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Resources available through UIUC AnyWare | 2.1.2021

UIUC AnyWare is a virtual desktop service that grants students access to over 100 software programs used for class, wherever they are—in the classroom, on campus, or remote. It is available on a diverse set of operating systems, including iOs, Android, Windows, Linux, and macOS. Not only does this service benefit students, but it can also be used to the benefit of instructors. Heidi Gharst, who manages UIUC AnyWare at the University, recommends that instructors implement UIUC AnyWare into their courses immediately.

Some of the benefits of using UIUC AnyWare include:

Providing best practices for a blended classroom.

Because of COVID-19, many students are choosing to do their semester at home. With UIUC AnyWare, students don’t have to suffer from not having access to software programs that they normally wouldn’t be able to access on their personal devices. It also runs efficiently in conjunction with low-speed internet connections. Students are also able to access UIUC AnyWare’s services 24/7.

Processing capabilities.

Personal devices are usually not able to support certain software because of processing limitations - UIUC AnyWare can help combat this by allowing students to download large files without worry of data caps or bandwidth issues. Personalized settings will also be saved automatically between sessions, so students and instructors have the flexibility to transition to whatever device they’re using next.

Convenience for Professors.

UIUC AnyWare can help reduce stress for professors about students not being able to access software needed to succeed in the classroom, reducing the number of emails professors would get from students asking for assistance. “Students that may be struggling financially, have old computers, have slow Internet connection or an incompatible computer could benefit from UIUC AnyWare,” Gharst says.

Learn more and get started by visiting go.illinois.edu/UIUCAnyWare.

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NetMath has a new course offering! | 11.5.2020

Stat 200: Statistical Analysis will provide students with the tools to sort through data to make objective decisions. Stat 200 provides an accelerated introduction to the basic tools for quantitively oriented students, with particular emphasis on understanding which tools are appropriate for which problems.
Stat 200 is open to high school students, college students, and beyond. You do not have to be a University of Illinois student to enroll.
This is the only 16-week-long NetMath course offered in a cohort-style environment, with new cohorts starting on the third Sunday of each month. Upcoming cohort start dates are: November 15, 2020; December 20, 2020; January 17, 2021; and February 21, 2021. Registration for each cohort ends two weeks prior to the start date.
Students will learn from a world-class instructor and be prepared to apply statistical tools to understand data gathered in the real world.
NetMath is the online self-paced distance learning program of the Department of Mathematics at the University of Illinois at Urbana-Champaign.
Learn more about Stat 200 at https://netmath.illinois.edu/stat-200-statistical-analysis. Contact netmath@illinois.edu with any questions.

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Coursera for University Students Program Enrollment Deadline is October 31 | 10.19.2020

The University of Illinois Urbana-Champaign is now offering the Coursera for University and College Students Program for a limited time in response to increased course demand due to COVID-19.
This unique, short-term program enables university faculty, staff, and students on the Urbana-Champaign campus free access to content from Coursera’s other academic and industry partners. Faculty, staff, and students will continue to have access to all Illinois course offerings on Coursera.
IMPORTANT: The enrollment deadline is October 31, and the deadline to complete courses is December 31.
Users with an active @illinois.edu email address can join by going to http://ow.ly/wiUx50BWqL2.

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Free CITL workshop aims to optimize students' remote learning experience | 10.15.2020

Looking to optimize your performance in your online classes? Then join the Center for Innovation in Teaching & Learning for a workshop that’s full of ideas to help you do your best.
“Excelling in Remote Instruction” will be held October 22, at 7 pm, on Zoom. It is free and open to all undergraduate students.
To join, go to: http://go.illinois.edu/Workshop_Zoom.
The workshop will be particularly helpful to those who have been struggling with remote learning. We understand some of the difficulties you’ve been facing, and we’re here to help.
For more tips and strategies to help you succeed in your studies, please visit CITL’s Student Resources at https://go.illinois.edu/studentresources.

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Events

Date	Event
3.13.2021	Spring Break (?)
3.22.2021	Second 8 week courses begin (?)
4.5.2021	Priority registration for Summer and Fall 2021 begins (?)
4.26.2021	Open registration begins for Summer and Fall 2021 (?)
5.5.2021	Last day of instruction (?)
5.6.2021	Reading day (no classes, no final examinations) (?)
5.7.2021	Final examination period (?)
5.22.2021	Students may view final Spring 2021 grades via Student Self-Service (?)

Online Illinois Calendar

Blogs

Three strategies for helping college students (or anyone) become better writers | 2.19.2021

Whether your courses are online or on campus, you’re not going to get through your undergraduate or graduate school career without having to write a paper – or 20, depending on your field of study. While you might not have to write lengthy research papers post-graduation, you will likely need to write a resume and cover letter, emails to colleagues and/or clients, work or personal memos, and possibly business plans and reports. Strong writing skills will set you apart from other job candidates and help you be successful in your career as well as other parts of your life.
So, how can you improve your writing skills?
1. Read.
“I strongly believe that,” said Emily Knox, Interim Associate Dean for Academic Affairs and an award-winning Associate Professor in the School of Information Sciences at the University of Illinois. (Check out the MS/IM program, which is returning online in Fall 2022.)
Knox spoke about the correlation between reading and writing well in her presentation on effective and efficient teaching strategies, which she gave recently as part of The Center for Innovation in Teaching & Learning’s Art of Teaching: Lunchtime Seminar Series.
“The problem with a lot of our students is they do not read,” Knox said, during a discussion on writing with other instructors. “That’s where you see a lot of the issues with things like ‘intents and purposes’ … which sounds like ‘intensive purposes.’ Yes, they do read a lot on the internet, but what I mean is … what we call intensive reading.”
When you read a book, newspaper or magazine article, blog, even a well-written set of directions, you are studying the art of writing. Whether consciously or unconsciously, you’re getting a sense of how good writing should be done and how writers use voice, plot, style, and other elements to effectively tell their story or convey their message. Reading also helps you build your vocabulary, expand your understanding of things, and spark your creativity, among other things.
While “The Iliad,” “Pride and Prejudice,” and “To Kill a Mockingbird” are certainly examples of good writing, don’t try to slog your way through the classics if that’s not your thing. If you’re a sports nut, try “Friday Night Lights.” If you enjoy traveling, check out “Eat, Pray, Love.” If you’re into poetry, Google the poems of National Youth Poet Laureate Amanda Gorman. Start reading a newspaper, magazine, or blog. In other words, read something that appeals to you. It will make you want to read more.
2. Write
If you want to get good at something, you’ve got to practice. Try journaling a few times a week about a class, something that happened in your day, somewhere you would like to travel, a new recipe or piece of tech you’re dying to try. You could also try writing a letter to the editor of the Daily Illini or your hometown publication or a blog post. You can write about a topic that’s trending online (Social media posts don’t count!) or something that you’re passionate about even if it’s a review of your favorite coffee shop or study spot.
Looking at a blank screen or sheet of paper can be intimidating even for seasoned writers. Once you choose a topic, start jotting down things that come into your head. What is the main idea (or ideas) that you want to convey? What details about that idea should your audience know? Don’t worry about organization, grammar, or punctuation at this point. Once you have something down, go back and organize your thoughts.
“One thing students get very bogged down in is what do I think is good writing,” Knox said, adding that’s caused some to freeze up.
“What I try to do is encourage students to write in a style that makes most sense for them,” she continued, adding she doesn’t care if they write in first or third person. “I don’t worry about what style guide the students are using. What I want them to do is write clearly in a style that works for them.”
Knox added that over her years of teaching, she’s rethought her writing assessments and doesn’t require a long research paper “with 20 citations” if that assessment doesn’t fit her course objectives. In some cases, she said, it makes more sense having them write a persuasive letter or a piece of writing they would write as a business professional.
3. Revise, revise, revise
This is something everyone should do regardless of their level of expertise or experience.
Remember, one of the main goals of writing is making sure you’re communicating your knowledge and ideas clearly and effectively. If you have time, it’s always a good idea to step away from your computer to give your mind (and eyes) a break. When you return, you can look at your piece objectively and critique your main point (or thesis), your organization, word choice, etc., and then proofread for grammar and punctuation. (Tip: If you run out of breath while reading, you may need to add a comma or period or two.)
One of the best ways of making sure you’re conveying your ideas effectively is by asking someone to review your work and provide feedback. So, reach out to a classmate, a tutor, or your instructor who will offer some constructive criticism. This step is especially important if you’re writing an academic paper and want to make sure you’re using the right tone and citing research correctly, among other things.
Do you have any tips for sharpening your writing chops? For more writing support, check out Illinois Online's Writing Support page.

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Looking to advance soil or water sciences career? Check out the NRES certificate programs! | 2.10.2021

Cleaning up a toxic waste site. Preventing homes and businesses from flooding. Helping to conserve a region’s water supply for current users and future generations. It’s just a day in the life of environmental scientists and specialists.
These professionals use their knowledge of the natural sciences to protect our natural resources and human health. And the demand for these jobs is growing.
According to the U.S. Bureau of Labor, the demand for environmental scientists and specialists is projected to grow 8 percent from 2019 to 2029 -- much faster than the average for all occupations. That’s been spurred by a heightened public interest in the hazards facing the environment, as well as increasing demands placed on the environment by population growth.
To help meet that demand, the Natural Resources, Environmental & Sciences Department, in the College of Agriculture, Consumer and Environmental Sciences at the University of Illinois, launched two new online graduate certificate programs this semester.
“In the past few years, we’ve seen graduates from our MS program moving into these jobs, particularly water quality jobs, because of the demand for their skills,” said Piper Hodson, director of NRES’ online graduate programs at Illinois. “That’s part of the reason we chose these two certificates as the place to start.”
The Soil Science and Conservation Professional Development Certificate prepares students for entry and advancement in careers in natural areas management and soil conservation. And the Water Science and Conservation certificate prepares them for entry and advancement in careers in water treatment, water quality monitoring and protection. Both certificates provide an excellent basis for those seeking employment and advance in environment consulting.
Both programs prepare students to work for soil and water conservation districts. They also train citizen scientists with soil and water-related interests.
Students are required to complete at least 9 credit hours and earn a “B” or better to receive their certificate. Hodson said the program will typically take 18 months with students taking one course (3 credit hours) per semester.
“The students we’ve admitted so far are excited to be able to gain a credential without having to complete an entire master’s degree program,” Hodson said, adding that if they decide to pursue an MS graduate program later, they can apply their certificate courses to their degree.
Other things students will like about the certificate programs: They’re fully online, meaning students can take them from wherever they are.
And they’re taught by the same world-class instructors at Illinois, who are leading researchers and practitioners in their fields.
“The vast majority of the courses are synchronous, meaning students are learning in the same class together,” Hodson explained. “They are having live interactions with the faculty member and other people in their class. They can get their questions answered in real-time. And they’re building a professional network with the instructor, guest speakers, and the other students in the class.”
So, what are you waiting for? Go to online.illinois.edu to get started!

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Survey Says: Students want more support, flexibility, and ways to connect | 1.29.2021

Last fall, campus officials conducted a survey asking students about their learning experiences in the Fall 2020 semester – and their feelings about Spring 2021. Students offered valuable feedback.
“Be more mindful of overall workload,” one respondent wrote. “I think there are some instructors who assigned more work due to the virtual format.”
“Easier access to lecture materials, quicker response time to emails, more supporting material like worksheets and study guides,” another suggested.
“There being less restrictions than in the fall. I wanna see my friends!” another respondent offered, referring to something many said they were looking forward to.
The feedback was compiled in the Fall 2020 Student Experience Survey. Now school officials, faculty, and staff are using it to improve students’ on-campus and online experiences this semester and going forward.
Students ask for more support, flexibility
When asked what faculty/instructors could do to support you in the spring, students’ responses were:
1. Be mindful of their workload and flexibility with deadlines. According to the report, students expressed a desire for instructors to be more cognizant of the workload assigned. Many indicated they were getting more “busy work” with online learning. Increase flexibility with deadlines and technical challenges was a prominent concern. This theme also included increased student check-ins and extra credit options.
2. Offer more office hours and resources. Students asked for more office hours and instructors to be more accessible virtually. Respondents also asked for additional resources to be posted online. Capitalize on virtual instructional methods. Students encouraged instructors to utilize more virtual tools and increase engagement strategies. Many respondents described a need for more virtual engagement with instructors, having videos on during synchronous learning, captions for videos, using polling, and worksheets.
3. Offer more in-person classes/sessions. Offering more in-person courses or sessions (including class sessions, labs, and study groups) was a recurring theme.
4. Clear scheduled, deadlines, and expectations. Students expressed the need for clear deadlines and a detailed calendar (e.g. Compass calendar). Others expressed a need for more reminders due to changing priorities or deadlines throughout the course.
5. More asynchronous/recorded lectures. Respondents asked for lectures to be recorded and available after the course session. Some students encouraged more asynchronous courses due to time zones or personal schedules.
6. Improved exams/test-taking. Students asked for more flexibility in test-taking and the elimination of proctored tests (e.g. Proctorio). Suggestions included more take-home exam formats, longer times to complete, and a reduction in the number of tests.
7. Several students expressed appreciation for their instructors who have been approachable, accessible, and doing the best they can given the circumstances.
Others offered a wide variety of suggestions including: the university provide all students with high-speed internet, adding more library hours, taking steps to eliminate Zoom bombing, allowing guests in residence halls, and reducing tuition for out-of-state students, if they were required to be fully online.
Looking forward to Spring 2021
At the time of the survey, students indicated they had a mix of feelings – hope, uncertainty, anxiousness – for the spring. They were split on how they wanted services and events delivered – virtually or in person. About half said they were comfortable with in-person experiences, but those varied by type. They also indicated they were socializing primarily in “COVID bubble,” and their top barriers to engagement were fear of getting/spreading COVID, unable to connect virtually, and lack of energy.
When asked what they were most concerned about, students cited: their academic courses, the format, and their performance; COVID-19 health and safety; their mental health, including feelings of loneliness and isolation, and not having a spring break. They also cited concerns over making rent and other financial concerns and a lack of social interaction with fellow students and professors or being able to engage in social activities.
But they also expressed excitement about taking a new set of courses, graduating and hitting other academic milestones (e.g., ABD, thesis, dissertation), and completing the academic semester and year. They were also looking forward to physically being on campus, participating in on-campus activities and events, socializing with friends and meeting new people, and getting “back to normal.”
The survey also touched on students’ health and well-being, including what mental-health services they were aware of, how they socialized, and how connected they felt to the university. Graduate students felt more connected than undergraduates, and first-generation students felt less connected than non-first-generation.
Some of their most valuable experiences:
“In person lab made things seem more normal and helped maintain a routine,” a respondent said.
“I loved talking to my OMSA advisor,” another offered.
“I would not have been able to pursue my degree this semester without online resources (articles, databases, etc.) There is no way I could afford to buy access to every reading for my classes,” yet another respondent said, referring to student support and well-being services.
Students offered ample suggestions for improving connectedness, both academic and non-academic. Suggestions included having in-person/social distanced indoor and outdoor events, more in-person classes/study groups, and the opening of facilities for students to gather and study in small groups, and online/virtual events including Among Us tournaments and other gaming activities, meet-ups, and study groups. Others indicated they were unsure of how to increase connections, and a few said they felt like the university was doing what it could.
What was your Fall 2020 experience like? What are things your instructors and campus officials can do to improve your experience -- academic, social, and health and safety -- this semester? We'd love to hear from you!

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NetMath adds upper-level courses | 1.7.2021

Are you finishing your undergraduate program or preparing to apply to a graduate program and need to boost your math credits? The University of Illinois’ Netmath Program has increased its upper-level Grad School Prep and Applied Mathematics Prep courses in an effort to better serve students.
NetMath is the online self-paced distance learning program of the Department of Mathematics at Illinois, and all courses have been recorded by distinguished Mathematics faculty. Many students take the courses to complete their degree programs and prepare for their graduate school applications.
Take a look at the Graduate Prep Courses (for highly Mathematical/Proof-oriented programs):
Math 416: Abstract Linear Algebra (3 credit hours) is a rigorous, abstract treatment of linear algebra. Topics covered include vector spaces, linear transformations, eigenvalues and eigenvectors, diagonalizability, and inner product spaces. The course concludes with a brief introduction to the theory of canonical forms for matrices and linear transformations.
Math 417: Abstract Algebra (3 hours) is an introduction to abstract algebra. The main objects of study are groups, which are abstract mathematical objects that reflect the most basic features of many other mathematical constructions. We will also study rings and fields and other abstract mathematical objects, which can be thought of as groups with additional structure.
Math 447: Real Variables (3 hours) is a careful development of elementary real analysis for those who intend to take graduate courses in Mathematics. Topics include completeness property of the real number system; basic topological properties of n-dimensional space; convergence of numerical sequences and series of functions; properties of continuous functions; and basic theorems concerning differentiation and Riemann integration.
Math 448: Complex Variables (3 hours) is for students who desire a rigorous introduction to the theory of functions of a complex variable. Topics include Cauchy's theorem, the residue theorem, the maximum modulus theorem, Laurent series, the fundamental theorem of algebra, and the argument principle.
Take a look at the Applied Math Prep Courses (for applied Mathematical graduate programs):
Math 415: Applied Linear (3 hours) is an Introductory course emphasizing techniques of linear algebra with applications to engineering; topics include matrix operations, determinants, linear equations, vector spaces, linear transformations, eigenvalues and eigenvectors, inner products and norms, orthogonality, equilibrium, and linear dynamical systems.
Math 423: Differential Geometry (3 hours) covers applications of calculus to the study of the shape and curvature of curves and surfaces; introduction to vector fields, differential forms on Euclidean spaces, and the method of moving frames for low-dimensional differential geometry.
Math 442: Intro to Partial Differential Equations (3 hours) covers the basic theory of partial differential equations, with particular emphasis on the wave, diffusion, Laplace and Schrodinger equations. Topics include classification of PDEs in terms of order, linearity and homogeneity, finding the solutions of the PDEs using methods such as geometric, operator, Fourier, separation of variables and spherical means.
Math 444: Elementary Real Analysis (3 hours) is an introduction to ε - δ analysis on real numbers, which makes what the students have learned from calculus courses rigorous. This course is for students who do not plan to do graduate study in Mathematics (those students should take Math 447). Topics covered include the real number system, limits, continuity, derivatives, the Darboux integral, the Riemann integral, and sequences of functions.
Math 446: Applied Complex Variables (3 hours) is for students who desire a working knowledge of complex variables; covers the standard topics and gives an introduction to integration by residues, the argument principle, conformal maps, and potential fields. Students desiring a systematic development of the foundations of the subject should take MATH 448.
Math 461: Probability Theory (3 hours) is an introduction to mathematical probability; includes the calculus of probability, combinatorial analysis, random variables, expectation, distribution functions, moment-generating functions, and central limit theorem.
Math 481: Vector and Tensor Analysis (3 hours) is an introductory course in modern differential geometry focusing on examples, broadly aimed at students in mathematics, the sciences, and engineering. Emphasis is on rigorously presented concepts, tools and ideas rather than on proofs. Topics covered include differentiable manifolds, tangent spaces and orientability; vector and tensor fields; differential forms; integration on manifolds and Generalized Stokes' Theorem; Riemannian metrics, Riemannian connections and geodesics. Applications to configuration and phase spaces, Maxwell equations and relativity theory will be discussed.
Courses begin on the date your registration is processed, and you have 16 weeks from the date of registration to complete the course. Upon registration, the NetMath office will notify you of your official course start and end date. The courses are self-paced and students who are able to work at a faster pace may complete their coursework prior to their assigned end course date.
For more information on NetMath and these courses, go to: https://netmath.illinois.edu/academics/netmath-courses-college-students.

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