The successful candidate must be able to work with students, faculty, and staff from a wide range of social, cultural, and class backgrounds. We have a strong preference for candidates with expertise in devising antiracist and decolonial performance practice, and an interest in working across both digital and live platforms. Because we are committed to equitable casting and production practices with regards to race, class, gender, sexuality, neurodiversity, ability, and religion, we are particularly interested in scholar-practitioners who have demonstrated potential to lead the field in these areas.
In the event the candidate cannot make this representation, they will be expected to disclose in writing to the hiring Dean the circumstances surrounding any formal discipline that they have received, as well as any current or ongoing investigation or disciplinary process of which they are the subject.
Note that discipline includes a negotiated settlement agreement to resolve a matter related to substantiated misconduct. An Academic year consists of three quarters. UC Santa Cruz is a Research 1 University and a nationally recognized profile of creative research is required for tenure and promotion.
Academic publication is not standard for promotion in the department, but many faculty produce both creative and scholarly research nationally and internationally. We are looking for candidates that demonstrate effective strategies that support the recruitment and success of underrepresented scholars and students, which may take a variety of forms.
Monday, February 12, - pm to pm. First Friday in Downtown Santa Cruz. Friday, February 2, - pm. Abbott Square. Wednesday, January 31, - pm. Questions that Matter: Freedom and Race. Tuesday, January 30, - pm. Kuumbwa Jazz Center. Panel on Asian American Art. Tuesday, January 23, - pm. Monday, January 22, - pm to pm.
Monday, November 6, - pm to pm. Tuesday, October 24, - pm. Tuesday, October 24, - am. Monday, October 23, - pm to pm. Thursday, October 19, - pm. Thursday, October 19, - am. Advising for Environmental Sciences B. Advising for Human Biology B. Advising for Marine Biology B. Advising for Neuroscience B. Advising for Physics Astrophysics B. Advising for Physics B. Advising for Plant Sciences B.
Advising for Science Education B. Advising for the Mathematics B. Students are expected to adhere to any face covering requirements in effect in the same way that they are expected to conform to elements of the Student Code of Conduct or other campus policies. If a student arrives to class, office hours or another setting where face coverings are required by the campus without a face covering, you can remind the student of the requirement and ask them to put on their face covering. If the student refuses to put one on, you may ask the student to leave, just as you would ask a student who is being disruptive to either cease their disruptive behavior or leave.
Please report incidents to the office of Student Conduct and provide the student's name, SID and other relevant information. You should not call UCPD to report failure to wear a face covering.
UCPD is not charged with enforcement of face-covering requirements and failure to wear a face covering is not a police emergency. As with students, instructors and TAs should not remove their masks in class to speak, eat, or drink. We hope that this will greatly improve student compliance with masking protocols by messaging that the same requirements apply to all participants in the class.
Asymptomatic Testing. The campus will continue its asymptomatic testing program, focusing on unvaccinated faculty, staff, and students. Vaccinated faculty, staff, and students may also utilize the campus asymptomatic testing services. Additional information about testing hours, scheduling appointments and locations will be posted soon.
Information is available online about the specifics of the Asymptomatic Testing program for vaccinated and unvaccinated populations. Symptomatic Testing.
You will also be prompted to complete the symptom screening survey every day. Anyone identified to be notified through this process will receive notice, including instructors of in-person classes, studios, and labs. Instructors should then notify the members of the teaching team, including TAs and any learning assistants who attend that class. For the most recent information on the student badge system including an update about admitting students with yellow badges to class , see the September procedural guidance titled COVID Compliance: Student Badge Protocol.
If they want, they can show it on their laptop or iPad or print a copy of it every day. When you are notified that a student in the course has tested positive, you should forward the message to other members of the teaching team who regularly attend class in person. While students in the course will be notified as part of the same system that notifies you as the instructor, TAs and tutors will not be included in that messaging because that information is not part of AIS.
The message you as the instructor receive will include the following standard guidance, or whatever the current guidance is as conditions change. Testing is recommended days after exposure for those in a class where someone tests positive. Asymptomatic testing is available on campus. Symptomatic students should go to the Student Health Center to be tested. At the start of the term in your syllabus language, and regularly throughout the term, remind students not to come to class if they are feeling unwell.
Given the range of symptoms associated with COVID, any student with cold- or flu-like symptoms should be encouraged to stay home and to get tested at the Student Health Center. Students who feel well enough should be encouraged to attend class remotely if you are offering a remote option, or to review lecture or other class materials as they would have pre-pandemic in cases of student illness.
Online: A course offering format that is expressed in synchronous or asynchronous instruction more on that below , without meetings in a physical space, and only includes courses that have been approved by the Academic Senate Committee on Courses of Instruction CCI.
This includes courses that would normally be taught in person but are being offered remotely due to COVID Courses being taught during this period of remote instruction are commonly synchronous Zoom-based offerings with set course meeting times, but these courses may also incorporate asynchronous materials such as pre-recorded lectures.
In Person: Courses in which lectures or seminars are offered in-person with a single modality of instruction by the primary instructor. As in the past, instructors may elect to teach in a classroom with webcast functionality, and to make recordings of their lectures available to students.
Synchronous: Instruction that is characterized by its use of videoconferencing software to facilitate face-to-face, real-time interaction with students.
Similar to courses taught in person, synchronous online courses are also characterized by their use of set meeting times that are advertised to students when they enroll. Asynchronous: Instruction that is characterized by its reliance on lectures, engagement activities, assessments, or other course materials that are pre-recorded and carefully pre-planned for students who will have minimal or no face-to-face, real-time interactions.
Unlike fully synchronous or in-person courses, asynchronous courses do not have set meeting times that are advertised to students when they enroll; instead, students typically access the materials at a time of their choosing within the timeframe specified by the instructor e. That said, all UCSC asynchronous courses give students at least some opportunities every week for synchronous engagement, i.
Because students may have conflicts with exams in their other asynchronous classes, faculty teaching asynchronous courses should also offer alternate exam times. Hybrid: A term used generally to describe models of teaching and learning that include multiple modalities in one course. These might be asynchronous and in-person, synchronous and in-person, asynchronous and synchronous, etc. Hybrid is a broad term and can quickly lead to confusion, hence it is advisable to use more specific terms to refer to modalities of instruction.
Flipped: Flipped classrooms involve a teaching technique that combines the strengths of asynchronous and synchronous formats with a synchronous in-person or remote Zoom-based element that is characterized by the use of active learning techniques that often prioritize student engagement through group work. Each student is expected to engage with both the in-person and the remote elements.
Blended Synchronous: Class meetings or entire courses that include real-time engagement from both in-person and remote students. These class meetings or courses are taught from classrooms on UCSC campuses with remote students joining via Zoom.
All students, remote and in-person, are given opportunities to engage in real-time. HyFlex: A course design model that can include student participation that is in-person, synchronous Zoom-based , and asynchronous recordings of synchronous class meetings. Students in this model are often given flexibility to choose their mode of attendance, which may differ from one class meeting to the next. This model suffers from providing modalities that can lead to inequities in student learning, and a variant on the HyFlex model that attempts to address these concerns is Blended Synchronous defined above , which excludes an option for an asynchronous modality.
This model requires substantial time, effort, attention, agility, and technical skill of instructors. Sections: This term is used across campus, often to refer to two different things.
For this reason, we recommend adding additional context where appropriate:. For example, if the ANTH 3 lecture is scheduled to be offered twice in the quarter, to different sets of students, each of these class offerings might be referred to as a section. These are the smaller sections that are scheduled secondary to a primary course offering, generally taught by TAs. Student enrollment may be mandatory or optional, depending on the course. Search this site.
Fall Use a microphone and confirm that your remote students can hear you; Assign a TA or a student in your class to monitor Zoom and to let you know when there are raised hands or questions in the chat; Regularly pause to solicit participation from remote students; Provide students with all necessary materials in Canvas before class sessions; Anticipate problems and have a plan for communicating with remote students if something goes wrong; Keep contact information for ITS handy!
If you are thinking about offering a remote option for a student or students, here are some questions to take into consideration: What are your teaching goals and learning outcomes?
If you choose not to offer a remote option for your course, please consider helping students find an appropriate alternative: Encourage them to check the schedule of classes for a remote course Direct them to their academic advisor for students seeking alternative GE courses Direct them to their departmental undergraduate advisor for students seeking courses in the major.
Counseling and Psychological Services : For mental health concerns related to attending class in person Student Health Center : For health concerns related to attending class in person Disability Resource Center : For disability related concerns related to attending class in person Student Conduct : Believes other students are out of compliance with health and safety protocol and are putting them at risk Additionally, if it is early in the quarter, students should consider seeking advice from an Academic Adviser on options for making progress towards degree completion in remote or online courses.
In-person exams may be scheduled for remote or online courses with the following two caveats: Students who are enrolled in a remote or online class must be offered the option of a remote exam , and the option of an in-person exam can also be offered; in-person exams cannot be mandated for a remote class, they can only be an option. Yes, you may, but there extra considerations for teaching in an outdoor space: Outdoor spaces may not be accessible to students with disabilities or existing medical conditions.
Power outlets for laptops may not be available The weather may change without warning Sprinklers may engage at any moment Lecture Capture is not available outdoors Natural hazards like ticks, poison oak, and turkeys may be present. Here are a few options for attendance: Use the Zoom attendance tool to turn your Zoom attendance report into a grade in the Canvas gradebook.
There are two general approaches you can take if you have both in-person and remote students: Record your class sessions with the new Lecture Capture system and make them available to remote students.
What we can expect from each other: Each individual at UC Santa Cruz should act in the best interests of everyone else in our community. What you can expect from me: I have designed our course following campus guidance and with current public health guidelines in mind.
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