Lessons Learned: Making the Transition to Online Teaching
Lesson 1: There are a myriad of options for assistance at UArizona - including weekly online "teaching support groups," where I learned how to navigate delivering my lectures via Zoom, including the use of breakout rooms, white boards, and Google docs to engage students in the lectures;
Lesson 2: Students love to learn that "professors are people too!" Each week I would begin my lecture with stories of social distancing, and would encourage the students to talk about their lives. Each student in my class was experiencing upheaval, and providing them with an opportunity to talk about life during the pandemic, and to share my own personal upheavals, made us all feel less alone;
Lesson 3: Students are resilient. After 5 weeks of online lectures, each student turned in a well-written scientific review paper on a unique topic. Paper topics included: measurement of bacterial irrigation water quality, the history of Native American water policy, how to grow mushrooms for food, and using biochemical tracers to monitor surface water contamination.
As our daily routines continue to be disrupted because of the COVID-19 pandemic, many are turning to digital platforms for entertainment, work, communication, and socializing.
According to a survey of 90 U.S. water utilities serving at least 400,000 customers, 25% of respondents never drink their tap water. News of the survey report,
The National Ground Water Association has published a new report on COVID-19 and groundwater. "Groundwater, Wells, and Coronavirus," by William Alley and Charles Job,
On Wednesday, April 29, the WRRC hosted Marie Pearthree for a Brown Bag Webinar to discuss her new book, Tucson Water Turnaround: Crisis to Success.