Muffin Monday\u27s

See attached screenshot images of my Facebook Messenger conversation with Max

Pizza Wednesday

See attached images of screenshots from our Facebook Messenger conversation

Grilled Cheese Monday

See attached screenshot images of Natalya and I\u27s Facebook Messenger conversation

Jimmy John\u27s Wednesday

See attached screenshot images of my Facebook Messenger conversation with Hailey

Wild Orange French Toast Thursday

See attached screenshot images of the conversation Josh and I had on Facebook Messenger

Nacho Sunday

See attached screenshot images of Katelyn and I\u27s Facebook Messenger conversation

Beto\u27s Monday

See attached screenshots of Steve Buys\u27 Facebook comments. To get more information about their comment I messaged every person who commented on my Facebook post, except Steve. Steve loves to talk, and he loves to talk about Beto’s, so his very lengthy comment showed how excited he is about this tradition. Also, Steve’s comment had some of the most follow up comments and likes. Steve and I haven’t talked online a lot, but he is not shy about sharing on social media, so I was not surprised to see a comment this long from Steve. Steve has a very personal attachment to Beto’s, and he likes to share about it often. I had already heard a lot about Steve’s Beto’s traditions before his comment

Little Caesar\u27s Friday

See attached screenshot images of my Facebook Messenger conversation with Alex

Calzone Sunday

See screenshot images of Messenger conversation with Sam Wise

Chapter 14- Designing Curriculum Collaboratively: A Practice for Learning Alongside Undergraduate Teaching Assistants During Uncertain Times

The transition to remote learning during the Spring 2020 semester was abrupt for faculty and students, and it did not allow much time for reflection or purposeful planning, especially as individuals were faced with managing multiple aspects of their lives. Educators had to consider quickly what learning experiences and teaching practices could be preserved or revised, as well as what learning activities could or should be removed. These choices were not easy to make. During this challenging moment, however, we discovered how collaborative partnerships between faculty and undergraduate teaching assistants (UTAs) can contribute to the development of a flexible and responsive pedagogy, as well as professional learning for the faculty member and UTA