Hello all,
I will be using TBL in one of my classes for the first time this quarter.
The class is an in-person 200 level environmental geography class. There
will be four modules with a RAT at the start of each; students will also
take the final using the same format (individually first, then in teams).
I have several students with testing accommodations - e.g. extra time,
low-distraction environment, etc. Are there any recommendations for how to
best accommodate the RAT process for such students?
Additionally, I have some students who have reached out to me that will be
absent on some of the days when in-class RATs will happen. What
recommendations are there for how to make up RATs if a student has to miss
one of those days due to sickness or something else outside of their
control?
Thank you for your help, and I am so excited to try this process out for
the first time!
Very best,
Gretchen
--
Gretchen Sneegas, Ph.D. (she/her/hers)
Assistant Teaching Professor
Geography Department
University of Washington
Email: [log in to unmask]
Personal Website <https://gretchensneegas.com/>
Recent Publications:
Sneegas, G., L. Seghezzo, C. Brannstrom, W. Jepson, and G. Eckstein. 2022.
"Do not put all your eggs in one basket: social perspectives on
desalination and water recycling in Israel." *Water Policy 24*(11):
1772-1795. LINK
<https://iwaponline.com/wp/article/24/11/1772/91796/Do-not-put-all-your-eggs-in-one-basket-social>
Brannstrom, C., W. Jepson, S. Beckner, G. Sneegas, and L. Seghezzo. 2022.
"Not a silver bullet: social perspectives on desalination and water reuse
in Texas." *Urban Water Journal 19*(10): 1025-1037. LINK
<https://www.tandfonline.com/doi/full/10.1080/1573062X.2022.2134808>
Sneegas, G. 2022. "Producing (extra) ordinary death on the farm: unruly
encounters and contaminated calves." *Social & Cultural Geography* *23*(1):
63-82. LINK
<https://www.tandfonline.com/doi/full/10.1080/14649365.2021.1901975>
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