This question is being answered throughout the university, and the experiences in electrical and computer engineering demonstrate that UM instructors rose to the challenge.

Derek Oliver, associate head (electrical engineering), notes that nearly half of the courses in electrical and computer engineering were moved to a remote learning format dubbed “lab in a box”, where kits of components were distributed to students so that they could do their labs at home, with tech support provided by teaching assistants through Webex.

As Glen Kolansky, chief technologist for electrical and computer engineering, explains, this concept wasn’t new to electrical and computer engineering, but it did require some tweaking to make it accessible to the raft of new labs that now required it.

Four years before the pandemic, Kolansky says work had been underway to develop a supplemental program so students could work on the lab component of the ECE 2262 Electric Circuits course from home.

The project incorporated a USB-based test instrument called ADALM1000, that when combined with a computer and some software, could be used as a limited substitute for some of the expensive test equipment used in actual undergraduate labs. While there were some successes with the program, ADALM1000 lacked some of the technical requirements needed to run lab circuits outside an engineering lab environment, so it wasn’t taken further

Fast forward to the pandemic. Coincidentally – and conveniently – the USB tool had been upgraded six months earlier, making ADALM2000, when paired with some additional lab items and parts, a much more useful option.

“When the pandemic affected university operations in March 2020, our department began to take this supplemental program developed for one course and began applying the concept to a number of ECE courses to give students a “hands-on” experience of doing course labs at home, hence the “lab in a box” concept,” says Kolansky.

At the same time, other engineering schools around the world had seen the value of this tool too, and ADALM2000 was in short supply.

“Although we had purchased a number of these units prior to the pandemic,” says Kolansky, “we needed more to supply all students taking the ECE 2262 and ECE 2160 courses.”

Once all the required components were sourced and the technical issues of having students log on to the lab computers remotely to access the specialized software were ironed out, the kits were safely distributed to students so they could set up their own lab at home.

“Organizing the lending out of all the equipment and making sure it was in working condition turned out to be quite successful,” says professor Joe LoVetri, who taught ECE 2262 (Electric Circuits). “I thank our department technologists for handling this difficult task and making the process run quite smoothly.” 

The guiding principle in adapting labs for remote learning was to deliver a similar learning experience to what students would experience if they were at the lab bench.

“We wanted to expose students to as much of the usual hands-on experience that they would have received under a normal setting,” says LoVetri.

Carl Ho, associate professor and Canada Research Chair, agrees.

He taught ECE2160 (Electronics 2E) where the lab component was to design and analyze electronic circuits. The goal was for students to apply the theory they learned in a lecture to a practical application.

“Students could build physical circuits at home to gain hands on experience and evaluate it using low-cost and computer-connected equipment,” says Ho.

Ho and the team created a pre-lab video to guide students to solve mathematical problems and design the corresponding circuit, as well as a video to explain how to execute the lab. He notes that all videos were uploaded one week in advance so students could prepare.

The number of teaching assistants was also increased so that if there were any issues they could be dealt with quickly. ““Of course, there were some problems related to students not knowing how to set up their equipment but our T.A.s and technical staff did an excellent job in helping out the students having such issues,” says LoVetri.

LoVetri notes that while students were able to work on their own, it was stressful for them. “Normally students would work in groups of two and the interactions from such group work is very valuable,” he says. “Being alone can cause a lot of anxiety when things don’t work.”

James Dietrich, Engineer-in-Residence, whose focus is the laboratories and their culmination in a design project, worked with Ho on re-imagining the labs to work with the kit components that the students were sent.

Although he sees many positive paradigm shifts coming out of the disruption of traditional academic course delivery, he has noticed some short-term pain in the pursuit of long-term gain.

Class participation, which naturally occurs during in-person activities, can be more challenging when students have their cameras turned off. He is hopeful that will change if expectations are communicated clearly to students.

“Online teaching and learning is still in its infancy stages and with proper iterations and adaptations it will become a powerful tool which effectively connects with the different modalities of individual learning – the ability to pause, rewind, replay at variable speeds, check the solution to a problem and then move on, etc.,” says Dietrich.

While there were challenges in delivering the labs remotely, including technical problems, such as internet connectivity issues, webcam quality and software compatibility, there were also successes.

“The biggest success is that students still can achieve their learning objective for the labs, although the learning experience is different from the regular in-person labs and they faced a lot of challenges,” says Ho. “I am so proud of my students and the teaching team.”

Oliver sums it up well. “This was a significant team effort that not only ensured that we delivered the material and lab experience, but none of the experiential learning was compromised – one could argue that working alone gave individual students a more immersive/experiential environment, although we have to acknowledge that this was still a challenging experience.”

Although COVID-19 has transformed the university experience, students starting their first year at UM this fall are confident and prepared thanks to UM’s First Year Experience: a series of new online initiatives aimed at readying them for university life.

“We recognized that this year’s incoming students were in a unique situation having had their high school graduating year cut short by the pandemic and then waiting months before returning to their studies,” says Brandy Usick, Executive Director, Student Engagement & Success. “It wasn’t a normal transition into university. This was our way of helping them feel a little bit more confident by preparing them for the year ahead.”

Connecting to UM whenever, wherever

Launched in July, UM Commons is the go-to information hub for new students to discover events, connect with staff and services, or join peer tutor programs and student communities. From the start, students were eager to connect. Within its first month UM Commons received 29,667 views – nearly eight times the amount normally received on the university’s orientation pages.

Learning the ropes

What does it mean to join the UM community? Through UM Essentials – an eight-module online course – students learned about our university’s expectations for their academic and personal behaviour as well as how to navigate coursework through UM Learn.

Over 450 students also signed up for Math Bootcamp, an innovative online self-guided study created by the Faculty of Science. The three-week-long summer camp was designed to boost students’ math skills before they entered a university classroom.

“Practice is the key to developing a deeper understanding of mathematics,” says Avleen Kaur, a TA in the program. “Math Bootcamp provided a large variety of study material such as modules, worksheets, quizzes and live tutorials. By solving all of it, the students felt confident about having a strong start.”

Meeting our community

At a time when students would normally be exploring campus and meeting new friends, Prep Week (Aug. 31-Sept. 4) and Welcome Day (Sept. 8) brought the energy of our campus community online.

Nearly 2,000 first-year students logged in to Welcome Day to virtually kick-off the new academic year, while over 1,500 students registered for Prep Week to familiarize themselves with all aspects of university life.

Each day featured a full-schedule of online workshops, lectures and social gatherings, with some sessions seeing upwards of 500 students in attendance. By far the most popular were skill-based workshops, including those on time management (presented by First Year Centre); group work strategies (offered by Student Engagement and Success); and academic writing (led by the Academic Learning Centre together with Libraries, the Academic Integrity Coordinator and writing tutors).

Some professors also prepared special lectures on engaging topics that also doubled as a guide for navigating coursework and the responsibilities of being a student. These included:

• “How friends and family protect us from the biological wear-and-tear of stress” (Dr. Ryan Giuliano);
  
• “Handling conflict effectively” (Dr. Lukas Neville);
  
• “The science of sedentary behaviour: How sitting less and moving more can improve health and academic achievement” (Dr. Navjot Pachu);
  
• “Welcome to Treaty One” (Dr. Niigaanwewidam Sinclair); and,
  
• “Computing Creatively for the good of humanity” (Dr. Celine Latulipe).

Beyond coursework, an integral part of the university experience is interacting with others on campus – a challenging feat in these times of social distancing.

“Part of the appeal of coming to university is expanding yourself and growing and meeting new people,” says Usick. “That’s what makes the first month so exciting, so electric. We had to find a way to help students feel there’s a community of people here for them.”

Some sessions, like “homeroom meetups”, gave new students the opportunity to virtually connect with fellow classmates and upper-level students every day, while others provided space for groups like UMSU and The Womyn’s Centre to explain their purpose and activities.

The online student hub, UM Commons, categorizes the over 200 student communities based on interest, making it even easier for students to connect outside of class.

At a time when social distancing can hinder meaningful connection, UM students, staff and faculty have found ways to overcome the challenge together.

“Every aspect of UM’s First Year Experience initiative has been thoughtfully developed in keeping with our institutional commitment to deliver an outstanding student experience,” says Laurie Schnarr, Vice-Provost (Students). “I am immensely grateful to colleagues from across the University who enthusiastically contributed engaging content to help new students feel welcomed and prepared for the year ahead. This was truly a team effort.”

As the Fall Term progresses, so too will the First Year Experience. Further programming has been planned for the remainder of the academic year to ensure UM’s newest students have the resources they need to thrive and excel.

1. Check your tech

There are some basic things you’ll need to know, and need to have. You’ll need to familiarize yourself with the hardware and software requirements of your online courses, how to use your email (check it daily) as well as UM Learn or other required programs. Since you’re taking your classes online, you’ll have to choose a device. Your options range from desktop or laptop computers to even smartphones and tablets for some things. You may choose to do your schoolwork on one or more of these devices—it’s really about finding out which form of hardware best suits both your needs as a student and the requirements of the course. If you find you need to purchase a laptop, be sure to check what you will need first. You’re also going to need sufficient internet, and UM has partnered with Bell MTS to provide students with more affordable access to technology. UM’s IST department is always available to help, reach out if you have questions.

2. Create your study-from-home plan

Taking courses from home may not come naturally! It’s easy to prioritize other things and feel like you have a lot of free time. But, time management is more important than ever! To stay on track, create a plan for yourself. Check out UM’s time management tools, including the 168 hour week plan, and create a weekly schedule for yourself. Build in time for your classes, studying, family time, and anything else you want to prioritize. Look ahead at when assignments are due, and what you’ll need to do to complete each task on time. To plan for each day, ask yourself what you want to accomplish, and set your priorities. Also important is to ensure you have an effective study space. Make sure you’re comfortable with few distractions. Consider an appointment with a study skills tutor.

3. Access information

The UM shares information through two main channels: email and umanitoba.ca. Reviewing your @myumanitoba.ca email account every day is critical.  The university knows the kind of information you need, and we communicate that through email.  Often, staff and faculty will direct students with questions back to review email, to find information that has already been sent. Make use of the self-directed resources we have created, and carefully read through webpages.  We have tried to anticipate many questions there are resources available.  Since this is an unfamiliar environment, it may take you a few clicks to find what you are looking for, but as you spend more time on UM website, you’ll become familiar, and finding info will be easier. 

4. Connect with academic resources

The Academic Learning Centre is open remotely, and they can help you find (or become!) a tutor, workshop or group study session to help you be successful in your courses. Their website is full of resources, including tips for academic writing, grammar, citations, time management and more. Academic Integrity is also very important during this time, so check their website for resources to ensure you’re fulfilling your academic obligations. UM Library staff are still delivering research support and resources online. Looking for accessibility accommodations during this time? Student Accessibility Services provides supports for students with disabilities, to help all students thrive.

5. Stay well

It’s easy to feel isolated when you’re spending so much time at home, so remember to prioritize self-care and your wellbeing. Stay in touch with friends and family, eat well and get exercise. Find a student community or volunteer opportunity. Remember, all UM student supports are available remotely, including counselling and other supports.

If there’s one thing we want you to remember during this term, it’s that we’re here for you! The UM staff is ready and available to provide support and answer questions. We’re all more isolated than normal, but you are not alone. And while we recommend you stay home if you can, if you absolutely can’t study at home, or if you have to go to campus for a class or lab, there are study spaces available to you.

Find more remote learning tips here, and all the updates about COVID-19 for students here.

Prep Week (August 31-September 4)

Start your day by meeting up with your classmates and upper level students for a morning check in before you start your day.

Check out the Prep Week schedule, and identify the sessions you want to register for. Here are just some of the topics that will be offered in the sessions:

• Tips for skills-based learning including strategies to master online learning, time management, planning study sessions, working well in a group, academic writing, tutoring, and much more.
• Learn how you can have the best student experience, including a session with Bison Sports, tips on staying active while studying remotely, and be introduced to various student communities where you can make connections and meet new friends.
• Find out more about all of the student supports and services available to you, including student counselling, spiritual health, sexual violence awareness, accessibility, and many more.
• There will be faculty-led sessions, which will help you get familiar with your faculty community.
• Learn about Treaty One, and what it means to work with Indigenous Peoples effectively and competently.

This is your first year at UM! Make the most of it by taking part in opportunities that have been created just for you. Meet new people with common interests, and get an advantage by becoming familiar with the expectations and resources available at your new school.  

Registration for Prep Week is now open! Visit our event webpage to check out all the session options and complete your registration.

Welcome Day (September 8)

Welcome Day, is traditionally the Tuesday after Labour Day, right before classes start, and this year is no different. Join us on September 8 to get together to celebrate the beginning of a new academic year. You’ll start the day by being officially welcomed to UM by the President, Chancellor and more at the Welcome Ceremony. Then you’ll meet with your Welcome Day group to hear what to expect as you begin your first year of university studies and in the afternoon participate in fun activities.

Register for Welcome Day now!

MORIN

“We would be able to support them in school practicum courses—either in a virtual, or face-to-face environment,” said Associate Dean Undergraduate, Francine Morin. “That’s what we did last year. That’s what we plan to do this year and that’s what we would do moving forward.”

‘We would be able to support them in school practicum courses–either in a virtual, or face-to-face environment.’
—Associate Dean Undergraduate, Francine Morin

At a Western provinces’ education conference this spring, Beryl Peters, director of the Practicum and Partnerships Office said that of all the faculty representatives she talked to, the U of M was the only Manitoba faculty to successfully deliver practicum during the pandemic lockdown.

Alleviating stress and worries for new students

“It might be very reassuring to our new teacher candidates attending Orientation in August to know that our practicum was successful,” Peters said. “There was a lot of learning, and students were able to complete their practicums. That might help alleviate stress and worries for new students.”

Peters said teacher candidates and practicum advisors alike reported new learnings, new ways of communicating, collaborative planning, teaching opportunities, and problem-solving for real-world issues in real time.

New digital tools and resources

“The development of creative and innovative new digital tools and resources has led to new ways of engaging learners and their communities,” Peters said, adding that many cooperating teachers, teacher candidates and practicum advisors said that they would be still using some of the new tools as a part of their regular practice.

PETERS

In feedback, teacher candidates (TCs) and cooperating teachers (CTs) reported checking in on their students to monitor how they were dealing with stress and workloads and whether they understood their assignments.

“All of them [TCs] are embracing this new reality with professionalism and a commitment to making this work for everyone. They are eager to support each other and their CTs in developing the virtual learning spaces required at this time,” reported one CT.

Another CT reported how teacher candidates are learning new skills they otherwise would not have learned.

“My Teacher Candidates are finding this unexpected experience, while stressful and very concerning, to also be a highly positive learning opportunity; they are working with media, resources, and different teaching strategies that they would not otherwise have experienced.”

‘When we get positive feedback from the field and from our students and from our practicum advisors, we can feel pretty good that we responded to the situation.’
—Associate Dean Undergraduate, Francine Morin

Teacher candidates reported drawing on a number of technical resources from Google Classroom, Hangouts and Docs, Facetime, Seesaw, Microsoft Teams, What’sApp, among others.

“I’m very much looking forward to the next few weeks because I know I will develop skills and pedagogy that I would never had developed had the practicum gone as planned. I’ll use these practices and skills in my career even if school returns to ‘business as usual.’ Classrooms are increasingly developing virtual capacities and this experience will help me to adapt and take advantage of the opportunities created by technology.”

In addition to receiving positive feedback from teacher candidates and cooperating teachers, both the Manitoba Teachers’ Society and the Manitoba Association of School Superintendents reported that the U of M practicum courses in the virtual environment were very successful, Morin said.

“When we get positive feedback from the field and from our students and from our practicum advisors, we can feel pretty good that we responded to the situation,” Morin said.

For more information about the Bachelor of Education program at the Faculty of Education, University of Manitoba, or to apply now, click here.