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1. Coronavirus (COVID-19) Updates & Resources

1.1. Internet Service Providers Special Deals and Access, UA Free Wifi Spots

  1. Charter Communications internet is available for free for 60 days
  2. For households with K-12 and/or college students who don’t already have internet. 
  3. Installation fees also waived for new student households. It also said it would open its Wi-Fi hotspots for public use. 
  4. To enroll in the program, call 844-488-8395
  5. Comcast is offering 2 months of free internet for low-income families and students
  6. Comcast and T-Mobile have announced suspensions of their internet data cap policies.
  7. Comcast says it will no longer charge overage fees for home internet customers
  8. T-Mobile, AT&T and Verizon have removed all data caps for its mobile customers. 
  9. Xfinity offers free access to WiFi hotspots
  10. Xfinity WiFi hotspots in out-of-home locations will be available for free to anyone who needs them, including non-Xfinity Internet customers, to keep our communities connected with their friends and family.


How do I access these free WiFi spots?

Additionally, most public libraries offer free Wi-Fi that can be accessed from the parking lot.  Go to  https://sites.google.com/view/azdigitalinclusion/covid-19-library-resources/library-wifi-map?authuser=0 for an updated list. 


1.2. Wi-Fi Hotspots for students on the Navajo and Hopi nations

Native American students with little or no Internet at home can now access Wi-Fi hotspots on the Navajo and Hopi nations to continue their classes online.

 

Northern Arizona University recently got clearance from Navajo and Hopi leadership to extend Wi-Fi from buildings to parking lots in select locations, allowing students to access online classes from their vehicles while practicing social distancing.

 

These parking-lot hotspots are open to students from any K12 and college institution and will provide internet access for any mobile device, including laptops and smartphones.

 

For more information, contact the Office of Native American Initiatives at 928-523-3849, or reach out to Chad Hamill, Vice President of the Office of Native American Initiatives by phone or email at Chad.Hamill@nau.edu

 

Wi-Fi parking lot hotspot locations:

 

>  Chinle

        Navajo Tribal Utility Authority Chinle District Office

>  Dilkon

        Navajo Tribal Utility Authority District Office

 

>  Diné College Locations (Request access by emailing the  Office of the President for Diné College at Officeofthepresident@dinecollege.edu.

Available locations include:

     •  Chinle

     •  Crownpoint

     •  Shiprock South

     •  Tsaile

     •  Tuba City

     •  Window Rock

    

> Fort Defiance, AZ (Good Shepherd Mission) https://bit.ly/GSMission

 

>  Holbrook, AZ (available April 20th, 2020):

      •  Holbrook High School

      •  Holbrook Junior High School

      •  Hulet Elementary

      •  Park Elementary

      •  Indian Wells Elementary

      •  Holbrook District Office

 

>  Hopi Nation

        Kykotsmovi (Peace Academic Center)

        Polacca Community Center, Village of Tewa

 

>  Navajo Technical University with locations at:

        Chinle campus

        Crownpoint campus

 

>  Tuba City (Tuba City Chapter House) https://goo.gl/maps/CqEK8TNsddcHJ2uE6

    

>  Window Rock (Library and Museum) https://bit.ly/NNLibrary


1.3. Student Resources

IF YOU BELIEVE A STUDENT IS IN IMMEDIATE DANGER: 

  1. Call 911 - Give any info you can about the student’s identity and whereabouts

  2. Submit a University CARE Report https://deanofstudents.arizona.edu/support/concerned-about-student

  3. Contact Tina Deemer

 

 

For Non-Emergency Concerns

you may have about a student, please use any applicable resources below.

 

Also, see below for a list of potential challenges students may be facing at this time.

Also, see this Article from Chronicle of Higher Education which includes tips on

  • Tips to Support Students in a Stressful Shift to Online Learning

  • Adding Compassion Online Curriculum

  • How to Help a Student in a Mental-Health Crisis

  • How to Make Your Online Pivot Less Brutal

  • Resources

 

 

***RESOURCES***

*

GENERAL:

Students can text SOS to 97779 at any time for any reason

University CARE Report - For instructors / Staff to fill out if they are concerned about a student

 

Comprehensive list of UA departments still open.

UA Student Support Services


*

ACADEMICS

Student Success & Retention general help links https://studentsuccess.arizona.edu/resources

Wayfinders - Group of academic advisors who help students find their academic fit and academic opportunities https://advising.arizona.edu/wayfinders

Remote Free UA WiFi Spots https://it.arizona.edu/documentation/remote-uawifi-hotspots

New Registrar Policies for Spring: (P/F, W, GRO, etc) https://registrar.arizona.edu/spring-2020-information-and-updates

How to change grade to Pass/Fail: 

Students can now update their Spring 2020 classes to the special Pass/Fail grading. Deadline May 6th. 

To assist students, a help guide on how to update or a video walking through the steps are available.

 

Think Tank free online tutoring https://thinktank.arizona.edu/ 

*

FINANCIAL/BASIC NEEDS

Campus Pantry Food Options https://campuspantry.arizona.edu/content/resources

Student Emergency Fund  

To support students who are in danger from withdrawing due to an unexpected, temporary financial hardship as a result of illness, family crisis, natural disaster, or other emergency or crisis situations. The fund is intended to assist UA students by providing subsidies solely for unexpected emergency expenses. The Student Emergency Fund is intended to cover temporary costs that may hinder a student from succeeding academically or from meeting their basic needs.  Therefore, students may ordinarily only apply for assistance once per academic year. Apply to the Student Emergency Fund

 

SSRI has additional funding (Last Mile Grants, and Balance Forgiveness Grants) that students may apply for here.

*

TECHNOLOGY

Gear To Go Student Tech Checkout https://arizonauits.getconnect2.com/ 

IT Resources for students to access for troubleshooting remote learning.  

*

MENTAL HEALTH

Student Success & Retention SOS - Ask for Help for Any Reason  https://sos.arizona.edu/

Campus Health Coping with Stress info and links https://health.arizona.edu/coping-stress-related-covid-19

Campus Health - Concerned About a Student? Page https://health.arizona.edu/concerned-about-student

CAPS Groups/Workshops - connect w/ others w/ similar concerns https://health.arizona.edu/caps-groups-workshops

*

FITNESS/ENRICHMENT/ACTIVITIES

Online Fitness Resources https://rec.arizona.edu/about/programming-demand

Cultivating Joy - Free Online Activities  https://asems.arizona.edu/cultivating-joy

 

 


CHALLENGES FOR STUDENTS IN SPRING 2020 

Student Success and Retention Innovation  (SSRI) regularly outreaches to students through email and texting. As part of the institutional response to the COVID-19 pandemic, SSRI has published a list of campus resources, increased communications to students, and has fielded many questions by way of the SOS program (sos.arizona.edu).  Staff from  SOS and SSRI have compiled some of the common student challenges and concerns.   


ACADEMICS 

• Challenges with the new modality 

• Confused about grading/withdrawal policy changes 

• Learning challenges- Students did not seek accommodations and or/did not connect with the DRC for in-person courses but feel they need them for online courses 

• No privacy at home to participate in Zoom courses

• Time zone differences and attending live Zoom lectures/meetings.  

• Unsure of how to reach out to their faculty about the stress they feel 

• Believe course requirements were made more difficult when moved online

• Believe instructors are creating busy work 

• Instructors have indicated their courses can’t be taught online, and aren’t interacting with students. 

• Need clarification on office hours and how they work virtually  

• Elevated first gen issues – fear of not performing well is heightened 

 

CHANGES IN STUDENT SUPPORT SERVICES 

• Tutoring or support, particularly for upper division courses 

• Library (tech access)  

• Place to study

• Access to campus services  

 

ENVIRONMENTAL/HOME SETTING

• Loss of learning environment: too many people in their homes, unsafe or unsupportive homes 

• No bedroom or place to rest or sleep – unable to focus on class and assignments

• Moving home increased family responsibilities – homeschooling younger siblings or increased work hours to support 


FINANCES 

• Lost wages from campus or other work

• Unexpected moving expenses

• Loss of housing – housing insecurity

• General life expenses / lack of access to basic need items

• Upset that there isn't a tuition/student fee refund because they believe they are not receiving the same services/education.    

• Increased food insecurity

• Family/supporter changes in income.  

• Working full-time with and online course load. 

• Worried about merit-based scholarships and meeting their GPA requirements 

• Sudden changes in the job market post-graduation 


LACK OF TECHNOLOGY

• Inconsistent internet/WIFI/Electricity 

• Inconsistent access to computers or technology 

• Lack of printer access 

• Checked-out Chrome Books have limited capabilities for class assignments

• Increasing frustration with IT and online courses leading to desire to withdraw and leave school  


MENTAL HEALTH & WELLNESS

• Students are: 

• Lonely

• Overwhelmed

• Stressed 

• Feeling increased anxiety

• Frustrated

• Angry

• Struggling to stay motivated 

• Juggling competing priorities 

• Sleeping less

 

EVENT & MILESTONE CANCELLATION

Event and milestone cancellations are leaving students feeling adrift, and frustrated.  Students worked hard to meet a goal, or milestone that is no longer available to them. 

• Graduation 

• Study Abroad

• Student Athlete Seasons  & Championships 

• Summer Internships  

 

COMMUNICATION 

• Email- Students are saying the amount of emails they are receiving is overwhelming. While at the same time we have students saying they aren't receiving enough communication.

• Family/supporters aren't always receiving emails. Students seek assistance from family/supporters but they are not always well-informed

• Concerns over communication time frame. If they reach out to an office, instructor or advisor what is the response timeline.  Previously they could follow-up in person if necessary.

 



1.4. Mental Health for Faculty, Staff, and Students

Resources for Coping with Stress Related to COVID-19



COVID-19 is Changing the Way We Live and Work. How Do We Cope?


During Self-Quarantine, Dogs May Help Protect Mental Health


Tips to Maintain Good Sleep During Isolation


Overcoming Stress


Turn Your Home into a Healing Space 


Counseling Services

 

While our employee assistance counselors are not available in person because of the reduced on-site campus operations, employees and their covered dependents have telehealth and e-counseling access through their EPO and PPO insurance plans. Working with the Arizona Department of Administration (ADOA), we were able to secure an agreement for waived copays for medical services and mental health visits through telehealth and e-counseling visits at this time for three of our four insurance carriers. These include: 


Blue Cross Blue Shield – download BlueCare Anywhere 

Cigna – download AmWell or MD Live

UnitedHealthcare – download AmWell or Teladoc (Also covers UA Alternative plan)

Aetna – download Doctor on Demand. (Copay for e-counseling not waived at this time)


If the copay waiver for telehealth and e-counseling with Blue Cross Blue Shield, Cigna, or UnitedHealthcare does not work, please call ADOA at 1-800-304-3687 and ask to be connected with your dedicated insurance vendor. Employees on the domestic partner plan should call UnitedHealthcare at 1-800-357-0971.



1.5. Other Employee Assistance Services (childcare, nutrition, etc.)

Sick and Backup Childcare

Trusting Connections, the University’s backup childcare provider, is continuing to provide services when regularly scheduled childcare is not available. Registration is required for employees and students. Call 520-448-0873 or email info@trustingconnections.com for more information.  See https://lifework.arizona.edu/coronavirus (middle of the page).

 

Other Employee Assistance Services

To schedule a telephone or video consultation, please contact the providers listed below directly by email:


Adult and elder care consultations: Eileen Lawless, MSW, elawless@arizona.edu


Childcare and parenting consultations: Lourdes A. Rodríguez, MS, lrodriguez1@arizona.edu


Nutrition and health coaching: Cindy Davis, MPH, RDN, cldavis@arizona.edu


1.6. Travel and Self Isolation

Returning from Travel:

If you are returning from business or personal travel, and in particular if you have visited places that have known COVID-19 community spread, I strongly urge you to self-isolate at home for two weeks to keep our community as safe as possible. Please contact your supervisor or department head to develop a work-from-home plan and request the support of Human Resources as needed. 

 

Domestic Out-of-State Travel Update:  

Effective immediately, all non-essential domestic out-of-state academic and business travel for University of Arizona faculty, staff, and students is suspended, and will not be authorized until further notice, due to the current outbreak of the 2019 Novel Coronavirus (COVID-19).  If travel is deemed as essential, approval will need to be obtained from the Department Head and Dean.  If you are returning to campus from business travel, and in particular if you have visited places that have known COVID-19 community spread, you are strongly urged to self-quarantine at home for two weeks following guidelines from the CDC.  Please visit https://www.arizona.edu/coronavirus-covid-19-information for updates.  


1.7. Various University Websites, Communication, and Updates Related to COVID-19

College of Science (COS) Updates- Note that there are various FAQs at the bottom of the page

COS Resources

First COS Email Sent to Students 


University of Arizona Updates

University Teaching Resources for Faculty and Staff

Latest University Communications (scroll to bottom of the page)


Math Department Online Teaching Readiness


1.8. New NSF and DOD Guidance

New NSF and DOD guidance: 

Following the 19 March OMB memo, NSF and DOD have updated their guidance to incorporate the OMB’s recommendations. NIH had already issued their guidance. More general guidance and information from is available from NSF, NIH, NASA, DOE


Please let Pete Reiners, reiners@email.arizona.edu, if there are other agencies that are important for us to monitor and update you for emerging information and guidance. 


1.9. Research-Related Updates and Opportunities

Relief for recipients and applicants of federal financial assistance: On March 19, the Office of Management & Budget (OMB) issued a memo to the heads of executive departments and federal agencies about their options to offer relief for recipients and applicants of federal financial assistance directly impacted by the Novel Coronavirus (COVID-19) due to loss of operations.  The memo, and the one that preceded it (March 9, 2020), allows federal agencies additional flexibility in working with grant recipients affected by loss of operational capacity due to the COVID-19 pandemic. Learn more about this here


Faculty should think about opportunities to communicate the value of research now:

SVPR Betsy Cantwell suggests faculty think about opportunities to communicate the value of research now, as attention may be drawn to university knowledge, expertise, guidance, to 

a) state officials

b) our own community

c) a generally worried general public. 

If there are examples of research relating to the ongoing crisis that we can convey (like, say, virus evolution, or epidemiology of pandemics, or mental well-being in times of crisis, or...) please communicate it to Stephanie Doster at RII (scdoster@arizona.edu) and CC Jenna Rutschman (jennarut@email.arizona.edu)


Project ideas ready for anticipated stimulus projects:

Kim Patten and RDS suggest that we start thinking about shovel-ready project ideas ready for anticipated stimulus projects (analogous to ARRA) that may emerge (e.g., digital readiness, other timely areas). PIs should consider talking with agency program managers to get ideas of the emerging landscape in this area, upcoming opportunities and directions, and how our strengths could help.


COVID-19 Research Coordination Group (RCG): The Office of Research Innovation and Impact (RII) has formed a COVID-19 Research Coordination Group (RCG) interested in pursuing research initiatives on coronavirus and/or assisting with state and local community efforts to prevent, contain, and/or surveil COVID-19. We want to encourage COS contributions to and involvement in this group, which is led by Jeff Burgess and Kim Patten. Please see here for more details.


Research Opportunities: Upcoming stimulus/recovery efforts are likely to include research opportunities (analogous to ARRA in 2009) that we need to start thinking about (e.g., digital readiness, epidemiology of epi/pandemics, psychological aspects of pandemics, or anything else that may relate, however tangentially, to the current situation, national recovery, jobs created, etc.). Kim Patten (RDS) and SVPR Betsy Cantwell are soliciting one-page summaries/proposals for shovel-ready projects that could be used to develop stimulus plans. Templates are available here and here (may need access to arizona.box.app.com to access). Submissions should be made through a portal (soon to be posted) in UA Competition Space.


Research Updates: (4/2/2020)

Arizona’s stay-at-home order requires that any on-site research activity be approved as essential by DHD, ADR, and RII. Please see SVPR Cantwell’s memo explaining the rationale and requirements for submission of an Essential Research Activities Waiver (deadline 5 pm Monday 6 April). Non-essential research activities that are not already suspended must be shutdown following Temporary Laboratory Closure procedures in Lab Work Plans by 8 April. Please direct questions to Pete Reiners (reiners@arizona.edu).


1.10. Office of the Registrar Revised Policies (Pass/Fail, W grade, GRO, Academic Eligibility, Incomplete Grades)

Office of the Registrar Revised Academic Grading and Eligibility Policies:

(Pass/Fail,  Course Withdrawal, GRO, Academic Eligibility, Incomplete Grades)


Message to Students About Revised Policies


1.11. Dean of Students Updates and Reporting Students

Dean of Students Updates


Report students who have not attended online class or any students you have concerns about.  


1.12. UA Library, Borrowing Equipment

UA Library 


Borrow equipment (laptop) from UA Library or GearToGo


1.13. Resources for Students (grades, equipment, emergency fund, IT, etc.)

Student Resources Page has a compiled list of all known student resources from around campus.  

List of UA Virtual Student Support Services- students can text SOS to 97779 at any time


Borrow equipment (laptop) from UA Library 

 

Comprehensive Guide to Resources for Students - message sent to students.


Think Tank Online Tutoring

 

Office of the Registrar Revised Academic Grading and Eligibility Policies:

(Pass/Fail,  Course Withdrawal, GRO, Academic Eligibility, Incomplete Grades)

Message to Students About Revised Policies


How to change grade to Pass/Fail: 

The self-service ability for students  to update  their Spring 2020 classes to the special Pass/Fail grading basis is ready and available to students. To assist students a help guide on how to update or a video walking through the steps are available on the website. 


Student Emergency Fund  

The University of Arizona utilizes the Student Emergency Fund to support our students who are in danger from withdrawing due to an unexpected, temporary financial hardship as a result of illness, family crisis, natural disaster, or other emergency or crisis situations. The fund is intended to assist UA students by providing subsidies solely for unexpected emergency expenses. The Student Emergency Fund is intended to cover temporary costs that may hinder a student from succeeding academically or from meeting their basic needs.  Therefore, students may ordinarily only apply for assistance once per academic year.


SSRI has additional funding (Last Mile Grants, and Balance Forgiveness Grants) that students may apply for here.


IT Resources for students to access for troubleshooting remote learning.  


Campus Pantry 


1.14. Donate to the Student Emergency Fund

Consider donating to the student Emergency Fund through Fuel the Response for Arizona Students. 

1.15. OIA, UITS, Digital Learning (UA IT and Online Course) Information

Office of Assessment and Instruction - Support Offered Monday-Friday, 8:00 AM- 5:00 PM . Ready to support remote teaching. 


Digital Learning Online Instruction Resources - Strategies for using D2l,  communicating with students, participation and interaction with online teaching, assignments, assessments, grading. 


UITS Resources for working, learning, teaching remotely. 


1.16. FSO Statement on Remote Work Impact on Deliveries

Clarified Delivery Process During Remote Work Period: Please see here for new guidance about allowable deliveries to personal residences.

1.17. External Media Opportunities

Zoom Press Conferences: This week (as of March 27, 2020) the University has seen great success in utilizing Zoom to hold panels that are recorded and serve as a wonderful press conferences for media outlets. A few of our faculty have identified themselves as experts in various fields of the coronavirus/COVID-19. The COS Marketing & Communications team would like to connect with these folks and our central communications resources to set up online panels and press conferences (it is a one-time recording). Several people have been identified as actively participating in research related to such topics by central communications but we would like to be sure our COS list is comprehensive. We have created a document here and are asking you to share this with your faculty so they can self-identify their interest in participating in external media relations (it could be a story, Zoom Panel, a quote or even a tweet). We know this media outreach can take time that these experts need to be focusing on their field of study. We do know that we have wonderful partners in the units who are willing to step in and support Miles and Jenna as we take this on. For example Jenna spoke with Michele Vaughan from MCB this morning and she is willing to assist as are others in the Dean’s Office. 

Op-Eds Placements Using the Conversation: University communicators are advised not to make placements for faculty op-eds. However, it is very helpful for us to know when you write  an op-ed (of any topic) as we can point you in the right direction to find placements. Please also remember we have the partnership with The Conversation where you can pitch story ideas including op-eds. 

Central Communcation: Friendly reminder: Please copy Jenna & Miles  when working with central communications to better help us market your stories!


On NPR: This morning (3/27)  Mike Worobey was featured on NPR's The Buzz! You can listen to the full 28 minute interview here.


1.18. Financial Sustainability Emergency Response Taskforce

From UA Email from President Robbins on 3/30/2020:


We created financialtaskforce.arizona.edu so you can learn more about the Taskforce and the process for decision making, and stay informed. We will continue to add resources and information, so please check back often.

   

We need all of your help. We ask that you come together with your units – practicing social distancing, of course – and find the unique opportunities that can only be seen from your perspective. Then, share your insights with us. The Taskforce will incorporate them into a proposal to President Robbins.


COVID-19 Financial Stability Emergency Response Task Force

President Robbins and CFO Lisa Rulney have put together a task force to respond to the COVID-19 crisis to understand how it will impact the financial stability of the University.

Seven working groups have been created with representatives from across the University, and each working group is charged with developing effective mitigation strategies and exploring bold new opportunities to adapt our business model. Each of the working groups have their own page with members and their individual charges.

Any suggestions for the task force as a whole or for any of the working groups can be submitted here.


1.19. Arizona Public School (K-12) Announcement

Arizona Public School (K-12) Announcement 3/30/2020

  • Governor Doug Ducey and Superintendent of Public Instruction Kathy Hoffman today announced the extension of Arizona school closures through the end of the school year. The extension follows updated guidance from the Centers for Disease Control and Prevention (CDC) and an announcement from the White House extending physical distancing guidelines until April 30, 2020. 
  • This will pose unique challenges for students, faculty and staff who are also parents. Please continue to try and keep communication open and work to accommodate the various needs. 

1.20. Faculty Tenure Clock Delay

Faculty Affairs - Tenure Clock Delay

  • Last Friday (3/27) the formal guidance for tenure clock delays associated with COVID-19 were released by the Vice Provost for Faculty Affairs. It can be found at this link https://facultyaffairs.arizona.edu/coronavirus-covid-19-information under the tab "COVID-19 Campus Mitigation Plan / Promotion and Clock Delay Guidelines” .  For any tenure-eligible or continuing-eligible faculty, there is a simple opt-in process for requesting a delay that can be accessed here https://facultyaffairs.arizona.edu/covid-19-clock-delay. Also included at this link is a list of helpful FAQs. There are some additional points about the clock delay that are summarized below. 
    • Any tenure-eligible or continuing eligible faculty can opt-in by June 30 even if they are not up for mandatory 3 yr or 6 yr reviews in 2020-2021. 
    • If a TE or CE faculty opts in but wants to keep their 3rd year review on the original schedule, they would still get the extra year for the 6 yr review; i.e., the 3rd year review could stay as is or float to the 4th year. 
    • If a TE or CE faculty did not take the opt-in by June 30 they could still request a COVID19 delay later on, but they would not be able to do it with the simple one-step opt-in process. The opt-in is only available until June 30, 2020. A later request would have to go through the standard formal process of request, and is subject to approvals at the departmental, college, and provost levels. In most cases the best advice would be to take the opt-in now, and if at a later time the faculty member sees no need for the delay they can proceed on the original tenure timeline without any problem.
    • Please note that the due dates listed in the March 27 guidance from the Vice Provost are the deadlines for the dossiers to leave the College and be submitted to the Provost. We are working on adjusting the due dates for submitting dossiers to the College in the Fall semester, but we're not there yet. 
    • When a faculty member requests a COVID19 tenure clock delay ( i.e. at https://facultyaffairs.arizona.edu/covid-19-clock-delay) , they will not receive an immediate confirmation. The confirmation will come at least 30 days after the request is made.

1.21. Arizona Stay-at-Home Order



1.22. Graduate College Update, Guidance About GA Hires, International Recruitment

Graduate College Update (3/30/2020)

  • There will be a forthcoming memo from the Graduate College regarding who can be hired in terms of in-state vs overseas Graduate Students TAs and RAs. 
  • The Graduate College encourages all departments to include a statement in their offer letters about allowing graduate students to delay their start to the spring semester, or even later.
  • Departments may want to also consider allowing students to start in March, since many international universities end their semester in January. 


Guidance Sent About GA hires and International Recruitment (3/31/2020)


Graduate Student Offer Approval Process for GTA/GRA (4/2/2020)

  • We recognize that the requested approvals for Graduate Students was confusing. The process for the COS is the following: 
    • Prepare a brief document showing the total number of offers that have been sent out to applicants, the total amount of funding already offered, the historical acceptance rate for your program, and the number of additional offers and associated funding amount that is planned for the coming weeks. This should be provided to us regardless of whether or not you have already sent out offers. Please send this to Kelly.

1.23. Article, How Faculty can Support Students in Traumatic Times


1.24. Faculty and Staff Can Borrow UA Equipment through GeartoGo

The OSCR Gear-to-Go Center offers free loan of digital cameras, digital videocameras, 3D cameras, microphones, audio recorders, lights, and tripods for University of Arizona students, faculty, and staff for any course-related, not-for-profit purpose.

Please see the Gear-to-Go Center page for equipment, reservations, hours, and more information.

(See the University Libraries borrow technology page for their equipment checkout.)


1.25. How TRIF Funds will be handled for this year and subsequent years

The following documents were sent by Betsy Cantwell describing how TRIF funds will be handled for this year and subsequent years. The main point is that TRIF funds will not rollover from year to year.


1.26. Congressional and Federal Agency Responses and Opportunities Regarding the COVID-19 Outbreak

Congressional and Federal Agency Responses and Opportunities Regarding the COVID-19 Outbreak

  • Yesterday Lewis-Burke's released their edition of COVID-19 updates which include new federal guidance and opportunities related to the outbreak, including new research guidance from various agencies, additional information from the Department of Education on regulatory flexibilities for institutions, two unique funding opportunities from the Department of Defense, the House Science Committee’s recent effort to collect proposals for the next stimulus, and several other updates from across the federal government. You can see the entire report here. 


1.27. For Instructors: Common Challenges Students are Facing


1.28. Approvals/denials on Essential Research Activity Waiver Requests

Approvals/denials on Essential Research Activity Waiver Requests should be viewable by the PI who made the request from https://research.arizona.edu/cas and clicking the My Homepage button in the upper right https://research.arizona.edu/user. Please direct questions to Pete (reiners@arizona.edu).

2. Zoom

2.1. Zoom Help Center

If there is something you need help with that is not posted in our other solutions, you can search the Zoom Help Center.


If you are experiencing a problem or anything unusual in Zoom, check this site first  https://status.zoom.us/  to see if the problem is system wide, and is something Zoom is aware of and working on. 




2.2. How To Access Zoom for use within D2L

Video Tutorial:


Accessing Zoom for use within D2L


2.3. How to Make A Zoom Recording Available in D2L

Video Tutorial:


Making a Zoom Recording Available to Students in D2L



2.4. How to Create an Instant Zoom Meeting that is Accessible to Students

Video Tutorial:


Creating an Instant Zoom Meeting that is Accessible to your Students


2.5. How to Record a Zoom Meeting

Video Tutorial:


Recording a Zoom Meeting



2.6. How to Use Zoom Breakout Rooms


How to create a Breakout Room in Zoom 


Video Tutorial:


Using Zoom Breakout Rooms



Tips about Breakout rooms:


Can co-host exit a student from a breakout room back to the main meeting room? 

Yes. Go to "Manage Breakout Rooms" and hover over the student you want to move.


Can you set up breakout rooms ahead of time and have more participants in some rooms than others? 

Yes.   When scheduling your meeting, click "Breakout Room pre-assign". You can create the rooms and import a CSV there. 


Can you disable chat so that only the hosts/cohost can talk to eachother?  

Yes, in the three dots in the chat box, you can adjust who can talk to whom in chat.


2.7. Zoom Shortcuts in Slack

Here are a few options for using Zoom within Slack. You can type any of these shortcuts as a Slack message.


Zoom Shortcuts in Slack:


/zoom Start a meeting


/zoom meeting [topic] Start a meeting with topic


/zoom join [meeting id/personal link name] Join a meeting using meeting ID/personal link name


/zoom join me Join a meeting using your personal meeting ID


/zoom call [@contact/phone number] Start a phone call with a contact or a phone number


2.8. How to Screen Share in Zoom

For specific information on Screen Sharing on an iPhone or iPad, click on the link below.

https://support.zoom.us/hc/en-us/articles/115005890803-iOS-Screen-Sharing 



Video Tutorial:


General Screen Sharing in Zoom




2.9. Zoom Etiquette: Best Practices


2.10. Using Annotation on a Shared Screen or Whiteboard in Zoom

Click the article below to learn how to use Annotation Tools within Zoom. This also describes how to Enable Annotation for Meetings for both you and your students.

Consider sending this link to students who are having trouble with annotation, or who say they do not have an “annotate” option under “view options” while sharing screens in their breakout room.


https://support.zoom.us/hc/en-us/articles/115005706806-Using-annotation-tools-on-a-shared-screen-or-whiteboard#h_b81dec21-449f-4f7f-8165-c0060911268f


2.11. How to Create a Poll in Zoom


2.12. Zoom Help for Students in D2L

Students can follow these steps to get help with how to use Zoom within D2L:

  • Login to d2l

  • Click on the top tab "D2L Help"

  • Click on "D2L Help Pages"

  • Click "Students" on the left

  • Click "More"

  • Click "Zoom"


Here is a direct link to that help page:

https://help.d2l.arizona.edu/node/237


2.13. Different White Boards to Use with Zoom

Miro 


AWW App | Online Whiteboard for Realtime Visual Collaboration

goboard.com  


 Busynessgirl


2.14. How to Set Up a Zoom Meeting to Avoid Zoom Bombing

Resources to avoid zoom bombing: 

 Link to UITS Zoom Security Page    

Zoom Security Quick Overview

1) Sign-in to:  https://arizona.zoom.us

Settings → In-Meeting Settings (Basic) → Screen Sharing

Settings → In-Meeting Settings (Advanced) → Identify Guests

2) Meetings → Upcoming Meetings 

  • Manage Participants

    • Mute All: Click Mute All. (Uncheck “allow participants to unmute themselves” when the dialog box pops up, if you really want to mute all for the entire meeting)

    • Lock your Meeting: Click More and “Lock Meeting”

  • Chat

    • Lock down the Chat: Click 3 dots (...) and “Host Only”. (Participants can only message host)

  • Screen Sharing

    • Click More in the toolbar and select “disable participant annotation”.


3)  If you have an incident:

  1. Send an email to acadtech@email.arizona.edu

  2. Report incident at https://security.arizona.edu/report

Include your:

  • Meeting ID

  • Name of User(s) in Participants


2.15. Host Sharing Enhancements

Host Sharing Enhancements-

As  March 26th, the screen sharing settings within your account have automatically defaulted to “Only Host”. This setting gives hosts sole permission to share content within their meetings by default.


How do I give meeting participants the ability to share?

If you’d like to give participants screen sharing permission when hosting your next meeting, simply click the arrow to the right of the Screen Sharing icon, select Advanced Sharing Options and select All Participants.


Visit the Zoom  Help Center for more information.


2.16. Report Zoom Bombing

Please report Zoom bombers. You will need the Zoom Meeting ID and the name of the user from the Zoom Participant list.  UITS can see if any authenticated UA NET ID has used that IP address in the same day.  You may need to review your Zoom meeting recording to get this information. 


See https://it.arizona.edu/documentation/zoom-security-options 




If you have an incident:

  1. Send an email to acadtech@email.arizona.edu

  2. Report incident at https://security.arizona.edu/report

Include your:

  • Meeting ID

  • Name of User(s) in Participants


3. Examity

3.1. Getting Started in Examity

In order to use Examity® for your online course, you must already have a D2L site requested.


Log into your D2L course site and click “UA Tools.” Select the Examity® Link. If your course is new to Examity®, you will land on the “Examity® SSO Error Page.” Click on, “I want to use Examity® in my course.”

This will prompt Examity® to import your course and contact you for training.


If you do not see this screen, don't worry!  You can fill out this survey from the Office of Digital Learning: https://uarizona.co1.qualtrics.com/SE/?SID=SV_6yhr0KPKI9J3y5f


You will need your Course ID from your D2L site, so you might want to have D2L open in a separate window.  The course ID is the last 6 digits in the URL of your course site (i.e. https://d2l.arizona.edu/d2l/home/545468).


3.2. 1 - Standard rules in Examity

Examity has a set of standard testing rules.  Keep these in mind when drafting your special instructions so as not to repeat unnecessarily. These rules are:

  • Alone in room
  • Clear Desk and Area
  • Connected to a powersource
  • No phones or headphones
  • No dual monitors
  • No leaving seat
  • No talking
  • Webcam, speakers, and microphone must remain on throughout the test.
  • The proctor must be able to see you for the duration of the test.

3.3. 2 - Additional rules in Examity

In addition to the Standard Rules in Examity, you have the option to choose a few additional rules by checkbox:

  • Handheld calculator
  • Scrap paper
  • Open book
  • Bathroom breaks
  • Drink on desk
  • Online Calculator


Some of these are vague statements, and may be interpreted differently between you and the proctor and the student. To avoid any ambiguity, you should add special instructions to clarify. For example, the proctor may interpret the "handheld calculator" to be a simple 4-function calculator. If you were intending a graphing calculator, specify that in the special instructions. If you select "Online calculator", specify a particular website or how you expect the student to access the calculator.



3.4. 3 - Special Instructions in Examity

Keeping in mind that Examity proctors exams from all subjects, you will need to specify particular instructions for math exams. Standard testing rules are automatically implemented by Examity. Typical math-test-specific special instructions may include:

  • Graphing calculators are allowed (student must show the calculator to the camera). By checking the option to allow calculators, Examity assumes that is only a simple 4-function calculator. If you want to allow a scientific or graphing calculator, then you will need to specify that.  Graphing calculators bring up the other issue of allowable (non-CAS) models.  It is too much to expect the proctor to approve the model, but the students should definitely know what is allowed, and they should show the model to the camera so you have that on record.


  • If you checked "Scrap paper" on the additional rules, the proctor will make sure that the student is not working in a notebook and is not bringing in paper with notes.  The proctor will have the student show each page, individually, front and back, to the camera to ensure they are clean.  If you would like the student to rip up the scratch work after the exam to avoid sharing of notes between students, specify that here. ALTERNATIVELY: Students may use a whiteboard as scratch paper. This avoids the issue of having permanent notes that can be passed on to other students, but you must make sure the students understand what is allowed before they take the exam.  


  • Instructions can be marked "proctor only".  In doing so, these rules will not be read to the student, but the proctor has them there for their own benefit.  For example, you can have instructions that start with: "TROUBLESHOOTING (proctor only)..."


  • Academic Integrity language: Note that test scores are not finalized until the video of the exam has been reviewed, even if the score is already posted in D2L. Any suspicious behavior during the test is recorded and will be reported to the University of Arizona Dean of Students as a violation of the UA Code of Academic Integrity.


  • This should be standard practice but is always good to reiterate: "If a student disconnects from the proctor, the proctor must ask the student to complete a room and desk pan once re-connected to the session."


  • Give direction to both the student and the proctor for how the students should access the exam.  For example:


Even if what you write seems obvious, remember:

  • The proctor is not a part of the class and will not know how the students access the exam if the student requires help. You need to tell them.
  • The student is nervous already, as they are about to take a math test. One way to calm nerves is to be absolutely transparent about your expectations.

3.5. Authentication and Proctoring Levels

Examity has different levels of authentication and proctoring. When you are making your preferences for your exam, you will choose which level you will require. Although the students are not currently paying for the exams, the university is. Naturally, as you increase the level of proctoring, you increase the price per exam.


Most math exams will be proctored at Level 2 or Level 3. It is recommended to proctor exams at Level 2, unless you find that there is a problem with Level 2.


Level
Description    
Comments

AA

Designed for lower stakes assessments and meeting accepted standards. Test-takers snap pictures of their ID and face, answer challenge questions and enter a biometric keystroke signature to verify identity.
This is for authentication purposes only. If you have students doing videos and you want to verify that the student in the video is the one on your roster, this is suitable. Free of charge to the university.

LA

Live Authentication is best suited for tests that matter more. Level LA ensures an agreed-to understanding  of exam rules and “clean” test environment. Challenge questions, ID verifications, facial comparisons, keystroke analysis and full recordings help make this level our most reliable authentication.
Again, this is authentication only, but this does ensure a clean testing environment (at least for the time being).

1


Examity’s® fully automated proctoring solution. After auto-authentication is complete, Examity® captures audio, motion, and systemic changes to identify inappropriate behaviors.


This is the lowest level PROCTORING system. It begins with the auto-authentication, but then the whole session is recorded. Their software flags inappropriate behaviors, but it is up to the instructor to review the videos.

2

After live-authentication, each test is recorded from start to finish and is later viewed by a human, in its entirety, to ensure that no rules have been violated
The live-authentication ensures that all rules are understood and the testing area is clear.  Two humans are reviewing the videos, and the videos are flagged appropriately. This is the preferred level of proctoring.

3

After completing the live-authentication process, Examity® monitors the test-taker’s surroundings and entire desktop throughout the exam. This is considered the most secure approach within the online proctoring industry. An advantage to this level is that Examity® may comment and troubleshoot in real-time during the test.


This is the highest level of proctoring and should definitely be used for the final exam. This is, of course, the priciest option.

Try to use this level only if you have found a major issue with Level 2.


3.6. ODL site for Instructor Resources for Examity

The Office of Digital Learning (ODL) has put together a resource page for instructors who will be using Examity in their class.  Please read through this page to familiarize yourself with the process and for "Tips for Success".


http://odltools.arizona.edu/examity-instructors-and-course-admins


3.7. ODL site for Student Resources for Examity

The Office of Digital Learning (ODL) has put together a resource page for students who will be using Examity.  Please share this information with your students, as it helps the student know what to expect, both with their equipment and with procedure.


http://odltools.arizona.edu/examity-students


3.8. Concerns: Time zones

The student sets their time zone with Examity when they set up their profile. This can and should be checked often. What this allows the student to do is view the respective testing windows in the time zone appropriate for where they are. There are several reasons why it may need to be updated:

  • They originally set up their profile for a test on campus, but they are now back home in another state
  • They originally set up their profile at home for an online class or for the math placement retest, but they are now on campus or in a new location
  • They originally set up their profile at the start of your class, but for Exam 2 they are on vacation in another state


If the student does not have the right time zone, it is possible that the student could miss their scheduled time with Examity and have to reschedule, which could cause complications if he was already at the end of the testing window.


Best Practices:

As part of your instructions FOR EACH EXAM, remind the student to check their Examity profile to make sure they still have the appropriate time zone indicated. It should be the time zone they are in, and not necessarily AZ because it is an AZ test.



3.9. Giving student exception to take the exam outside the testing window

Sometimes students will need to take the exam later, due to work schedules, illness, or technology mishaps.  Rather than extending the test end date in Examity, you should give the student individual permission to take the exam outside the specified testing window.  To do so:


Email to support@examity.com and copy to Nina Obrien nobrien@examity.com
Subject: University of Arizona - Permission to schedule outside testing window

Message: I am giving permission for this student to test outside of window.
Course:
Exam:
Name of student:
Specifics about the extension such as when it must be completed.

Students cannot schedule their exam through the online scheduling tool. They need to call directly to Examity Support at 855-392-6489, option 1. Sometimes you get a confirmation email from Examity, acknowledging that the student can now call in (but that has been infrequent lately): 

Thank you, Professor [professor's name].


[Student name]:

When you are ready to schedule, please contact Examity Support at 855-392-6489, option 1 or via the Live Chat link at the bottom of your Examity dashboard.  Please be sure to reference this email when you contact us.


Best,

Nina


4. D2L help

4.1. D2L - Introductory Guide (2019)

This is the D2L primer that was presented on the Monday of Department meetings, Aug. 19th.


D2L Primer - Fall 2019


4.2. Importing grades from MyMathLab

This PDF shows clear details of how to export grades from MyMathLab (MML) and import them into D2L.  Even if you do not use MML, the instructions are very helpful for how to import grades to D2L generically, even if they are coming from a spreadsheet or another online homework platform.


4.3. D2L Online Instructional Support

Both the university and the mathematics department provide various web-based resources that may be useful to instructors. Within the department, in addition to our core infrastructure of providing network accounts within which instructors can publish webpages, we maintain the current semester course listing, which can link each course to both university-hosted and instructor-hosted course-related webpages.


Below are brief descriptions of a few of the university-provided online instructional support systems. All of these systems are software, run by the university on dedicated university systems, that provide a web-based environment for instructors and students to share information relevant to a course. Some systems support discussion boards or blogs, and some even allow you to give quizzes online as well as maintain your grades online. A complete list of available University resources appears on the Office of Instruction and Assessment - For Faculty webpage.


For many of the university-provided systems (certainly for D2L), a link to your course site will automatically appear in your students' class schedules inside UAccess (which is the website students use to register for classes, pay tuition, view their course schedule, and see their grades).


D2L (Desire To Learn)

D2L was launched Spring 2005 to replace WebCT. The feature set is similar. Many math department instructors are using D2L. To learn more, or to get started creating your course site, please consult the information on the D2L Website.



4.4. Releasing final calculated grades in D2L

Even though you, the instructor, can see the final calculated grade in D2L Grades, it takes a little work to make sure the students can see it. To releast the final calculated grade to students, follow the instructions at https://help.d2l.arizona.edu/content/instructor-configure-your-gradebook, under "5. Visibility: Release current grade to students".

4.5. Transferring Grades from D2L to UAccess


4.6. Adding instructors or TAs to your D2L site

You cannot add students to your D2L site, as they must be enrolled in your class.  Once they are enrolled officially they will automatically be added to your D2L site the next time D2L syncs with UAccess (usually every 3 hours).  However, sometimes you want to add additional instructors or TAs to your D2L site.  Here is how:


Go to the Classlist from the D2L menu bar, click the blue "Add Participants" button, and select "Find Users".


Above "Add Existing Users", check the box to send an enrollment email to notify the person that they've been added.

Under "Add Existing Users", type the person's name or NetID into the search bar and hit Enter (or click the magnifying glass) to search.  If your search comes up with no options, look for the person's UA email address in the UA directory.

Check the box next to the person's name in the search results, select the role of Instructor, select the section number (any if there are multiple) and click the blue "Enroll selected users" button at the bottom.


You can also read the D2L Help pages on this subject here.


5. Slack

5.1. Getting Started

Slack Basics and Getting Started

This document includes an overview of SLACK, and how to add yourself to the Math Department Online Teaching Resources Slack workspace. 



5.2. All Unreads Option - Quick Check of Unread Messages

Having the "All Unreads"(all unread messages in Slack) collected in one place to be handy in Slack.  

Set your All Unreads view

  • From your desktop, click your workspace name in the top left.

  • Select Preferences from the menu.

  • Click Sidebar.

Check or uncheck the box next to Show All Unreads.

See screen captures below.

Click on down arrow

Select preferences, and then Show All Unreads


Then All unread (all unread messages) show on the top left:


5.3. How to Search in Slack

There are various ways to search in Slack. Here are some examples:

Use the searchbox at the top of the app or website:

The search item is to the left of the = and in bold for illustration purposes. The explanation of the search is to the right of the =.


Meeting = will search for messages with the word Meeting in them (also returns "meetings", etc.)

"Meeting" = messages with only the word Meeting

Meet* = messages that start with "Meet" (e.g. Meet, Meeting, Meetings, etc.)

in:staff Meeting = messages containing the word Meeting in #staff (in staff channel)

Meeting -Zoom = messages containing "Meeting" but not "Zoom"

* CTRL+F (⌘+f on macOS) pre-populate Search field with that modifier and you can add words to get the results you seek

to:@chrisc = messages directed to Chris

from:@chrisc = messages from Chris

dm:@chrisc = direct messages from Chris

has:star = starred messages

has:link = messages with a link in them

has::toiletpaper= messages with tp emoji

* you can filter search results to remove those added by bots and integrations (like imported tweets or Google docs). You can also limit searches to just channels visible in your channel list, or all channels, etc.

on:today (searches only messages posted today)

before:April (searches everything, you guessed it, before April of the current year)

during:week (searches only since the previous Sunday)

after:2019 (search includes 2019 and beyond, ignores earlier messages)

type:pdf student = search for the word "student" only within messages containing uploaded PDFs

from:me has:reaction = messages you posted, that others reacted to



6. Online Teaching, Additional Resources (Desmos, Online Calculator, Scanning Tools)

6.1. Do we offer online math classes at UA?

We do offer some classes completely taught online.  These are usually offered in the summer, or for The University of Arizona Online campus.  Due to the small enrollment we are currently seeing in Arizona Online, we may offer a co-convened class on the main campus to supplement the Arizona Online section.


The University of Arizona Online offers courses in a 7-week format.  Currently, we offer the following courses for the UA Online program: Math 100, 107, 112, 116, 121a/b, 125, 129, 223.


We have also offered Math 111 and 263 online over the summer.


6.2. Scanning Tools

Evernote Scannable

Quick Start Guide: https://help.evernote.com/hc/en-us/articles/208430668-Evernote-Scannable-Quick-Start-Guide 


Adobe Scan

How-to Guide: https://drive.google.com/file/d/1_m6h5BFJLWDlgEN7EbHYpgznUEW8urp3/view?usp=sharing 



Google Drive (Android only)



6.3. Web Based Calculator, TI

The education.ti.com  page  allows teachers and students to download a free six month subscription to either TI-Nspire, or TI-84 Plus CE Smartview, or TI-30XS/TI-34 Smartview.

As well the TI-Nspire iPad app is available until the end of April for free on the Apple app store.

Further details are available directly on the page, https://education.ti.com/en/resources/online-learning-program

For Apple devices: 

A free ti 84 emulator for Apple devices (not sure about android) https://apptopia.com/ios/app/1459712793/about


6.4. Desmos


7. GETTING STARTED

7.1. How to get started as a new member in our department


7.2. UA Alert

UA Alert is a service that allows registered users – including University of Arizona students, faculty and staff – to receive emergency alerts on their cell phones or other mobile devices during a campus emergency. Sign up here. You will remain active in their system for four years, at which time you will need to renew it. For more information see UAlert's Frequently Asked Questions.

7.3. Join the Slack Workspace

Slack is a communications platform used by the Math Department. Communication is organized into different groups called channels. Within channels, users can share information, get answers, and share files and links. Each user can join the channels that are applicable to them. 


Please read the document below to get started in Slack and for Best Practices.


https://docs.google.com/document/d/13vSbCo_KyRmJ-TTIii1uHfNgKmg7EUy1Q92QyHrCP08/edit


8. Instructor Resource Handbook

8.1. Where can I find the Instructor Resource Handbooks?

Instructor Handbooks can be found here  https://goo.gl/UY6jDu  


You will need to be logged in to our GSuite for Education to view the files.


9. Buildings and Facilities

9.1. Building Monitoring

Building Monitoring


Repair/maintenance requests can also be made to building@math.arizona.edu, and becomes a ‘ticket’ in our system to be answered, often with a reply email to you.

Requests range from and between items handled by the University’s Facilities Management personnel and the custodial staff, whether during hours or on-call (custodial) after hours. Please allow time for the appropriate office and personnel to be contacted for your claim to be addressed.

For reference, the University assigns numbers to its buildings throughout campus. Our buildings and numbers are as follows:

  • Mathematics tower - #89

  • Math Teaching Lab (MTL) - #89A

  • ENR2 - #137


9.2. Math Meeting Rooms and Classrooms


9.3. Bicycles Are Not Allowed In Buildings

By University Parking & Transportation's rules, "Bicycles shall not be parked or stored in any University building (e.g. offices, residence halls, classrooms, or parking structures without a bicycle storage facility)."  It causes fire and safety hazards to have them stashed in your office or in our narrow hallways, potentially blocking doors and a clear exit from the building if necessary.  


There are plenty of bike parking fixtures across campus.  If you have a high-end bike, are worried about the security of your bike, or you managed to forget your bike lock one day, you have some options:


  • The Mathematics Building Bike Closet.  This can only house about 7 bikes total (first come, first served), but it is a locked space that is available to anyone with the 1070 key (math Building entrance key).  This is not for long-term storage!  There is not enough room in the closet for that. For added security, there are cables inside the closet to which you may lock your bike.  You can find the closet on the East side of the Math Building, facing Santa Rita Ave.

        

For more information regarding Bike Rules and Guidelines, please read the Bicycle Parking & Traffic Regulations guide. 


We cannot stress enough the importance of registering your bike with UA Parking & Transportation.  This can really help return your bike if it is ever stolen, on OR off campus!


9.4. ENR2 S375 - the Zoom Room

In Summer 2018 the ENR2 conference room S375 was converted to a Zoom Room, with the capability of having a video conference with members participating remotely.  To reserve the room, please use the Rooms Request Form.  The room is equipped with a large monitor hanging on the wall, a wide-angle camera below the monitor to capture all participants in the room, a microphone, and a central console for use with Zoom, as well as a speaker conference phone for a group conference call (not used with Zoom)..


The most obvious change is that there is now an iPad on the table in S375.  This iPad serves as the main console for the meeting in Zoom.  This is where you enter your meeting ID, and can manage the participants or send invites.

Next to the iPad is a sheet of instructions.  Zoom is simple to use, and simple to connect a computer for presentation.


There is a microphone in the center of the table.  It can pick up everyone in the room.  It can also pick up computer audio which leads to mega-feedback if the meeting audio is also played through your computer without earbuds!  (The same can be true if you have the meeting pulled up on a mobile device in that room.)  The microphone is sensitive!

If you have any questions or concerns, please email system@math.arizona.edu. If you would like to walk through the steps of connecting via Zoom before your meeting, please schedule a time with Cheryl Ekstrom, ekstrom@math.arizona.edu.

10. Photocopies and Printing

10.1. Scanning and Photocopy Service

Scanning and Photocopy Service

The Academic Services Office (Math 108) provides scanning and photocopy services for research, instruction, and administrative purposes.

Photocopies

To request copies of an electronic document, please save it as a PDF or other cross-platform format and https://www.math.arizona.edu/services/photocopies/request. The copies will be placed in your mailbox, and an e-mail sent to you.

If the original is on paper, please complete a pink paper "Work Request Form" (available in the Academic Services Office, Math 108). The copies will be placed in your mailbox.


Due to the large volume of copying and scanning, please submit all requests at least 24 hours in advance. (For emergency exceptions, please contact Brooke Valmont.)


It is always best to have documents printed in Math 108.  However, sometimes you just need a single copy to edit, or to take to a meeting.  For very small jobs, there are printers available in Math 401N and ENR2 3rd floor lobby. These printers have quotas though, so beware--a two-sided document counts as 2 copies!  For more details, see the article about the Math 401N/ENR2 printer.

Scanning

Please complete a pink paper "Work Request Form" (available in the Academic Services Office, Math 108). The scanned document will be e-mailed to you, and the original placed in your mailbox.  If you have papers to scan for use with Gradescope, there is a scanner exactly for this in Math 108.  You may scan them yourselves, but you will need to wait for office staff to share that file with you electronically.


Due to the large volume of copying and scanning, please submit all requests at least 24 hours in advance. (For emergency exceptions, please contact Brooke Valmont.)


Questions?

 

Please contact Brooke Valmont.


11. Campus Resources

11.1. Campus Resources

We have gathered some valuable (though perhaps not well-known) resources on campus, most are available to all university personnel.  See the list below (as presented in the November 2019 Tools You Can Use series):


Secrets of the UA


12. Academic Integrity/Code of Conduct

12.1. Overview

Student behavior is guided by two major policies at the University of Arizona: The Code of Academic Integrity and the Student Code of Conduct. Potential violations of either of these codes must be taken seriously and procedure must be followed.  See the following links for more information on the codes, and the procedures for each.


Code of Academic Integrity

Integrity and ethical behavior are expected of every student in all academic work. This Academic Integrity principle stands for honesty in all class work, and ethical conduct in all labs and clinical assignments.


Student Code of Conduct

The aim of education is the intellectual, personal, social, and ethical development of the individual. The educational process is ideally conducted in an environment that encourages reasoned discourse, intellectual honesty, openness to constructive change, and respect for the rights of all individuals. Self -discipline and a respect for the rights of others in the university community are necessary for the fulfillment of such goals. The Student Code of Conduct is designed to promote this environment at each of the state universities.


12.2. Code of Academic Integrity

Information for Instructors


Students are responsible to inform themselves of University policies regarding the Code of Academic Integrity.  Students found to be in violation of the Code are subject to penalties ranging from a loss of credit for work involved to a grade of E in the course, and possibly risk suspension or probation.


Suppose you suspect a violation to the code of academic integrity.  The short-short version of the procedure is:

  1. The student should receive written notice requesting a conference with student within a reasonable time frame.  The written notice should include a detailed reason for the conference and fair consideration of the charges against them. 
  2. The faculty member must confer with student within 15 academic days (typically 3 weeks) of receiving evidence.
    • After 15 days, the instructor may impose sanctions if student has not responded to multiple reasonable attempts to meet.
    • If an instructor does not pursue the potential violation after 15 academic days, then the student shall not be subject to the code. 
  3. Within 10 days of the conference, faculty shall prepare a written decision outlining the charges, evidence, findings, conclusion, and sanctions imposed on an online form from Dean of Students Office.  The Dean of Students Office will notify student and their Academic Dean (with faculty member copied).
  4. The student has 10 academic days yp to appeal to their Academic Dean.
  5. Within 15 academic days of receiving the appeal, the Dean of the College shall schedule an appeal hearing, to be concluded within 30 academic days of receiving the appeal.  At that time, the Dean may decide:
    • To overturn sanctions are overturned and remove record of a violation (there is not enough evidence to support a violation).
    • To uphold the faculty member's decision and sanctions (violation is supported by evidence and sanctions are appropriate).
    • To modify the sanctions (violation is supported by evidence, but the sanctions imposed are inadequate or excessive).


The following links have been created to assist instructors who suspect a violation of the Code.



12.3. Student Code of Conduct

Information for Instructors 

Students are responsible to inform themselves of University policies regarding the Code of Conduct. The following links have been created to assist instructors who suspect a violation of the Code. 


13. For Instructors

13.1. Holiday Calendars/Semester on a Page

Important Registration Deadlines and Religious Holidays

for regular semester courses (Aug. 24 - Dec 9) and dynamically dated courses (such as Math 122A/B, 120R, 196L).


These are shown using Google calendar (with instructions to add this calendar to your own Google account at the bottom of the page) as well as a downloadable PDF for each.

Please note that some of the religious holidays start at sundown on the day before it is listed in the calendar, so if you have a late afternoon class, this may affect some students.

If you see any errors, please send an email to juliesoulvie@math.arizona.edu.


** If you cannot see these calendars below, try using Google Chrome **

Regular Semester Calendar - Fall 2020 (Aug 24  Dec 09)

Semester on a page Fall20 - Regular [PDF]


                             



Dynamically Dated Semester Calendar - Fall 2020

Semester on a page Fall20 - Dynamic [PDF]


                             

 


Want to add these Google Calendars to your own Google account?

Log in to your math account at http://calendar.google.com.  You should see above your list of "My Calendars" a space to add a coworker's calendar: 


Where it says "Add a coworker's calendar", paste in the following for each of the calendars above:

Regular Semester Calendar: math.arizona.edu_cpt3batkelgpao5392o8u25lvo@group.calendar.google.com

Dynamically Dated Calendar: math.arizona.edu_u301n266t1nn6urugahv04vd0s@group.calendar.google.com


CLICK HERE for the 7 week course calendar.

13.2. How to share your syllabus with Brooke

The department has always asked to have a copy of your class syllabus, for each class you are teaching.  We are no longer accepting paper copies.Now that we are using the Google Apps for Education, it is very easy to share the PDF of your syllabus electronically with Brooke.


Please do not email your syllabus to Brooke.


Instead, share your document with Brooke using the Google Drive:

  1. Go to http://drive.google.com and log in with your math login information.
  2. If your file isn't already in your Google Drive, you can drag it into the Drive or click on the "New" button in the upper left corner, and select "File Upload".  Browse and upload your file.
  3. In the list of files in your drive, click to select the syllabus you wish to share.
  4. Once selected, click on the Share icon (person with the plus sign):  
      (Note, hovering over this icon will display a message "Share 'filename' " so you can be sure you are sharing the correct item!)  Alternatively, you can right-click on the file, and select "Share...." with the same icon.
  5. Clicking the Share icon opens a pop-up window titled "Share with others".  Enter in Brooke's e-mail (brooke@math.arizona.edu) to share it with her.

13.3. Lecture Hall Seating Charts

Here are the seating arrangements for many of the usual large lecture halls that we use for common exams.  Below each image you can download both a PDF of the seating chart or an Excel file.


More classrooms will be added so keep checking back. 


If you find any discrepancies, please send an email to ekstrom@math.arizona.edu. Please attach a description of what changes need to be made, and bonus points if you include pictures!  Also email if you have a suggestion for a lecture hall that you'd like in chart form.


BIOE_100 (pdf)

BIOE_100 (.xlsx)





CESL_102 (pdf)

CESL_102 (.xlsx)




CESL_103 (pdf)

CESL_103 (.xlsx)




CHEM_111 (pdf)

CHEM_111 (.xlsx)

CHEM_134 (pdf)

CHEM_134 (.xlsx)

CHVEZ_110 (pdf)

CHVEZ_110 (.xlsx)




CHVEZ_111 (pdf)

CHVEZ_111 (.xlsx)






ENR2_N120 (updated 9/7/18) (pdf)

ENR2_N120 (updated 9/7/18) (.xlsx)




HARV_150 (updated 9/6/18) (pdf)

HARV_150 (updated 9/6/18) (.xlsx)




ILC_120 (pdf)

ILC_120 (.xlsx)




ILC_130 (pdf)

ILC_130 (.xlsx)




KOFL_204 (pdf)

KOFL_204 (.xlsx)

 



KOFL_218 (pdf)

KOFL_218 (.xlsx)




MCLND_207 (pdf)

MCLND_207 (.xlsx)




MLNG_350 (pdf)

MLNG_350 (.xlsx)

 



PAS_201 (updated 9/7/18) (pdf)

PAS_201 (updated 9/7/18) (.xlsx)





SO_N210 (pdf)

SO_N210 (.xlsx)




SSCI_100 (updated 9/6/18) (pdf)

SSCI_100 (updated 9/6/18) (.xls)


13.4. Classroom Information

You can get a preview of the classroom in which you are scheduled to teach by looking up the room at:


 http://ctsrooms.arizona.edu.  


This website lists all rooms that are centrally scheduled on campus (so for example, classrooms in the Math or MTL buildings will not be listed, since the Math Dept schedules those room, not Room & Course Scheduling).


From the link above you will see: 

  • a link to each room (AME 202, e.g.)
  • the building name spelled out (Aerospace and Mechanical Engineering, e.g.)
  • the seating capacity/occupancy
  • classification (Seminar, Lecture Hall, Classroom)
  • a short description of the configuration (fixed tablet armchairs, e.g.)


If you click on the link to the room you will get more details, including:

  • snapshot of what the room looks like from the student's perspective
  • snapshot of what the room looks like from the instructor's perspective
  • whether or not the classroom has Panopto capability
  • a list of all equipment and writing surfaces in the room.


For seating charts of the large lecture halls typically used in our common finals, please see our internal resource here


Remember, to reserve one of these centrally scheduled rooms, or a Math room, please use the Room Request Form.


NEW: To see a map to an individual room, use the Room Finder site at https://maps.arizona.edu/RoomFinder/


13.5. Departmental Meetings and Events Calendar

Please note the upper right-hand corner which allows you to view this per week, month, or as an agenda (list of meetings). 




Want to add this Google Calendar to your own Google account?

Log in to your math account at http://calendar.google.com.  You should see above your list of "My Calendars" a space to add a coworker's calendar: 

Where it says "Add a coworker's calendar", paste in the following:

frlmoip8bqdjqvq9rn3vs8v4ko@group.calendar.google.com


13.6. Arizona Online calendar (7 week)

This page will update each semester with the new dates and deadlines for UA Online, which runs a full calendar on 7-week sessions.


Arizona Online Semester Calendar (Jan. 15 - May 14)

UAO 7-week semester on a page S20 [PDF]





Want to add this Google Calendar to your own Google account? 

Log in to your math account at http://calendar.google.com. You should above your list of "My Calendars" a space to add a coworker's calendar: 



Where it says "Add a coworker's calendar", paste in the following:

UA Online Calendar: math.arizona.edu_djgek6uentoefu1043qurr6aq8@group.calendar.google.com 


Click here for the Regular and Dynamically Dated course calendars.


13.7. UAccess

https://uaccess.arizona.edu/


Go to Instructor Center and log in with your NetID and Password in order to:

  • Download your class roster (select the spreadsheet icon)


  • View your list of students requesting accommodations through the DRC (click on the DRC icon)


  • View a photo roster of your students (click on link to download printable photo roster) 


  • Administratively drop students before the W deadline (check the box in the Admin Drop when available)

  • Reinstate students if you retroactively decide you shouldn't have Admin Dropped a student (click Notify Registrar at the bottom of the page) --very helpful to have the Student ID number in your message to the Registrar

  • Email your class as a whole or individually 

  • Enter course grades at the end of the semester:

    • To enter the grades, click on the circle icon on your class list in UAccess

    • When your grades are officially posted, you should see a checkmark

  • Change grades after a grade error, or change an incomplete grade of I to a letter grade (click Request Grade Change)



13.8. Important UA Semester Dates

This page houses the link to the important calendars at the UA:

http://www.arizona.edu/calendars-events


Specifically:



More information for Summer and Winter courses may be found at http://www.summer-winter.arizona.edu/


13.9. Undergraduate Course Syllabus Policy and Templates


13.10. Instructor Resource Handbook

Instructor Handbooks can be found here  https://goo.gl/UY6jDu  


You will need to be logged in to our GSuite for Education to view the files.


13.11. Opportunity: Become a UTA Program Mentor

We are looking for instructors (Calculus I and above) who are interested in mentoring and developing the teaching skills of an undergraduate teaching assistant. It is important that the mentors provide their UTA with a robust (teaching) experience by giving them many diverse opportunities to work with the course and interact with students. Mentors should have brief regular meetings with their UTA to keep the lines of communication open, and allow for the UTA to ask questions about their experience (we suggest weekly meetings). More information about the UTA Program for Math Majors can be found at http://math.arizona.edu/academics/undergrads/opportunities/utas.


If you are interested in mentoring a UTA, please fill in the on-line form at this link:

https://goo.gl/forms/WMbeEQcChuJmgp8K2



13.12. Opportunity: Office of Instruction and Assessment (OIA) Professional Development

The UA Office of Instruction and Assessment (OIA) offers workshops and mini-courses for instructional professional development.  See the current schedule of workshops and classes at http://oia.arizona.edu/content/8 .

13.13. Opportunity: UA Certificate in College Teaching Program

The UA Office of Instruction and Assessment (OIA) offers a 10-unit graduate program consisting of a series of courses that provide foundational information and help develop the competencies necessary to teach effectively in higher education. The courses are known for their enriching collegial atmosphere where learning about learner-centered theories and instructional strategies guide students' development as reflective and effective professional educators. Through an approach focusing on theory into practice post-baccalaureate students, including post-baccalaureate staff and faculty, are prepared to become outstanding teaching professionals.


For more information, see: http://cct.oia.arizona.edu/


13.14. Teaching Tools Support Office Hours

We have appointments available for one-on-one help with any of our teaching tools. 

We can provide assistance with:

  • D2L
  • Microsoft Teams
  • Zoom
  • UAccess
  • Gradescope
  • VoiceThread
  • Panopto
  • ALEKS

For availability, please visit https://www.math.arizona.edu/services/teachingtech.

13.15. Dropping international students below 12 units

International students should be enrolled full-time and cannot have an excess of online courses or they will jeopardize their immigration status. Hybrid courses are counted as in-person units.


  • Undergraduate students: 12 units - at least 9 units must be in-person
    • If an undergraduate international student needs to be administratively dropped from a course due to nonattendance, please contact ISS for assistance.
    • If you are requesting to drop a student from a 4-unit class (122B, 120R, 223), be sure to specify this, as the ISS needs to temporarily adjust the student's units.  If they assume it's only 3 units, then you will still have problems dropping the student.
  • Graduate students: 9 units  - at least 6 units must be in-person (Graduate students with assistantship can have 6 units with 3 units in-person)


13.16. Office Supplies

Office and teaching supplies are available in the upper cabinets in room Math 108A, the mail room.  In the cabinets you will find:

  • Scratch paper (in whole sheet, half sheet, or quarter sheets)
  • Whiteboard markers
  • Ballpoint pens (black, red, blue, green)
  • Chalk (white and color)
  • Whiteboard erasers
  • Pencils
  • Chalkboard erasers
  • Index cards
  • White legal pads of paper
  • Post-it notes
  • Scotch tape filler rolls
  • Rubber bands
  • Whiteout tape
  • Paper clips (large and small)
  • Binder clips (small, medium and large)
  • Staples
  • Whiteboard cleaner spray
  • Manila folders
  • Hanging folders

Please keep the whiteboard markers and erasers with you, as our intention is to stock our teachers and not the rooms on campus.  If you leave the markers in the room, they will disappear and/or dry out quickly.  Also, do not rely on the rooms having a selection of usable markers.  Come prepared with your own (obtained from Math 108A).

Tape dispensers, staplers, and requests for special items should be directed to the Business Office (Room 117), business-office@math.arizona.edu.

14. For Researchers

14.1. Math Library

(Page under construction)

Abstracts of Papers Presented to the American Mathematical Society


ACTA Applicandae Mathematicae

http://www.springer.com/mathematics/journal/10440


Aequationes Mathematicae

 

http://link.springer.com/journal/10


American Journal of Mathematics

https://www.press.jhu.edu/journals/american_journal_of_mathematics/


American Mathematical Monthly

http://www.maa.org/publications/periodicals/american-mathematical-monthly


American Mathematical Society Proceedings

http://www.ams.org/publications/journals/journalsframework/proc


American Mathematical Society Translations

http://www.ams.org/publications/journals/translation/translation


Amstat News

http://magazine.amstat.org/


Analele Stiintifice

http://www.anstuocmath.ro/


Annales Universitatis Scientiarum Budapestinesis De Rolando Eotvos Nominatae

http://www.cs.elte.hu/~annalesm/


Annals of Mathematics

https://archive.org/details/annalsmathemati00njgoog


Applicable Analysis


Applications of Mathematics in Mechanics

http://www.springer.com/mathematics/applications/journal/10483


Archive for Rational Mechanics and Analysis

http://link.springer.com/journal/205


Archives of Virology

http://link.springer.com/journal/705


Association for Women in Mathematics

https://sites.google.com/site/awmmath/home


Beitrage zur Algebra und Geometrie

http://www.emis.de/journals/BAG/


Bulletin of Mathematical Biology

http://www.springer.com/new+%26+forthcoming+titles+(default)/journal/11538


Bulletin of the American Mathematical Society

ams.org/bull/


Bulletin of the Institute of Combinatorics and its Applications


Bulletin of the Institute of Mathematics Academia Sinica

http://w3.math.sinica.edu.tw/bulletin/


Bulletin of the Korean Mathematical Society

http://bkms.kms.or.kr/


Canadian Journal of Mathematics

http://cms.math.ca/cjm/


Communications

http://communications.science.ankara.edu.tr/index.php?series=A1


Communications on Pure and Applied Analysis

https://www.aimsciences.org/journals/home.jsp?journalID=3


Communications on pure and applied Mathematics

http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1097-0312


Current Mathematical Publications

http://www.ams.org/membership/individual/benefits/e-cmp


Duke Mathematical Journal

https://www.dukeupress.edu/Duke-Mathematical-Journal/


European Journal of Applied Mathematics

http://journals.cambridge.org/action/displayJournal?jid=EJM


Extracta Mathematicae

http://www.eweb.unex.es/eweb/extracta/


Hiroshima Mathematical Journal

http://www.math.sci.hiroshima-u.ac.jp/hmj/


Hokkaido Mathemtical Journal

http://hmj2.math.sci.hokudai.ac.jp/


Houston Journal of Mathematics

http://math.uh.edu/~hjm/Electronic-Editions.html


IHP Annales Institut Henri Poincare

http://imstat.org/aihp/


Illinois Journal of Mathematics

http://ijm.math.illinois.edu/


Jahresberiche der deutschen Mathematiker-Vereinigung

http://www.springer.com/mathematics/journal/13291


Journal for Research in Mathematics Education

http://www.nctm.org/publications/toc.aspx?jrnl=jrme


Journal of Agricultural, Biological, and Environmental Statistics

http://link.springer.com/journal/13253


Journal of Business and Economic Statistics

http://amstat.tandfonline.com/loi/jbes#.U6oEovldVf8


Journal of Commutative Algebra

https://rmmc.asu.edu/jca/jca.html


Journal of Computational and Graphical Statistics

http://www.tandfonline.com/pricing/journal/ucgs20#.U6oF8_ldVf8


Journal of differential Equations

http://www.sciencedirect.com/science/journal/00220396


Journal of Differential Geometry

http://intlpress.com/site/pub/pages/journals/items/jdg/_home/_main/


Journal of Educational and Behavioral Statistics

http://jeb.sagepub.com/


Journal of Geometry and Physics

wlsevier.nl/locate/elecacc


Journal of Integral Equations and Applications

https://rmmc.asu.edu/jie/contacts.html


Journal of Mathematical Physics

http://scitation.aip.org/content/aip/journal/jmp/browse


Journal of the American Statistical Association

http://www.tandfonline.com/toc/uasa20/current#.U6rdkPldVf8


Journal of the Korean Mathematical Society

http://jkms.kms.or.kr/


Kobe Journal of Mathematics

http://www.math.kobe-u.ac.jp/jmsj/kjm/


L'Enseignement Mathematique

http://www.unige.ch/math/EnsMath/EM_en/welcome.html


Logic in Computer Science


Mathematics Magazine

http://www.maa.org/publications/periodicals/mathematics-magazine


Memoirs of the American Mathematical Society

http://www.ams.org/publications/ebooks/memoirs


Michigan Mathematical Journal

http://www.lsa.umich.edu/math/outreach/michiganmathematicaljournal


Monatshefte Fur Mathematik

http://link.springer.com/journal/605


Natural Resource Modeling

http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1939-7445/issues


New Zealand Journal of Mathematics

http://nzjm.math.auckland.ac.nz/index.php/New_Zealand_Journal_of_Mathematics


Nieuw Archief voor Wiskunde

http://www.nieuwarchief.nl/


Operators and Matrices

http://oam.ele-math.com/


Pacific Journal of Mathematics

http://msp.org/pjm/about/journal/editorial.html


Physica D

http://www.sciencedirect.com/science/journal/01672789/282


Physics Letters A

http://www.journals.elsevier.com/physics-letters-a/


Proceedings of the Japan Academy

http://www.japan-acad.go.jp/en/


Publicacions Matematiques

http://mat.uab.es/pubmat/


Publications de L'institut Mathematique

http://www.emis.de/journals/PIMB/


Publications Mathematiques

http://link.springer.com/journal/10240


Radovi Matematicki

http://www.anubih.ba/Journals/_volumes.html


Sarajevo Journal of Mathematics

http://www.anubih.ba/Journals/_volumes.html


SIAM Journal on Algebraic and Discrete Methods

http://www.siam.org/journals/


SIAM Journal on Applied Mathematics

http://www.siam.org/journals/


Siam Journal on Computing

http://www.siam.org/journals/


SIAM Journal on Control and Optimization

http://www.siam.org/journals/


Siam Journal on Mathematical Analysis

http://www.siam.org/journals/


SIAM Journal on Numerical Analysis

http://www.siam.org/journals/


SIAM Journal on Optimization

http://www.siam.org/journals/siopt.php


SIAM Journal on Scientific and Statistical Computing

http://www.siam.org/journals/


SIAM Review

http://www.siam.org/journals/


SIAM Theory of Probability and it's applications

http://www.siam.org/journals/


Soviet Mathematics


Statistical Science

http://www.imstat.org/publications/eaccess.htm


Taiwanese Journal of Mathematics

http://journal.taiwanmathsoc.org.tw/index.php/TJM


Technometrics

http://amstat.tandfonline.com/loi/tech#.U6xrCPldVf8


The American Journal of Mathematics

https://www.press.jhu.edu/journals/american_journal_of_mathematics/guidelines.html


The American Mathematical Monthly MAA

http://www.maa.org/publications/periodicals


The American Mathematical Society Notices

http://www.ams.org/notices/201406/


The American Mathematical Society: Transactions

http://www.ams.org/publications/journals/journalsframework/tran


The American Statistician

http://amstat.tandfonline.com/loi/tas#.U6xvp_ldVf8


The Analysis of Probability


The Annals of Applied Probability

http://imstat.org/aap/


The Annals of Mathematical Statistics

http://projecteuclid.org/all/euclid.aoms


The Annals of Probability

http://www.imstat.org/aop/


The Canadian Applied Mathematics Quarterly

http://www.math.ualberta.ca/ami/camq.html


The College Mathematics Journal

http://www.maa.org/publications/periodicals/college-mathematics-journal/the-college-mathematics-journal


The Journal of Mathematical Physics

http://scitation.aip.org/content/aip/journal/jmp


The Mathematica Journal

http://www.mathematica-journal.com/


The Rocky Mountain Journal of Mathematics

https://rmmc.eas.asu.edu/rmj/rmj.html


Topology

https://openlibrary.org/search?subject_facet=Topology&publisher_facet=Pergamon+Press


Transactions of the American Mathematical Society

http://www.ams.org/publications/journals/journalsframework/tran


Transactions of the American Mathematical Society

http://www.ams.org/publications/journals/journalsframework/tran


Utilitas Mathematica

http://bkocay.cs.umanitoba.ca/utilitas/index.html



15. For Faculty Advisors of Undergraduates

15.1. How can I get a current list of my advisees?

To view a list of your advisees:

  1. Log into Math Info at https://info.math.arizona.edu/ using your NetID and password.
  2. Click the "Instructor Home Page" link.
  3. Click the "Undergrad Advisees" link.
  • Sorting: To sort your advisees, click on the header containing the field you'd like to use to sort by. 
  • Filtering: To filter your advisees, right-click on the header containing the field you'd like to filter by, then enter your filter criteria in the box that appears. 
  • Searching: To search, enter search criteria in the box at the top right of the table.

If there is additional information you would like to have, please notify the Math Center Staff (link sends email).


Your view is linked to our database, which is updated at least once a week during fall and spring semesters, as students add and drop majors.


15.2. Faculty advisor preferences

Please take a few minutes to complete our online form to help us better match advisees to you.

15.3. Faculty advising resource page



15.4. Faculty advisor Google group

We have a Google group for Math Department faculty advisors to enable us to send messages and also maintain them in an archive.  Members may view the group and archived messages at https://groups.google.com

16. UAccess Resources

16.1. Instructor Center: Downloading a Class Roster

You're getting ready for your first class, so you go to your UAccess Instructor Center to view and print the class roster.  However, you quickly realize that you cannot easily select the column of names and paste them into Excel.  Although the roster seems non-interactive, there is a way to download your roster:


Look for the little grid/spreadsheet icon above the word "Units".  When you mouse over it you will see "Download Enrolled Students Table to Excel".  When you click it, this dialogue box will appear:


The file will always download as "ps.xls".  You should rename them as you save them.


When you click OK, Excel should launch and you will have one more dialog box:






Click Yes, and your roster (complete with majors, SIDs, and other information contained on your Instructor Center) will populate in spreadsheet-format.


NOTE:  The UAccess Class Roster is always up-to-date.  There is no lag between students adding or dropping (though you may need to refresh your roster if you have had it open awhile).



17. Google

17.1. Google Groups

The Math Department has FREE access to all of the Google Apps in the GSuite for Education.  You can see all of the available apps by clicking on the Google Apps icon at the top of any Google page (Gmail, Google Drive, etc.):The Math Department has FREE access to all of the Google Apps in the GSuite for Education.  You can see all of the available apps by clicking on the Google Apps icon at the top of any Google page (Gmail, Google Drive, etc.):


In particular, the Math Department makes good use of the Google Groups function:


See the organizational chart for the main groups in the Math department here.


Please read below to understand how the Math Department uses Google Groups, and how you can use them to your advantage:

  • Email lists: Since moving to GSuite for Education, we have replaced all of our old email listservs with Google Groups.  "gradstudents@math.arizona.edu" is a Google Group that contains all grad students from Math, Applied math, and Stats.  "instructors-112@math.arizona.edu" is a Google Group that contains only instructors of Math 112 and other related individuals (some staff, coordinators, etc.).  
    • Note: Individuals are added to most groups, but some groups (such as "gradstudents") are a combination of other groups.  
    • The ALL group is created by Google to include everyone in the @math.arizona.edu domain.


  • Email Archives: Did you accidentally delete an important email from one of the Math groups?  Click on the Groups icon then find your group:
    • My Groups will show the groups to which you were individually added.  
    • If you don't see a particular group (such as "all"), browse for it.
    • When you click on the group, a list of all emails sent to the group will appear, sorted by date, newest to oldest.
    • You must be a member of the group to view the email archives.  This keeps the email secure for only the intended recipients.
    • Note: If you send an email to the group name (like "all@math.arizona.edu"), you will not receive a copy of the email unless you CC or BCC yourself.  For confirmation that the email sent, either use CC/BCC or check the group archives.


  • Google Drive: Using Google Groups is an easy way to share a folder of documents to your group, whether it be a research group, group of course instructors, committees within the department, etc. Rather than having to handpick people with whom to share the folder, or constantly sending email attachments to the same list of people, create or use the appropriate group and share access to the Google Drive folder with that group.  If you are sending emails through Gmail (recommended), you can easily send the link to a document or folder within the Drive.  Look for the Google Drive logo beside the "Send" button:



The members of the groups are maintained by designated members of staff and the coordinators of each group.  Stop emailing and sending attachments to huge lists of people! Share documents within Google Drive by adding the whole appropriate group.


Want to create your own group?  Click here for guidelines and help creating a Google Group.


17.2. Creating Appointment Slots in Google Calendar

Creating Google Appointments is a great way for your students to schedule individual appointments with you. You can give them the link to that part of your Google Calendar and they can schedule directly.


You can also add your Office Hour Zoom Meeting to the calendar so they can directly link to your Zoom meeting room.


Click below:

https://support.google.com/calendar/answer/190998?co=GENIE.Platform%3DDesktop&hl=en