The Vision Podcast is a podcast designed for MSU Faculty & Staff. It is created and produced by Mississippi State University's College of Arts & Sciences.
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Trailer Episode:
(John) The Vision podcast is your lens into what is currently happening in the College of Arts and Sciences, Mississippi State Universities largest college. Each episode will include current topics relevant to faculty, staff, and friends of the College including teaching, research, and service.
(Karyn)We will explore current topics as we interview administrators, faculty, and staff hearing their viewpoints and expertise. We are looking forward to this platform of open dialogue and learning. I’m your host Karyn Brown along with John Burrow.
(John) Remember to subscribe to ensure you don’t miss an episode giving you access to the people who make up this great college.
Episode 1: Dr. Rick Travis, Dean of the College of Arts & Sciences:
(John) Welcome to the first edition of the Vision podcast. Covid-19 has changed our lives dramatically. College students, faculty, staff, and administrators, quickly had to adapt to a fluid situation in March. And, they are continuing to discern how to provide face-to-face classes for students this fall.
(Karyn) Joining us today is Dean Rick Travis, Dean for the largest college at MSU. As a result of its size, the College of Arts & Sciences would constitute the 5th largest university in the state. With more than 5,200 students and 325 full-time faculty members this college touches the lives of nearly every student who attends MSU. Dean Travis, welcome to the Vision podcast.
(John) Dean Travis, first tell us a little about yourself and your background before being named Dean of the college.
(John) Tell us about the impact of Covid-19 on the College of Arts & Sciences from your vantage point.
(Karyn) What are steps the university is taking in preparation for face-to-face instruction in the fall?
(Karyn) What is the biggest challenge faculty and staff are facing in light of the pandemic?
(John) What advice would you offer faculty and staff who want questions answered now for fall 2020?
(John) Is there something you would like faculty and staff to know about how administration is handling this crisis?
(Karyn) There are many stories from across the country mentioning that university budgets are being hit hard. Naturally, it is a concern for faculty and staff at MSU. What should faculty and staff know?
(Karyn) In your opinion, has the traditional classroom method changed forever?
(John) Closing and thank you to Dean Travis.
Episode 2: Dr. Kathy Sherman-Morris, Dean's Administrative Facutly Fellow:
(John) Welcome to the second edition of the Vision podcast. As we explore the changes COVID—19 is having on academic life, formats for teaching and learning are undergoing many changes. The traditional classroom will be different in fall 2020.
(Karyn) Today we are joined by Kathy Sherman-Morris a Dean’s Administrative Faculty Fellow for the College of Arts & Sciences. She also is a professor in the Mississippi State University Department of Geosciences, where she recently served as the director of the Geoscience Distance Learning Programs from 2012-2019. Her research concentrates primarily on the communication of weather information, risk perception and the individual level responses to extreme weather events. Dr. Sherman-Morris, welcome to the Vision podcast.
(Kathy) Thank you for having me.
(John) Q: Dr. Sherman-Morris, this is your first year in the Dean’s Office and what a year it has been! From what I understand, you’ve been tasked with investigating and learning about various teaching methods and technologies faculty may need for fall 2020 classroom instruction. What are the various tools and methods being explored?
A: Well, the university is investing in cameras for many of the classrooms that can record or stream lectures. That opens up new possibilities for delivery that haven’t really been possible to a large extent before. Some of what I’ve been looking into is how can this technology be used in a way that helps the students learn while not putting an unfair burden on the faculty teaching.
(Karyn) Q: The university community is hearing the terms hybrid and/or hyflex classes as ways to accommodate students in various scenarios for the fall. Help us understand the difference between a hybrid and hyflex classroom.
A: A hybrid class is one where a portion of the content is intended to be delivered face to face and a distinct portion is intended to be delivered online. All students would participate in the course as the instructor designed it. So, if an instructor decides to put lectures online and do something else face to face, every student would view lectures online and attend class in person for those other activities.
People might be more familiar with the term “flipped classroom.” In a flipped classroom, lecture content is usually placed online to be viewed before class meetings. Students attend in person sessions for other activities that might be a better use of instructional time like working through problems or collaborative activities. This is an example of the hybrid style.
A hyflex style class on the other hand allows a student the ability to participate in the course EITHER face to face OR online OR some combination of both. Students have the flexibility to choose how to participate. For the instructor, it would normally mean being prepared to accommodate that level of flexibility and provide a similar learning environment for students whether they be online or face to face. In fall 2020 we could see a slightly different version of that where instructors have to decide who participates when and in which format.
(Karyn) Q: What are ways faculty and students should and/or can prepare for instruction in the fall now without knowing all variables?
A: There are a few things faculty can count on. Most classrooms will have video recording capabilities. We know what the fall calendar looks like and there will be fewer assigned class meetings. That means instructors will need to think about how they will make up for the missing class time because we still have to cover the same content. Also, I hate to say this, but it is possible that some students in our classes will get sick or otherwise can’t come to class because of the virus and we should think about how we can accommodate them. We really don’t want students coming to class if they even might be sick, so it’s worth thinking about now. Faculty can be thinking now about how they might use the hybrid format in their classes that would meet their learning objectives and also allow for some online content in case students get sick and can’t come to class. Or if we are faced with a situation like in the spring where we all have to go online in short notice. It is probably going to be easier to make that jump if you are already including some online content.
(John) Q: We’ve heard that most classrooms will have video recording capabilities for fall. This will include a camera that can record, stream and zoom with multiple preset recording locations (for example: lectern, whiteboard). How might faculty take advantage of this additional technology?
A: I think that requires some thought for each faculty member given the type of class they normally teach. The answer is probably going to be somewhat different for each faculty member. The simplest method that would require the least amount of change would be one where you plan to teach as you normally teach and at the beginning of class you turn on the camera to record or stream what you’re doing in class. That is not necessarily the best method though.
With a little more thought and time you might decide to prerecord and upload lectures and use the recording equipment in the classrooms to tackle topics that students often have trouble with. Maybe you have students somehow let you know what questions they have ahead of time, or based on teaching the class before you know what topics could use more explanation or maybe you have problems that students can work on in class to reinforce learning. Sort of like a recitation class where you can focus on those topics that are harder to understand or where students have questions.
Discussions could also take place synchronously using the recording equipment, but an instructor shouldn’t count on students’ comments or questions being recorded.
I don’t think everyone has to use the technology for every class though. There are other ways to provide a partially face to face experience that will work better in some situations. For example, a survey conducted with students in the spring semester showed that collaborative work as well as specialized or technical assignments were the hardest for students to continue online. If an instructor decides to put lecture material online, face to face time could be used for activities like this.
(John) Q: You’ve been both a faculty member and administrator, what do you see as the biggest academic challenges academia faces in a pandemic in this new classroom?
A: I sort of have two answers. So much uncertainty is one. Everything about the pandemic is uncertain. Will we have to shift back to online during the fall? How many classes will we be able to teach face to face? How many will be able to go online or will be required to be taught online? And then the second answer is rapid change. We’ve had to make and adapt to so many changes. Changes with the academic schedule, changes in delivery method, changes in technology. When you combine the two it’s mind-blowing to think about. It’s really tough for faculty to be asked to change their teaching format, their room, their schedule with only a little over a month until classes start. From the administrative side, we would love to have had all the answers about fall figured out earlier, but I’ve been able to see what a tremendous effort there’s been behind the scenes like the registrar’s office having to reconfigure the whole schedule that just takes a lot of time to do right.
(Karyn) Q: What are some ways faculty are planning to use face-to-face time this fall?
A: We expect to have some good examples of syllabi from faculty who are planning to teach hybrid classes to post on our website. Some ideas I have heard from faculty include science classes where the lectures will be online but students will still attend face to face labs or recitation sections, which are usually smaller sizes. One class will have students work in a statistics program outside of class and then have face to face guidance on interpreting the output. Another instructor plans to have students do collaborative work if it can be accomplished in a socially distanced manner. I think if a class requires hands on activities, that seems like a good fit for face to face. Also, some classes require discussion where students might be uncomfortable talking openly on a discussion board or if they were being recorded, so small in person discussion sessions could work well for that. I’ve seen a couple examples where instructors will have a portion of the class attend on one day and another portion attend on another day. That’s a type of schedule that can be used this fall. Then of course for many classes, especially larger ones, faculty will use face to face class time like they normally would, for lectures that will be streamed and or recorded for students to watch remotely.
(Karyn) Q: Another difficult task is being sure faculty provide 45 contact hours for a 3 credit hour class. What is the best way for faculty to calculate contact hours while using various platforms of instruction?
A: I think the best way is to start with your course outline. Are there some lectures or activities that you think would work well online in an asynchronous format? (Asynchronous means students can access them at different times). Are there other lectures or activities you feel like you need to have live student participation? Could the live participation work if you used webex or does it have to be in person?
If you’ve taught your fall classes before, you probably have an idea of how much content you need to cover in a regular semester. When you move content online, it doesn’t have to be minute for minute because if you think about a typical class period where you’re lecturing, you don’t talk nonstop for 50 minutes or 75 minutes. So a prerecorded lecture might only be 20 or 25 minutes. Research shows it’s best to keep lecture videos short—even less than that, maybe multiple lectures of 5-10 minutes each. Discussion that would normally happen along with the lecture can now take place in a separate class meeting, a webex session or on a discussion board. I think the main thing you want to be cautious about is adding too much to your class if you decide to put your lectures online. If you normally have your students work on projects outside of class as homework and lecture in class, but this fall you decide to put your lectures online for students to watch, you might want to bring the projects to the face to face part or do some other activity this semester so you are not adding work for the students due to the change in format. You also do not have to meet with all students in all scheduled class meetings if you are providing some of the content online. As long as you are meeting your contact hours, you can be more flexible this fall.
(John) Closing and thank you to Dr. Sherman-Morris
Episode 3: Dr. Athena Nagel on Online Teaching:
(Karyn) Welcome to the third edition of the Vision podcast. As COVID—19 continues to impact so many aspects of our life, the academic community is having to make rapid changes to accommodate learning in fall 2020. Students will be taught in a variety of formats and although the goal is for as many face-to-face classes as possible, many faculty will be teaching online. And, according to Provost Shaw’s July 7th letter, “there is a very real possibility that at some point in the fall semester faculty need to be prepared for the contingency of shifting to all-online, as was done in the spring semester. He says, “As of today, the guidance we have received from both IHL and the state health and political leadership has been solely focused on face-to-face instruction. However, if we continue to see the upswing in infections, hospitalizations, and deaths, we may reach a point at which face-to-face instruction is simply not the safe and prudent thing to do. I’d encourage each of you to be thinking now about how you could be best prepared if that does occur.”
(John) Today we are joined by Dr. Athena Owen Nagel-an assistant clinical professor in the Department of Geosciences who has been teaching classes online for 11 years, has published articles on teaching geographic information systems via distance learning, using Google Earth in online classrooms and is the recipient of 2020 Mississippi State University Center for Distance Education Online Teaching Award. Dr. Owen Nagel, congratulations and welcome to the Vision podcast.
(Athena) Thank you for having me. I’m excited to be here.
(John) Dr. Nagel, you were teaching online before it was something COVID-19 forced faculty members to do. What is your online teaching philosophy and what are some of the joys you’ve experience in online teaching?
(Athena) Teaching philosophy.
· I want to be present in my classes, and for my students to see my presence.
· I build relationships with my students, so they are more willing to interact.
· I try to create a classroom feel for my online students, through discussions, assignments and my feedback and announcements.
· I try to make sure that students see the relevance to what they are learning
· I set high expectations for my students because they will rise to them.
· I also want my classes to accommodate working professional, so that may require longer lead times on projects and assignments as well as leaving things available over the weekends.
I really enjoy teaching student who couldn’t really be in class without online options. This includes students who are in our Military and their families. I love that we can help the people who serve our country in a way, that when they are deployed or are stationed some where new, they can take their programs with them, until they finish.
Since our Department has whole degree programs online we also get a lot of non traditional and geographically diverse students in our classes, especially at the master’s level. I have found that this can bring a whole different richness to a class when you can get students engaged and interacting with each other. For example one semester in my Natural Hazards class I had a student who was an insurance adjustor. He brought a whole new perspective to the class discussion that even I couldn’t have ever managed to do. It was a great experience for him and his classmates to see how applicable what we were studying was to the real world.
(Karyn) In addition to online teaching this fall, the university community will have classes taught face-to-face, hybrid, and hyflex models. How to you see online instruction being utilized in these types of teaching models? Well in all the models online material can be used to supplement whatever is going on in the classroom. This ranges from posting the course materials for students to be able to reference again, to posting additional resources, and or to posting all the course content online for students who can’t come to class for various reason. Online learning can enhance and support all of these teaching models.
(Karyn) The provost this week encouraged faculty to be thinking now about how you could be best prepared if there is a need for all classes to go online. What are ways faculty and students can prepare?
(Athena)
· For faculty, Be sure that you know how Canvas works, especially any features or add ins that you might be using, including the grade book.
· Understand what your students see and how in the software.
· Don’t feel like you have to be prefect, especially in video lectures. Students will most likely relate to you more if you aren’t.
· Also be sure to think thought your whole class up front and consider if your assignments and other materials could work well in an online setting. There might be some great outside the box way to run your assignment or project online but it normally takes some time to develop those ideas and to put them in to action. Thinking through these things ahead allows for that to happen. If you have something you really want to do f2f, maybe change up the order of your class and do that sooner in the semester, then build from that if we go all online.
For students I think the biggest huddle is finding a way to make sure they log in and still connect to the class. Students have to motivate themselves in a different way. In an online setting its easier to feel alone and sometimes harder to log in and “go” to class, because the accountability is different in an online setting. But, you aren’t actually alone. So just like in a f2f class you need to participate in class to get the most out of it. So ask your instructor questions, send them emails, when you don’t understand something, use the discussion boards and talk to your classmates even if it isn’t graded. I have a lot of students, especially undergrads who apologize for their emails or their questions, I always tell them not to that, that I love teaching and I want to teach so I want them to ask their questions.
(John) We’ve heard that most classrooms will have video recording capabilities for fall. This will include a camera that can record, stream and zoom with multiple preset recording locations (for example: lectern, whiteboard). How might faculty take advantage of this additional technology for their online classroom?
(Athena) The best way would be for faculty to take time before the semester starts, if they can, to learn what this additional technology can do and how to use it. If you aren’t used to be on video already not knowing how to use the technology provided to you, to make that video, will only make that worse. By trying out the equipment before hand they might also discover ways to do things in their online class they didn’t think was possible.
(John) One topic that comes up often when discussing online teaching is how to prevent cheating in online tests. What are your recommendations and best practices?
(Athena) There are several things you can do to help prevent cheating in online exams.
· Have a specific window the exam is open, in terms of dates and set a time limit for students to complete the exam.
· Have students agree to the honor code as the first question of the exam.
· Set up your exam with larger test banks so that students don’t get the exact same question or if they do they aren’t in the same order. You can also randomize the answers.
· I also set up my exams so that none of the grades are returned to students until after the due date, and all the exams are graded.
· Change the questions frequently from class to class
· There are also proctoring options that could be use.
(Karyn) When you hear people say nothing can replace face-to-face instruction, how to you respond when you are solely teaching online?
(Athena) Well obviously, I don’t think that is true. Sure there are tons of things that are easier to teach F2F but online can be just as affective but you have to teach in a way that used the best practices for an online class, You can’t just post your materials from your f2f class as they are and expect it to have the same outcome. Effective online teaching is a different skill set in a lot of ways from F2F instruction.
(Karyn) Where can faculty go for help in preparation and during their online course?
· There are lots of resources on campus as well as online. Here are a few that I have used in the past.
· The Center for Distance Education has a lot of good resources and programs, including the Community of Practice which started last year and I really enjoyed participating in.
· CTL had a list of faculty and their contact information, including myself, who are willing to help others with their online courses. They also have other training and development opportunities for faculty and Dr. Kris King is the online course developer there who is very helpful.
· Canvas Corner that ITS offers is also helpful.
· MSU is also a member of Quality Matters, and MSU faculty can set up accounts with Quality Matters website and access their rubric, free webinars at times and other resources. There are also paid trainings and certifications you can get going through them.
(John) Thank you Dr. Athena Nagel for joining us on the Vision podcast! Also, to our listeners, if you are interested is us exploring a topic of interest to you and the broader community and/or have questions you would like us to address in a future podcast, email Karyn Brown at kbrown@deanas.msstate.edu. We look forward to hearing from you.
(Karyn) And, we are building a dedicated section of the A&S website to house various online teaching resources and our Vision podcast scripts. We will send a notification once these resources are available.
And, be sure to look for the “Preparing for Fall 2020 Classes” document that can be found by going to the online.msstate.edu website, click on online faculty resources and look for the link to Fall Course 2020 Preparation Recommendations.
Episode 4: Dr. Michael Nadorff on COVID-19 and Mental Health:
(John) Welcome to the fourth edition of the Vision podcast. COVID—19 is having a profound impact on our lives as faculty and staff. For this podcast we are going to change gears and focus on COVID-19’s effect on our wellbeing. Researchers say during the quarantine period, people have encountered new worries and anxieties, and these new coronavirus-related concerns appear in dreams. Science has long suggested that dream content and emotions are connected to wellbeing while we’re awake.
(Karyn)
Today we are joined by Dr. Michael Nadorff-an associate professor in MSU’s Department of Psychology. Dr. Nadorff directs the Mississippi State University Sleep, Suicide and Aging Laboratory, and leads the department’s clinical Ph.D. program. His research specializes in behavioral sleep issues--welcome to the Vision podcast.
(Michael)
Thank you for having me. (Feel free to add anything else to your welcome)
(John) COVID-19 and the pandemic has created stress and anxiety for much of the world in various ways. What are some of the key ways you see in your work and research the virus and the pandemic influencing people’s psychological and mental health?
(Michael) Primary way: understanding and enhancing sleep, and thus improving peoples’ lives in all the ways you feel better when you sleep well
Invited to take part in an international study with researchers from Austria, Canada, England, Finland, Germany, and Norway where we were the representatives from the U.S.
Each country collected 1,000 participants so we can better understand how COVID affects sleep around the world, and also look at how different stages of recovery affected sleep.
Starting data analysis now, and I hope it will help with understanding how we can better help people through this time starting with their sleep, because if sleep isn’t good, then nothing is. That foundation is important.
(Karyn) As a clinical psychologist, as well as someone who researches the effects of anxiety and stress, what are some of the best ways people can minimize the effects of those factors, especially when related to COVID?
(Michael) Worry is going to happen during this time, and it can be very detrimental
Step 1: ask yourself if it is something under your control
If it is not, try to let it go, worrying about it will not help the situation but it will harm it
Step 2: pick a time to think about it and plan when you are at your best
Not right before bed, or at times when you are tired or more emotional than normal.
Step 3: take care of yourself
Walk the dog, take a bath, do your thing. Make it a priority, very easy to let it slip
Make time for self-care, adjust your expectations for yourself. Remember that you are working during a national emergency at a time when you may or may not have daycare/school and may have additional family obligations and certainly additional worries. Set your expectations accordingly
Relatedly: junior faculty – consider taking the tenure track stoppage. Not saying you should, speak with your department head, but it is there for a reason.
(Karyn) Does COVID-19 provide unique challenges to mental health? If so, what are they, and how can someone resolve, confront, or deal with those issues?
(Michael) Absolutely. We are dealing with a situation where our lives have been turned upside down, many fear for their health, many fear for the jobs and livelihood, and we have additional challenges thrust upon us such as childcare in the Spring. It is a challenge like many of us have never seen before. Social distance is a horrible misnomer. We mean physical distance, but social connections are essential. We need to stay plugged in, and to have sounding boards It is easy to give up the things that restore our sanity, whether it be gardening, baths, walking the dog, whatever that thing is. Don’t do it. Don’t give into the temptation. Reminds me oddly of a Mother Theresa quote. She said she would pray for an hour every day, and on the days she didn’t have time, she would pray for two hours. Easy for our neighbors, friends, and family to be out of sight out of mind. Keep in touch, check in with people. Reach out to those who you haven’t spoken with recently, especially older friends who may have to be more isolated. We sent flowers randomly to an older friend from church, for example. Little acts go a long way.
(John) While nearly all of the world is experiencing stress and anxiety because of the pandemic and the virus, what advice do you have for faculty and staff as the new academic year approaches?
(Michael) It is easy to get focused on the pandemic, or worrying about the economy, the rates, etc. Things that outside of little things like wearing a mask we have little control over.
Remember why you are here. For the vast majority of us, we could be making more money elsewhere. Why are you here? For many, it is making discoveries, working with brilliant colleagues, helping train and inspire the next generation. Don’t let COVID take that from you. Don’t let us deprive this next generation of that experience. Its easy to get jaded sometime and think that students are coming here for the parties, or the “college experience.” Even if they do, they leave with great educations, and many are inspired by their time here in ways that change their lives. Don’t lose that opportunity to COVID. It will be different, we will have to be creative in pulling this off, embrace that challenge. How many of the greatest triumphs and advances came in the face of adversity?
(John) Dr. Nadorff, how does the current pandemic and virus affect your research? What are you taking away from what is going on in the world today as it applies to your research?
(Michael) Definitely put a pause on a lot of what we were doing. We are finishing out a student’s thesis where the data won’t be publishable because of it.
That said, with every event like this comes opportunity. There is a tremendous need for researchers, and psychologists, at this time. We definitely have a seat at the table, and we need to take it. This is what we were trained for. Research-wise we started up a few different COVID studies we revamped our suicide prevention efforts, and are honestly still working on figuring out what suicide prevention looks like in this new world. We learned how to do telehealth so we can continue to provide mental health services during this time. We did a lot of thinking about the role psychology plays in the response, which I believe is huge. This is a step beyond your question, but remember the mission of this university. We are here to serve and educate the great people of Mississippi. Here is our chance to do that when many of them need us the most. Let’s rise to the occasion.
(Karyn) Do you think the pandemic is causing more attention to be paid to mental health issues? If so, is this, in a way, a good coming out of a bad and terrible situation?
(Michael) As you probably can sense, I think there is a lot of good coming out of this terrible situation. Not saying I would like it to go on, or am thankful it happened, but there is a definite silver lining I think on one hand yes, there is more attention being paid to mental health, but I think more is also being missed because people are out of sight/out of mind. Also, things are very busy, it makes it hard to remember to check in on those who are struggling. Also important for us to realize that we are undergoing a prolonged trauma. If you are having weird dreams, feel disconnected or not like yourself, struggle finding joy in things that you used to love, all of that is understandable. That doesn’t mean that it doesn’t need worked on, we don’t want you staying in that place, but also it is important to understand that these are not normal times, they haven’t been for a long time, and it is okay to not feel right. It is okay to be sick of all of this, as well.
(Karyn) What are some resources you’d recommend for individuals interested in helping improve their mental health through this pandemic?
(Michael) One blessing is this made all of the mental health professionals learn telehealth, which has made services more available than ever, and also believe it or not it has greatly reduced most of our wait lists. It is actually as good of a time as ever to seek out mental healthcare!
If you don’t feel right, if you are in a funk that is impairing aspects of your life, reach out. Let’s get you back on the right track. There are low-cost options, and with telehealth there are options that take out a lot of the old barriers.
I am happy to help with referrals.
(John)
Thank you Dr. Nadorff for joining us on the Vision podcast! Also, to our listeners, if you are interested is us exploring a topic of interest to you and the broader community and/or have questions you would like us to address in a future podcast, email Karyn Brown at kbrown@deanas.msstate.edu. We look forward to hearing from you.
(Karyn)
And, we have a dedicated section of the A&S website to house various online teaching resources and our Vision podcast scripts. From our homepage, click on the “media” tab and scroll down to see “Vision Podcast.”
Episode 5: Dr. Leah Pylate on the Cowbell Well Program:
(Karyn) Welcome to the fifth edition of the Vision podcast. August is upon us and that means the beginning of a new school year. COVID—19 is impacting the fall 2020 semester in ways we never imagined. Health and safety is a top priority as we begin this unprecedented school year.
(John) Today we are joined by Leah Pylate, the Director of Health Promotion and Wellness for Mississippi State University Health Services. She has led the Healthy Behaviors Work Group for the university and is here to help us navigate MSU’s Cowbell Well program--welcome to the Vision podcast.
(Leah) Thank you for having me.
(Karyn) Leah, you’ve been leading the MSU COVID task force awareness campaign. What are the goals for the campaign?
(John) What would you say to those who are skeptical of a safe return to campus during COVID-19?
(Karyn) What are creative ways the entire MSU community can promote Cowbell Well to students, faculty, and staff in our divisions, departments, offices, and/or units.
(John) How was Cowbell Well developed? What factors and influences led to its formation?
(Karyn) The initial social media rollout is scheduled to begin August third. What will this look like?
(John) How important are the efforts of individuals to the success of the Cowbell Well program and the safe return to campus this fall amidst COVID? Does it take personal action to make a difference?
(John) What is the one take-away you have for our listeners about the return to campus this fall?
(Karyn) Thank you Leah for joining us on the Vision podcast! Also, to our listeners, if you are interested is us exploring a topic of interest to you and the broader community and/or have questions you would like us to address in a future podcast, email Karyn Brown at kbrown@deanas.msstate.edu. We look forward to hearing from you.
(John) And, we have a dedicated section of the A&S website to house various online teaching resources and our Vision podcast scripts. From our homepage, click on the “media” tab and scroll down to see “Vision Podcast.”