A large enrollment half-semester mini-course on Earth's Ice Ages. I divided the course into topic-focused week long modules with ~8 pre-recorded lecture videos for each module. Videos were short (<10 minutes) and extremely topic focused to better allow students to easily return to discrete topics while studying. Class was run entirely through Canvas, an online learning platform, with weekly quizzes and a final exam.

I am in the midst of reconfiguring this class, introductory chemistry designed for Earth science students, to a completely online version for Winter 2021. Classes will be synchronous as many students find introductory chemistry difficult; I want students to be able to ask questions immediately. I am also planning on interspersing polls throughout class to check comprehension. This class covers lots of material and I want to ensure students do not fall behind - easy to do with remote asynchronous learning!

A first year seminar focused on Earth's Ice Ages and Ice History, taught in Fall 2020. I pre-recorded lecture videos and posted them on Canvas for Tuesday "class;" students were responsible for watching these videos in their own time during the first half of the week. Thursday classes were synchronous, and met in-person outside for the first half of the semester. Synchronous classes later transitioned to Zoom. Thursday classes did not introduce new material, instead students worked on group projects, participated in discussions, and created projects to better comprehend the material presented in videos.

Summers prior to 2020 I taught geology at field camp in WY, but this too changed with Covid. In summer 2020, I worked with 6 other faculty members to redesign a remote introductory geology class incorporating field components to teach similar skills to what students would learn at field camp. I helped design and co-taught modules on North American glacial history and Earth surface hydrology.

An upper division environmental geochemistry class would usually require practice problems, hands-on laboratory experiments, and discussions about anthropogenic and environmental impacts. This redesigned class incorporated all these components but in different approaches to keep people safe with Covid. In-person labs were optional; students could choose instead to watch lab videos and use supplied data to complete analyses. I adapted lectures to work over Zoom, where I annotated slides on an iPad to help students solve problems.