and patience each of you has demonstrated thus far and we look forward to working with you to model resiliency for our students in the weeks to come.
Dear faculty colleagues,
This is the second of a series of Daily Digest messages to all faculty with important information regarding the COVID-19 outbreak. These messages are archived online here (scroll to bottom of page).
Message from the Provost:
We know that the pandemic and the pace of change that it has created is stressful for everyone, including faculty, and we are most grateful for the patience, kindness, flexibility, and dedication that you have shown over the past several weeks. In an effort to reduce density and increase social distance on campus, Furman is asking that you work remotely if at all possible. We know that you will make trips to your office to get things from time to time, and that you are taking part in training sessions in the library, which is fine. If you have obstacles which prevent you from working remotely, please discuss them with Dean Summers to see if we can help address them. Having traveled over spring break, I will continue to remain off campus for two weeks but will continue meetings via Zoom and teleconference. Aside from my failure to keep the cat off the computer, things have gone pretty well so far.
We are working quickly to adapt our dean of faculty search process to this new environment and will have an update for you soon about that. We are also working quickly to identify all aspects of academic operations that could be affected by the virus and the government and private sector responses to it. You will continue to hear updates from us on a regular basis.
I have always been struck by our colleagues’ ability to rise to the many challenges that we have faced over the years, and I am confident that we’ll do it again this time.
Important Resources Available: A Snapshot of Critical Support Resources
The Duke Library will be opened 9AM-5PM Monday, March 16-Friday, March 20.
The Libraries can:
Find more information at the Libraries COVID-19 response page.
If you’d like to consider using some of the remote instructional technology platforms already in use at Furman, check out the information here. This page includes information about Furman’s Course Management System (Moodle), our cloud storage system (Box), and potential synchronous and asynchronous technology like Zoom and Microsoft Teams.
As we approach our transition to remote learning, there are several things we can do to transition strategically and with focus. Special thanks to our colleague Cynthia King for many of these reminders:
This is the third of a series of Daily Digest messages to all faculty with important information regarding teaching during the COVID-19 outbreak. These messages are archived online here (scroll to bottom of page).
Message from the Provost
As you know by now, the university has had to make a number of decisions quickly that affect students, faculty, and staff. To the extent possible, we have consulted with the relevant faculty standing committees (e.g., CLP Committee, APC, and Faculty Status). There are times, however when it would be helpful to consult with a group of faculty whose responsibilities are more broadly defined.
With this in mind, Christopher Hutton (Faculty Chair), in coordination with the Policies and Procedures committee, has created an ad hoc Faculty Executive Committee. This committee will remain active for the duration of the COVID-19 crisis or until the new constitution takes effect on August 1. The membership of the Executive Committee will be those faculty who were selected by the Nominating Committee and elected by the faculty as a whole to represent the faculty on the 2020-21 Faculty Council: Christopher Hutton (Chair), Christy Allen, Shaniece Criss, Brandon Inabinet, Jason Jones, Akan Malici, and Alison Roark. Any member can receive questions/concerns to bring to the committee.
For the duration of the crisis, the Faculty Executive Committee will consult with the relevant faculty standing committees and act on decisions that would normally be made by the full faculty. They will also be involved in discussion of major issues regarding the academic program as they relate to the current crisis. We are all working under a compressed timeline, but where possible the committee will communicate with and solicit input from other faculty to maintain transparency.
In his role as Faculty Chair, Christopher has decided to defer as much faculty business as possible to the Fall, but major decisions that relate to the academic program will need to be made in the coming days. All actions of this committee will be temporary, for the duration of the crisis, until we can return to our normal governance structure. Some issues may require future action by the full faculty to address temporary decisions made by the Faculty Executive Committee during the crisis.
Key information for Today
A Snapshot of Critical Support Resources Available
If some of your students are receiving in-class accommodations (accessible media, transcription, captioning, testing accommodations) they will continue to need accommodations. Some students may have found your brick and mortar curriculum accessible but need an accommodation in the new online delivery format. While the Student Office for Accessibility Resources is reaching out to your students, please don’t hesitate to contact SOAR if you have any questions on how to provide accommodations in this new online format. In particular, SOAR has helpful remote learning resources for faculty and staff here and resources for students here.
Student Technology Access and Engagement
Not all of your students will have the familiarity or the access to certain types of digital technology. We strongly encourage you to communicate with your students in the next few days, if you haven’t already, about their digital readiness for remote instruction. A sample survey for this purpose is available here. Even as remote instruction begins, if you have a concern about a particular student, including a student’s understanding of or access to technology required for remote learning, please Raise an Academic Concern Flag in Success@Furman. The Assistant Academic Dean will alert campus resources to offer support as best as possible.
Digital Resource Access
As we can’t assume students have or will have access to their textbooks, you might consider using digital textbooks. The Duke Library offers many helpful services, including Scan and Deliver and resource digitization to support your remote learning practices. In addition, the library can support you in the digitization of textbook resources. For more about these services, click here. Once submitted, library staff are working with colleagues in SOAR to check if the resource is currently available in an accessible form. Additionally, many publishing and online distribution companies, like VitalSource, are making e-texts free in response to the national emergency. Please check with the publisher of your choice to consider this option.
In times of rapid transition to remote learning, flexibility goes a long way. Pedagogical flexibility allows us to get creative with assignment design, exam format, options for students such as choosing from a list of assignment options, interactivity formats, and various avenues for submission of work. At its core, teaching is a creative process. Consider the opportunity this transition provides for you to model that for your students.
This is today’s edition of a series of Daily Digest messages to all faculty with important information regarding teaching during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). We urge you to continue to check the University’s website with information about our response to the COVID-19 crisis and the Faculty Development Center’s list of frequently asked questions for faculty. If you are concerned you have been exposed to COVID-19, please follow these guidelines for health and safety.
While the library remains open (call 864-294-2264 for access) through Friday, March 20th for those faculty who are preparing to transition to remote learning, all employees who can work from home are required to do so. We recognize that this is not ideal, but we are trying to minimize people accessing buildings on campus except in exceptional circumstances. This is not just for your safety, but for the safety of those who support our critical infrastructure and campus security. More information will follow in the next few days regarding building access procedures for faculty in the weeks to come.
Yesterday, President Elizabeth Davis sent an important message to the entire University community. Several significant decisions to highlight include:
Important Faculty Support Updates
Snapshot of Critical Student Support & Learning Resources
New flags in Success@Furman
Administering & Planning for Exams
The Faculty Development Center is currently developing ongoing training opportunities to support this aspect of remote learning. Where possible, faculty are encouraged to consider alternative assessment measures to replace synchronous exam evaluations. Not only are synchronous exams challenging to administer remotely, they also may not best serve the revised learning objectives of your course. We encourage you to first consider the asynchronous exam format that is part of Furman’s learning management system, Moodle. Moodle has a quiz feature with built in capability to scramble answer and question order for added protection against academic dishonesty. ProctorU, a resource already in use at Furman, is a potential format to explore for synchronous exam management if that is critical for your course. If you’d like more information about ProctorU, contact Andrew Markovic.
Some schema for assessing student learning or participation may need adjustment in your remote learning environment. Think about how students can show they are staying engaged, preparing appropriately for synchronous or asynchronous sessions, understanding and applying the material, and meeting other learning goals like data analysis and critical thinking in ways that your original syllabus may not have captured. As you adapt your assessment processes, maintaining an emphasis on fair and equitable evaluation is essential.
The last several days have been incredibly challenging for everyone across our university community and beyond. Times like these call for music. So, without further ado (and with apologies to Gloria Gaynor), ladies and gentlemen I present Prof. Michael Bruening of Missouri University of Science and Technology…
Welcome to today’s edition of the Daily Digest, a message to all faculty with important information regarding teaching during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). We urge you to continue to check the University’s website with information about our response to the COVID-19 crisis and the Faculty Development Center’s list of frequently asked questions for faculty. If you are concerned you have been exposed to COVID-19, please follow these guidelines for health and safety.
Please know that we are aware of the multiple challenges each of you is facing as a result of our transition to remote learning and restricted access to campus. Your concerns are all valid and we are doing our best to provide as much flexibility as possible while also adhering to protocols that we believe best protect the health of our students, employees, and community. You will receive more instruction about campus access soon.
Message from the Faculty Chair
Christopher Hutton, Faculty Chair, has posted an important message about Faculty Governance in the Faculty Notices folder of Box. Please be sure to review this information.
Key Information for Today
Important Faculty Support Updates
Snapshot of Critical Student Support & Learning Resources
Preparing Your Students for Remote Instruction
On Monday, March 23, together we begin the new and unexpected chapter in our Furman University journey – the transition to remote learning in response to the COVID-19 situation. We are confident that our Paladin community will navigate this path with understanding, compassion, responsibility and even a little humor during this challenging time. As you share information with students prior to this transition to remote learning and as you resume your courses next week, we’ve prepared some information you might use to better prepare and support student success in this new remote learning environment.
It worth repeating that less is often more when it comes to remote instruction. While there are many forms of technology available for remote interaction, at least in the first week or so of resumed classes, try to avoid adopting too many forms of digital platforms with which you or your students have little familiarity or prior experience. As much as possible, stick with what you already know and consider using those resources with the shortest learning curve.
Dear faculty colleagues,
Congratulations on making it to the end of a difficult week! This is our TGIF edition of a series of Daily Digest messages to all faculty with important information regarding teaching during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). We urge you to continue to check the University’s website with information about our response to the COVID-19 crisis and the Faculty Development Center’s list of frequently asked questions for faculty. If you are concerned you have been exposed to COVID-19, please follow these guidelines for health and safety.
Key Information for Today
Important Faculty Support Updates
As we near the start of remote learning on Monday, our faculty support services will remain fully functional throughout your instructional transition. This includes colleagues here to support your technical challenges, your pedagogical development, and your personal health and wellbeing. A Remote Academic Redesign Consultation Corps has been assembled to help you find the most appropriate point of contact for your important questions about the redesign and launch of our remote instruction. Other forms of support are also available to you. This includes:
Information about ongoing workshops and learning opportunities is available here for events next week. These include new opportunities to play in the Zoom sandbox, training on encouraging student interaction in remote settings, and several opportunities to support and engage collegially within our community.
Universities, schools, and many other businesses are all simultaneously moving to different kinds of remote platforms all at once. Although many of these organizations have been preparing for this scale-up for several weeks now, there is no way to know for sure whether a specific form of technology or digital connection will work as planned. Having a back-up plan should your preferred method of remote instruction not work as you had hoped is wise. Many forms of asynchronous assignments and activities reduce your dependence on a real-time virtual connection. Even simple strategies like building course email distribution lists in Outlook or creating a phone tree with students in your course might ensure you are ready should a disruption occur. You may appreciate this recent NPR article on preparing for remote learning which emphasizes Furman’s “less is more” approach to our transition to remote learning.
Finally, thank you for your heroic efforts to transform and adapt your courses to meet the demands of our current global circumstance over the past week. While we know there may be challenges and bumps in the road in the weeks ahead, I am confident we will emerge from this experience with new insight, skills, opportunities, and a renewed focus on the transformative power of education.
Dear faculty colleagues,
This is a special Sunday edition of a series of Daily Digest messages to all faculty with important information regarding teaching during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). As always, please continue to check the University’s website with information about our response to the COVID-19 crisis and the Faculty Development Center’s list of learning opportunities and frequently asked questions for faculty.
It’s tempting to rush into the week with anxiety and some measure of concern for how it will all work as we embark on the brave new world of remote teaching and learning. In short, many of us are feeling vulnerable right now, which may be unfamiliar for us in our identities as experts in our fields. “Vulnerability is the birthplace of innovation, creativity, and change” writes Brené Brown, and as educators, no group of professionals is better poised to help our students recognize and roll with vulnerability than we are. Please take the time to ruminate on this recent editorial which concludes with Pablo Neruda’s calming “Keeping Quiet.”
As you resume your courses tomorrow in a novel environment and navigate the next several weeks of remote instruction, we hope you’ll keep the following centering thoughts in mind:
1. Remote instruction does not all look the same: Specifically, remote instruction does not have to be synchronous instruction. Even if you are planning for some synchronous remote instruction, it’s a good idea to have a plan for students to review class meetings asynchronously, as not all students will be able to join you in live sessions.
2. It is OK not to do it all: In fact, it is not possible that you will be able to accomplish all of your original course learning goals at this point. Your students have a lot going on outside of your course. You have a lot going on outside of your course. Give yourself space to let go of your ideal outcome.
3. Keep it simple: Less is always more. The best remote instructional technology is the one you already have and know how to use. Don’t try to design the gold star online course overnight. Your students will appreciate simple, well-conceived engagement.
4. Maintain a focus on your course learning priorities: It’s the content, not the container or method of delivery that matters most. Focus less on the device or technology through which your remote instruction occurs and more on the actions and learning those devices enable.
5. Be intentional and transparent: Share with your students what your central learning priorities are and how those map onto your decisions about how to proceed in a remote environment. Invite them into your pedagogical decisions and solicit feedback and ideas about where to go next. Building shared ownership and decision-making may help your students feel less powerless in a situation that is beyond their control.
6. Anticipate and mitigate Matthew Effects: When it comes to remote learning, be aware that Matthew Effects may emerge – a situation where students who are already privileged in many ways are more likely to benefit first, and most, from engagement with new instructional technology. Access to reliable email, technology and hardware, and freedom from the distraction of caring for family members or a job will allow some students to engage more consistently and thoroughly. Be mindful of this as you design and carry out your remote instruction, but also as you evaluate and assess the participation and engagement of your students in that process.
7. It is OK not to be perfect: You likely understand that for your students to succeed in doing something difficult, they may first experience failure that leads to transformative learning. The same goes for you. Expect glitches in this new remote environment, and condition yourself and your students for flexibility.
8. Have empathy and be kind: Everyone within our University community is facing a world of rapid change, uncertainty and high intensity. Your students need your understanding and your empathy. It may not be ideal and it may not be perfect, but take a step back and marvel at the creativity and resourcefulness that are emerging in this moment.
9. You are not alone: Your professional communities, your department, your Furman faculty colleagues, and a host of support services are here to support you as you navigate the next few weeks. This includes colleagues that will help you navigate your technical challenges, your pedagogical development, and your personal health and wellbeing. Reach out for help. We are all in this together.
I express my deepest gratitude for our colleagues in the Faculty Development Center, the Center for Academic Success, the James B. Duke Library, Information Technology Services, and the Student Office of Accessibility Resources for their tireless dedication to prepare us to deliver remote education. Thanks also to our faculty SART liaisons who have worked diligently to find answers to your questions.
Many of our colleagues contribute to the Daily Digest content, but special thanks go to Diane Boyd, Ben Haywood and Christopher Hutton for making sure that it is informative and timely.
Thank you, Paladin family, for demonstrating, once again, that Furman is home to the best and brightest faculty and staff imaginable. I have full confidence we will maintain the delivery of a world-class education on this new journey.
This is today’s edition of a series of Daily Digest messages to all faculty with important information regarding teaching during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). As always, please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s list of learning opportunities and frequently asked questions for faculty.
Faculty Support Reminders and Updates
Student Support Reminders and Updates
A communication was issued to students this morning, and distributed to faculty, reminding students of available academic, advising, and support resources and how to connect to them. This communication can be reviewed here.
Non-Communicative or Missing Students
If students are not engaging in coursework remotely, the Center for Academic Success (CAS) is delighted to follow up with them. Please raise an Academic General Concern flag in Success@Furman, or email Tracy Carner directly. CAS will do their best to contact the student, but please be aware that they might have to communicate with parents earlier than they would typically. When students are not responsive on campus, they can be summoned, but we’ve lost that capability with the switch to remote instruction.
If students indicate they do not have access to necessary internet or technology needed to engage with your courses remotely, or if they are struggling to use new communication platforms or technology, please raise an Academic General Concern flag in Success@Furman. The CAS is delighted to reach out and offer support, but please know that the best approach to this problem is for you to develop asynchronous resources for any synchronous activity offered.
Academic Progress Survey
After much discussion, it has been decided not to use the customary progress survey this semester. There is concern that this could cause unproductive stress among students who are trying to adjust to a new learning environment. The CAS continues to depend on faculty to continue to register their concerns about students through Success@Furman. As a reminder, Kudos can also be given to students at any time. If you are worried about sharing concerns with a student about his or her academic progress, participation, or attendance, you may raise flags that do not communicate with students or email Tracy Carner or Jeremy Cass directly.
As your courses resume this week, be mindful that, just like you, your students are likely facing a number of uncertainties and discomforting challenges. Although there is value in trying to pick up where you left off and establish some normalcy in your courses, faculty who have already taught this week are sharing that students simply want to be with us and with each other to process this mighty disruption. Not only are you encouraged to consider how you might provide space for students to interpret the global pandemic within the filter of your course or discipline, but extending a sense of care and community to our students this week will go a long way.
Finding the Right Remote Instruction Mix
As you’ve likely discovered by now, it isn’t feasible for you to fully replicate all of your plans for face-to-face interaction in a remote format. You’ve been urged, instead, to utilized platforms like Zoom conservatively for purposeful, synchronous meetings as necessary, or for office hours, supplemented by asynchronous strategies like pre-recorded lecture and response prompts. In the short 48-hours since remote instruction began Furman faculty and students have reported that seeing each other—even simply to check-in or say hello—has been a comfort.
How else might you keep your students engaged in asynchronous assignments? Check out this resource for seven platforms with existing free access that allow you to build interactive components into asynchronous instruction. For tips on how to foster engagement in online discussions, click here and for more about finding ways to add “nodes of synchronicity” into your instruction, click here.
Dealing with Glitches in Zoom or Microsoft Teams
With such unprecedented demand on video conferencing platforms like Zoom and Microsoft Teams, glitches are bound to occur. If your students are having trouble accessing or joining a course meeting, please have them contact you immediately. There are options for you to (re)invite members directly into an active meeting (see here for Zoom and here for Teams). Both Zoom and Microsoft Teams have robust user tutorials available online that cover a number of typical usage questions. If you have a technical question about how to manage these platforms, please first consult these resources to see if an answer is already available. If you still can’t find a suitable answer or are having challenges operating one of these platforms, please contact firstname.lastname@example.org.
Celebrating Unique Methods and Approaches to Remote Instruction
Just like your face-to-face classroom, your remote instruction practice is unique to you – your identity, your scholarship, your discipline, and your course learning objectives. No two remote courses will look the same or utilize the same approaches, assessment structures, or interactive technology. There is no one right way to conduct your courses in a remote setting, and no expectation from Furman administrators that you utilize specific practices or tools. This is not a remote learning competition. We encourage you to focus on what is the most comfortable for you and your students to help them meet the learning objectives of your courses.
Please continue to raise the appropriate flags in Success@Furman if you are concerned about a student over the next several days. The Center for Academic Success is working diligently to contact students that are potentially in need of support. Additionally, please note that CAS may need to communicate with parents earlier than they would typically to check on a student. Your patience is appreciated during this process.
One of the hard truths about learning is that to succeed in doing something difficult, we may first experience failure. Perhaps your remote instruction isn’t going exactly as you had planned after the first couple of days? You might be interested in reading more about recent research out of Northwestern’s School of Management that found failure to be “an essential prerequisite” for success.
As is pointed out in the article, the research findings “cut against the traditional explanations for failure or success, such as luck or a person’s work habits. ‘What we’re showing here is that even in the absence of such differences, you can still have very different outcomes.’ What matters is how people fail, how they respond to failure and where those failures lead.”
Welcome to today’s edition of a series of Daily Digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Today marks our first day of distribution to the entire campus! Previous digests are archived online (scroll to bottom of page). As always, please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s list of learning opportunities and frequently asked questions.
Faculty/Staff Support Reminders and Updates
All of us in our Furman community know that our faculty and staff are a creative and adaptable bunch. Just as we appreciate you raising important questions and concerns about your transition to remote learning, we hope you will also share with us your great ideas, tips, hacks, and insights. We would love to crowd source these ideas and share those with others. Please consider taking a few minutes to post your creative tips on the FDC Commons Remote Learning Course Continuity Forum.
Many of you are working diligently to modify, adapt, and manage traditional course assessments like exams in a remote setting. Where possible, course instructors are encouraged to consider alternative assessment measures to replace synchronous exam evaluations because proctored, synchronous exams are logistically complex for you and your students. Give yourself permission to think outside the parameters of your original assessments and focus directly on how your students might demonstrate your central learning objectives in an alternative format.
We are half-way through our first week of remote instruction and each of you is investing considerable time in the redesign of your courses. We hope you also continue to take some time to pause and engage with your family, friends, and colleagues. Several opportunities to connect with our community are organized this week, including 30 Minutes of Mindfulness with Min-Ken Liao and Meghan Slining tomorrow at 7:30am and a Faculty-Staff Virtual Happy Hour on Friday to follow immediately after the Dean of Faculty virtual forum, at 4:45 p.m. For links to both of these events, click here.
As we settle into a schedule of remote engagement with our students and colleagues and observe interaction precautions you may be navigating feelings of isolation and distance. The Cothran Center for Vocational Exploration recently shared these reflective questions on social media to help us process our “new normal.” One way to safely sustain connection to others is digital volunteering with one of these “9 Places to Volunteer Online”. Smaller nonprofits in our area may not have formal virtual volunteer projects, but that doesn’t mean they can’t use your help with tasks like web design, bookkeeping, legal counsel, or program evaluation. In this time of social distancing, an internet connection is a useful avenue to support our local to global community.
While you may not have the voice of Patti Labelle or the charisma of the Muppets, this video reminds us that if Sesame Street can teach a million kids to read, surely we can make it through a month of remote instruction!
The SART Team and Suzy
Welcome to today’s edition of a series of Daily Digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). As always, please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s list of learning opportunities and frequently asked questions.
With nearly a week of remote instruction while social distancing under your belt, you may be slowly establishing some routines and norms around your new work space and practice. For many of us, working from home, especially with other competing demands, can prove disorienting and difficult to focus. You might be interested in these eleven tips provided by the Boston Globe for those of us suddenly confined to home office workspace. Whatever your practice, we hope you are finding a rhythm of generative, productive, and calming space.
The SART and Suzy
Welcome to our Friday edition of a series of Daily Digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Congratulations on making it to the end of your first week of remote instruction! Previous digests are archived online (scroll to bottom of page). As always, please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s list of learning opportunities and frequently asked questions.
Faculty/Staff Updates & Reminders
Mays Imad, the coordinator of the Teaching & Learning Center at Pima Community College, reminds us in this InsideHigherEd editorial, that hope matters for learning. By sharing ten simple strategies we can use as educators to support our students through this period of global anxiety and uncertainty, Imad highlights that emotions are essential for learning, and that by connecting with our students in a way that addresses the whole student, we have a much greater chance at cultivating rich learning and growth through our educational interactions.
At the end of our first week of our remote instruction adventure we leave you with a short and simple quote:
“Teaching is a radical act of hope. It is an assertion of faith in a better future in an increasingly uncertain and fraught present. It is a commitment to that future even if we can’t clearly discern its shape.”
~ Kevin Gannon, Radical Hope: A Teaching Manifesto (forthcoming April 1 2020)
SART and Suzy
Welcome to today’s edition of a series of digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Beginning this week, our digests will be distributed on Monday, Wednesday, and Friday. Previous digests are archived online (scroll to bottom of page). As always, please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s list of learning opportunities and frequently asked questions.
Faculty/Staff Support Reminders & Updates
Student Support Reminders & Updates
In the first week of remote instruction, you were encouraged to invite your students into a conversation about norms of interaction and engagement in this new learning adventure, including a discussion of appropriate netiquette. In this set of tips for teachers in transition, Jeff Lisciandrello from Room to Discover recommends a practice of revisiting these norms in your courses weekly in recognition that they can evolve over time to suit the learning objectives of the course. More importantly, these tips are a useful reminder that you set the tone and expectations in your virtual learning environment by leading by example in your attire, energy, attitude, and communication practice.
Welcome to our first April edition of a series of digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. As noted previously, our digests this week will be distributed just three days, including today and Friday. Previous digests are archived online (scroll to bottom of page). Please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s list of learning opportunities and frequently asked questions.
While we are all adapting to a physically distanced world of work, on this first (albeit chilly) day of April we hope you are also finding time to close your screen and enjoy the transition to spring in our area. In this light-hearted piece, Joshua Kim shares “fifteen ways you know that you are spending too much time in Zoom”. What about you – how can you tell when you are spending too much time in Zoom?
Welcome to today’s edition of a series of digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). Please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s list of learning opportunities and frequently asked questions.
Key Updates for Today
Faculty/Staff Support Updates
Student Support Updates
As we plan ahead for our summer of online courses, we recognize that the sudden changes in course offerings, research opportunities, and extra-curricular activities has created challenging scheduling issues for many of our students. To help alleviate this issue, we encourage each of you to think creatively about what courses you might consider offering in the summer that might meet students’ scheduling needs. Our double major students may especially appreciate a chance to get ahead with sought-after GERs (for example WC, HA, UQ, TA) or interdisciplinary major or minor courses, or students may benefit from taking a course that hasn’t been taught in a while (WGSS Women in Science, for example).
At the end of our second week of remote instruction, we present to you this Ode to Zoom!
Temporary Adjustments to Health Notifications: As we continue supporting remote learning and student development experiences, it has become a bit more difficult to document and verify student health issues in a timely manner. To address this concern, the Office of the Academic Deans has created a mechanism where students can report their current health needs so that you can be notified. While this information may be less urgent for asynchronous instruction, students have been instructed to maintain open and timely communication with their professors about specific requests for flexibility regardless of instructional design. You should be aware of the following:
If you have any questions about this process please email Tracy Carner or Jeremy Cass.
Although highlighted in Friday’s digest, it is worth repeating: our sudden shift to remote instruction underscores the need for additional safeguards with regard to ensuring student privacy and compliance with federal laws, particularly the Family Educational Rights and Privacy Act (FERPA). As you utilize the many valuable technologies available to engage your students through video interaction and endeavor to include all students in that process, please adhere to these best practices to protect both your privacy and that of your students.
Welcome to today’s edition of a series of digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Because Friday is a holiday, this will be the last digest you will receive this week. Previous digests are archived online (scroll to bottom of page). Please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s list of learning opportunities and frequently asked questions, which includes a new Summer 2020 section.
In our current circumstances, flexibility goes a long way as you work with your students to finish the next few weeks of classes. We’ve witnessed many of you demonstrate pedagogical flexibility that allows creativity with exam format, options for students to choose from various assignment designs, and new avenues for the submission of work. At its core, teaching is a creative process. Especially now, exercising such creativity with both empathy and compassion is the best way for us to practice community together.
Welcome to today’s edition of a series of digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). Please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s list of learning opportunities and frequently asked questions, which includes a new Summer 2020 section.
While you might recognize a sense of fatigue and disillusionment in your students at this point in our remote learning adventure, acknowledging those same feelings in ourselves is also important. Aisha S. Ahmad, an assistant professor of political science at the University of Toronto, shares these reflections on what she has learned about remaining productive and happy in times of crisis. We remain hopeful you will find that, as Dr. Ahmed writes, “it is entirely possible to be peaceful, productive, and even happy under sustained disaster conditions.”
Because of your commitment to our student body, we are fortunate to offer nearly twice as many summer courses this year! Special thanks to each of you for stepping up to create more learning opportunities within our community. As you prepare for summer courses, please keep in mind:
Faculty Support Updates
In lieu of the Learning Exchange originally planned for this year, the FDC and the 2019-2020 Reflection Fellows cohort invite you to take part in a “Reflect to Reframe Breakfast” similar to Fall 2019’s Study Day event. Join us Wednesday, April 29th from 9-10:30 AM for a “bring your own breakfast” interactive conversation about the lessons we’ve learned this semester while transitioning our work, research, courses, and student interactions online. To register, visit this link. We look forward to connecting with you on the 29th!
Today’s Tip: Promoting an Ethic of Care
Our community, in the face of significant constraints, has demonstrated great resiliency over the past several weeks. As some constraints grow for students, who may be dealing with mounting pressures at home, they may find it even more difficult to meet course deadlines and expectations. Recognizing the unprecedented nature of this situation, higher education institutions have wrestled with the best way to assess and assign grades, with some institutions opting to suspend the dispensation of letter grades altogether, some developing special transcript notations for the semester, and many others, like Furman, adapting institutional policies so that students have more flexibility in determining what is best for their unique situation.
Of central concern in this discussion is how to equitably encourage, support, and document student learning during a period in which students have highly disparate access to resources, educational support, and a flexible schedule. Recognizing these unequally distributed issues of access and opportunities to engage in the learning process this semester, we ask that you maintain Furman’s strong ethic of care, particularly as you work with students to assess and evaluate final course activities and grades. Maintaining an emphasis on equity and integrity upholds the best interests of our students.
Although we recognize that your online persona has likely changed many times as you continue your remote learning adventure, we do wonder, as this student does, what type of online Professor are you???
For those preparing for summer courses ahead, please don’t forget the following:
The Writing and Media Lab’s Jean Schwab has developed this short instructional video to walk your students through the process of presenting, recording, and sharing course presentation assignments using Microsoft Teams, a free application for all Furman students. As your students prepare final presentation material this semester, this simple option might prove effective.
Conference Canceled or Postponed?
Thanks to the Center for Engaged Learning’s leadership our students will have an opportunity to present their research during a virtual Furman Engaged! Day. Those of you whose conferences have been canceled or postponed may also want your chance to shine at “Zoom University”. To register, follow this link.
Today’s Tip: Synchronous and Asynchronous Summer Course Instruction
Unlike this past semester, when our community had to quickly transition courses designed for face-to-face interaction to a remote instruction environment, our decision to offer all summer courses online allows us the opportunity to design these courses specifically for the online environment. Decisions about the use of asynchronous and/or synchronous activities in your course should include careful consideration of (1) your course learning objectives, (2) the students who may enroll in those courses, and (3) the online instructional tools you are most comfortable with. Both synchronous and asynchronous activities can be effectively matched with your pedagogical aims to provide robust and rigorous instruction.
Structuring your course around intentional “nodes of synchronicity” is a simple strategy that won’t overwhelm you or your students and maintains the critical personal connections treasured in our liberal arts community. You might use Zoom or Microsoft Teams conservatively for purposeful, synchronous meetings in the form of (1) scheduled office hours (rather than class times), (2) individual consultations with students akin to advising appointments, or (3) recorded meetings with smaller groups of students. These nodes of synchronicity add value to the student experience when they are used in conjunction with robust asynchronous strategies like interactive faculty-led discussion forums, collaborative group activities, short video lecture or lab simulations, or student study sessions.
Welcome to today’s edition of a series of digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). Please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s list of learning opportunities and frequently asked questions, which includes a new Summer 2020 section. We’ve also added a new section today that includes pertinent information from the Faculty and Administrators Liaison Committee (FALC).
Final Exams for Spring Term: To ensure that students are not asked to be in two places at once, if you plan to give a synchronous final exam this term, you need to do so on the day and time posted in the course listing. For those electing to give asynchronous final exams or culminating projects, students should submit those by the end of the scheduled final exam period for the class (e.g., by 2:30 PM on May 2 for a TR 1:00 PM class). Students with academic accommodations are responsible for setting up final exam accommodations through the SOAR office just as they would during in-person instruction.
FALC Q&A: Answering Your Questions
1. Is there any update to share from Enrollment Services on the status of Admissions?
Given rapidly changing global economic and health circumstances, the University cannot make predictions with confidence about the size or economic impact of the fall 2020 class or about retention. While we have faith and confidence in The Furman Advantage and our brand, information gleaned from national surveys suggests we would be prudent to plan for any number of contingencies over the next few months to years. Enrollment Services is closely monitoring national and institutional trends and will share information as it becomes available. Given this environment, the Office of Admissions and Financial Aid has created a suite of virtual opportunities, enabling admitted and/or prospective students to learn more about the Furman University student experience. Please help us share information about these events and encourage participation!
2. What types of plans are being discussed about fall classes?
With you, the administration is working with as much thoughtfulness and foresight as possible, under constantly changing and uncertain circumstances, to anticipate all possible contingencies for the fall: 1) in-person classes for the whole semester; 2) online instruction for the whole semester; 3) in-person for part and remote for part. We are also looking at potential adjustments to the academic calendar. As we continue monitoring the circumstances in the region and state, we will work with the appropriate faculty and administrative bodies to prepare for whichever contingency materializes and communicate decisions as quickly as possible with the understanding that flexibility is paramount in our current environment.
We are fortunate to live in an age where information is widely available and more accessible than ever. “Breaking news” headlines, however, seem to dominate our newsfeeds these days. As each day is filled with this constant stream of immediate and seemingly urgent information, you may find yourself feeling uneasy and upset. If this barrage of information is creating more frustration than benefit, you might consider these simple tips recently offered in Counseling Today for managing the current culture of breaking news.
Speaking of breaking news, you may be pleased to know that even the smallest among us are practicing appropriate public health safety protocols!
The SART & Suzy
Welcome to this Earth Day edition of a series of digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). Please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s frequently asked questions, which includes a new Summer 2020 section.
As we continue with advising, Fall registration, and the conclusion of the Spring semester, we encourage you to continue to let the Center for Academic Success know of any concerns you have about student progress by raising flags or emailing directly. Please also be aware that for students with limited access to internet, a phone call or text may be a faster or more reliable way to be in touch if needed. Student cell phone numbers can be found in Success@Furman.
Especially during uncertain times, the natural world can give us a sense of comfort, renewal, and connection. On this 50th anniversary of the first Earth Day, we hope you take some extra time to celebrate spring in the Upstate by enjoying time outdoors safely. Travel and Leisure magazine offers these nine activities to celebrate Earth Day from home this year!
Welcome to today’s edition of a series of digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). Please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s frequently asked questions, which includes a new Summer 2020 section.
Key Updates for Today from FALC:
1) President Davis released this video today to respond to some of your questions about the COVID-19 pandemic and its impact on our community.
2) When will restricted funds, such as research funds, be unfrozen? An inability to spend one’s research funds significantly hinders both teaching and research outcomes, not only short-term but also long-term.
You can expect that research funds in restricted accounts will be among the first to be unfrozen. Our revenue has declined and is expected to decline further, but our expenses have remained largely where they were several months ago. This puts pressure on our cash on hand, which is why we moved to reduce spending so quickly. The situation will be less severe if a) revenues rise, b) costs fall, or c) we have additional credit that would allow us to meet our cash demands for a longer period of time.
3) The President recently announced that there will be no merit raises for faculty, staff, and administration. First, does this mean there will be a cost of living increase? Second, can the Administration commit to giving a catch-up raise once our financial situation stabilizes, akin to what was done after the recession?
The administration remains committed to ensuring that Furman salaries remain competitive. However, until we determine the effects of the recession and the COVID-19 pandemic on our revenue streams, we must remain fiscally conservative and freeze spending. The United States and the world are experiencing an unprecedented drop in GDP. The market value of our endowment has declined by over $100 million. (You will recall that we spend approximately 5% of the endowment value annually, so this decline in endowment value translates into about $5 million less in annual spending.) Nationally, higher education scholars and pundits have speculated that the retention of current students might decline, and the number of accepted first-year students who elect to take a gap year might rise to proportions we haven’t seen before. With this level of uncertainty, we can’t currently make a commitment to future “catch-up” adjustments, and there will be no cost of living adjustment.
You’ve made it through the last full week of remote instruction and will soon close out what has been an immensely challenging semester for us all. Before the week comes to a close, we hope you might take just a few moments to reflect on one thing that has given you hope over the past few weeks. Better yet, take a few moments to look through these 30 images of solidarity.
Tuesday, April 28
Welcome to the LDoC edition of a series of digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). Please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s frequently asked questions.
Key Updates for Today:
FALC Questions and Answers:
I have a question about teaching summer school remotely. This spring, the suddenness and dramatic nature of the switch from regular classroom sessions to remote learning encouraged us to relax some academic regulations such as withdrawal deadlines, pass-fail options, etc. Will those more lenient rules still be in place during the summer?
The decisions made regarding academic policies this semester were due to the sudden switch from in-person to remote learning midway through the semester. The summer differs in that the courses will be online for the duration and the decision to teach or take classes is optional. The withdrawal deadline and pass-fail option for the summer will not be relaxed.
In President Davis’s email regarding COVID-19’s economic impact on Furman, she mentioned that the University would not provide merit raises for the coming fiscal year. What implications might this have on faculty promotions in Spring 2021? Will faculty eligible for promotion from assistant to associate or from associate to full professor still be able to apply for promotions?
If eligible, faculty will be able to apply for tenure and/or promotion during the 2020-2021 academic year.
A big thank you for your support of our students through our fall advising process. We particularly appreciated your help raising General Advising Concern flags in Success@Furman for students who were difficult to track down for advising or who indicated that they were considering not returning in the fall. The Center for Academic Success has been working expeditiously to follow up with any student identified in this process.
Over the coming weeks, months, and years, we will have many opportunities to reflect on what this unprecedented semester has taught us and what it means for our community and the broader world of higher education. Despite the challenges our rapid transition brought, we’ve also heard powerful stories about what we’ve gained during this period. You might be interested in this post where Caroline Levander and Peter Decherney suggest that our foray into remote instruction has provided an opportunity to become “more human”. We are especially grateful for how, throughout this challenge, our community has come together around our shared humanity. Today, at the end of the LDoC, that shared sense of care for one another, along with a shared belief in the power of learning and development, will guide us through any challenges ahead to a brighter—and perhaps more empathically human—future.
Welcome to May and to today’s edition of a series of digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). Please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s frequently asked questions.
Message from the former Interim Dean of Faculty:
As of today our new Dean of Faculty, Jeremy Cass, assumes his role. Congratulations Jeremy! I would like to express my deepest gratitude to those who agreed in early March to become part of this team. The dedication by SART to help faculty successfully transition from in-person to remote learning has been unwavering and, I believe, successful. SART has used the Digest as a way to help keep the Furman community informed, and I have been heartened by the positive responses. The valuable members of the SART team include Judy Bagley, Diane Boyd, Tracy Carner, Jenny Colvin, Susan Dunnavant, Ben Haywood, Christopher Hutton, Mary Alice Kirkpatrick, Mac McArthur, Caroline Mills, Vicky Turgeon and Mike Winiski. I would like to extend special thanks to Diane Boyd, Ben Haywood and Mary Alice Kirkpatrick. The Digest would not exist without them. Being a part of this team has been extremely rewarding and I am grateful to you all.
I look forward to returning to the classroom in the fall, although this has been an exciting year in ways that I could never have expected! Having had the opportunity to work with our Academic Affairs team demonstrated to me that Furman could not have better leadership.
Finally, thank you all for your support and patience over the past year. It was a privilege to be the interim dean of such an impressive, dedicated and adaptable faculty.
I wish you a summer of rejuvenation and good health.
Key Updates & Reminders for Today:
Faculty/Staff Support Updates:
Student Support Updates:
I have an idea that the administration might ponder as it considers Furman’s immediate future. The idea is simple: shift the start of the 20/21 academic year to January 2021. Run fall term in spring 2021, spring term in summer 2021 and then resume the normal Furman schedule with the fall 2021 term. (I don’t think there would be time for May X.) As I see it, there will be a tremendous amount of uncertainty surrounding the fall 2020 start date. Students and parents will have to make decisions soon about where to go to school, whether they should take a gap year, etc. All the uncertainty will depress yield. And don’t even ask me what I think about starting next term with online courses if that is a possibility! Removing the uncertainty, promising first-year students that they will start with their class–in person–in January, and opening the probability that all (but the class of 2021) will graduate on time will be very attractive to students and parents. We avoid disruption if a second or third wave of the virus comes through SC forcing us to send students home. And we give a vaccine time to inoculate the herd (so to speak). We also avoid having to tell some students they can’t come back to school because their state or country is now a hotspot for virus, nor do we put our own community at risk by bringing a bunch of college students from all over the world back to Greenville. As for this fall, we would teach a kind of second summer school for students and faculty who don’t mind an online environment. None of this would be easy. There would be no guarantee it would work any better than the alternatives. It would certainly break with our peer institutions (I know, liberal arts colleges are generally unwilling to break ranks with the herd!). But it just might lead the way to a less disruptive future. Thoughts?
Although we are focusing our efforts on opening the campus in the fall, the uncertainty we face necessitates consideration of alternative contingency plans. These alternatives will address the method of delivery as well as the timing of classes in the fall. The Emergency Management and Operations Teams are actively considering such questions as they work to provide a full spectrum of contingency plans for the fall 2020 semester.
In previous communication, students were requested to report COVID-19 infections to Student Life. Are these reports considered mandatory? Now that students have not been around one another and current infections would not require notification of roommates, etc., we are in a different situation than when the communication first came out. I have not had students report infections to me, but several have told me about family members infected, so I anticipate students telling me when they become infected. If they are expecting me to hold something in confidence, I would like to be able to encourage them to talk with Student Life, Academic Deans office, etc., but as of now, I am assuming that I have no obligation to report such infections to the university myself.
Reports of positive Covid-19 test results for students are no longer mandatory for those students who:
(1) are not on campus;
(2) have not returned to campus within 48 hours of exhibiting symptoms of Covid-19;
(3) have not come into close contact with other students or university employees within 48 hours of exhibiting symptoms of Covid-19.
Reports of positive Covid-19 test results are still mandatory for those students who continue to reside in campus housing.
Students were recently notified of this updated reporting protocol.
We are mindful of the importance of respecting students’ privacy, however in the interests of maintaining the health and safety of the entire Furman community, it is crucially important that positive Covid-19 test results for those students who are on or have been on campus or have been in close contact with individuals who are on or have been to campus be reported in a timely manner. Such students should email StudentLife@furman.edu.
To Cap Off Your Week
If you like your Beatles with a humorous side dose of current reality, you might enjoy this video, produced by a Furman colleague’s sister’s choir in Chiang Mai, Thailand!
Finally, a Word of Thanks
The Strategic Academic Redesign Team was catalyzed by interim Dean of Faculty Dr. Suzy Summers. As she has throughout her leadership, Dean Summers assembled this group because she knew that careful coordination, regular interaction and communication, and a steadfast dedication to our core mission of providing transformative educational experiences for our students would be central to the remote transition of our teaching, learning, and student support services. She has provided unwavering commitment to this goal. As she transitions out of the interim Dean of Faculty role today, we want to acknowledge her inspiring leadership of our academic community and thank her for her vision, leadership, and service.
With gratitude for her leadership,
The SART and Jeremy
Welcome to today’s edition of a series of digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). Please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s frequently asked questions.
The Office of Human Resources maintains up-to-date information about employee policies and support services during the COVID-19 pandemic on their website. We encourage you to visit this page regularly for any questions about our employee resources or institutional expectations.
As the adrenaline from our sudden remote transition and final exams subsides, your students may need reminding that The Furman Counseling Center has assembled a number of resources for anyone in need of mental health support. Students are encouraged to communicate directly with a member of the Counseling Services team for personalized support. Detailed information about mental health support services can be found on Furman’s COVID-19 response page here.
As we all do our part to ensure the health of our communities, our annual celebrations and events take on a different, less social flavor. But that doesn’t have to stop us from commemorating important events and traditions. On this Cinco de Mayo, instead of large gatherings with live music, the Los Angeles Times offers these five suggestions for celebrating Mexican culture and heritage from home.
Welcome to the final day of the semester edition of a series of digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). Please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s frequently asked questions.
Key Updates and Reminders for Today
Faculty/Staff Support Updates
Several software programs remain free through the summer, including SPSS, which can be loaded on a student account at no charge, and Adobe Creative Cloud. If you are interested in either of these programs, please contact Susan Dunnavant.
Student Support Updates
Although our inability to gather in person tomorrow to celebrate the graduation of our senior class is disappointing, there are ways you can commemorate the occasion and celebrate our students. Don’t forget that:
Best wishes to all,
The SART and Jeremy
Welcome to the first of a series of summer digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). Please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s frequently asked questions. Please note that beginning next week, you’ll receive just one weekly digest each Friday afternoon.
Key Updates and Reminders for Today
Faculty/Staff Support Opportunities
Coffee and Conversation Chat Series – Join FDC facilitators and colleagues for informal conversations this summer around topics of interest that impact our teaching and learning practice during the global pandemic. Each chat will focus loosely on a theme from which our conversation will begin. Drop in on the informal conversation when you can, for as long as you can, with your favorite morning beverage. Conversations begin at 9:30am here. Our chats for the month of May include:
Our commencement experience was unlike any in years past. If you are looking for words of encouragement to share with a recent graduate, National Public Radio has you covered. In 2014, the pubic broadcast network compiled a “best of” library of 354 commencement speeches going all the way back to 1774. The resource has a quote generator, as well as a full database of speeches searchable by name, school, or year. One notable database quote comes from George Saunders, speaking at Syracuse University in 2013, who imparted one central message – to “err in the direction of kindness.”
The SART & Jeremy
Welcome to today’s edition of a series of summer digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). Please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s frequently asked questions. Please note that beginning next week, you’ll receive just one weekly digest each Friday afternoon.
As you launch research projects with your student collaborator(s) this summer and work to implement Furman’s Best Practices of Engaged Learning like building relationships and providing feedback, you are likely considering a variety of ways to accomplish that remotely. Because of Furman’s relationship with Microsoft, you might want to consider Microsoft Teams to help facilitate student engagement and interaction. All faculty, staff, and students have a Teams license, and anyone can download Teams from the web client of Office 365. In addition to project management and video conferencing, Teams has a chat feature that keeps chat history. This free resource is available for all community members to support one-on-one, group, or small group engagement this summer.
Welcome to today’s edition of a series of summer digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. For a repository of previous digest messages, please visit here. Additional information and answers to many of your important questions about the University’s response to the COVID-19 pandemic can be found on the University’s website and the frequently asked questions section maintained by the Faculty Development Center.
To keep you informed about messages our students are receiving during the pandemic, you can access the third weekly Student Life DINformation newsletter to students here (scroll to bottom of page).
Many of you may be finding creative outlets to process and make sense of the challenges associated with pandemic living. A Canadian Your Morning newscast recently picked up this story about a music educator who has utilized her love of music to express how she has coped with the sudden transition online this spring. The short lyrics may resonate with you at the end of a long semester.
Key Updates and Reminders
Tips and Tools for Online Instruction
Whether you are gearing up for a summer course that begins next week or thinking ahead about options for your fall courses, below is a brief snapshot of suggestions and resources for online instruction.
We hope that some of you have turned your attention to a beloved hobby or home-improvement project during our increased time at home. For many of you, this may involve a bit of peace and quiet around your favorite bird feeder, that is, until the squirrels show up… For a creative and over-the-top approach to addressing this problem through mechanical engineering, you might enjoy this video. Happy building!
Enjoy the weekend,
Important Updates on Diversity, Equity & Inclusion Efforts
Staff/Faculty Support Opportunities
Student Support Opportunities
In the face of the long-standing legacy of racism, discrimination, and injustice that is the focus of events across the nation at the moment, there is no better time to invest deeply in the educational mission of our community to find ways to expand understanding of the root causes, broad-scale implications, and meaningful actions we can take to ameliorate these serious and painful realities for members of our community. In addition to the numerous opportunities highlighted above to engage in dialog and policy development around our diversity, equity, and inclusion efforts, the Faculty Development Center is assembling a list of pertinent resources to support your efforts to facilitate informed, compassionate, and civil learning about this topic.
Resources are available on the FDC Commons Moodle site under the Fostering Inclusive Learning Environments folder (available here). If you don’t currently have access to the site and would like to request it, or if you have additional resources you’d like to share, please email FDC@furman.edu.
Updates and Reminders for This Week
As our community is busy making plans for the fall, one thing is for certain: flexibility will be paramount in our efforts to facilitate a safe return to campus. As this recent article in The Chronicle of Higher Education notes, flexibility is one aspect of designing a more inclusive learning experience for our students. In fact, instructional strategies like Universal Design for Learning hold adaptable, flexible course design as a hallmark of efforts to increase access and enhance participation of members of our learning community with diverse needs. Thankfully, resources to support your planning around active learning in flexible learning environments are growing significantly as we prepare for the fall. While the pandemic has forced us to consider such flexibility to maintain a safe learning environment more immediately, it is a practice that will enhance the inclusivity of our curriculum over the long-term.
As the second week of summer online courses is wrapping up, we are hearing encouraging stories from many of you about the inventive and engaging mechanisms through which you are supporting rich learning experiences for our students. Thank you for your momentous work to ensure that our students are able to explore new ideas, examine their values and beliefs, and advance collaborative and integrative thinking no matter how and where that learning takes place. As this opinion piece from the Tomorrow’s Professor blog at Stanford relates, the past couple of weeks have demonstrated, through your dedication to teaching, that robust learning and development can occur even when we don’t “share the air” with our students. Thank you for exemplifying the rich creativity and commitment of our Furman community.
Welcome to today’s edition of a series of summer digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. For a repository of previous digest messages, please visit here. Additional information and answers to many of your important questions about the University’s reopening plans for the fall can be found on the Furman Focused website.
Our experience with remote learning this spring required many of us to consider and experiment with alternative assessment approaches to evaluate student learning in our courses. As we prepare for the fall, it will be necessary again to re-evaluate our assessment approach, focusing on the learning outcomes we have for our students and the best approaches to evaluate if and to what degree students can demonstrate the attainment of those objectives. These adaptations are timely, as they occur within a broader context of work to support more equitable assessment strategies on college campuses. Highlighted in this recent article, the National Institute for Learning Outcomes Assessment has just released several in-depth case studies of promising practices to advance inclusive assessment. As you redesign and revision assessment practices for your fall courses, we have an opportunity to incorporate lessons from these case studies to support a more equitable campus culture and curriculum.
On that note, we wrap up our digest messages for this academic year and will take a brief hiatus in July. Look for these messages to return in August.
As the Strategic Academic Redesign Team (SART) resumes activity this month, we wanted to touch base with a few updates, reminders, and resources for teaching, learning, and professional development this fall. In an effort to reduce the size of your inbox and in recognition of the distributed nature of the University’s fall planning efforts, our email communication this fall will include only periodic messages when a critical mass of pertinent updates are assembled for distribution.
As a reminder, previous digest messages are archived here and the Faculty Development Center maintains a faculty FAQ to highlight some of the most critical information from these communications. Additional information and answers to many of your important questions about University operations can be found on the Furman Focused website.
Updates and Reminders for This Week
Duke Library Open: The Duke Library is now open weekdays to students, faculty, and staff via card swipe from 10AM-4PM. We begin our regular fall hours on Tuesday, August 18th. If your PalaCard doesn’t work on the Duke Library door, please send an email to email@example.com and it will be activated.
Fall Faculty Meetings: In a message sent on Wednesday, July 29, Christopher Hutton (Faculty Chair) described a proposal for having faculty meetings while meeting the safety requirements of our community. The email solicited faculty input on plans to move meetings to a virtual format using a Zoom webinar, providing a link to a quick Qualtrics survey to be completed by Friday, August 7.
Zoom Security Updates: Starting Sept 27, 2020, all Zoom meetings are required to have either a Passcode or Waiting Room. If hosts do not want their guests to have to wait in the waiting room or enter a Passcode, they can go to Meeting Settings and choose to “embed Passcode” into the meeting URL and then set a Passcode. If hosts do not set a Passcode or enable a waiting room, a waiting room will be added to the meeting automatically. For more information, click here.
Instructional Technology Configuration: Our colleagues in ITS would like to ask that you do not unplug, move, or rearrange any classroom or shared lab instructional technology managed by Furman ITS. Each teaching station and computer lab has been carefully configured to ensure connectivity among those in-person and those who may join remotely. If you have a question about technology configurations or have a problem you need addressed, please contact firstname.lastname@example.org.
Promising Practices for Teaching and Learning
Moodle Platform Preparation: Because students often first check Moodle for course information, if possible, please post a syllabus or partial draft (if your complete syllabus is not available) along with all required course materials as early as possible before the beginning of your course. Because many students will obtain course materials by having those shipped to them this fall, posting this information earlier will help students understand the basic course details so that they can acquire the appropriate course materials prior to the start of the course.
Online Learning Student Readiness Survey: One tool you might utilize to gather important information for your course planning includes the Online Learning Student Readiness Survey. This quick survey could be built into your Moodle course or sent to your course rosters as a stand-along email or word processing document. Gathering this information may be particularly helpful for identifying students with extenuating circumstances (e.g., inadequate technology/internet access or located in a different time zone or country), so that you can adopt adaptive instructional practices for those students.
Protecting and Projecting our Voices: While PPE equipment can muffle the voice, classroom microphones at Furman are sensitive enough to capture even soft-spoken individuals. With that said, colleagues who study the human voice have several tips for protecting and projecting your voice in a masked, physically distanced classroom. This blog post from Elon University suggests a few measures you can take.
FurmanFlex courses provide some measure of “learner choice” that enable students and instructors multiple meaningful modalities to engage in course activities as their health status dictates. Healthy students who are not in quarantine and who are on campus are expected to attend your FurmanFlex class and participate (masked up with physical distancing). Those joining courses remotely or who are in quarantine or isolation and who are healthy enough should join synchronous sessions remotely. It is reasonable for you to share expectations like these with your students. Synchronous engagement might take many forms.
However, in some cases, it may be very difficult for students to join synchronous sessions either for a short (sudden illness) or long-term period (i.e., in a time zone that precludes participation in a synchronous session at a reasonable hour of the day). In these cases, it is prudent to prepare reasonable asynchronous options for engagement, especially for those in different time zones. One helpful practice is for your synchronous sessions to be recorded and made available in an asynchronous format for those with legitimate reasons to miss your synchronous sessions. Beyond time zone differences, students may access your course remotely from a country with internet firewall restrictions. Students located in China, for example, may not have access to some frequently used instructional platforms (i.e., Youtube.com). Working with students in these situations early in the course to ensure they can access essential course content will promote a more equitable learning experience for all students.
Friday, August 21
Congratulations on a successful first week of classes! Below is today’s edition of a series of fall digest messages to our community with important information regarding teaching and learning at Furman as we journey together through FurmanFlex and online instruction.
As a reminder, our SART digests will be periodic this fall, and only disseminated when a critical mass of pertinent information is available. We have segmented today’s message into categories based on related information, so that you might focus on those areas most critical to you. Previous digest messages are archived here, and the Faculty Development Center maintains a faculty FAQ to highlight the most relevant information from these communications.
Creating Zoom Course Meetings: If you are utilizing Zoom for your courses, it is helpful to create one recurring Zoom meeting for each of your remote or FurmanFlex courses instead of creating separate meetings for each course session. Please remember to post information about how to join your course Zoom room in your online learning platform (e.g. Moodle). For a quick guide on scheduling a Zoom meeting and inviting participants from our colleagues at UC-Boulder, see here.
Library Course Reserves: Please note that, while the library will work with you to place materials on reserve for your courses, we do not have a mechanism to fully sanitize physical reserves. Protocols have been developed for the use of such materials, but for the health and safety of patrons and staff, you are encouraged to consider utilizing digital course materials if at all possible. Many textbook companies will work with you to make supplemental content available digitally.
Remote Learners, Course Access, and Sensitive Material: This fall, you may have students accessing your course remotely from a country with internet firewall restrictions or strict policies about certain content. Students located in China, for example, may not have access to frequently used instructional platforms (i.e., Youtube.com), and recent laws in the country have made it easier for officials to prosecute individuals for crimes against the state for expressing certain opinions and perspectives. Working with students in these situations early in your course (see several thoughts and recommendations here) to ensure they can access essential course content in such a way that fosters equivalent learning outcomes in a safe and secure fashion is advisable. For several ideas about how to protect course content and support student learning, please see question II.14 here.
Classroom Space Abbreviations: As you teach and advise students this semester, this list of non-traditional classroom space abbreviations may come in handy.
Preparing for the Unexpected: Although Furman has implemented thorough and strict health and safety guidelines this fall, we encourage you to familiarize yourself with procedures to follow in the case you find yourself ill. You might consider the following to prepare for such an event:
Urgent Classroom & Technology Needs: As a reminder, in the first few weeks of classes, you should reach out to the appropriate contact if you have an urgent instructional or classroom need (see response I.23 here for a full list of direct contacts).
Classroom Speakers and Microphones: As you receive feedback from students about their experiences in your FurmanFlex classroom, please inform our colleagues in ITS (email@example.com) if your in-person or remote students are having trouble connecting to classroom technology or hearing you or in-person students. The remote-ready technology recently installed in classrooms may need to be adjusted to accommodate your classroom set-up and activities. On a related note: some faculty report being able to hear other courses during their Zoom meetings as roommates join different classes simultaneously from their residence hall rooms. Where possible, suggest remote learners use headphones to prevent distractions and protect classroom privacy.
Eating/Drinking the Classroom: Please note new guidance on the Furman Focused website that outlines policies around eating and drinking in classrooms. In particular, for anyone needing to drink water during class, they must use a personal bottle with a sealed lid and a self-contained “straw” for drinking the liquid by vacuum rather than “pouring” into the mouth.
Moving Classroom Furniture & Technology: Please do not move furniture or teaching station technology in classrooms. We understand the importance of rearranging classroom setups in order to align with pedagogical objectives. However, Facilities Services is arranging and marking furniture in ways that ensure physical distancing requirements are met for all courses using that space, and ITS has configured our technology to ensure access for remote learners.
Classroom Sanitation Procedures: Students and professors should wipe down surfaces in their immediate workspace each time they arrive in a classroom and again when they leave. Please send a message to Workorder Request if you find that a classroom does not have a trash can or if you need to request additional cleaning supplies for your classroom.
Although the first week of classes this fall has required incredible patience and flexibility, our community has come together with great effort and energy to ensure we can achieve our educational mission while maintaining health and safety. If you’ve seen someone go above and beyond to support our community this week, we encourage you to submit a Furman salute to celebrate the many daily acts of kindness and care that make Furman special.
Friday, August 28
A hearty congratulations on your hard work over the first two weeks of the semester!
Today’s SART digest message is segmented into categories based on related information, so that you might focus on those areas most critical to you. Previous digest messages are archived here, and the Faculty Development Center maintains a faculty FAQ to highlight the most relevant information from these communications.
Notes of Interest to All Faculty
Student Time Accommodations: Please note that time accommodations are not granted for “X amount of minutes” but rather “X amount of time beyond that given to all students.” A student with a time accommodation will need additional time to demonstrate the same level of achievement/knowledge as can be demonstrated by classmates in the time allocated.
· For example, you write an online quiz to take 15 minutes, but plan to give the entire class 45 minutes to complete it. Because you are allowing other students to use as much as 45 minutes to complete the test, that same 45 minutes may not be adequate for a student with a time accommodation. Extra time should be assigned in this case.
· You might refer to the 2010 OCR letter to Lewis and Clark College (OCR Reference #10092092). In this case, OCR ruled that the student in the case must be provided additional time on top of what the class as a whole was provided—even if the instructor felt that the exam was written to be completed in a certain amount of time, or even if the instructor “built in” additional time for all students.
FurmanFlex and Online Instruction Back-Up Planning: As we experienced this past week, despite the many benefits of flexible instructional technology, there may be occasions when the platforms we rely on are not available. In order to prepare for such circumstances, it is helpful to:
· Have a back-up online platform set up for emergency situations. This might be a Microsoft Teams channel, a shared Box document, or a Moodle discussion forum where you could post alternative instructions or assignments in the event you can’t gather synchronously.
· Communicate your back-up plan/platform to your students in advance so they know what to do if your preferred method of engagement is not working properly. This could be as simple as “always check Moodle Announcements first for further instruction”.
· Post the full details about how students might join your course video conferencing sessions in a ready-available repository for students. If you are using Zoom, this includes not only the direct URL link, but also the Meeting ID and call-in phone number.
FurmanFlex & Online Learning Virtual Watercooler Conversation: Join the FDC and your colleagues next Thursday, September 3rd from 4-5pm for informal conversation around the (virtual) water cooler about your experiences facilitating learning through online and FurmanFlex instruction. This is an opportunity to share both rewarding and challenging teaching situations we’ve faced in our new modes of instruction, ask questions, brainstorm solutions, and provide moral support for each other. Please mark your calendars and join us using this Zoom link (additional access information here).
FurmanFlex Instruction Promising Practices
Crowd-sourcing Your FurmanFlex Teaching Hacks: Members of our community have invested heavily in pedagogical innovation to address one of the most vexing aspects of FurmanFlex instruction – building meaningful community and connections among face-to-face (F2F) and remote learners. We are hearing from many of you about what is working well in your classrooms so far, including the six strategies below:
· Utilize asynchronous activities (discussion forums, Perusall annotations, small group tasks) as a pre-text for synchronous activities and discussions. Melinda Menzer (English) uses Perusall to facilitate “productive conversation about a difficult text [so that] the people off campus have the same opportunities to contribute as the people on campus.” Geoffrey Habron (EESS) has taken this further, by having students utilize Perusall to annotate and discuss documents in real-time in the synchronous classroom.
· Use Zoom “Liaisons” in the F2F classroom – students who volunteer are asked to monitor the chat, elicit feedback/comments from remote learners, and relay information back to those joining virtually.
· Melinda Dukes (Psychology) notes that rotating note-taking responsibilities for each class session among both F2F and remote students has helped build a shared sense of responsibility for peer learning and support.
· Using one virtual platform for collaborative work during synchronous sessions (Padlet, Box document, Google document) allows you to mix groups of F2F and remote students to work together in the same platform on group activities. This enables you to monitor group progress without interrupting conversation. Amy Jonason (Sociology) likes that with a platform like Padlet, “students can see their peers’ contributions added in real time. It is easy to set up”, she added, “and students don’t have to log into anything to use it.”
· Many colleagues are having success using the Zoom breakout room feature to facilitate live interaction among F2F and remote learners. Kevin Treu (Computer Science) “drops in” on breakout groups to provide individual guidance and direction and troubleshoot challenges. Randy Hutchinson (Health Sciences) has used these groups as an opportunity to guide students to identify critical insights that they are asked to relay back to the large group to move discussion forward. For step-by-step instructions on how to orchestrate these mixed groups, see the “Integrating F2F and Remote Students” tab here.
· If you are comfortable having both your F2F and remote learners logged into your video conferencing platform, use the live chat or polling features to have students respond to questions, raise ideas, or analyze concepts – providing an opportunity for all students to engage in the same space while encouraging thoughtful review of the comments of others.
Finally, shifting mental models of the classroom and teaching can help create more engagement between remote and F2F learners. This recent blog with accompanying video includes tips for flipping your mindset and building community in your FurmanFlex course.
Although these first couple of weeks of classes have required incredible patience and flexibility, our community has come together with great effort and energy to ensure we can achieve our educational mission while maintaining health and safety. If you’ve seen someone go above and beyond to support our community this week, we encourage you to submit a Furman salute to celebrate the many daily acts of kindness and care that make Furman special.
Friday, September 4th
Our hats go off to you for continuing to meet the challenges of FurmanFlex and online learning with care and innovation. We hope the information below provides useful updates and resources to support your teaching this semester. Previous digest messages are archived here, and the Faculty Development Center maintains a faculty FAQ to highlight the most relevant information from these communications.
Notes of Interest This Week
Supporting the Whole Student: When students experience distress, worry, and anxiety, creating supportive and safe spaces for learning is essential in our role as educators. Drawing from experts in trauma-informed pedagogy, you might find this set of suggestions helpful as you work to best support our students and their learning endeavors.
Assessment Adaptations: It isn’t always possible or pedagogically appropriate to replicate an assessment strategy used in the face-to-face classroom for remote virtual environments. At this point in the semester, you are likely gearing up for major exams and projects, which provide an opportunity to consider how you might measure students’ ability to comprehend, evaluate, or analyze your course content with applied or authentic assessment strategies. Some guidance for FurmanFlex and Online Assessment (with links to additional resources) is available on the FDC’s website.
Upcoming Student Arrival and Due Dates: Please remember that sophomores and juniors will move into their campus housing assignments between Friday September 11 and Sunday September 13. Many students will need to travel before those dates to make it to campus at their scheduled time. We ask you keep this situation in mind when determining assignment and exam due dates.
Online Video Engagement Flexibility: The Student Office for Accessibility Resources reminds us that many students learning from home are facing unique challenges. Zoom fatigue is real, and students experience it just like we do! In addition, there are students with conditions that may cause them to frequently look away from the screen, students who may need to turn off their video, and students who may need to quickly leave the “class” to manage their medical condition. We encourage you to maintain flexibility in your expectations for video conference engagement. If you have questions about why a student may not be able to stay seated in front of a live video feed with complete visual or auditory focus, please reach out to firstname.lastname@example.org. To support your students learning from home, you might share these strategies with your students.
Zoom Fatigue: Speaking of Zoom fatigue, you might be feeling it too! Consider these eight simple strategies to reduce the drain of Zoom meetings. Fun fact – just in three days this week (Mon-Wed), the Furman community hosted 3,487 Zoom meetings.
Flipping Class with Mini Lectures: With many faculty adopting a flipped classroom model for FurmanFlex or online instruction this fall, one central design strategy is important to remember– short “mini” video lectures engage students more effectively than the longer versions many of us are accustomed to. Further, there is growing evidence that transforming course content into shorter, more digestible components in this way can support more inclusive learning. Whether you are teaching an online course or want to utilize your synchronous course interactions for more active learning elements, there are a variety of methods you might use to adapt your lecture content for a digital format.
FurmanFlex Hacks: Last week we shared with you several crowd-sourced suggestions for integrating your remote and face-to-face students. Although we eagerly anticipate the arrival of our sophomores and juniors in a few days, it is likely most of you will continue to instruct split courses, with some students remotely and some in the physical classroom. The FDC has assembled some of your integration “hacks”, as well as several ideas to address some common FurmanFlex challenges to support continued hybrid learning this fall.
Online Mental Health Support: The Furman Counseling Center recently launched a new set of online tools and services available to students, staff, and faculty to support mental health and wellness. TAOConnect replaces previous support provided by Well Track, is available 24-hrs a day, and is free!
By now, many of you may be tiring of the stationary nature of FurmanFlex and online instruction. Even if just for short breaks, we hope you will take advantage of our beautiful campus for physical activity. Although certain visitors are not currently allowed on campus, faculty and staff and their families are welcome to utilize campus outdoor spaces while adhering to community health protocols. Additionally, for those that need that daily caffeine fix, faculty and staff may now purchase food and beverages at the Barnes & Noble Café, which opened on September 1st!
The SART & Jeremy
Thank you for your continued teaching adaptability and care for students as we wrap up our fifth week of instruction. It’s been a time of transition as we welcomed many sophomores and juniors back to campus, and the situational factors of teaching may have changed for some colleagues: you may have returned to the physical classroom in one of your classes only to have increased numbers of students participating remotely in another course. We hope you have found some time and space to take care of yourself as we make our way toward mid-term!
As we get further into the semester, several colleagues have shared this recent Inside Higher Ed article on COVID-19’s impact on faculty and staff in higher education. It includes ideas for how to recognize the three components of burnout (exhaustion, depersonalization, and feelings of inefficacy), considering burnout as a systemic (rather than individual) issue, and some ideas for reframing tenure and promotion guidelines (by including a pandemic impact statement in materials, for example).
Previous digest messages are archived here, and the Faculty Development Center maintains a faculty FAQ to highlight the most relevant information from these communications.
Remote Learner Status: Faculty have raised several questions recently about determining which students are remote learners, which should be present in face-to-face classrooms, and policies regarding students switching between the two. Consult your current course rosters to determine which students are permanently remote. All other temporary remote statuses will be communicated via email on an individual basis. If you have questions or concerns about students’ remote status, please email Tracy Carner (email@example.com).
Here are the possible categories for remote learners:
· Remote Only Learner: Permanent status noted on roster and communicated by email at the start of the term.
· Health Notice: A student may be restricted to remote learning via a health notice. You will receive a second health notice indicating they have been CLEARED to return to face-to-face instruction. Until you receive the second notice, you should assume they will be participating remotely.
· Remote Temporary: A student may be restricted to being a remote learner from home due to non-health related circumstances. The date that they may return to face-to-face instruction will be listed in email.
· Independent Student Requests: Students may ask faculty to participate remotely for some, or all, of their class sessions while living on campus for other reasons. Whether these unique requests are granted is at the discretion of each instructor. Students seeking to be a permanent remote student for all courses should request official approval from the Associate Academic Dean Kyle Longest, as outlined in our current protocols.
Peer Assisted Learning (PAL) Program: With limitations on group and social interaction, some students may be struggling with self-directed learning habits. Please continue to suggest Furman’s new Peer Assisted Learning (PAL) program . Students can sign up for a session here. If their course is not currently offered, students may submit a request form here. Email firstname.lastname@example.org or email@example.com with any questions or comments.
Spring 2020 Remote Transition Survey: In spring 2020, the Faculty Development Center conducted a four-week longitudinal survey for faculty focused on how our liberal arts community made the quick shift to remote learning and faculty confidence in that process. In reviewing this information, we’ve identified 6 key take-away messages that we hope help inform your current instructional practice.
Faculty Input Requested: To better understand how our liberal arts community has made the shift to multimodal learning, the FDC invites all faculty to share your experience with us. As we continue to explore how our teaching identities intersect with the choices we are making in transitioning our courses to new-to-us modalities this fall, your participation in this research would be appreciated. Please contribute your perspective with this short, seven question survey that should take you no more than 10 minutes to complete! Information will be collected at three points this semester.
Video Conferencing Pros: By now, many of you are adept at facilitating learning via video conferencing platforms and are experimenting with new ways to enliven or enhance your FurmanFlex instructional practices. Professor of Classics Chris Blackwell has shared these tips for utilizing multiple devices to facilitate FurmanFlex instruction through Zoom, and you might enjoy experimenting with these five strategies to enliven your synchronous video sessions.
Talking Teaching Series: Please consider participating in this new series of informal discussions sponsored by the FDC this fall. These recurring events focused on teaching-related topics are designed to facilitate the sharing of ideas around both long-standing and newly emerging pedagogical challenges. For each conversation, a small group of discussants (1-4) will bring a short set of questions, personal examples, or an idea to spark the collective exchange of ideas around a central topic. Please contact an FDC staff member (FDC@furman.edu) or submit this brief interest form if you’ve got an idea you’d like to discuss and are willing to facilitate conversation.
Flipped Classroom Essentials: The flipped classroom model is gaining renewed interest among many faculty this fall due to FurmanFlex or online instruction. As the Vanderbilt Center for Teaching highlights, flipped learning approaches require careful attention to four core strategies for success (below). For suggestions in each of these categories, see here.
1. Engaging and appropriately segmented content exposure prior to class with clear mechanisms for obtaining just-in-time support;
2. Creative incentives for students to prepare for class and explore material;
3. Consistent mechanisms to assess student understanding and preparation prior to class;
4. In-class exercises focused on properly scaffolded higher-level cognitive application.
During the first few weeks of the semester, some of your courses may have been comprised of more remote learners than those face-to-face (F2F), requiring particular attention to your F2F learners so that they felt included, engaged, and invested in the course. Now with the majority of our students back on campus, the dynamics in your classman may have shifted. Over the next few weeks, please check in with your remote learners in particular, soliciting feedback about their learning experiences, so that you can ensure that they remain engaged and included in your course activities. Keep in mind some of these student integration “hacks”, as well as these ideas to address some common FurmanFlex challenges as you co-create a cohesive learning experience with your students.
With 41% of the votes, DINformation is the winner of the name this digest game. Thanks to Kimberly Kiepek ’23 for the suggestion! We’ll keep sending on Thursdays to help save your inboxes Fridays-Wednesdays.
What I’m Streaming
We’re asking faculty and staff what they’re reading, watching, or listening to. This week, Dr. Brian Goess from Chemistry shared he’s grateful to his delivery person (and all others selflessly working), because he’s finally able to read The Wall Street Journal from cover-to-cover. “I find it can be overwhelming if I try to follow the news from multiple sources over the course of a day…,” Dr. Goess said, “[l]ooking forward to the paper and a cup of tea while sitting on my deck each morning has been a welcome source of calm….”
A Special Tribute to the Class of 2020
This Saturday, May 9, 2020 was the day we were to gather with our graduating seniors to celebrate their Furman careers. With plans for an in-person Commencement ceremony in the works, there are still many ways we plan to come together – virtually. Keep an eye on Instagram and the news page this week and on Saturday to honor the Class of 2020.
The One For the Seniors
Help create a virtual memory board in tribute to the seniors by posting photos, sharing memories, and congratulating them on their accomplishments. Use #Furman2020 (Instagram, Twitter). View the memory board here.
When you’re done, vote for your favorite Friends episode here.
Caps & Gowns
We’ll put our academic regalia on officially someday, but if you want your cap and gown pictures now (or just need a little extra cap bedazzling time) instructions for ordering can be found on the Commencement website.
This week we’re telling a joke. How long did the baseball playing duck spend in the library? A couple minutes; it was a short stop.
Update on last week. There’s no swan-crossing sign going up on the Swamp Rabbit Trail. Yet.
Alumni Networking and Graduates
Hey again graduates. Furman’s taken the first step in helping you expand your network. The Alumni Connections program pairs graduating seniors with professionals who can help answer questions and provide advice from the professional to the personal. Informational interviews aren’t job interviews, but can be just as handy long-term. Register here.
Put a Furman Ring on It
A tradition (unlike any other) dating back to 1835, the Furman Ring serves as a powerful reminder of your connection to your university friends, family, and home. Classes of 2020, 2021 and 2022 can place an order here.
Stay Active with Furman
Every Tuesday we’re updating Furman’s virtual activities page with fun ways to stay engaged with campus. This week’s highlights include 1-on-1 Strengths development with Gallup-certified coaches.
Caught someone sending an email that could’ve gone in this weekly digest? Report it to us at firstname.lastname@example.org. We’ll send them a curt reminder using only emojis.
That’s it for this week!
Is it me you’re looking for? DINformation is back to save your inboxes once again!
What I’m Streaming.
We’re asking faculty and staff what they’re reading, watching, or listening to. This week, Deborah Allen from the Center for Inclusive Communities shared she binge watched Upload on Amazon. “It’s about a man 12 years in the future who dies unexpectedly and is able to choose his afterlife by uploading his consciousness into a virtual world,” Allen said.
In other streaming news, The One Where No One’s Ready (Season 3, Episode 2) won the Friends poll.
ICYMI, Presidents Davis and Goodwin ’20 helped honor our most recent grads this past weekend. The celebration continues here.
The Cothran Center is reading The Power of Meaning: Finding Fulfillment in a World Obsessed with Happiness, by Emily Esfahani Smith. Join students, faculty, staff, alumni, and Furman friends in a Zoom book club. Meeting are Sunday 4-5 pm EST on May 31st, June 14th, June 28, and July 12th. If you can make all four, then register by May 27th!
Questions? Contact Whitney Brown.
Graduating into a Recession: An Alumni Panel.
On May 19th from 7-8 pm EST, join Lyndey Bryant ‘09, Commercial Litigation Attorney, Adams & Reese; Chris Becker ‘09, Vice President, Investment Banking, MUFG; Courtney Crandell ‘09, Director of Talent Acquisition, J Curve; and Drew Sisk ‘10, Book Designer, Duke University Press as they offer advice on navigating a recession. Register here.
Take it to the House. The White House.
The Riley Institute’s Advance Team continues conversing with notable speakers about our changing world. Recently, they spoke with former White House advisor and Woodrow Wilson Fellow in Residence Angela Maria Kelley about COVID-19’s impact on immigration.
Speaking of, who’s your favorite U.S. President?
Guess who’s a proud papa? Or mama. Can’t tell. We took Physics of Music for our required science.
Furman’s black swans (one of whom is pictured below) had babies—known as cygnets—this week!
Hey graduates! If you want your cap and gown pics now (or have a virtual Harry Potter murder mystery dinner coming up) instructions for ordering can be found on the Commencement website.
Caught someone sending an email that could’ve gone in this weekly digest? Report it to us at email@example.com. We’ll slip a jovial reminder into an invitation to a virtual painting class as we’re feeling conflict-adverse.
Thank you for voting me your favorite on-screen U.S. President. I’m Morgan Freeman, and I approve this DINformation.
We’re asking faculty and staff what they’re reading, watching, or listening to. This week, Dr. Natalie The shared she’s taken over teaching her 2- and 5-year-old boys during social distancing. “The boys are obsessed with animals, which animals would win in a fight, and which animals eat other animals,” Dr. The said. To expand their horizons, they’ve started reading about the animals’ home countries. “So far, we’ve learned about Indonesia (where my parents grew up and because there are Burmese Pythons), Russia (Siberian tigers), and China (King Cobras).”
The first rule of Animal Fight Club is you don’t talk about Animal Fight Club.
And This is Where the Magic Happens.
Ready to welcome Furman into your home? Are you spending the pandemic with a little brother, like Jay Davis is doing in Charleston? Are you learning to bake, like Allyson Stevens in Maryland? Have you seen philosophy professor Aaron Simmons’ new YouTube channel live from Greenville? Tell us what you’re up to and find out how others are doing Furman from Home. Fill out this form and send us a selfie.
When I Grow Up, I Want to Be…
Summer is a great time to reflect on your career planning. Have questions about choosing a major, potential career paths, resume writing, networking, the job search, or grad school that you want to ask the Malone Center Career Advisors? Drop-in to our weekly Ask Advisors Anything virtual meet-ups:
Coffee Break Edition on Wednesdays @ 10:30 – 11:30 a.m. EST
Happy Hour Edition (all ages welcome to chat) on Thursdays @ 4:30 – 5:30 p.m. EST
Click Here for the Zoom Meeting ID.
Students used to swim in Furman’s lake. Why not now? We dug up a lake restoration report to answers that question.
“The environmental quality of Furman Lake and its environs has been declining for several years. Excessive nutrients enter the lake from surface runoff, storm water discharge, and denuded feeder creeks, stimulating the growth of unsightly algae. Waterfowl populations also exceed sustainable levels, and their waste adds nutrients and bacteria to the lake.” (Smart People, 2006)
Are you pro-swimming or team waterfowl?
The Cothran Center is reading The Power of Meaning: Finding Fulfillment in a World Obsessed with Happiness, by Emily Esfahani Smith. Join students, faculty, staff, alumni, and Furman friends in a Zoom book club. Meetings are Sunday 4 – 5 p.m. EST on May 31, June 14, June 28, and July 12. If you can make all four, then register by May 27!
Caught someone sending an email that could’ve gone in this weekly digest? Report it to us at firstname.lastname@example.org. We’ll tell them that excess emails and improper citations are no laughing matters.
With the summer fully upon us, we’re going every other week with DINformation. Because the goal, as always, is to save your inboxes.
We’re asking faculty and staff what they’re reading, watching, or listening to. This week, Dr. Michael Jennings shared he’s been reading Washington Black by Esi Edugyan. “It’s a wonderful book that tells a story of self-invention through the eyes of a boy who starts out as a field slave on a Barbados sugar plantation,” Dr. Jennings said. “His life takes many twists and turns and ranges across time and continents.”
Self-Care through Mindfulness
For every action there is an opposite and equal reaction. Self-care is essential to renew the body, mind, and spirit for sustained movement. Register now to join Dr. Meghan Slining and Dr. Min-Ken Liao in Biology for 30-minute mindfulness sessions on Thursdays this summer from 7:30-8:00 a.m. EST. Or register now to join them for the 4-hour silent mindfulness retreat on June 13 from 1:00-5:00 p.m. EST.
A Study of Mass Incarceration & People of Color
In his book, Locking Up Our Own, James Forman Jr. examines mass incarceration and its disproportionate effect on people of color. Furman Justice Forum seems to continue the conversation about justice by hosting a book club on Wednesdays, June 17, June 24, July 8, and July 15 from 7-8 p.m. through Zoom. Asha Marie ’22 will lead the discussions. Interested students can sign up here and can read more about James Forman Jr. and his book here.
Student Orgs & All Student Emails
Student Life often receives requests from student organizations to email the campus about upcoming activities or events. DINformation now provides us that opportunity. If you are a recognized student organization that has an activity or event open to all students and would like us to help spread the word, please submit to email@example.com. Links to your social media or website with more information are appreciated. We can’t promise room for all announcements (and we always edit submissions for length), but encourage you to send them to us.
Explore Vocation & Ministry
Alongside a community of peers and the university chaplains, the Exploration of Vocation & Ministry (EVM) offers students the opportunity to examine their beliefs and values, explore connections between their faith and the classroom, and experience internships in fields of service, justice, and ministry. Whether you plan to enter the ministry or not, whether you are majoring in Religion or not, EVM is open to you. To learn more or apply click here.
Library Rainbow Book Month
The libraries will be celebrating #RainbowBookMonth throughout June by featuring ebooks by LGBTQ authors, with LGBTQ characters, or about topics relevant to the LGBTQ community. All ebooks featured are available for checkout. Follow the Furman Libraries on Instagram (@fu_libraries) and Facebook!
Accessibility and Online Learning
The Student Office of Accessibility Resources has provided remote learning resources for students, which you can access here.
With 74% of the vote, pro-swimming in the lake by students won out over team waterfowl’s more daring use of the lake. We’ll be back next time with more surveys. Right now, we have geese to chase.
Caught someone sending an email that could’ve gone in this weekly digest? Report it to us at firstname.lastname@example.org. We’ll send them a handwritten reminder. In cursive.
DINformation is here to save your inboxes. Tell your momma and your cousin too.
We’re asking faculty and staff what they’re reading, watching, or listening to. This week, Anthony Herrera, executive director of Furman Innovation and Entrepreneurship said he’s been listening to Guy Raz’s podcast How I Built This. “He interviews founders of companies,” Herrera said. “Love that, because I believe we can learn a lot from their struggles and successes. The pandemic has highlighted the benefits of entrepreneurial skills like adaptation, perseverance, and opportunity identification.”
Hours: Opening Soon.
Taking a summer class? The Writing & Media Lab is online and available to help with writing and multimedia projects! Make an appointment at https://www.furman.edu/wml. They are available Monday-Friday from 9 a.m.-5 p.m. EST while summer classes are in session.
Speaking of, what’s the best time zone?
Learn to leverage your Furman alumni network. Register to join Brian Boda ’14, senior consultant, Deloitte; Crystal Brockington ’18,recruiting specialist, Deloitte; Adi Filipovic ‘06, principal, Resurgence Technology Partners; and Arvid Tchivzhel ’08, senior director, Product Development, Mather Economics as they share examples of how they have benefited from the Furman network and tips on how you can connect.
The Sensors are Registering Something, Captain.
Trying to get fall classes? The registration period ended June 15 and will reopen August 6. Summer II registration is still live for those in need of immediate learning.
The Riley Institute’s Advance Team members continue to host notable speakers in their own homes for thoughtful conversations about our changing world. Recently, they spoke to Rep. Neal Collins, R-Pickens, and Editor Jessica Taylor of The Cook Political Report on topics ranging from South Carolina’s reopening plan to the balance of federal and state powers in the era of COVID-19.
While you’re there, check out their other conversations like the one with Jonathan Kubakundimana ’16 about the groups of people most vulnerable to COVID-19.
Fowls of a Feather.
Yankee Doodle: *sticks feather in cap* “This is called macaroni.”
Friend: “Ok, cool. Listen man, everybody’s worried about you.”
Student Org Announcements Board!
Interested in competitive volleyball? Furman’s men’s and women’s club teams are fun, relaxed, and a great source of community. Contact email@example.com or firstname.lastname@example.org.
The libraries will be celebrating #RainbowBookMonth throughout June by featuring e-books by LGBTQ authors, with LGBTQ characters, or about topics relevant to the LGBTQ community. All e-books featured are available for checkout. Follow the Furman Libraries on Instagram (@fu_libraries) and Facebook!
Caught someone sending an email that could’ve gone in this weekly digest? Report it to us at email@example.com. We’ll key their car* like Carrie Underwood on a righteous vengeance binge against cheating hearts and four-wheel drives.
*No cars were injured in the writing of this email, because that’s illegal.
And welcome to July.
We’re asking faculty and staff what they’re reading, watching, or listening to. This week, Dr. George Lipscomb, Professor of Education, shared he’s been streaming season two of Mr. Iglesias on Netflix. “It’s about a beloved high school social studies teacher in Los Angeles who uses humor and compassion to relate to his students,” Dr. Lipscomb said. “Despite the fact that most teachers are not stand-up comedians by trade, there are still lessons from this series that I can share with future teachers.”
Summer Humanities Lectures & Discussions.
Join Furman Humanities Faculty representing the Departments of English, Religion, History, Asian Studies, Classics, and Modern Languages and Literatures this summer during the “Tolle, Lege” (Take; Read) Series. All lectures as well live Q&A dates are available here.
Room to Breathe.
Looking for someplace new to socially distance? This field guide by Nataley Williams ’21 has all the best local spots to enjoy natural beauty (and plenty of space). Learn more about how she developed it here.
Eco Reps Needed.
The Shi Institute for Sustainable Communities has opened applications for the new Eco Reps for 2020-2021! The Eco Reps program encourages sustainable lifestyles through behavior change on campus. A national program, Furman piloted its first group two years and is looking to amp up the engagement!
Want a duck as a pet? Friendly and curious, ducks were first domesticated more than 500 years ago.
No announcements this time out.
Caught someone sending an email that could’ve gone in this weekly digest? Report it to us at firstname.lastname@example.org. We’ll have more to consolidate next time out.
See You in Two Weeks!
Welcome to August! All the stuff with none of the fluff.
The Student Office for Accessibility Resources has moved! We are now located in the lower level of Hipp Hall in Suite 011. Sadly, no Ferguson this year as he’s chosen to be remote.
We’ve (all) got your back.
Hundreds of faculty, staff, and students have helped prepare for your arrival to campus. So has your extended family at Prisma Health. In fact, they’ve dedicated this video to you.
ICYMI: Fall Reopening Virtual Town Halls.
This week’s town halls for new and returning students should be available on the Furman Focus website by the end of the week.
No announcements at this time.
Caught someone sending an email that could’ve gone in this weekly digest? Report it to us at email@example.com. We’ll send them a telegram [stop]. Telling them to send it to us [stop].
Short and sweet.
“Let’s be smart.”
…Says your new SGA president, Griffin Mills ’21.
Academic Affairs and Facilities would like to remind students to wipe down your work areas before and after class. Our custodial staff continue to do daily deep cleans.
Freshmen Enneagram Workshop.
All first-year students are invited to attend an introductory workshop focused on the Enneagram personality tool on September 1 from 4-5:30. Learn about the strengths and challenges of all nine types, along with wings, plus stress and security points. This is a great way to help with self-awareness and growth! Register here.
The Bonhomie, Furman’s yearbook, is looking for a student to lead the publication of the 2020-2021 edition. You would work with a professional staff member from Herff-Jones, who would assist you in creating and producing the book. Position is for full academic year and receives funding. If interested, contact firstname.lastname@example.org to learn more.
Caught someone sending an email that could’ve gone in this weekly digest? Report it to us at email@example.com. We’ll work to save your inboxes while students are still remote.
Magically shrinking 8 emails into 1.
I am Groot
Join fellow students for Guardians of the Galaxy Friday 9/4 at 8:00 p.m. at the amphitheater. Free popcorn while supplies last as well as Furman blanket raffles for all those in attendance! Maximum attendance 100. For more upcoming events follow @furman_osii on Instagram.
May the Art be With You
To help students process their feelings of loss, grief, and uncertainty during the pandemic, the Cothran Center is partnering with Furman Art Professor, Mike May, to offer a unique online art session. During this workshop, students will learn the Zentangle method of art – a relaxing and fun way to reflect with creativity. The workshop is 9/9 from 5:30-6:30 p.m.; sign up here.
Virtual Reload is offering exclusive virtual tournaments to Furman students this weekend. On 9/5 from 8:00 p.m. to Midnight, battle it out on the gridiron in Madden 21. On 9/6 from 1:00-5:00 p.m., take on fellow students in either Fortnite or Call of Duty. Vote here for which you’d like to play as well as to sign up for either/both tournaments. You will receive links to Battlefy and Discord tomorrow. Winners of each tournament get bragging rights and a Furman hammock.
Bump, Set, Spike
Spikeball and Bocce are available starting tomorrow for checkout from the RA office in first-year residence halls. Cornhole and KanJam to come!
Pre-Law is offering three events open to all interested students. On 9/4, Richmond and Stetson Law Schools will cover applying to law school in the time of COVID. On 9/9, Jawara Mars ‘09, Assistant District Attorney, DeKalb County DA’s Office, and Paul Quiros ‘79, Managing Member, King Springs; Former Partner, King & Spalding, will cover law careers in Atlanta. And on 9/11 Emory, UGA, Georgia State and Mercer Law Schools will discuss practicing in Georgia. All events take place at 12:30 p.m. on Zoom. To sign up, contact firstname.lastname@example.org.
A Roadmap to Careers in Consulting
Considering working in consulting after graduation? Have questions about the industry? Hear from alumni and friends of Furman about the roles they have played in their respective firms and advice they have for pursuing a career in consulting. Panelists include Cameron Egan ’13, Associate, Booz Allen Hamilton; John Longshore, Principal and Vice President of Innovation, Global Location Strategies; Katie Love ’12, Senior Consultant, Deloitte; James Perez ’15, Former Management Consultant Analyst, Accenture; and Ryan Tholanikunnel ’15, Former Consultant, The Brattle Group.
Webinar participants must register in advance for this event on Tuesday, September 8th, 7:00-8:00 p.m.
The best version of you is what the world needs! Our Certified Strengths Coaching Team is ready to help you be better leaders, students, and individuals by exploring your top 5 strengths. Schedule a one-on-one session, in-person or virtual, by emailing StrengthsDevelopment@furman.edu.
The Paladin, Furman’s student newspaper, recently launched a new website to offer daily coverage of campus news, student opinions, and features on arts and culture and sports. Check out all the new content at thepaladin.news.
POL major Evan Myers ’21 and Dr. Brent Nelsen have started a new podcast that examines the changes occurring on campuses around the country this fall. The latest episode is Private Christian Education in a Time of COVID-19: Check-In with Bob Jones University. Click here to listen and subscribe.
Bring on the rain. We’ve got giveaways, flu shots, gaming, yoga, connection opportunities, football, careers, org announcements, and more in this edition.
It’s FUFLU season. Stop by the Earle Student Health Center any Monday from 1-4 p.m. starting on Sept. 21 to get your flu shot. Appointments encouraged but you can walk in as well. In-and-out in under 5 minutes! No out of pocket costs to you.
Gaming again next weekend! Tournament winners get a Yeti Rambler bottle with straw cap safe for classroom use! Play the Fortnite tournament on Friday, 9/25, from 8 p.m. – Midnight and join the discussion on Discord. And/or play the Rocket League tournament on Saturday, 9/26 from 8 p.m. – Midnight and join the discussion on Discord.
Keep your Quarters Clean.
Speaking of… The Trone Center is opening an arcade this Saturday in the Student Org Commons. All games are free to play! Wakka-wakka-wakkka-wakka.
Tired of small talk? Looking for real connection? Anam Cara, Gaelic for “soul friend,” is a program that matches you with a fellow student and provides weekly conversation prompts to foster deep, enriching, and authentic conversations virtually or safely in person. Email Kate.email@example.com to sign up.
No Goats Allowed Yoga.
Lakeside yoga at 11 a.m. in the Amphitheater on Sept. 26, Oct. 10 and 24, and Nov. 7 (weather permitting). Bring your own mat. Limit of 50 participants.
College Game Day at the Trone!
Join us to watch some college football. We’ll have games on every week; feel free to request the game you’d like to watch at the help desk. Punny signs and mascot heads not required.
Go Small with Campus Chaplains.
Join Tapestries, a 4-week small group led by the chaplains, beginning Sept. 23 at 12:30 p.m.. Students in Tapestries will explore and practice elements of building authentic relationships and community. Email Kate.firstname.lastname@example.org or Tiffany.email@example.com for more information and to sign up.
The Malone Center for Career Engagement is hosting an information session with the Peace Corps on Thursday, Sept. 24 from 4-5 p.m.
Dins Doing Distance Challenge.
Be sure to follow @furmanuniversity, @fu_covid_ on Instagram for inspiring messages and for details on an upcoming (FUN!) photo challenge. We’ll announce on Furman’s Insta on Wednesday how you can plan and what you can WIN!
Overheard on the mall.
Want to know what’s going on? Want to win a Yeti Rambler? Follow @furman_osii on Instagram and tag two friends in the comments by Sunday at Midnight. We’ll hold a random drawing Monday. You can also check out the syncDIN events calendar for the latest student org events and other happenings around campus!
Strong in Spirit?
Encounter: Meditations is a virtual series hosted by the Office of Spiritual Life focused on multifaith spirituality, music, and words to encourage. Find the 10-minute installments bi-weekly on our website or on our Instagram @furmanspiritualife.
Join Panhellenic for movie night. Watch Miss Congeniality on Friday, September 18 at 7:30pm in the Amphitheater. Popcorn, snacks, and a raffle! Weather permitting.
The sisters of Delta Gamma would like to invite you to our signature philanthropy event, Anchor Splash, in support of Servants for Sight and the South Carolina School for the Deaf and Blind. We will be hosting a social distant showing of Jaws on Friday, Sept. 19, at 8pm on the Upper North Village Field. Tickets are $5 and may be purchased by scanning the QR code below or from any Delta Gamma sister! We hope to see you there!