UBC Wiki - User contributions [en]

Documentation:Economics Info Session: Making the Most of your Economics Degree

2026-02-09T20:42:06Z

JonathanGraves:

{{Archive|contact=jonathan.graves@ubc.ca}}

{{Infobox Economics Documentation|Title=Making the Most of</br> Your Economics Degree|Description=This info session is designed to help incoming Economics students plan the 3rd and 4th years of their degree.|Subtitle=Key Info|Bullet1=Date: TBA|Bullet2=Session Facilitator: Jonathan Graves}}

== Part 1: The Big Picture ==
The biggest strength of a Bachelor of Arts degree (BA) is its flexibility, but this can also be its biggest weakness. A BA gives you a great deal of control over what courses you take and in what order. A key goal of your last two years should be to create a <u>degree focus</u> for yourself: this is like a statement or narrative which summarizes your degree. You’ve already taken the first step by declaring a major in economics; you now need to build on this decision by selecting courses and other specializations to make your BA your own.

=== Activity 1: Motivation ===
In order to do this, it’s important for you to articulate why you chose economics as a major. The reasons might be philosophical, or they might be very practical. However, they should take some thinking – try to go beyond the superficial to really identify why you chose economics, and UBC in general. Some questions which can help with this process are:
* Who or what inspires you?
* Who do you view as a model for yourself or your career?
* How would the “best version” of yourself answer this question?
* Where do you want to be in 5 years? 10 years?
You should think about this more as you continue learning and taking more courses. For now, you want to write down your motivation as a simple, affirmative statement about why you chose economics. For example:<blockquote>''“I chose economics because I want an interesting, well-paying job, and I want to make financial systems more fair for everyone in the economy”''</blockquote>Or<blockquote>''“I chose economics because I love data and math, and was really inspired by my first year professor who showed me all the topics you could learn.”''</blockquote>There’s no right or wrong answer to this question, as long as it is authentic to who you are, and what you value. Write this down somewhere as we continue working on this exercise.

=== Activity 2: Degree Vision ===
The next step is to envision how you can link your motivation to your degree. Thinking about your motivation for your decision, the next step is to imagine yourself in an interview after your graduation, where you’re asked to explain your degree. Again, try to write it down as a simple, affirmative statement about what you did in your degree. You might say something like:<blockquote>''“I did a Bachelor of Arts in Economics, focusing on…."''</blockquote>You’ll want to decide how to fill in the gaps. Some examples could be:<blockquote>''“I did a Bachelor of Arts in Economics, focusing on applied macroeconomics, especially economic development and the study of developing countries”''</blockquote>Or<blockquote>''“I did a combined Bachelor of Arts in Economics and Political Science, where I focused on political institutions and their impact on the economy of a country”''</blockquote>Or<blockquote>''“I did a Bachelor of Arts in Economics, with a minor in geography, focusing on applied data analysis and econometrics, especially including spatial models.”''</blockquote>The key here is not the degree but what you <u>learned</u> as part of your degree. You can craft this by choosing courses, both in economics and elsewhere, in a thoughtful and purposeful way.

Once you’d identified your motivation (your starting point) and your goal (your finishing point), the next task is to start filling in the gaps with courses that will take you towards your goal.

== Part 2: Core Courses ==
Every Economics degree will, in its last two years will take four “core” courses:
* ECON 301: Intermediate Microeconomic Analysis I
* ECON 302: Intermediate Macroeconomic Analysis I
* ECON 326: Methods of Empirical Research in Economics
* ECON 490: Seminar in Applied Economics
Students will also have, starting in 2022/2023 have completed a fifth "core" course:

* ECON 325: Introduction to Empirical Economics

Many students will also want to take a (optional) sixth "core" course; this may be required for specific programs (e.g. combined majors; see below and [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar]):
* ECON 303: Intermediate Microeconomic Analysis II
These courses are required in order to graduate; there are some equivalencies, but everyone must meet these requirements one way or another. The third year is where most of this hard work is done; we refer to this sequence as “micro, macro, and ‘metrics.” We will return to ECON 490 later in this document.

Many students, upon entering the Economics major, erroneously assume that things will suddenly get a lot easier after all the grade pressures of 2nd year. This is not true; while the grade pressure will let up a little bit, the difficulty ramps up dramatically. To be clear: most students find the core sequence very challenging. This is partially because of the mathematical sophistication, but also just the overall complexity; more math will help, but it won’t fix everything.

As a student, you should thoughtfully prepare for this sequence by planning your degree around the challenge posed by the core courses. To this end we have several suggestions to manage your workload in third year:
# First, <u>complete all of your third-year core courses before or during third year</u>. Resist the urge to push courses into the fall of your fourth year; this will hinder your ability to take electives, and make your last semesters very challenging. Also, try to avoid taking any of the core sequence in the summer; the compressed timelines of the summer semester hinder learning retention and lead to worse outcomes.
# Second, take <u>complementary courses when possible</u> – that is, try to manage the amount you are learning. Take similar courses, or courses which complement each other in some way. You know your learning best, so plan accordingly:
#* Example 1: you struggle with mathematics and can only focus on one math-intensive course a term. In that case, avoid math-intensive electives entirely during third year and focus only on the core courses. Take less-mathematical third year electives (e.g. they don’t have MATH 105 as a pre-req.) instead, and reserve other electives to year four.
#* Example 2: you learn best when courses are similar. In that case, take groups of classes each term, focusing on similar topics or methods. Maybe take a bunch of statistics or applied economics courses, or go deep in one specific sub-field.
# Third, <u>seek help immediately when struggling</u>. The core courses are called “core” because nearly every senior course builds off them. You cannot just barely pass them, then succeed later on – you really need to know the material. This is especially true in ECON 325/326, which you may not have any exposure to before. Don’t let them get away from you, and reach out for additional support if you’re struggling.

=== Specific Requirements for Combined Majors ===

Combined majors sometimes have additional Economics requirements, as well as requirements from the combined department; they may also relax requirements for the number of Economics-specific electives. You should check these carefully using [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar]. Some specifics for Economics courses are listed here:

* Combined Major Economics - Philosophy: strongly recommend ECON 319 and 318
* Combined BA Major Economics - Statistics: <u>required</u> to take ECON 303 and ECON 425
** As of 2022, the combined major has new requirements which no longer require these specific courses, but depending on the sequence will require other ECON courses (e.g. ECON 398)
* Combined Major Economics - Political Science: no specific additional ECON courses
* Combined BA Major Economics - Mathematics: no specific additional ECON courses

== Part 3: Capstone Courses ==
Every Economics degree has a “capstone” course (ECON 490 for BA, ECON 499 for Honours) which should be taken in either the fall or spring of your fourth year. The capstone is unique, in that every section has a different focus and covers different topics. However, the capstone always involves carrying out an applied economics research project, under the direction of an instructor, then writing a paper describing your research. They also involve some element of communication - usually a presentation, video recording, or poster session.

Many students are very worried before they take ECON 490, but they shouldn’t be – overwhelmingly, students describe the course as one of the most rewarding and valuable learning experiences. This is usually because they do not feel like the have adequate preparation, and are not confident in their applied skills (particularly econometrics). Accordingly, to get the most out of your capstone you need to plan ahead and prepare appropriately:
# First, make sure you have <u>taken appropriate electives</u> (see Part 4) before taking your capstone. Having exposure to economic research and especially more experience with different tools (like econometrics) will make your research project easier and more rewarding. One of the most valuable electives is ECON 425 (Introduction to Econometrics), if you have a background appropriate for it.
# Second, ensure you <u>have the necessary technical skills</u>. All sections of ECON 490 will use statistical software and econometrics, which you should be familiar with from ECON 325/326. Check that the section you’re interested is using software you’re familiar with; if you feel unprepared, reach out to the ECON 490 coordinator for information about help sessions. There is a TA for the course whose job early on is to help students with statistical software and econometrics.
# Third, <u>choose an appropriate section</u> of ECON 490, appropriate to your interests and skills. Some sections give you a lot of freedom (choose your own project) while others guide you much more (work on a certain dataset); some sections have community engaged learning projects, others have group work; some sections meet frequently, others meet less often. Look carefully at the outlines and syllabuses, and decide which project you think is best for you. If you’re not sure, email the instructor and explain your concerns, then ask for some advice.
A general rule of thumb is that in ECON 490, you get what you put into the course. If you challenge yourself and do something creative and sophisticated, you will get much more out of the course. There is a graduation prize (Erwin R. Diewert Award) for the best ECON 490 paper, and you should aspire to try for it! I tell my students in ECON 490 that the right way to think about this is that one day you will be in a job interview, and you will need to explain something interesting about your degree. This is a good way to point to something tangible which summarizes your skills and experiences in a meaningful way – so seize it!

Another common question is which term should you take ECON 490? This is a challenge, as there are pros and cons to either choice. In term 1, you will likely be “fresher” with more motivation; you will also have more chances to improve your paper for publication or competitions in the future. In term 2, you will have taken more electives, and will be more experienced overall. Generally, I recommend Term 1 for students who have a clear project idea in mind, and have been well-prepared in their previous years for the project. I think Term 2 is for people with more unclear projects, or who need more time to do their electives. If you think you have a really amazing project, do it in Term 1 so that you can compete for prizes like the Bank of Canada awards or the [https://students.ubc.ca/career/career-events/multidisciplinary-undergraduate-research-conference UBC MURC].

Again, the key take-away from this course should be your research project: a concise, “portfolio-ready” summary of your degree which you can use as evidence of what you’ve learned and the skills you’ve mastered. Focus on this key principle, and the rest will fall into place.

== Part 4: Electives ==

Students frequently treat electives as an afterthought; a set of courses they need to do in order “check the boxes” and get enough credits to graduate. They end up taking the easiest ones they can find, or the ones their friends are taking, or the ones with less math, etc. <u>This is a very bad idea</u>. Electives are not ancillary to your degree – they are, in fact, the most important part. They are what makes your degree your own – they’re how you fill in the “…” in “I did a Bachelor of Arts in Economics, focusing on...” To be clear: choosing electives poorly makes your degree less valuable, less employable, and harder to obtain. Choosing electives properly makes your degree more valuable, more employable, and easier to obtain.

So, how should you choose electives? Return to your motivation in Part 1, then select electives which will build out your “story” or focus. These can be electives within economics, or outside – if you are doing a standard BA, you will need more credits than just the upper division electives in Economics in order to graduate. In Table 2, below you can see a list of all the electives for this year, including their “Fields” and whether you need MATH 105 (or equivalent) to take the course. In economics, the fields are usually described as in Table 1; these can be a useful way of identifying how to "package" your degree since fields have a lot of disciplinary and topical overlap.

<div class="toccolours mw-collapsible mw-collapsed" style="width:400px; overflow:auto;"">
<div style="font-weight:bold;line-height:1.6;font-size:14pt">Table 1: Economic fields for courses at UBC (2022)</div>
<div class="mw-collapsible-content">
{| class="wikitable"
! Field
! Description
|-
| Public
| The study of public finance and policy, concerned with the regulation and operation of the economy, welfare, and government. Topics include taxation, benefits, public goods, health care, etc.
|-
| Philosophy
| The study of the philosophical background for economic thought, including historical development and contemporary issues. Topics include distribution, justice, and value.
|-
| Labour
| The study of the supply and demand for labour, and the interaction of these two forces in the economics. Topics include wages, discrimination, inequality, unemployment, and the job market.
|-
| Econometrics
| The study of how to apply statistical tools and models to economic situations, both theoretically and practically. Topics include causation, identification, machine learning, and statistics.
|-
| Theory
| The development of economic models, their mathematical properties, and their application to economic situations. Topics include game theory, dynamic programming, optimization, and choice theory.
|-
| History
| The study of history through an economic lens, use economic models and tools to analyze and describe history events or forces. Note: <i>not</i> the history of economics. Topics vary but could include colonization, economic development, religion, and war.
|-
| Development
| The study of economic development and the developing world, including both theoretically and in a historical perspective. Topics include economic growth, technological change, policy, and specific attention to historical examples (e.g. China).
|-
| Monetary
| The study of money, specifically including the role of banks and central banks, and their impact on the economic. Usually also includes a focus on policy. Topics include interest rate determination, recessions, optimal bank policy, stabilization, and financial crises.
|-
| Finance
| The study of the flow of money through the economy, usually include financial instruments, institutions, and their impact on the economy. Topics include asset pricing, financing, securitization, and stock markets.
|-
| Micro
| The study of individual agent decision making; microeconomics. Topics include consumption choices, political decision-making, industrial organization, utility theory, and markets.
|-
| Environment
| The study of the interaction of the economy with the environment, with a special emphasis on the impact of policies and government decision making. Topics include carbon pricing, externalities, renewable resources, and energy.
|-
| Macro
| The study of the economy as a whole; macroeconomics. Topics include GDP growth, inflation, financial systems, and government's role in the economy.
|-
| Trade
| The study of the economic motivations and consequences of trade; open-economy macro and microeconomics. Topics include comparative advantage, tariffs, trade deficits, technological diffusion, and conflict.
|}</div></div>

<div class="toccolours mw-collapsible mw-collapsed" style="width:400px; overflow:auto;"">
<div style="font-weight:bold;line-height:1.6;font-size:14pt">Table 2: Economic electives for courses at UBC (2022)</div>
<div class="mw-collapsible-content">
{| class="wikitable sortable"
! Course || Subject || Field I || Field II || Math?
|-
| ECON 317 || Poverty and Inequality || Public || Labour || No
|-
| ECON 318 || History and Philosophy I || Philosophy || History || No
|-
| ECON 319 || History and Philosophy II || Philosophy || History || No
|-
| ECON 323 || Quantitative Economic Modeling || Econometrics || Theory || Yes
|-
| ECON 334 || Economic History of Europe || History || Development || No
|-
| ECON 335 || Fertility, Families, and Human Migration || Labour || Development || No


|-
| ECON 336 || Economic History of Canada || History || Development || No
|-
| ECON 339 || Economics of Technological Change || Development || History || No
|-
| ECON 345 || Money and Banking || Monetary || Finance || No
|-
| ECON 350 || Public Finance Topics || Public || - || No
|-
| ECON 351 || Sex and Gender in the Economy || Labour || Development || No
|-
| ECON 355 || International Trade || Trade || Macro || No
|-
| ECON 356 || International Finance || Finance || Macro || No
|-
| ECON 360 || Labour Economics || Labour || Public || No
|-
|ECON 364A
|Sustainable Development
|Environment
|Development
|No
|-
| ECON 365 || Topics in Industrial Organization || Micro || Labour || No
|-
| ECON 367 || Economic Analysis of Law || Micro || Public || No
|-
| ECON 370 || Cost-Benefit Analysis || Micro || Public || No
|-
| ECON 371 || Economics of the Environment || Environment || Public || No
|-
| ECON 374 || Land Economics || Micro || Public || No
|-
| ECON 398 || Introduction to Applied Economics || Econometrics || Micro || Maybe
|-
| ECON 420 || Optimization and Economic Theory || Theory || - || Yes
|-
| ECON 421 || Introduction to Game Theory || Micro || Theory || Yes
|-
| ECON 425 || Introduction to Econometrics || Econometrics || Theory || Yes
|-
| ECON 441 || Economic Development || Development || History || Yes
|-
| ECON 442 || Issues in Economic Development || Development || History || Yes
|-
| ECON 447 || Monetary Theory || Monetary || Macro || Yes
|-
| ECON 451 || Public Expenditures || Public || Labour || Yes
|-
| ECON 455 || International Trade || Trade || Macro || Yes
|-
| ECON 456 || International Macroeconomics and Finance || Macro || Finance || Yes
|-
|ECON 460
|Economics of Labour Markerts
|Labour
|Micro
|Yes
|-
| ECON 465 || Market Structure || Micro || Theory || Yes
|-
| ECON 466 || Economics of Regulation || Micro || Public || Yes
|-
| ECON 471 || Economics of Non-renewables || Environment || Public || Yes
|-
| ECON 472 || Economics of Renewables || Environment || Public || Yes
|-
| ECON 482 || Consequences of Religion || Development || History || Yes
|-
| ECON 485 || Political Economy || Micro || Public || Yes
|}
</div>
</div>

You should try to identify a couple of courses which you think fit into your area of interest, then start trying to “build out” a proposed focus from those courses. Advice from your previous instructors or advisers can be invaluable in this if you are not sure about something. Notice (in Figure 1), that not only about half of your courses are taken up by courses which are required to be in Economics; you can select the other ones from a variety of departments, so long as they meet the Faculty of Arts requirements to graduate. We strongly advise always running any proposed plan by Arts Advising (or your home faculty) before making final decisions, as well as checking out [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar] while you are doing your planning.

{| class="wikitable" align="center"
|+ Figure 1: A rough outline of your electives in Years 3 and 4
| colspan="2" align="center" | Year 3 || colspan="2" align="center"| Year 4
|-
! Term 1 || Term 2 || Term 3 || Term 4
|-
| ''ECON 301'' || ''ECON 302'' || (5) ||''ECON 490''
|-
| ''ECON 326'' || ''(2)'' || (6) || (7)
|-
|ECON 3/4XX || ECON 3/4XX || ECON 4XX || ECON 4XX
|-
|ECON 3/4XX || (2) || (8) || (9)
|-
| (3) || (4) || (10) || (11)
|}

This is a good opportunity to customize your degree by pursuing a minor; nearly any minor is complementary with an economics degree (yes, even Fine Arts). Some particularly useful skills come from disciplines with substantial methodological or topical overlap with economics:
* Computer Science
* Mathematics or statistics
* Political Science, sociology, or psychology
* Commerce
* Geography
* History or philosophy
However, you should keep a focus - a minor is just a "packaged" focus. Your degree remains what you make of it, and the courses you choose - so choose appropriately.

=== Grad School Track + Math ===
One particular question comes up with respect to mathematics: how much math should you take? To be honest, the short answer is “more is better” – mathematics (and statistics) is the modelling language of economics, and the more powerful the math at your disposal, the more well prepared you will be for more advanced topics. This is especially relevant if you are thinking about graduate school. The so-called “graduate school track” (Figure 2) recommends taking (in addition to the regular BA courses) ECON 303, 307, 421, 425 as well as MATH 200, 221; taking the honours sequence is also recommended. Additional useful math courses include MATH 220 and MATH 302; if you are good at math (I mean, really good), consider also taking MATH 320 (real analysis), but it can be very challenging.

{| class="wikitable" align="center"
|+ Figure 2: A rough example of the "grad school" track
| colspan="2" align="center" | Year 3 || colspan="2" align="center" | Year 4
|-
! Term 1 || Term 2 || Term 3 || Term 4
|-
| ''ECON 301'' || ''ECON 302'' || ECON 3/4XX || ''ECON 490''
|-
| ''ECON 326'' ||'''''MATH 220'''''||'''MATH 221''' || '''ECON 425'''
|-
|'''ECON 303/306''' || '''ECON 307''' || '''ECON 421''' || (5)
|-
|'''MATH 200''' || (3) || (4) || (7)
|-
| (1) || (2) || (6) || (8)
|}

==== Reference Letters ====
When applying to graduate school (or some job opportunities), you will normally be asked to provide 2-3 references who can write a letter on your behalf. These are very important, since they make your file stand out from other, similar files! Your electives and capstone courses are excellent opportunities to build the kinds of relationships with your professors which are necessary for them to write a strong letter of reference. The main idea of a reference letter is to (i) illustrate and support your suitability for graduate school, both in terms of your academic skills as well as your personal characteristics, and (ii) to highlight any special features of your application and/or explain irregularities (such as a failed class or a non-traditional degree program).

It is important that the person you are asking to write your letter can honestly discuss you in these terms; if all they can say is the grade you got in their class, and can't discuss you in any depth, they're probably not a good reference. This requires that you take the opportunities in your electives and capstones to build a relationships with your instructors. ECON 490 is a natural fit, due to the seminar environment, but electives (particularly in the 4th year) will also give you these kinds of opportunities. Seize them and plan electives to help support them, if you think graduate school might be in your future.

== Frequently Asked Questions (for 2022) ==

===How easy is it for me to switch programs (e.g. major to honours, combined major, etc)?===

It depends – all economics students were admitted as part of a single pool, and so adding or changing your major depends on what you are doing.

* '''Easy''': Moving from a combined major to a regular major, or honours to regular major – request submit your request in writing to the department office.
* '''Easy''': Moving from a regular major to a combined major in Economics and Philosophy – submit your request in writing to the department office.
* '''Medium''': Moving from a regular major to honours. You should discuss with the Economics Honours advisor if you would like to do this; you will need to take extra courses, and space is a serious constraint. The Honours Advisor may ask students to complete their 3<sup>rd</sup> year in the straight major and then apply as a 4<sup>th</sup> year Honours applicant during admissions process in May.
* '''Hard''': Moving from a regular major to a combined major in Economics and Statistics or Mathematics. The associated departments are limiting the amount of students we admit into these specializations due to course constraints. Only about the top 20 or so are accepted yearly. Students should contact the associated departments for more information.
* '''Hard''': Moving from a regular major to a BA combined major in Economics and Political Science. This requires you to be admitted to the Major in Political Science, which is handled through the Political Science Department. You should contact their coordinator to get more information.

===What do I do if there’s a mistake in my grades?===

If there is a mistake in your academic record, you should first contact the instructor for the course, and discuss it with them. You should do this in writing (e.g. by email) and include a clear statement of what the error is and the rationale for correction. Note that requests on compassionate grounds are not valid reasons for reassessment, and be aware of the deadlines below.

If the instructor agrees with your request, they will submit a “change of grade” form, which is validated by the department and Dean’s office, then processed by academic records. This usually takes a few weeks; after this process is over it will be reflected on your transcripts.

If you disagree with your instructor’s decision or cannot reach them, then you will need to submit a request for Review of Academic Standing to Enrolment Services. You can find the information, fees, and forms for this request in the [http://www.calendar.ubc.ca/Vancouver/index.cfm?tree=3,49,0,0 Calendar]. This request will then be reviewed by the VSE and the results communicated to the student within 45 days.

* Important: note the deadlines of March 15 for Term 1, July 15 for Term 2, October 15 for Summer courses.

===Who do I contact if I have a problem or complaint about an instructor?===

If you have an issue with an instructor and do not feel comfortable discussing it with them, or have not been able to reach a resolution, the next step is to discuss it with the VSE Ombudsperson (currently Wei Li) via email or you are always welcome to contact the Undergraduate Coordinator Prof. Kevin Song. Ombudspeople are third parties who advise on allegations of unfairness or injustice, and help students by providing information or assisting in seeking redress through formal or informal channels.

You may also be interested in contacting the UBC Ombudsperson for Students ([https://ombudsoffice.ubc.ca/]) if you feel the issue goes beyond the VSE’s scope or concerns an issue at the Faculty level.

===What’s the deal with credit exclusions (e.g. STAT 200 credit exclusion list)?===

The credit exclusions (see [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,215,410,414 here]) and how they relate to degree requirements are confusing. Basically, these are lists of courses which the Faculty of Science (and Arts) recognizes as equivalent and will not grant credit for completing multiple versions. The VSE recognizes some of these as equivalent for the purposes of pre-requisites towards degree completion but will NOT recognize them as ECON courses for the purpose of number of ECON credits towards graduation or for the undergraduate application process.

* In other words, they can fill the need for a specified course on the exclusion list, but do not count as ECON credits towards the 42 total credits in the straight ECON major needed to graduate. You need to take an extra ECON elective at the same level or higher to make up those credits.

Here are some examples:

* ''Example 1:'' you have taken STAT 200. This will count as ECON 325 towards completing the required courses for a BA, but will not count as a 300 level ECON course towards your total 300/400-level credits. You will need to take another 300-level ECON '''or 400-level Econ''' course to fill that requirement. You cannot take ECON 325 and receive credit for it.
* ''Example 2:'' you have taken STAT 200 and want to take ECON 226. Bad idea! You cannot receive credit for ECON 226, because you are not allowed to take it if you have taken ECON 325 or equivalent – which includes STAT 200.
* ''Example 3:'' you are a combined major in Economics and Statistics. You have taken ECON 326 and want to take STAT 306. This is not a good idea: you cannot receive credit for STAT 306 since it is equivalent to ECON 326.
* ''Example 4'': you are a double major in Economics and Political Science. You have taken POLI 380, and want to take ECON 326. You need to take ECON 325 first, since we don’t allow POLI 380 or SOCI 328 in lieu of ECON 325. If students have taken POLI 380 they must take ECON 325 for the major/combined majors/honours program. Faculty Advising office will determine whether or not they will receive credits towards their total graduation requirement.

You should always double-check issues like these with your faculty advising office or the VSE if you are not sure, especially when making critical decision about your degree program.

== Contacts ==
The VSE offers by-appointment advising which can be scheduled by contacting the VSE undergraduate office (vse.undergrad@ubc.ca) You can arrange a meeting with either:
* Fernanda Manna Undergraduate Administrative Assistant
* Jonathan Graves, Majors Advisor
Please schedule appointments through the office, not directly with advisers. If you want informal advice about courses, contact one of your favourite instructors (or Jonathan Graves at jonathan.graves@ubc.ca)!

Documentation:Economics Info Session: Making the Most of your Economics Degree

2026-02-09T20:41:52Z

JonathanGraves: Archive page - old information

{{Infobox Economics Documentation|Title=Making the Most of</br> Your Economics Degree|Description=This info session is designed to help incoming Economics students plan the 3rd and 4th years of their degree.|Subtitle=Key Info|Bullet1=Date: TBA|Bullet2=Session Facilitator: Jonathan Graves}}

{{Archive|contact=jonathan.graves@ubc.ca}}

== Part 1: The Big Picture ==
The biggest strength of a Bachelor of Arts degree (BA) is its flexibility, but this can also be its biggest weakness. A BA gives you a great deal of control over what courses you take and in what order. A key goal of your last two years should be to create a <u>degree focus</u> for yourself: this is like a statement or narrative which summarizes your degree. You’ve already taken the first step by declaring a major in economics; you now need to build on this decision by selecting courses and other specializations to make your BA your own.

=== Activity 1: Motivation ===
In order to do this, it’s important for you to articulate why you chose economics as a major. The reasons might be philosophical, or they might be very practical. However, they should take some thinking – try to go beyond the superficial to really identify why you chose economics, and UBC in general. Some questions which can help with this process are:
* Who or what inspires you?
* Who do you view as a model for yourself or your career?
* How would the “best version” of yourself answer this question?
* Where do you want to be in 5 years? 10 years?
You should think about this more as you continue learning and taking more courses. For now, you want to write down your motivation as a simple, affirmative statement about why you chose economics. For example:<blockquote>''“I chose economics because I want an interesting, well-paying job, and I want to make financial systems more fair for everyone in the economy”''</blockquote>Or<blockquote>''“I chose economics because I love data and math, and was really inspired by my first year professor who showed me all the topics you could learn.”''</blockquote>There’s no right or wrong answer to this question, as long as it is authentic to who you are, and what you value. Write this down somewhere as we continue working on this exercise.

=== Activity 2: Degree Vision ===
The next step is to envision how you can link your motivation to your degree. Thinking about your motivation for your decision, the next step is to imagine yourself in an interview after your graduation, where you’re asked to explain your degree. Again, try to write it down as a simple, affirmative statement about what you did in your degree. You might say something like:<blockquote>''“I did a Bachelor of Arts in Economics, focusing on…."''</blockquote>You’ll want to decide how to fill in the gaps. Some examples could be:<blockquote>''“I did a Bachelor of Arts in Economics, focusing on applied macroeconomics, especially economic development and the study of developing countries”''</blockquote>Or<blockquote>''“I did a combined Bachelor of Arts in Economics and Political Science, where I focused on political institutions and their impact on the economy of a country”''</blockquote>Or<blockquote>''“I did a Bachelor of Arts in Economics, with a minor in geography, focusing on applied data analysis and econometrics, especially including spatial models.”''</blockquote>The key here is not the degree but what you <u>learned</u> as part of your degree. You can craft this by choosing courses, both in economics and elsewhere, in a thoughtful and purposeful way.

Once you’d identified your motivation (your starting point) and your goal (your finishing point), the next task is to start filling in the gaps with courses that will take you towards your goal.

== Part 2: Core Courses ==
Every Economics degree will, in its last two years will take four “core” courses:
* ECON 301: Intermediate Microeconomic Analysis I
* ECON 302: Intermediate Macroeconomic Analysis I
* ECON 326: Methods of Empirical Research in Economics
* ECON 490: Seminar in Applied Economics
Students will also have, starting in 2022/2023 have completed a fifth "core" course:

* ECON 325: Introduction to Empirical Economics

Many students will also want to take a (optional) sixth "core" course; this may be required for specific programs (e.g. combined majors; see below and [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar]):
* ECON 303: Intermediate Microeconomic Analysis II
These courses are required in order to graduate; there are some equivalencies, but everyone must meet these requirements one way or another. The third year is where most of this hard work is done; we refer to this sequence as “micro, macro, and ‘metrics.” We will return to ECON 490 later in this document.

Many students, upon entering the Economics major, erroneously assume that things will suddenly get a lot easier after all the grade pressures of 2nd year. This is not true; while the grade pressure will let up a little bit, the difficulty ramps up dramatically. To be clear: most students find the core sequence very challenging. This is partially because of the mathematical sophistication, but also just the overall complexity; more math will help, but it won’t fix everything.

As a student, you should thoughtfully prepare for this sequence by planning your degree around the challenge posed by the core courses. To this end we have several suggestions to manage your workload in third year:
# First, <u>complete all of your third-year core courses before or during third year</u>. Resist the urge to push courses into the fall of your fourth year; this will hinder your ability to take electives, and make your last semesters very challenging. Also, try to avoid taking any of the core sequence in the summer; the compressed timelines of the summer semester hinder learning retention and lead to worse outcomes.
# Second, take <u>complementary courses when possible</u> – that is, try to manage the amount you are learning. Take similar courses, or courses which complement each other in some way. You know your learning best, so plan accordingly:
#* Example 1: you struggle with mathematics and can only focus on one math-intensive course a term. In that case, avoid math-intensive electives entirely during third year and focus only on the core courses. Take less-mathematical third year electives (e.g. they don’t have MATH 105 as a pre-req.) instead, and reserve other electives to year four.
#* Example 2: you learn best when courses are similar. In that case, take groups of classes each term, focusing on similar topics or methods. Maybe take a bunch of statistics or applied economics courses, or go deep in one specific sub-field.
# Third, <u>seek help immediately when struggling</u>. The core courses are called “core” because nearly every senior course builds off them. You cannot just barely pass them, then succeed later on – you really need to know the material. This is especially true in ECON 325/326, which you may not have any exposure to before. Don’t let them get away from you, and reach out for additional support if you’re struggling.

=== Specific Requirements for Combined Majors ===

Combined majors sometimes have additional Economics requirements, as well as requirements from the combined department; they may also relax requirements for the number of Economics-specific electives. You should check these carefully using [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar]. Some specifics for Economics courses are listed here:

* Combined Major Economics - Philosophy: strongly recommend ECON 319 and 318
* Combined BA Major Economics - Statistics: <u>required</u> to take ECON 303 and ECON 425
** As of 2022, the combined major has new requirements which no longer require these specific courses, but depending on the sequence will require other ECON courses (e.g. ECON 398)
* Combined Major Economics - Political Science: no specific additional ECON courses
* Combined BA Major Economics - Mathematics: no specific additional ECON courses

== Part 3: Capstone Courses ==
Every Economics degree has a “capstone” course (ECON 490 for BA, ECON 499 for Honours) which should be taken in either the fall or spring of your fourth year. The capstone is unique, in that every section has a different focus and covers different topics. However, the capstone always involves carrying out an applied economics research project, under the direction of an instructor, then writing a paper describing your research. They also involve some element of communication - usually a presentation, video recording, or poster session.

Many students are very worried before they take ECON 490, but they shouldn’t be – overwhelmingly, students describe the course as one of the most rewarding and valuable learning experiences. This is usually because they do not feel like the have adequate preparation, and are not confident in their applied skills (particularly econometrics). Accordingly, to get the most out of your capstone you need to plan ahead and prepare appropriately:
# First, make sure you have <u>taken appropriate electives</u> (see Part 4) before taking your capstone. Having exposure to economic research and especially more experience with different tools (like econometrics) will make your research project easier and more rewarding. One of the most valuable electives is ECON 425 (Introduction to Econometrics), if you have a background appropriate for it.
# Second, ensure you <u>have the necessary technical skills</u>. All sections of ECON 490 will use statistical software and econometrics, which you should be familiar with from ECON 325/326. Check that the section you’re interested is using software you’re familiar with; if you feel unprepared, reach out to the ECON 490 coordinator for information about help sessions. There is a TA for the course whose job early on is to help students with statistical software and econometrics.
# Third, <u>choose an appropriate section</u> of ECON 490, appropriate to your interests and skills. Some sections give you a lot of freedom (choose your own project) while others guide you much more (work on a certain dataset); some sections have community engaged learning projects, others have group work; some sections meet frequently, others meet less often. Look carefully at the outlines and syllabuses, and decide which project you think is best for you. If you’re not sure, email the instructor and explain your concerns, then ask for some advice.
A general rule of thumb is that in ECON 490, you get what you put into the course. If you challenge yourself and do something creative and sophisticated, you will get much more out of the course. There is a graduation prize (Erwin R. Diewert Award) for the best ECON 490 paper, and you should aspire to try for it! I tell my students in ECON 490 that the right way to think about this is that one day you will be in a job interview, and you will need to explain something interesting about your degree. This is a good way to point to something tangible which summarizes your skills and experiences in a meaningful way – so seize it!

Another common question is which term should you take ECON 490? This is a challenge, as there are pros and cons to either choice. In term 1, you will likely be “fresher” with more motivation; you will also have more chances to improve your paper for publication or competitions in the future. In term 2, you will have taken more electives, and will be more experienced overall. Generally, I recommend Term 1 for students who have a clear project idea in mind, and have been well-prepared in their previous years for the project. I think Term 2 is for people with more unclear projects, or who need more time to do their electives. If you think you have a really amazing project, do it in Term 1 so that you can compete for prizes like the Bank of Canada awards or the [https://students.ubc.ca/career/career-events/multidisciplinary-undergraduate-research-conference UBC MURC].

Again, the key take-away from this course should be your research project: a concise, “portfolio-ready” summary of your degree which you can use as evidence of what you’ve learned and the skills you’ve mastered. Focus on this key principle, and the rest will fall into place.

== Part 4: Electives ==

Students frequently treat electives as an afterthought; a set of courses they need to do in order “check the boxes” and get enough credits to graduate. They end up taking the easiest ones they can find, or the ones their friends are taking, or the ones with less math, etc. <u>This is a very bad idea</u>. Electives are not ancillary to your degree – they are, in fact, the most important part. They are what makes your degree your own – they’re how you fill in the “…” in “I did a Bachelor of Arts in Economics, focusing on...” To be clear: choosing electives poorly makes your degree less valuable, less employable, and harder to obtain. Choosing electives properly makes your degree more valuable, more employable, and easier to obtain.

So, how should you choose electives? Return to your motivation in Part 1, then select electives which will build out your “story” or focus. These can be electives within economics, or outside – if you are doing a standard BA, you will need more credits than just the upper division electives in Economics in order to graduate. In Table 2, below you can see a list of all the electives for this year, including their “Fields” and whether you need MATH 105 (or equivalent) to take the course. In economics, the fields are usually described as in Table 1; these can be a useful way of identifying how to "package" your degree since fields have a lot of disciplinary and topical overlap.

<div class="toccolours mw-collapsible mw-collapsed" style="width:400px; overflow:auto;"">
<div style="font-weight:bold;line-height:1.6;font-size:14pt">Table 1: Economic fields for courses at UBC (2022)</div>
<div class="mw-collapsible-content">
{| class="wikitable"
! Field
! Description
|-
| Public
| The study of public finance and policy, concerned with the regulation and operation of the economy, welfare, and government. Topics include taxation, benefits, public goods, health care, etc.
|-
| Philosophy
| The study of the philosophical background for economic thought, including historical development and contemporary issues. Topics include distribution, justice, and value.
|-
| Labour
| The study of the supply and demand for labour, and the interaction of these two forces in the economics. Topics include wages, discrimination, inequality, unemployment, and the job market.
|-
| Econometrics
| The study of how to apply statistical tools and models to economic situations, both theoretically and practically. Topics include causation, identification, machine learning, and statistics.
|-
| Theory
| The development of economic models, their mathematical properties, and their application to economic situations. Topics include game theory, dynamic programming, optimization, and choice theory.
|-
| History
| The study of history through an economic lens, use economic models and tools to analyze and describe history events or forces. Note: <i>not</i> the history of economics. Topics vary but could include colonization, economic development, religion, and war.
|-
| Development
| The study of economic development and the developing world, including both theoretically and in a historical perspective. Topics include economic growth, technological change, policy, and specific attention to historical examples (e.g. China).
|-
| Monetary
| The study of money, specifically including the role of banks and central banks, and their impact on the economic. Usually also includes a focus on policy. Topics include interest rate determination, recessions, optimal bank policy, stabilization, and financial crises.
|-
| Finance
| The study of the flow of money through the economy, usually include financial instruments, institutions, and their impact on the economy. Topics include asset pricing, financing, securitization, and stock markets.
|-
| Micro
| The study of individual agent decision making; microeconomics. Topics include consumption choices, political decision-making, industrial organization, utility theory, and markets.
|-
| Environment
| The study of the interaction of the economy with the environment, with a special emphasis on the impact of policies and government decision making. Topics include carbon pricing, externalities, renewable resources, and energy.
|-
| Macro
| The study of the economy as a whole; macroeconomics. Topics include GDP growth, inflation, financial systems, and government's role in the economy.
|-
| Trade
| The study of the economic motivations and consequences of trade; open-economy macro and microeconomics. Topics include comparative advantage, tariffs, trade deficits, technological diffusion, and conflict.
|}</div></div>

<div class="toccolours mw-collapsible mw-collapsed" style="width:400px; overflow:auto;"">
<div style="font-weight:bold;line-height:1.6;font-size:14pt">Table 2: Economic electives for courses at UBC (2022)</div>
<div class="mw-collapsible-content">
{| class="wikitable sortable"
! Course || Subject || Field I || Field II || Math?
|-
| ECON 317 || Poverty and Inequality || Public || Labour || No
|-
| ECON 318 || History and Philosophy I || Philosophy || History || No
|-
| ECON 319 || History and Philosophy II || Philosophy || History || No
|-
| ECON 323 || Quantitative Economic Modeling || Econometrics || Theory || Yes
|-
| ECON 334 || Economic History of Europe || History || Development || No
|-
| ECON 335 || Fertility, Families, and Human Migration || Labour || Development || No


|-
| ECON 336 || Economic History of Canada || History || Development || No
|-
| ECON 339 || Economics of Technological Change || Development || History || No
|-
| ECON 345 || Money and Banking || Monetary || Finance || No
|-
| ECON 350 || Public Finance Topics || Public || - || No
|-
| ECON 351 || Sex and Gender in the Economy || Labour || Development || No
|-
| ECON 355 || International Trade || Trade || Macro || No
|-
| ECON 356 || International Finance || Finance || Macro || No
|-
| ECON 360 || Labour Economics || Labour || Public || No
|-
|ECON 364A
|Sustainable Development
|Environment
|Development
|No
|-
| ECON 365 || Topics in Industrial Organization || Micro || Labour || No
|-
| ECON 367 || Economic Analysis of Law || Micro || Public || No
|-
| ECON 370 || Cost-Benefit Analysis || Micro || Public || No
|-
| ECON 371 || Economics of the Environment || Environment || Public || No
|-
| ECON 374 || Land Economics || Micro || Public || No
|-
| ECON 398 || Introduction to Applied Economics || Econometrics || Micro || Maybe
|-
| ECON 420 || Optimization and Economic Theory || Theory || - || Yes
|-
| ECON 421 || Introduction to Game Theory || Micro || Theory || Yes
|-
| ECON 425 || Introduction to Econometrics || Econometrics || Theory || Yes
|-
| ECON 441 || Economic Development || Development || History || Yes
|-
| ECON 442 || Issues in Economic Development || Development || History || Yes
|-
| ECON 447 || Monetary Theory || Monetary || Macro || Yes
|-
| ECON 451 || Public Expenditures || Public || Labour || Yes
|-
| ECON 455 || International Trade || Trade || Macro || Yes
|-
| ECON 456 || International Macroeconomics and Finance || Macro || Finance || Yes
|-
|ECON 460
|Economics of Labour Markerts
|Labour
|Micro
|Yes
|-
| ECON 465 || Market Structure || Micro || Theory || Yes
|-
| ECON 466 || Economics of Regulation || Micro || Public || Yes
|-
| ECON 471 || Economics of Non-renewables || Environment || Public || Yes
|-
| ECON 472 || Economics of Renewables || Environment || Public || Yes
|-
| ECON 482 || Consequences of Religion || Development || History || Yes
|-
| ECON 485 || Political Economy || Micro || Public || Yes
|}
</div>
</div>

You should try to identify a couple of courses which you think fit into your area of interest, then start trying to “build out” a proposed focus from those courses. Advice from your previous instructors or advisers can be invaluable in this if you are not sure about something. Notice (in Figure 1), that not only about half of your courses are taken up by courses which are required to be in Economics; you can select the other ones from a variety of departments, so long as they meet the Faculty of Arts requirements to graduate. We strongly advise always running any proposed plan by Arts Advising (or your home faculty) before making final decisions, as well as checking out [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar] while you are doing your planning.

{| class="wikitable" align="center"
|+ Figure 1: A rough outline of your electives in Years 3 and 4
| colspan="2" align="center" | Year 3 || colspan="2" align="center"| Year 4
|-
! Term 1 || Term 2 || Term 3 || Term 4
|-
| ''ECON 301'' || ''ECON 302'' || (5) ||''ECON 490''
|-
| ''ECON 326'' || ''(2)'' || (6) || (7)
|-
|ECON 3/4XX || ECON 3/4XX || ECON 4XX || ECON 4XX
|-
|ECON 3/4XX || (2) || (8) || (9)
|-
| (3) || (4) || (10) || (11)
|}

This is a good opportunity to customize your degree by pursuing a minor; nearly any minor is complementary with an economics degree (yes, even Fine Arts). Some particularly useful skills come from disciplines with substantial methodological or topical overlap with economics:
* Computer Science
* Mathematics or statistics
* Political Science, sociology, or psychology
* Commerce
* Geography
* History or philosophy
However, you should keep a focus - a minor is just a "packaged" focus. Your degree remains what you make of it, and the courses you choose - so choose appropriately.

=== Grad School Track + Math ===
One particular question comes up with respect to mathematics: how much math should you take? To be honest, the short answer is “more is better” – mathematics (and statistics) is the modelling language of economics, and the more powerful the math at your disposal, the more well prepared you will be for more advanced topics. This is especially relevant if you are thinking about graduate school. The so-called “graduate school track” (Figure 2) recommends taking (in addition to the regular BA courses) ECON 303, 307, 421, 425 as well as MATH 200, 221; taking the honours sequence is also recommended. Additional useful math courses include MATH 220 and MATH 302; if you are good at math (I mean, really good), consider also taking MATH 320 (real analysis), but it can be very challenging.

{| class="wikitable" align="center"
|+ Figure 2: A rough example of the "grad school" track
| colspan="2" align="center" | Year 3 || colspan="2" align="center" | Year 4
|-
! Term 1 || Term 2 || Term 3 || Term 4
|-
| ''ECON 301'' || ''ECON 302'' || ECON 3/4XX || ''ECON 490''
|-
| ''ECON 326'' ||'''''MATH 220'''''||'''MATH 221''' || '''ECON 425'''
|-
|'''ECON 303/306''' || '''ECON 307''' || '''ECON 421''' || (5)
|-
|'''MATH 200''' || (3) || (4) || (7)
|-
| (1) || (2) || (6) || (8)
|}

==== Reference Letters ====
When applying to graduate school (or some job opportunities), you will normally be asked to provide 2-3 references who can write a letter on your behalf. These are very important, since they make your file stand out from other, similar files! Your electives and capstone courses are excellent opportunities to build the kinds of relationships with your professors which are necessary for them to write a strong letter of reference. The main idea of a reference letter is to (i) illustrate and support your suitability for graduate school, both in terms of your academic skills as well as your personal characteristics, and (ii) to highlight any special features of your application and/or explain irregularities (such as a failed class or a non-traditional degree program).

It is important that the person you are asking to write your letter can honestly discuss you in these terms; if all they can say is the grade you got in their class, and can't discuss you in any depth, they're probably not a good reference. This requires that you take the opportunities in your electives and capstones to build a relationships with your instructors. ECON 490 is a natural fit, due to the seminar environment, but electives (particularly in the 4th year) will also give you these kinds of opportunities. Seize them and plan electives to help support them, if you think graduate school might be in your future.

== Frequently Asked Questions (for 2022) ==

===How easy is it for me to switch programs (e.g. major to honours, combined major, etc)?===

It depends – all economics students were admitted as part of a single pool, and so adding or changing your major depends on what you are doing.

* '''Easy''': Moving from a combined major to a regular major, or honours to regular major – request submit your request in writing to the department office.
* '''Easy''': Moving from a regular major to a combined major in Economics and Philosophy – submit your request in writing to the department office.
* '''Medium''': Moving from a regular major to honours. You should discuss with the Economics Honours advisor if you would like to do this; you will need to take extra courses, and space is a serious constraint. The Honours Advisor may ask students to complete their 3<sup>rd</sup> year in the straight major and then apply as a 4<sup>th</sup> year Honours applicant during admissions process in May.
* '''Hard''': Moving from a regular major to a combined major in Economics and Statistics or Mathematics. The associated departments are limiting the amount of students we admit into these specializations due to course constraints. Only about the top 20 or so are accepted yearly. Students should contact the associated departments for more information.
* '''Hard''': Moving from a regular major to a BA combined major in Economics and Political Science. This requires you to be admitted to the Major in Political Science, which is handled through the Political Science Department. You should contact their coordinator to get more information.

===What do I do if there’s a mistake in my grades?===

If there is a mistake in your academic record, you should first contact the instructor for the course, and discuss it with them. You should do this in writing (e.g. by email) and include a clear statement of what the error is and the rationale for correction. Note that requests on compassionate grounds are not valid reasons for reassessment, and be aware of the deadlines below.

If the instructor agrees with your request, they will submit a “change of grade” form, which is validated by the department and Dean’s office, then processed by academic records. This usually takes a few weeks; after this process is over it will be reflected on your transcripts.

If you disagree with your instructor’s decision or cannot reach them, then you will need to submit a request for Review of Academic Standing to Enrolment Services. You can find the information, fees, and forms for this request in the [http://www.calendar.ubc.ca/Vancouver/index.cfm?tree=3,49,0,0 Calendar]. This request will then be reviewed by the VSE and the results communicated to the student within 45 days.

* Important: note the deadlines of March 15 for Term 1, July 15 for Term 2, October 15 for Summer courses.

===Who do I contact if I have a problem or complaint about an instructor?===

If you have an issue with an instructor and do not feel comfortable discussing it with them, or have not been able to reach a resolution, the next step is to discuss it with the VSE Ombudsperson (currently Wei Li) via email or you are always welcome to contact the Undergraduate Coordinator Prof. Kevin Song. Ombudspeople are third parties who advise on allegations of unfairness or injustice, and help students by providing information or assisting in seeking redress through formal or informal channels.

You may also be interested in contacting the UBC Ombudsperson for Students ([https://ombudsoffice.ubc.ca/]) if you feel the issue goes beyond the VSE’s scope or concerns an issue at the Faculty level.

===What’s the deal with credit exclusions (e.g. STAT 200 credit exclusion list)?===

The credit exclusions (see [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,215,410,414 here]) and how they relate to degree requirements are confusing. Basically, these are lists of courses which the Faculty of Science (and Arts) recognizes as equivalent and will not grant credit for completing multiple versions. The VSE recognizes some of these as equivalent for the purposes of pre-requisites towards degree completion but will NOT recognize them as ECON courses for the purpose of number of ECON credits towards graduation or for the undergraduate application process.

* In other words, they can fill the need for a specified course on the exclusion list, but do not count as ECON credits towards the 42 total credits in the straight ECON major needed to graduate. You need to take an extra ECON elective at the same level or higher to make up those credits.

Here are some examples:

* ''Example 1:'' you have taken STAT 200. This will count as ECON 325 towards completing the required courses for a BA, but will not count as a 300 level ECON course towards your total 300/400-level credits. You will need to take another 300-level ECON '''or 400-level Econ''' course to fill that requirement. You cannot take ECON 325 and receive credit for it.
* ''Example 2:'' you have taken STAT 200 and want to take ECON 226. Bad idea! You cannot receive credit for ECON 226, because you are not allowed to take it if you have taken ECON 325 or equivalent – which includes STAT 200.
* ''Example 3:'' you are a combined major in Economics and Statistics. You have taken ECON 326 and want to take STAT 306. This is not a good idea: you cannot receive credit for STAT 306 since it is equivalent to ECON 326.
* ''Example 4'': you are a double major in Economics and Political Science. You have taken POLI 380, and want to take ECON 326. You need to take ECON 325 first, since we don’t allow POLI 380 or SOCI 328 in lieu of ECON 325. If students have taken POLI 380 they must take ECON 325 for the major/combined majors/honours program. Faculty Advising office will determine whether or not they will receive credits towards their total graduation requirement.

You should always double-check issues like these with your faculty advising office or the VSE if you are not sure, especially when making critical decision about your degree program.

== Contacts ==
The VSE offers by-appointment advising which can be scheduled by contacting the VSE undergraduate office (vse.undergrad@ubc.ca) You can arrange a meeting with either:
* Fernanda Manna Undergraduate Administrative Assistant
* Jonathan Graves, Majors Advisor
Please schedule appointments through the office, not directly with advisers. If you want informal advice about courses, contact one of your favourite instructors (or Jonathan Graves at jonathan.graves@ubc.ca)!

Documentation:Economics Info Session: Making the Most of your Economics Degree

2022-07-14T22:26:00Z

JonathanGraves: update dates

{{Infobox Economics Documentation|Title=Making the Most of</br> Your Economics Degree|Description=This info session is designed to help incoming Economics students plan the 3rd and 4th years of their degree.|Subtitle=Key Info|Bullet1=Date: TBA|Bullet2=Session Facilitator: Jonathan Graves}}

== Part 1: The Big Picture ==
The biggest strength of a Bachelor of Arts degree (BA) is its flexibility, but this can also be its biggest weakness. A BA gives you a great deal of control over what courses you take and in what order. A key goal of your last two years should be to create a <u>degree focus</u> for yourself: this is like a statement or narrative which summarizes your degree. You’ve already taken the first step by declaring a major in economics; you now need to build on this decision by selecting courses and other specializations to make your BA your own.

=== Activity 1: Motivation ===
In order to do this, it’s important for you to articulate why you chose economics as a major. The reasons might be philosophical, or they might be very practical. However, they should take some thinking – try to go beyond the superficial to really identify why you chose economics, and UBC in general. Some questions which can help with this process are:
* Who or what inspires you?
* Who do you view as a model for yourself or your career?
* How would the “best version” of yourself answer this question?
* Where do you want to be in 5 years? 10 years?
You should think about this more as you continue learning and taking more courses. For now, you want to write down your motivation as a simple, affirmative statement about why you chose economics. For example:<blockquote>''“I chose economics because I want an interesting, well-paying job, and I want to make financial systems more fair for everyone in the economy”''</blockquote>Or<blockquote>''“I chose economics because I love data and math, and was really inspired by my first year professor who showed me all the topics you could learn.”''</blockquote>There’s no right or wrong answer to this question, as long as it is authentic to who you are, and what you value. Write this down somewhere as we continue working on this exercise.

=== Activity 2: Degree Vision ===
The next step is to envision how you can link your motivation to your degree. Thinking about your motivation for your decision, the next step is to imagine yourself in an interview after your graduation, where you’re asked to explain your degree. Again, try to write it down as a simple, affirmative statement about what you did in your degree. You might say something like:<blockquote>''“I did a Bachelor of Arts in Economics, focusing on…."''</blockquote>You’ll want to decide how to fill in the gaps. Some examples could be:<blockquote>''“I did a Bachelor of Arts in Economics, focusing on applied macroeconomics, especially economic development and the study of developing countries”''</blockquote>Or<blockquote>''“I did a combined Bachelor of Arts in Economics and Political Science, where I focused on political institutions and their impact on the economy of a country”''</blockquote>Or<blockquote>''“I did a Bachelor of Arts in Economics, with a minor in geography, focusing on applied data analysis and econometrics, especially including spatial models.”''</blockquote>The key here is not the degree but what you <u>learned</u> as part of your degree. You can craft this by choosing courses, both in economics and elsewhere, in a thoughtful and purposeful way.

Once you’d identified your motivation (your starting point) and your goal (your finishing point), the next task is to start filling in the gaps with courses that will take you towards your goal.

== Part 2: Core Courses ==
Every Economics degree will, in its last two years will take four “core” courses:
* ECON 301: Intermediate Microeconomic Analysis I
* ECON 302: Intermediate Macroeconomic Analysis I
* ECON 326: Methods of Empirical Research in Economics
* ECON 490: Seminar in Applied Economics
Students will also have, starting in 2022/2023 have completed a fifth "core" course:

* ECON 325: Introduction to Empirical Economics

Many students will also want to take a (optional) sixth "core" course; this may be required for specific programs (e.g. combined majors; see below and [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar]):
* ECON 303: Intermediate Microeconomic Analysis II
These courses are required in order to graduate; there are some equivalencies, but everyone must meet these requirements one way or another. The third year is where most of this hard work is done; we refer to this sequence as “micro, macro, and ‘metrics.” We will return to ECON 490 later in this document.

Many students, upon entering the Economics major, erroneously assume that things will suddenly get a lot easier after all the grade pressures of 2nd year. This is not true; while the grade pressure will let up a little bit, the difficulty ramps up dramatically. To be clear: most students find the core sequence very challenging. This is partially because of the mathematical sophistication, but also just the overall complexity; more math will help, but it won’t fix everything.

As a student, you should thoughtfully prepare for this sequence by planning your degree around the challenge posed by the core courses. To this end we have several suggestions to manage your workload in third year:
# First, <u>complete all of your third-year core courses before or during third year</u>. Resist the urge to push courses into the fall of your fourth year; this will hinder your ability to take electives, and make your last semesters very challenging. Also, try to avoid taking any of the core sequence in the summer; the compressed timelines of the summer semester hinder learning retention and lead to worse outcomes.
# Second, take <u>complementary courses when possible</u> – that is, try to manage the amount you are learning. Take similar courses, or courses which complement each other in some way. You know your learning best, so plan accordingly:
#* Example 1: you struggle with mathematics and can only focus on one math-intensive course a term. In that case, avoid math-intensive electives entirely during third year and focus only on the core courses. Take less-mathematical third year electives (e.g. they don’t have MATH 105 as a pre-req.) instead, and reserve other electives to year four.
#* Example 2: you learn best when courses are similar. In that case, take groups of classes each term, focusing on similar topics or methods. Maybe take a bunch of statistics or applied economics courses, or go deep in one specific sub-field.
# Third, <u>seek help immediately when struggling</u>. The core courses are called “core” because nearly every senior course builds off them. You cannot just barely pass them, then succeed later on – you really need to know the material. This is especially true in ECON 325/326, which you may not have any exposure to before. Don’t let them get away from you, and reach out for additional support if you’re struggling.

=== Specific Requirements for Combined Majors ===

Combined majors sometimes have additional Economics requirements, as well as requirements from the combined department; they may also relax requirements for the number of Economics-specific electives. You should check these carefully using [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar]. Some specifics for Economics courses are listed here:

* Combined Major Economics - Philosophy: strongly recommend ECON 319 and 318
* Combined BA Major Economics - Statistics: <u>required</u> to take ECON 303 and ECON 425
** As of 2022, the combined major has new requirements which no longer require these specific courses, but depending on the sequence will require other ECON courses (e.g. ECON 398)
* Combined Major Economics - Political Science: no specific additional ECON courses
* Combined BA Major Economics - Mathematics: no specific additional ECON courses

== Part 3: Capstone Courses ==
Every Economics degree has a “capstone” course (ECON 490 for BA, ECON 499 for Honours) which should be taken in either the fall or spring of your fourth year. The capstone is unique, in that every section has a different focus and covers different topics. However, the capstone always involves carrying out an applied economics research project, under the direction of an instructor, then writing a paper describing your research. They also involve some element of communication - usually a presentation, video recording, or poster session.

Many students are very worried before they take ECON 490, but they shouldn’t be – overwhelmingly, students describe the course as one of the most rewarding and valuable learning experiences. This is usually because they do not feel like the have adequate preparation, and are not confident in their applied skills (particularly econometrics). Accordingly, to get the most out of your capstone you need to plan ahead and prepare appropriately:
# First, make sure you have <u>taken appropriate electives</u> (see Part 4) before taking your capstone. Having exposure to economic research and especially more experience with different tools (like econometrics) will make your research project easier and more rewarding. One of the most valuable electives is ECON 425 (Introduction to Econometrics), if you have a background appropriate for it.
# Second, ensure you <u>have the necessary technical skills</u>. All sections of ECON 490 will use statistical software and econometrics, which you should be familiar with from ECON 325/326. Check that the section you’re interested is using software you’re familiar with; if you feel unprepared, reach out to the ECON 490 coordinator for information about help sessions. There is a TA for the course whose job early on is to help students with statistical software and econometrics.
# Third, <u>choose an appropriate section</u> of ECON 490, appropriate to your interests and skills. Some sections give you a lot of freedom (choose your own project) while others guide you much more (work on a certain dataset); some sections have community engaged learning projects, others have group work; some sections meet frequently, others meet less often. Look carefully at the outlines and syllabuses, and decide which project you think is best for you. If you’re not sure, email the instructor and explain your concerns, then ask for some advice.
A general rule of thumb is that in ECON 490, you get what you put into the course. If you challenge yourself and do something creative and sophisticated, you will get much more out of the course. There is a graduation prize (Erwin R. Diewert Award) for the best ECON 490 paper, and you should aspire to try for it! I tell my students in ECON 490 that the right way to think about this is that one day you will be in a job interview, and you will need to explain something interesting about your degree. This is a good way to point to something tangible which summarizes your skills and experiences in a meaningful way – so seize it!

Another common question is which term should you take ECON 490? This is a challenge, as there are pros and cons to either choice. In term 1, you will likely be “fresher” with more motivation; you will also have more chances to improve your paper for publication or competitions in the future. In term 2, you will have taken more electives, and will be more experienced overall. Generally, I recommend Term 1 for students who have a clear project idea in mind, and have been well-prepared in their previous years for the project. I think Term 2 is for people with more unclear projects, or who need more time to do their electives. If you think you have a really amazing project, do it in Term 1 so that you can compete for prizes like the Bank of Canada awards or the [https://students.ubc.ca/career/career-events/multidisciplinary-undergraduate-research-conference UBC MURC].

Again, the key take-away from this course should be your research project: a concise, “portfolio-ready” summary of your degree which you can use as evidence of what you’ve learned and the skills you’ve mastered. Focus on this key principle, and the rest will fall into place.

== Part 4: Electives ==

Students frequently treat electives as an afterthought; a set of courses they need to do in order “check the boxes” and get enough credits to graduate. They end up taking the easiest ones they can find, or the ones their friends are taking, or the ones with less math, etc. <u>This is a very bad idea</u>. Electives are not ancillary to your degree – they are, in fact, the most important part. They are what makes your degree your own – they’re how you fill in the “…” in “I did a Bachelor of Arts in Economics, focusing on...” To be clear: choosing electives poorly makes your degree less valuable, less employable, and harder to obtain. Choosing electives properly makes your degree more valuable, more employable, and easier to obtain.

So, how should you choose electives? Return to your motivation in Part 1, then select electives which will build out your “story” or focus. These can be electives within economics, or outside – if you are doing a standard BA, you will need more credits than just the upper division electives in Economics in order to graduate. In Table 2, below you can see a list of all the electives for this year, including their “Fields” and whether you need MATH 105 (or equivalent) to take the course. In economics, the fields are usually described as in Table 1; these can be a useful way of identifying how to "package" your degree since fields have a lot of disciplinary and topical overlap.

<div class="toccolours mw-collapsible mw-collapsed" style="width:400px; overflow:auto;"">
<div style="font-weight:bold;line-height:1.6;font-size:14pt">Table 1: Economic fields for courses at UBC (2022)</div>
<div class="mw-collapsible-content">
{| class="wikitable"
! Field
! Description
|-
| Public
| The study of public finance and policy, concerned with the regulation and operation of the economy, welfare, and government. Topics include taxation, benefits, public goods, health care, etc.
|-
| Philosophy
| The study of the philosophical background for economic thought, including historical development and contemporary issues. Topics include distribution, justice, and value.
|-
| Labour
| The study of the supply and demand for labour, and the interaction of these two forces in the economics. Topics include wages, discrimination, inequality, unemployment, and the job market.
|-
| Econometrics
| The study of how to apply statistical tools and models to economic situations, both theoretically and practically. Topics include causation, identification, machine learning, and statistics.
|-
| Theory
| The development of economic models, their mathematical properties, and their application to economic situations. Topics include game theory, dynamic programming, optimization, and choice theory.
|-
| History
| The study of history through an economic lens, use economic models and tools to analyze and describe history events or forces. Note: <i>not</i> the history of economics. Topics vary but could include colonization, economic development, religion, and war.
|-
| Development
| The study of economic development and the developing world, including both theoretically and in a historical perspective. Topics include economic growth, technological change, policy, and specific attention to historical examples (e.g. China).
|-
| Monetary
| The study of money, specifically including the role of banks and central banks, and their impact on the economic. Usually also includes a focus on policy. Topics include interest rate determination, recessions, optimal bank policy, stabilization, and financial crises.
|-
| Finance
| The study of the flow of money through the economy, usually include financial instruments, institutions, and their impact on the economy. Topics include asset pricing, financing, securitization, and stock markets.
|-
| Micro
| The study of individual agent decision making; microeconomics. Topics include consumption choices, political decision-making, industrial organization, utility theory, and markets.
|-
| Environment
| The study of the interaction of the economy with the environment, with a special emphasis on the impact of policies and government decision making. Topics include carbon pricing, externalities, renewable resources, and energy.
|-
| Macro
| The study of the economy as a whole; macroeconomics. Topics include GDP growth, inflation, financial systems, and government's role in the economy.
|-
| Trade
| The study of the economic motivations and consequences of trade; open-economy macro and microeconomics. Topics include comparative advantage, tariffs, trade deficits, technological diffusion, and conflict.
|}</div></div>

<div class="toccolours mw-collapsible mw-collapsed" style="width:400px; overflow:auto;"">
<div style="font-weight:bold;line-height:1.6;font-size:14pt">Table 2: Economic electives for courses at UBC (2022)</div>
<div class="mw-collapsible-content">
{| class="wikitable sortable"
! Course || Subject || Field I || Field II || Math?
|-
| ECON 317 || Poverty and Inequality || Public || Labour || No
|-
| ECON 318 || History and Philosophy I || Philosophy || History || No
|-
| ECON 319 || History and Philosophy II || Philosophy || History || No
|-
| ECON 323 || Quantitative Economic Modeling || Econometrics || Theory || Yes
|-
| ECON 334 || Economic History of Europe || History || Development || No
|-
| ECON 335 || Fertility, Families, and Human Migration || Labour || Development || No


|-
| ECON 336 || Economic History of Canada || History || Development || No
|-
| ECON 339 || Economics of Technological Change || Development || History || No
|-
| ECON 345 || Money and Banking || Monetary || Finance || No
|-
| ECON 350 || Public Finance Topics || Public || - || No
|-
| ECON 351 || Sex and Gender in the Economy || Labour || Development || No
|-
| ECON 355 || International Trade || Trade || Macro || No
|-
| ECON 356 || International Finance || Finance || Macro || No
|-
| ECON 360 || Labour Economics || Labour || Public || No
|-
|ECON 364A
|Sustainable Development
|Environment
|Development
|No
|-
| ECON 365 || Topics in Industrial Organization || Micro || Labour || No
|-
| ECON 367 || Economic Analysis of Law || Micro || Public || No
|-
| ECON 370 || Cost-Benefit Analysis || Micro || Public || No
|-
| ECON 371 || Economics of the Environment || Environment || Public || No
|-
| ECON 374 || Land Economics || Micro || Public || No
|-
| ECON 398 || Introduction to Applied Economics || Econometrics || Micro || Maybe
|-
| ECON 420 || Optimization and Economic Theory || Theory || - || Yes
|-
| ECON 421 || Introduction to Game Theory || Micro || Theory || Yes
|-
| ECON 425 || Introduction to Econometrics || Econometrics || Theory || Yes
|-
| ECON 441 || Economic Development || Development || History || Yes
|-
| ECON 442 || Issues in Economic Development || Development || History || Yes
|-
| ECON 447 || Monetary Theory || Monetary || Macro || Yes
|-
| ECON 451 || Public Expenditures || Public || Labour || Yes
|-
| ECON 455 || International Trade || Trade || Macro || Yes
|-
| ECON 456 || International Macroeconomics and Finance || Macro || Finance || Yes
|-
|ECON 460
|Economics of Labour Markerts
|Labour
|Micro
|Yes
|-
| ECON 465 || Market Structure || Micro || Theory || Yes
|-
| ECON 466 || Economics of Regulation || Micro || Public || Yes
|-
| ECON 471 || Economics of Non-renewables || Environment || Public || Yes
|-
| ECON 472 || Economics of Renewables || Environment || Public || Yes
|-
| ECON 482 || Consequences of Religion || Development || History || Yes
|-
| ECON 485 || Political Economy || Micro || Public || Yes
|}
</div>
</div>

You should try to identify a couple of courses which you think fit into your area of interest, then start trying to “build out” a proposed focus from those courses. Advice from your previous instructors or advisers can be invaluable in this if you are not sure about something. Notice (in Figure 1), that not only about half of your courses are taken up by courses which are required to be in Economics; you can select the other ones from a variety of departments, so long as they meet the Faculty of Arts requirements to graduate. We strongly advise always running any proposed plan by Arts Advising (or your home faculty) before making final decisions, as well as checking out [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar] while you are doing your planning.

{| class="wikitable" align="center"
|+ Figure 1: A rough outline of your electives in Years 3 and 4
| colspan="2" align="center" | Year 3 || colspan="2" align="center"| Year 4
|-
! Term 1 || Term 2 || Term 3 || Term 4
|-
| ''ECON 301'' || ''ECON 302'' || (5) ||''ECON 490''
|-
| ''ECON 326'' || ''(2)'' || (6) || (7)
|-
|ECON 3/4XX || ECON 3/4XX || ECON 4XX || ECON 4XX
|-
|ECON 3/4XX || (2) || (8) || (9)
|-
| (3) || (4) || (10) || (11)
|}

This is a good opportunity to customize your degree by pursuing a minor; nearly any minor is complementary with an economics degree (yes, even Fine Arts). Some particularly useful skills come from disciplines with substantial methodological or topical overlap with economics:
* Computer Science
* Mathematics or statistics
* Political Science, sociology, or psychology
* Commerce
* Geography
* History or philosophy
However, you should keep a focus - a minor is just a "packaged" focus. Your degree remains what you make of it, and the courses you choose - so choose appropriately.

=== Grad School Track + Math ===
One particular question comes up with respect to mathematics: how much math should you take? To be honest, the short answer is “more is better” – mathematics (and statistics) is the modelling language of economics, and the more powerful the math at your disposal, the more well prepared you will be for more advanced topics. This is especially relevant if you are thinking about graduate school. The so-called “graduate school track” (Figure 2) recommends taking (in addition to the regular BA courses) ECON 303, 307, 421, 425 as well as MATH 200, 221; taking the honours sequence is also recommended. Additional useful math courses include MATH 220 and MATH 302; if you are good at math (I mean, really good), consider also taking MATH 320 (real analysis), but it can be very challenging.

{| class="wikitable" align="center"
|+ Figure 2: A rough example of the "grad school" track
| colspan="2" align="center" | Year 3 || colspan="2" align="center" | Year 4
|-
! Term 1 || Term 2 || Term 3 || Term 4
|-
| ''ECON 301'' || ''ECON 302'' || ECON 3/4XX || ''ECON 490''
|-
| ''ECON 326'' ||'''''MATH 220'''''||'''MATH 221''' || '''ECON 425'''
|-
|'''ECON 303/306''' || '''ECON 307''' || '''ECON 421''' || (5)
|-
|'''MATH 200''' || (3) || (4) || (7)
|-
| (1) || (2) || (6) || (8)
|}

==== Reference Letters ====
When applying to graduate school (or some job opportunities), you will normally be asked to provide 2-3 references who can write a letter on your behalf. These are very important, since they make your file stand out from other, similar files! Your electives and capstone courses are excellent opportunities to build the kinds of relationships with your professors which are necessary for them to write a strong letter of reference. The main idea of a reference letter is to (i) illustrate and support your suitability for graduate school, both in terms of your academic skills as well as your personal characteristics, and (ii) to highlight any special features of your application and/or explain irregularities (such as a failed class or a non-traditional degree program).

It is important that the person you are asking to write your letter can honestly discuss you in these terms; if all they can say is the grade you got in their class, and can't discuss you in any depth, they're probably not a good reference. This requires that you take the opportunities in your electives and capstones to build a relationships with your instructors. ECON 490 is a natural fit, due to the seminar environment, but electives (particularly in the 4th year) will also give you these kinds of opportunities. Seize them and plan electives to help support them, if you think graduate school might be in your future.

== Frequently Asked Questions (for 2022) ==

===How easy is it for me to switch programs (e.g. major to honours, combined major, etc)?===

It depends – all economics students were admitted as part of a single pool, and so adding or changing your major depends on what you are doing.

* '''Easy''': Moving from a combined major to a regular major, or honours to regular major – request submit your request in writing to the department office.
* '''Easy''': Moving from a regular major to a combined major in Economics and Philosophy – submit your request in writing to the department office.
* '''Medium''': Moving from a regular major to honours. You should discuss with the Economics Honours advisor if you would like to do this; you will need to take extra courses, and space is a serious constraint. The Honours Advisor may ask students to complete their 3<sup>rd</sup> year in the straight major and then apply as a 4<sup>th</sup> year Honours applicant during admissions process in May.
* '''Hard''': Moving from a regular major to a combined major in Economics and Statistics or Mathematics. The associated departments are limiting the amount of students we admit into these specializations due to course constraints. Only about the top 20 or so are accepted yearly. Students should contact the associated departments for more information.
* '''Hard''': Moving from a regular major to a BA combined major in Economics and Political Science. This requires you to be admitted to the Major in Political Science, which is handled through the Political Science Department. You should contact their coordinator to get more information.

===What do I do if there’s a mistake in my grades?===

If there is a mistake in your academic record, you should first contact the instructor for the course, and discuss it with them. You should do this in writing (e.g. by email) and include a clear statement of what the error is and the rationale for correction. Note that requests on compassionate grounds are not valid reasons for reassessment, and be aware of the deadlines below.

If the instructor agrees with your request, they will submit a “change of grade” form, which is validated by the department and Dean’s office, then processed by academic records. This usually takes a few weeks; after this process is over it will be reflected on your transcripts.

If you disagree with your instructor’s decision or cannot reach them, then you will need to submit a request for Review of Academic Standing to Enrolment Services. You can find the information, fees, and forms for this request in the [http://www.calendar.ubc.ca/Vancouver/index.cfm?tree=3,49,0,0 Calendar]. This request will then be reviewed by the VSE and the results communicated to the student within 45 days.

* Important: note the deadlines of March 15 for Term 1, July 15 for Term 2, October 15 for Summer courses.

===Who do I contact if I have a problem or complaint about an instructor?===

If you have an issue with an instructor and do not feel comfortable discussing it with them, or have not been able to reach a resolution, the next step is to discuss it with the VSE Ombudsperson (currently Wei Li) via email or you are always welcome to contact the Undergraduate Coordinator Prof. Kevin Song. Ombudspeople are third parties who advise on allegations of unfairness or injustice, and help students by providing information or assisting in seeking redress through formal or informal channels.

You may also be interested in contacting the UBC Ombudsperson for Students ([https://ombudsoffice.ubc.ca/]) if you feel the issue goes beyond the VSE’s scope or concerns an issue at the Faculty level.

===What’s the deal with credit exclusions (e.g. STAT 200 credit exclusion list)?===

The credit exclusions (see [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,215,410,414 here]) and how they relate to degree requirements are confusing. Basically, these are lists of courses which the Faculty of Science (and Arts) recognizes as equivalent and will not grant credit for completing multiple versions. The VSE recognizes some of these as equivalent for the purposes of pre-requisites towards degree completion but will NOT recognize them as ECON courses for the purpose of number of ECON credits towards graduation or for the undergraduate application process.

* In other words, they can fill the need for a specified course on the exclusion list, but do not count as ECON credits towards the 42 total credits in the straight ECON major needed to graduate. You need to take an extra ECON elective at the same level or higher to make up those credits.

Here are some examples:

* ''Example 1:'' you have taken STAT 200. This will count as ECON 325 towards completing the required courses for a BA, but will not count as a 300 level ECON course towards your total 300/400-level credits. You will need to take another 300-level ECON '''or 400-level Econ''' course to fill that requirement. You cannot take ECON 325 and receive credit for it.
* ''Example 2:'' you have taken STAT 200 and want to take ECON 226. Bad idea! You cannot receive credit for ECON 226, because you are not allowed to take it if you have taken ECON 325 or equivalent – which includes STAT 200.
* ''Example 3:'' you are a combined major in Economics and Statistics. You have taken ECON 326 and want to take STAT 306. This is not a good idea: you cannot receive credit for STAT 306 since it is equivalent to ECON 326.
* ''Example 4'': you are a double major in Economics and Political Science. You have taken POLI 380, and want to take ECON 326. You need to take ECON 325 first, since we don’t allow POLI 380 or SOCI 328 in lieu of ECON 325. If students have taken POLI 380 they must take ECON 325 for the major/combined majors/honours program. Faculty Advising office will determine whether or not they will receive credits towards their total graduation requirement.

You should always double-check issues like these with your faculty advising office or the VSE if you are not sure, especially when making critical decision about your degree program.

== Contacts ==
The VSE offers by-appointment advising which can be scheduled by contacting the VSE undergraduate office (vse.undergrad@ubc.ca) You can arrange a meeting with either:
* Fernanda Manna Undergraduate Administrative Assistant
* Jonathan Graves, Majors Advisor
Please schedule appointments through the office, not directly with advisers. If you want informal advice about courses, contact one of your favourite instructors (or Jonathan Graves at jonathan.graves@ubc.ca)!

Sandbox:Economics Info Session: Making the Most of your Economics Degree (Revision)

2022-07-14T22:25:13Z

JonathanGraves: Redirected page to Documentation:Economics Info Session: Making the Most of your Economics Degree

#REDIRECT [[Documentation:Economics Info Session: Making the Most of your Economics Degree]]

Documentation:Economics Info Session: Making the Most of your Economics Degree

2022-07-14T22:24:34Z

JonathanGraves:

{{Infobox Economics Documentation|Title=Making the Most of</br> Your Economics Degree|Description=This info session is designed to help incoming Economics students plan the 3rd and 4th years of their degree.|Subtitle=Key Info|Bullet1=Date: March 17, 2021|Bullet2=Session Facilitator: Jonathan Graves}}

== Part 1: The Big Picture ==
The biggest strength of a Bachelor of Arts degree (BA) is its flexibility, but this can also be its biggest weakness. A BA gives you a great deal of control over what courses you take and in what order. A key goal of your last two years should be to create a <u>degree focus</u> for yourself: this is like a statement or narrative which summarizes your degree. You’ve already taken the first step by declaring a major in economics; you now need to build on this decision by selecting courses and other specializations to make your BA your own.

=== Activity 1: Motivation ===
In order to do this, it’s important for you to articulate why you chose economics as a major. The reasons might be philosophical, or they might be very practical. However, they should take some thinking – try to go beyond the superficial to really identify why you chose economics, and UBC in general. Some questions which can help with this process are:
* Who or what inspires you?
* Who do you view as a model for yourself or your career?
* How would the “best version” of yourself answer this question?
* Where do you want to be in 5 years? 10 years?
You should think about this more as you continue learning and taking more courses. For now, you want to write down your motivation as a simple, affirmative statement about why you chose economics. For example:<blockquote>''“I chose economics because I want an interesting, well-paying job, and I want to make financial systems more fair for everyone in the economy”''</blockquote>Or<blockquote>''“I chose economics because I love data and math, and was really inspired by my first year professor who showed me all the topics you could learn.”''</blockquote>There’s no right or wrong answer to this question, as long as it is authentic to who you are, and what you value. Write this down somewhere as we continue working on this exercise.

=== Activity 2: Degree Vision ===
The next step is to envision how you can link your motivation to your degree. Thinking about your motivation for your decision, the next step is to imagine yourself in an interview after your graduation, where you’re asked to explain your degree. Again, try to write it down as a simple, affirmative statement about what you did in your degree. You might say something like:<blockquote>''“I did a Bachelor of Arts in Economics, focusing on…."''</blockquote>You’ll want to decide how to fill in the gaps. Some examples could be:<blockquote>''“I did a Bachelor of Arts in Economics, focusing on applied macroeconomics, especially economic development and the study of developing countries”''</blockquote>Or<blockquote>''“I did a combined Bachelor of Arts in Economics and Political Science, where I focused on political institutions and their impact on the economy of a country”''</blockquote>Or<blockquote>''“I did a Bachelor of Arts in Economics, with a minor in geography, focusing on applied data analysis and econometrics, especially including spatial models.”''</blockquote>The key here is not the degree but what you <u>learned</u> as part of your degree. You can craft this by choosing courses, both in economics and elsewhere, in a thoughtful and purposeful way.

Once you’d identified your motivation (your starting point) and your goal (your finishing point), the next task is to start filling in the gaps with courses that will take you towards your goal.

== Part 2: Core Courses ==
Every Economics degree will, in its last two years will take four “core” courses:
* ECON 301: Intermediate Microeconomic Analysis I
* ECON 302: Intermediate Macroeconomic Analysis I
* ECON 326: Methods of Empirical Research in Economics
* ECON 490: Seminar in Applied Economics
Students will also have, starting in 2022/2023 have completed a fifth "core" course:

* ECON 325: Introduction to Empirical Economics

Many students will also want to take a (optional) sixth "core" course; this may be required for specific programs (e.g. combined majors; see below and [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar]):
* ECON 303: Intermediate Microeconomic Analysis II
These courses are required in order to graduate; there are some equivalencies, but everyone must meet these requirements one way or another. The third year is where most of this hard work is done; we refer to this sequence as “micro, macro, and ‘metrics.” We will return to ECON 490 later in this document.

Many students, upon entering the Economics major, erroneously assume that things will suddenly get a lot easier after all the grade pressures of 2nd year. This is not true; while the grade pressure will let up a little bit, the difficulty ramps up dramatically. To be clear: most students find the core sequence very challenging. This is partially because of the mathematical sophistication, but also just the overall complexity; more math will help, but it won’t fix everything.

As a student, you should thoughtfully prepare for this sequence by planning your degree around the challenge posed by the core courses. To this end we have several suggestions to manage your workload in third year:
# First, <u>complete all of your third-year core courses before or during third year</u>. Resist the urge to push courses into the fall of your fourth year; this will hinder your ability to take electives, and make your last semesters very challenging. Also, try to avoid taking any of the core sequence in the summer; the compressed timelines of the summer semester hinder learning retention and lead to worse outcomes.
# Second, take <u>complementary courses when possible</u> – that is, try to manage the amount you are learning. Take similar courses, or courses which complement each other in some way. You know your learning best, so plan accordingly:
#* Example 1: you struggle with mathematics and can only focus on one math-intensive course a term. In that case, avoid math-intensive electives entirely during third year and focus only on the core courses. Take less-mathematical third year electives (e.g. they don’t have MATH 105 as a pre-req.) instead, and reserve other electives to year four.
#* Example 2: you learn best when courses are similar. In that case, take groups of classes each term, focusing on similar topics or methods. Maybe take a bunch of statistics or applied economics courses, or go deep in one specific sub-field.
# Third, <u>seek help immediately when struggling</u>. The core courses are called “core” because nearly every senior course builds off them. You cannot just barely pass them, then succeed later on – you really need to know the material. This is especially true in ECON 325/326, which you may not have any exposure to before. Don’t let them get away from you, and reach out for additional support if you’re struggling.

=== Specific Requirements for Combined Majors ===

Combined majors sometimes have additional Economics requirements, as well as requirements from the combined department; they may also relax requirements for the number of Economics-specific electives. You should check these carefully using [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar]. Some specifics for Economics courses are listed here:

* Combined Major Economics - Philosophy: strongly recommend ECON 319 and 318
* Combined BA Major Economics - Statistics: <u>required</u> to take ECON 303 and ECON 425
** As of 2022, the combined major has new requirements which no longer require these specific courses, but depending on the sequence will require other ECON courses (e.g. ECON 398)
* Combined Major Economics - Political Science: no specific additional ECON courses
* Combined BA Major Economics - Mathematics: no specific additional ECON courses

== Part 3: Capstone Courses ==
Every Economics degree has a “capstone” course (ECON 490 for BA, ECON 499 for Honours) which should be taken in either the fall or spring of your fourth year. The capstone is unique, in that every section has a different focus and covers different topics. However, the capstone always involves carrying out an applied economics research project, under the direction of an instructor, then writing a paper describing your research. They also involve some element of communication - usually a presentation, video recording, or poster session.

Many students are very worried before they take ECON 490, but they shouldn’t be – overwhelmingly, students describe the course as one of the most rewarding and valuable learning experiences. This is usually because they do not feel like the have adequate preparation, and are not confident in their applied skills (particularly econometrics). Accordingly, to get the most out of your capstone you need to plan ahead and prepare appropriately:
# First, make sure you have <u>taken appropriate electives</u> (see Part 4) before taking your capstone. Having exposure to economic research and especially more experience with different tools (like econometrics) will make your research project easier and more rewarding. One of the most valuable electives is ECON 425 (Introduction to Econometrics), if you have a background appropriate for it.
# Second, ensure you <u>have the necessary technical skills</u>. All sections of ECON 490 will use statistical software and econometrics, which you should be familiar with from ECON 325/326. Check that the section you’re interested is using software you’re familiar with; if you feel unprepared, reach out to the ECON 490 coordinator for information about help sessions. There is a TA for the course whose job early on is to help students with statistical software and econometrics.
# Third, <u>choose an appropriate section</u> of ECON 490, appropriate to your interests and skills. Some sections give you a lot of freedom (choose your own project) while others guide you much more (work on a certain dataset); some sections have community engaged learning projects, others have group work; some sections meet frequently, others meet less often. Look carefully at the outlines and syllabuses, and decide which project you think is best for you. If you’re not sure, email the instructor and explain your concerns, then ask for some advice.
A general rule of thumb is that in ECON 490, you get what you put into the course. If you challenge yourself and do something creative and sophisticated, you will get much more out of the course. There is a graduation prize (Erwin R. Diewert Award) for the best ECON 490 paper, and you should aspire to try for it! I tell my students in ECON 490 that the right way to think about this is that one day you will be in a job interview, and you will need to explain something interesting about your degree. This is a good way to point to something tangible which summarizes your skills and experiences in a meaningful way – so seize it!

Another common question is which term should you take ECON 490? This is a challenge, as there are pros and cons to either choice. In term 1, you will likely be “fresher” with more motivation; you will also have more chances to improve your paper for publication or competitions in the future. In term 2, you will have taken more electives, and will be more experienced overall. Generally, I recommend Term 1 for students who have a clear project idea in mind, and have been well-prepared in their previous years for the project. I think Term 2 is for people with more unclear projects, or who need more time to do their electives. If you think you have a really amazing project, do it in Term 1 so that you can compete for prizes like the Bank of Canada awards or the [https://students.ubc.ca/career/career-events/multidisciplinary-undergraduate-research-conference UBC MURC].

Again, the key take-away from this course should be your research project: a concise, “portfolio-ready” summary of your degree which you can use as evidence of what you’ve learned and the skills you’ve mastered. Focus on this key principle, and the rest will fall into place.

== Part 4: Electives ==

Students frequently treat electives as an afterthought; a set of courses they need to do in order “check the boxes” and get enough credits to graduate. They end up taking the easiest ones they can find, or the ones their friends are taking, or the ones with less math, etc. <u>This is a very bad idea</u>. Electives are not ancillary to your degree – they are, in fact, the most important part. They are what makes your degree your own – they’re how you fill in the “…” in “I did a Bachelor of Arts in Economics, focusing on...” To be clear: choosing electives poorly makes your degree less valuable, less employable, and harder to obtain. Choosing electives properly makes your degree more valuable, more employable, and easier to obtain.

So, how should you choose electives? Return to your motivation in Part 1, then select electives which will build out your “story” or focus. These can be electives within economics, or outside – if you are doing a standard BA, you will need more credits than just the upper division electives in Economics in order to graduate. In Table 2, below you can see a list of all the electives for this year, including their “Fields” and whether you need MATH 105 (or equivalent) to take the course. In economics, the fields are usually described as in Table 1; these can be a useful way of identifying how to "package" your degree since fields have a lot of disciplinary and topical overlap.

<div class="toccolours mw-collapsible mw-collapsed" style="width:400px; overflow:auto;"">
<div style="font-weight:bold;line-height:1.6;font-size:14pt">Table 1: Economic fields for courses at UBC (2022)</div>
<div class="mw-collapsible-content">
{| class="wikitable"
! Field
! Description
|-
| Public
| The study of public finance and policy, concerned with the regulation and operation of the economy, welfare, and government. Topics include taxation, benefits, public goods, health care, etc.
|-
| Philosophy
| The study of the philosophical background for economic thought, including historical development and contemporary issues. Topics include distribution, justice, and value.
|-
| Labour
| The study of the supply and demand for labour, and the interaction of these two forces in the economics. Topics include wages, discrimination, inequality, unemployment, and the job market.
|-
| Econometrics
| The study of how to apply statistical tools and models to economic situations, both theoretically and practically. Topics include causation, identification, machine learning, and statistics.
|-
| Theory
| The development of economic models, their mathematical properties, and their application to economic situations. Topics include game theory, dynamic programming, optimization, and choice theory.
|-
| History
| The study of history through an economic lens, use economic models and tools to analyze and describe history events or forces. Note: <i>not</i> the history of economics. Topics vary but could include colonization, economic development, religion, and war.
|-
| Development
| The study of economic development and the developing world, including both theoretically and in a historical perspective. Topics include economic growth, technological change, policy, and specific attention to historical examples (e.g. China).
|-
| Monetary
| The study of money, specifically including the role of banks and central banks, and their impact on the economic. Usually also includes a focus on policy. Topics include interest rate determination, recessions, optimal bank policy, stabilization, and financial crises.
|-
| Finance
| The study of the flow of money through the economy, usually include financial instruments, institutions, and their impact on the economy. Topics include asset pricing, financing, securitization, and stock markets.
|-
| Micro
| The study of individual agent decision making; microeconomics. Topics include consumption choices, political decision-making, industrial organization, utility theory, and markets.
|-
| Environment
| The study of the interaction of the economy with the environment, with a special emphasis on the impact of policies and government decision making. Topics include carbon pricing, externalities, renewable resources, and energy.
|-
| Macro
| The study of the economy as a whole; macroeconomics. Topics include GDP growth, inflation, financial systems, and government's role in the economy.
|-
| Trade
| The study of the economic motivations and consequences of trade; open-economy macro and microeconomics. Topics include comparative advantage, tariffs, trade deficits, technological diffusion, and conflict.
|}</div></div>

<div class="toccolours mw-collapsible mw-collapsed" style="width:400px; overflow:auto;"">
<div style="font-weight:bold;line-height:1.6;font-size:14pt">Table 2: Economic electives for courses at UBC (2022)</div>
<div class="mw-collapsible-content">
{| class="wikitable sortable"
! Course || Subject || Field I || Field II || Math?
|-
| ECON 317 || Poverty and Inequality || Public || Labour || No
|-
| ECON 318 || History and Philosophy I || Philosophy || History || No
|-
| ECON 319 || History and Philosophy II || Philosophy || History || No
|-
| ECON 323 || Quantitative Economic Modeling || Econometrics || Theory || Yes
|-
| ECON 334 || Economic History of Europe || History || Development || No
|-
| ECON 335 || Fertility, Families, and Human Migration || Labour || Development || No


|-
| ECON 336 || Economic History of Canada || History || Development || No
|-
| ECON 339 || Economics of Technological Change || Development || History || No
|-
| ECON 345 || Money and Banking || Monetary || Finance || No
|-
| ECON 350 || Public Finance Topics || Public || - || No
|-
| ECON 351 || Sex and Gender in the Economy || Labour || Development || No
|-
| ECON 355 || International Trade || Trade || Macro || No
|-
| ECON 356 || International Finance || Finance || Macro || No
|-
| ECON 360 || Labour Economics || Labour || Public || No
|-
|ECON 364A
|Sustainable Development
|Environment
|Development
|No
|-
| ECON 365 || Topics in Industrial Organization || Micro || Labour || No
|-
| ECON 367 || Economic Analysis of Law || Micro || Public || No
|-
| ECON 370 || Cost-Benefit Analysis || Micro || Public || No
|-
| ECON 371 || Economics of the Environment || Environment || Public || No
|-
| ECON 374 || Land Economics || Micro || Public || No
|-
| ECON 398 || Introduction to Applied Economics || Econometrics || Micro || Maybe
|-
| ECON 420 || Optimization and Economic Theory || Theory || - || Yes
|-
| ECON 421 || Introduction to Game Theory || Micro || Theory || Yes
|-
| ECON 425 || Introduction to Econometrics || Econometrics || Theory || Yes
|-
| ECON 441 || Economic Development || Development || History || Yes
|-
| ECON 442 || Issues in Economic Development || Development || History || Yes
|-
| ECON 447 || Monetary Theory || Monetary || Macro || Yes
|-
| ECON 451 || Public Expenditures || Public || Labour || Yes
|-
| ECON 455 || International Trade || Trade || Macro || Yes
|-
| ECON 456 || International Macroeconomics and Finance || Macro || Finance || Yes
|-
|ECON 460
|Economics of Labour Markerts
|Labour
|Micro
|Yes
|-
| ECON 465 || Market Structure || Micro || Theory || Yes
|-
| ECON 466 || Economics of Regulation || Micro || Public || Yes
|-
| ECON 471 || Economics of Non-renewables || Environment || Public || Yes
|-
| ECON 472 || Economics of Renewables || Environment || Public || Yes
|-
| ECON 482 || Consequences of Religion || Development || History || Yes
|-
| ECON 485 || Political Economy || Micro || Public || Yes
|}
</div>
</div>

You should try to identify a couple of courses which you think fit into your area of interest, then start trying to “build out” a proposed focus from those courses. Advice from your previous instructors or advisers can be invaluable in this if you are not sure about something. Notice (in Figure 1), that not only about half of your courses are taken up by courses which are required to be in Economics; you can select the other ones from a variety of departments, so long as they meet the Faculty of Arts requirements to graduate. We strongly advise always running any proposed plan by Arts Advising (or your home faculty) before making final decisions, as well as checking out [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar] while you are doing your planning.

{| class="wikitable" align="center"
|+ Figure 1: A rough outline of your electives in Years 3 and 4
| colspan="2" align="center" | Year 3 || colspan="2" align="center"| Year 4
|-
! Term 1 || Term 2 || Term 3 || Term 4
|-
| ''ECON 301'' || ''ECON 302'' || (5) ||''ECON 490''
|-
| ''ECON 326'' || ''(2)'' || (6) || (7)
|-
|ECON 3/4XX || ECON 3/4XX || ECON 4XX || ECON 4XX
|-
|ECON 3/4XX || (2) || (8) || (9)
|-
| (3) || (4) || (10) || (11)
|}

This is a good opportunity to customize your degree by pursuing a minor; nearly any minor is complementary with an economics degree (yes, even Fine Arts). Some particularly useful skills come from disciplines with substantial methodological or topical overlap with economics:
* Computer Science
* Mathematics or statistics
* Political Science, sociology, or psychology
* Commerce
* Geography
* History or philosophy
However, you should keep a focus - a minor is just a "packaged" focus. Your degree remains what you make of it, and the courses you choose - so choose appropriately.

=== Grad School Track + Math ===
One particular question comes up with respect to mathematics: how much math should you take? To be honest, the short answer is “more is better” – mathematics (and statistics) is the modelling language of economics, and the more powerful the math at your disposal, the more well prepared you will be for more advanced topics. This is especially relevant if you are thinking about graduate school. The so-called “graduate school track” (Figure 2) recommends taking (in addition to the regular BA courses) ECON 303, 307, 421, 425 as well as MATH 200, 221; taking the honours sequence is also recommended. Additional useful math courses include MATH 220 and MATH 302; if you are good at math (I mean, really good), consider also taking MATH 320 (real analysis), but it can be very challenging.

{| class="wikitable" align="center"
|+ Figure 2: A rough example of the "grad school" track
| colspan="2" align="center" | Year 3 || colspan="2" align="center" | Year 4
|-
! Term 1 || Term 2 || Term 3 || Term 4
|-
| ''ECON 301'' || ''ECON 302'' || ECON 3/4XX || ''ECON 490''
|-
| ''ECON 326'' ||'''''MATH 220'''''||'''MATH 221''' || '''ECON 425'''
|-
|'''ECON 303/306''' || '''ECON 307''' || '''ECON 421''' || (5)
|-
|'''MATH 200''' || (3) || (4) || (7)
|-
| (1) || (2) || (6) || (8)
|}

==== Reference Letters ====
When applying to graduate school (or some job opportunities), you will normally be asked to provide 2-3 references who can write a letter on your behalf. These are very important, since they make your file stand out from other, similar files! Your electives and capstone courses are excellent opportunities to build the kinds of relationships with your professors which are necessary for them to write a strong letter of reference. The main idea of a reference letter is to (i) illustrate and support your suitability for graduate school, both in terms of your academic skills as well as your personal characteristics, and (ii) to highlight any special features of your application and/or explain irregularities (such as a failed class or a non-traditional degree program).

It is important that the person you are asking to write your letter can honestly discuss you in these terms; if all they can say is the grade you got in their class, and can't discuss you in any depth, they're probably not a good reference. This requires that you take the opportunities in your electives and capstones to build a relationships with your instructors. ECON 490 is a natural fit, due to the seminar environment, but electives (particularly in the 4th year) will also give you these kinds of opportunities. Seize them and plan electives to help support them, if you think graduate school might be in your future.

== Frequently Asked Questions (for 2022) ==

===How easy is it for me to switch programs (e.g. major to honours, combined major, etc)?===

It depends – all economics students were admitted as part of a single pool, and so adding or changing your major depends on what you are doing.

* '''Easy''': Moving from a combined major to a regular major, or honours to regular major – request submit your request in writing to the department office.
* '''Easy''': Moving from a regular major to a combined major in Economics and Philosophy – submit your request in writing to the department office.
* '''Medium''': Moving from a regular major to honours. You should discuss with the Economics Honours advisor if you would like to do this; you will need to take extra courses, and space is a serious constraint. The Honours Advisor may ask students to complete their 3<sup>rd</sup> year in the straight major and then apply as a 4<sup>th</sup> year Honours applicant during admissions process in May.
* '''Hard''': Moving from a regular major to a combined major in Economics and Statistics or Mathematics. The associated departments are limiting the amount of students we admit into these specializations due to course constraints. Only about the top 20 or so are accepted yearly. Students should contact the associated departments for more information.
* '''Hard''': Moving from a regular major to a BA combined major in Economics and Political Science. This requires you to be admitted to the Major in Political Science, which is handled through the Political Science Department. You should contact their coordinator to get more information.

===What do I do if there’s a mistake in my grades?===

If there is a mistake in your academic record, you should first contact the instructor for the course, and discuss it with them. You should do this in writing (e.g. by email) and include a clear statement of what the error is and the rationale for correction. Note that requests on compassionate grounds are not valid reasons for reassessment, and be aware of the deadlines below.

If the instructor agrees with your request, they will submit a “change of grade” form, which is validated by the department and Dean’s office, then processed by academic records. This usually takes a few weeks; after this process is over it will be reflected on your transcripts.

If you disagree with your instructor’s decision or cannot reach them, then you will need to submit a request for Review of Academic Standing to Enrolment Services. You can find the information, fees, and forms for this request in the [http://www.calendar.ubc.ca/Vancouver/index.cfm?tree=3,49,0,0 Calendar]. This request will then be reviewed by the VSE and the results communicated to the student within 45 days.

* Important: note the deadlines of March 15 for Term 1, July 15 for Term 2, October 15 for Summer courses.

===Who do I contact if I have a problem or complaint about an instructor?===

If you have an issue with an instructor and do not feel comfortable discussing it with them, or have not been able to reach a resolution, the next step is to discuss it with the VSE Ombudsperson (currently Wei Li) via email or you are always welcome to contact the Undergraduate Coordinator Prof. Kevin Song. Ombudspeople are third parties who advise on allegations of unfairness or injustice, and help students by providing information or assisting in seeking redress through formal or informal channels.

You may also be interested in contacting the UBC Ombudsperson for Students ([https://ombudsoffice.ubc.ca/]) if you feel the issue goes beyond the VSE’s scope or concerns an issue at the Faculty level.

===What’s the deal with credit exclusions (e.g. STAT 200 credit exclusion list)?===

The credit exclusions (see [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,215,410,414 here]) and how they relate to degree requirements are confusing. Basically, these are lists of courses which the Faculty of Science (and Arts) recognizes as equivalent and will not grant credit for completing multiple versions. The VSE recognizes some of these as equivalent for the purposes of pre-requisites towards degree completion but will NOT recognize them as ECON courses for the purpose of number of ECON credits towards graduation or for the undergraduate application process.

* In other words, they can fill the need for a specified course on the exclusion list, but do not count as ECON credits towards the 42 total credits in the straight ECON major needed to graduate. You need to take an extra ECON elective at the same level or higher to make up those credits.

Here are some examples:

* ''Example 1:'' you have taken STAT 200. This will count as ECON 325 towards completing the required courses for a BA, but will not count as a 300 level ECON course towards your total 300/400-level credits. You will need to take another 300-level ECON '''or 400-level Econ''' course to fill that requirement. You cannot take ECON 325 and receive credit for it.
* ''Example 2:'' you have taken STAT 200 and want to take ECON 226. Bad idea! You cannot receive credit for ECON 226, because you are not allowed to take it if you have taken ECON 325 or equivalent – which includes STAT 200.
* ''Example 3:'' you are a combined major in Economics and Statistics. You have taken ECON 326 and want to take STAT 306. This is not a good idea: you cannot receive credit for STAT 306 since it is equivalent to ECON 326.
* ''Example 4'': you are a double major in Economics and Political Science. You have taken POLI 380, and want to take ECON 326. You need to take ECON 325 first, since we don’t allow POLI 380 or SOCI 328 in lieu of ECON 325. If students have taken POLI 380 they must take ECON 325 for the major/combined majors/honours program. Faculty Advising office will determine whether or not they will receive credits towards their total graduation requirement.

You should always double-check issues like these with your faculty advising office or the VSE if you are not sure, especially when making critical decision about your degree program.

== Contacts ==
The VSE offers by-appointment advising which can be scheduled by contacting the VSE undergraduate office (vse.undergrad@ubc.ca) You can arrange a meeting with either:
* Fernanda Manna Undergraduate Administrative Assistant
* Jonathan Graves, Majors Advisor
Please schedule appointments through the office, not directly with advisers. If you want informal advice about courses, contact one of your favourite instructors (or Jonathan Graves at jonathan.graves@ubc.ca)!

Documentation:Economics Info Session: Making the Most of your Economics Degree

2022-07-14T22:24:23Z

JonathanGraves: update for 2022

{{Infobox Economics Documentation|Title=Making the Most of</br> Your Economics Degree|Description=This info session is designed to help incoming Economics students plan the 3rd and 4th years of their degree.|Subtitle=Key Info|Bullet1=Date: March 17, 2021|Bullet2=Session Facilitator: Jonathan Graves}}

== Part 1: The Big Picture ==
The biggest strength of a Bachelor of Arts degree (BA) is its flexibility, but this can also be its biggest weakness. A BA gives you a great deal of control over what courses you take and in what order. A key goal of your last two years should be to create a <u>degree focus</u> for yourself: this is like a statement or narrative which summarizes your degree. You’ve already taken the first step by declaring a major in economics; you now need to build on this decision by selecting courses and other specializations to make your BA your own.

=== Activity 1: Motivation ===
In order to do this, it’s important for you to articulate why you chose economics as a major. The reasons might be philosophical, or they might be very practical. However, they should take some thinking – try to go beyond the superficial to really identify why you chose economics, and UBC in general. Some questions which can help with this process are:
* Who or what inspires you?
* Who do you view as a model for yourself or your career?
* How would the “best version” of yourself answer this question?
* Where do you want to be in 5 years? 10 years?
You should think about this more as you continue learning and taking more courses. For now, you want to write down your motivation as a simple, affirmative statement about why you chose economics. For example:<blockquote>''“I chose economics because I want an interesting, well-paying job, and I want to make financial systems more fair for everyone in the economy”''</blockquote>Or<blockquote>''“I chose economics because I love data and math, and was really inspired by my first year professor who showed me all the topics you could learn.”''</blockquote>There’s no right or wrong answer to this question, as long as it is authentic to who you are, and what you value. Write this down somewhere as we continue working on this exercise.

=== Activity 2: Degree Vision ===
The next step is to envision how you can link your motivation to your degree. Thinking about your motivation for your decision, the next step is to imagine yourself in an interview after your graduation, where you’re asked to explain your degree. Again, try to write it down as a simple, affirmative statement about what you did in your degree. You might say something like:<blockquote>''“I did a Bachelor of Arts in Economics, focusing on…."''</blockquote>You’ll want to decide how to fill in the gaps. Some examples could be:<blockquote>''“I did a Bachelor of Arts in Economics, focusing on applied macroeconomics, especially economic development and the study of developing countries”''</blockquote>Or<blockquote>''“I did a combined Bachelor of Arts in Economics and Political Science, where I focused on political institutions and their impact on the economy of a country”''</blockquote>Or<blockquote>''“I did a Bachelor of Arts in Economics, with a minor in geography, focusing on applied data analysis and econometrics, especially including spatial models.”''</blockquote>The key here is not the degree but what you <u>learned</u> as part of your degree. You can craft this by choosing courses, both in economics and elsewhere, in a thoughtful and purposeful way.

Once you’d identified your motivation (your starting point) and your goal (your finishing point), the next task is to start filling in the gaps with courses that will take you towards your goal.

== Part 2: Core Courses ==
Every Economics degree will, in its last two years will take four “core” courses:
* ECON 301: Intermediate Microeconomic Analysis I
* ECON 302: Intermediate Macroeconomic Analysis I
* ECON 326: Methods of Empirical Research in Economics
* ECON 490: Seminar in Applied Economics
Students will also have, starting in 2022/2023 have completed a fifth "core" course:

* ECON 325: Introduction to Empirical Economics

Many students will also want to take a (optional) sixth "core" course; this may be required for specific programs (e.g. combined majors; see below and [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar]):
* ECON 303: Intermediate Microeconomic Analysis II
These courses are required in order to graduate; there are some equivalencies, but everyone must meet these requirements one way or another. The third year is where most of this hard work is done; we refer to this sequence as “micro, macro, and ‘metrics.” We will return to ECON 490 later in this document.

Many students, upon entering the Economics major, erroneously assume that things will suddenly get a lot easier after all the grade pressures of 2nd year. This is not true; while the grade pressure will let up a little bit, the difficulty ramps up dramatically. To be clear: most students find the core sequence very challenging. This is partially because of the mathematical sophistication, but also just the overall complexity; more math will help, but it won’t fix everything.

As a student, you should thoughtfully prepare for this sequence by planning your degree around the challenge posed by the core courses. To this end we have several suggestions to manage your workload in third year:
# First, <u>complete all of your third-year core courses before or during third year</u>. Resist the urge to push courses into the fall of your fourth year; this will hinder your ability to take electives, and make your last semesters very challenging. Also, try to avoid taking any of the core sequence in the summer; the compressed timelines of the summer semester hinder learning retention and lead to worse outcomes.
# Second, take <u>complementary courses when possible</u> – that is, try to manage the amount you are learning. Take similar courses, or courses which complement each other in some way. You know your learning best, so plan accordingly:
#* Example 1: you struggle with mathematics and can only focus on one math-intensive course a term. In that case, avoid math-intensive electives entirely during third year and focus only on the core courses. Take less-mathematical third year electives (e.g. they don’t have MATH 105 as a pre-req.) instead, and reserve other electives to year four.
#* Example 2: you learn best when courses are similar. In that case, take groups of classes each term, focusing on similar topics or methods. Maybe take a bunch of statistics or applied economics courses, or go deep in one specific sub-field.
# Third, <u>seek help immediately when struggling</u>. The core courses are called “core” because nearly every senior course builds off them. You cannot just barely pass them, then succeed later on – you really need to know the material. This is especially true in ECON 325/326, which you may not have any exposure to before. Don’t let them get away from you, and reach out for additional support if you’re struggling.

=== Specific Requirements for Combined Majors ===

Combined majors sometimes have additional Economics requirements, as well as requirements from the combined department; they may also relax requirements for the number of Economics-specific electives. You should check these carefully using [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar]. Some specifics for Economics courses are listed here:

* Combined Major Economics - Philosophy: strongly recommend ECON 319 and 318
* Combined BA Major Economics - Statistics: <u>required</u> to take ECON 303 and ECON 425
** As of 2022, the combined major has new requirements which no longer require these specific courses, but depending on the sequence will require other ECON courses (e.g. ECON 398)
* Combined Major Economics - Political Science: no specific additional ECON courses
* Combined BA Major Economics - Mathematics: no specific additional ECON courses

== Part 3: Capstone Courses ==
Every Economics degree has a “capstone” course (ECON 490 for BA, ECON 499 for Honours) which should be taken in either the fall or spring of your fourth year. The capstone is unique, in that every section has a different focus and covers different topics. However, the capstone always involves carrying out an applied economics research project, under the direction of an instructor, then writing a paper describing your research. They also involve some element of communication - usually a presentation, video recording, or poster session.

Many students are very worried before they take ECON 490, but they shouldn’t be – overwhelmingly, students describe the course as one of the most rewarding and valuable learning experiences. This is usually because they do not feel like the have adequate preparation, and are not confident in their applied skills (particularly econometrics). Accordingly, to get the most out of your capstone you need to plan ahead and prepare appropriately:
# First, make sure you have <u>taken appropriate electives</u> (see Part 4) before taking your capstone. Having exposure to economic research and especially more experience with different tools (like econometrics) will make your research project easier and more rewarding. One of the most valuable electives is ECON 425 (Introduction to Econometrics), if you have a background appropriate for it.
# Second, ensure you <u>have the necessary technical skills</u>. All sections of ECON 490 will use statistical software and econometrics, which you should be familiar with from ECON 325/326. Check that the section you’re interested is using software you’re familiar with; if you feel unprepared, reach out to the ECON 490 coordinator for information about help sessions. There is a TA for the course whose job early on is to help students with statistical software and econometrics.
# Third, <u>choose an appropriate section</u> of ECON 490, appropriate to your interests and skills. Some sections give you a lot of freedom (choose your own project) while others guide you much more (work on a certain dataset); some sections have community engaged learning projects, others have group work; some sections meet frequently, others meet less often. Look carefully at the outlines and syllabuses, and decide which project you think is best for you. If you’re not sure, email the instructor and explain your concerns, then ask for some advice.
A general rule of thumb is that in ECON 490, you get what you put into the course. If you challenge yourself and do something creative and sophisticated, you will get much more out of the course. There is a graduation prize (Erwin R. Diewert Award) for the best ECON 490 paper, and you should aspire to try for it! I tell my students in ECON 490 that the right way to think about this is that one day you will be in a job interview, and you will need to explain something interesting about your degree. This is a good way to point to something tangible which summarizes your skills and experiences in a meaningful way – so seize it!

Another common question is which term should you take ECON 490? This is a challenge, as there are pros and cons to either choice. In term 1, you will likely be “fresher” with more motivation; you will also have more chances to improve your paper for publication or competitions in the future. In term 2, you will have taken more electives, and will be more experienced overall. Generally, I recommend Term 1 for students who have a clear project idea in mind, and have been well-prepared in their previous years for the project. I think Term 2 is for people with more unclear projects, or who need more time to do their electives. If you think you have a really amazing project, do it in Term 1 so that you can compete for prizes like the Bank of Canada awards or the [https://students.ubc.ca/career/career-events/multidisciplinary-undergraduate-research-conference UBC MURC].

Again, the key take-away from this course should be your research project: a concise, “portfolio-ready” summary of your degree which you can use as evidence of what you’ve learned and the skills you’ve mastered. Focus on this key principle, and the rest will fall into place.

== Part 4: Electives ==

Students frequently treat electives as an afterthought; a set of courses they need to do in order “check the boxes” and get enough credits to graduate. They end up taking the easiest ones they can find, or the ones their friends are taking, or the ones with less math, etc. <u>This is a very bad idea</u>. Electives are not ancillary to your degree – they are, in fact, the most important part. They are what makes your degree your own – they’re how you fill in the “…” in “I did a Bachelor of Arts in Economics, focusing on...” To be clear: choosing electives poorly makes your degree less valuable, less employable, and harder to obtain. Choosing electives properly makes your degree more valuable, more employable, and easier to obtain.

So, how should you choose electives? Return to your motivation in Part 1, then select electives which will build out your “story” or focus. These can be electives within economics, or outside – if you are doing a standard BA, you will need more credits than just the upper division electives in Economics in order to graduate. In Table 2, below you can see a list of all the electives for this year, including their “Fields” and whether you need MATH 105 (or equivalent) to take the course. In economics, the fields are usually described as in Table 1; these can be a useful way of identifying how to "package" your degree since fields have a lot of disciplinary and topical overlap.

<div class="toccolours mw-collapsible mw-collapsed" style="width:400px; overflow:auto;"">
<div style="font-weight:bold;line-height:1.6;font-size:14pt">Table 1: Economic fields for courses at UBC (2022)</div>
<div class="mw-collapsible-content">
{| class="wikitable"
! Field
! Description
|-
| Public
| The study of public finance and policy, concerned with the regulation and operation of the economy, welfare, and government. Topics include taxation, benefits, public goods, health care, etc.
|-
| Philosophy
| The study of the philosophical background for economic thought, including historical development and contemporary issues. Topics include distribution, justice, and value.
|-
| Labour
| The study of the supply and demand for labour, and the interaction of these two forces in the economics. Topics include wages, discrimination, inequality, unemployment, and the job market.
|-
| Econometrics
| The study of how to apply statistical tools and models to economic situations, both theoretically and practically. Topics include causation, identification, machine learning, and statistics.
|-
| Theory
| The development of economic models, their mathematical properties, and their application to economic situations. Topics include game theory, dynamic programming, optimization, and choice theory.
|-
| History
| The study of history through an economic lens, use economic models and tools to analyze and describe history events or forces. Note: <i>not</i> the history of economics. Topics vary but could include colonization, economic development, religion, and war.
|-
| Development
| The study of economic development and the developing world, including both theoretically and in a historical perspective. Topics include economic growth, technological change, policy, and specific attention to historical examples (e.g. China).
|-
| Monetary
| The study of money, specifically including the role of banks and central banks, and their impact on the economic. Usually also includes a focus on policy. Topics include interest rate determination, recessions, optimal bank policy, stabilization, and financial crises.
|-
| Finance
| The study of the flow of money through the economy, usually include financial instruments, institutions, and their impact on the economy. Topics include asset pricing, financing, securitization, and stock markets.
|-
| Micro
| The study of individual agent decision making; microeconomics. Topics include consumption choices, political decision-making, industrial organization, utility theory, and markets.
|-
| Environment
| The study of the interaction of the economy with the environment, with a special emphasis on the impact of policies and government decision making. Topics include carbon pricing, externalities, renewable resources, and energy.
|-
| Macro
| The study of the economy as a whole; macroeconomics. Topics include GDP growth, inflation, financial systems, and government's role in the economy.
|-
| Trade
| The study of the economic motivations and consequences of trade; open-economy macro and microeconomics. Topics include comparative advantage, tariffs, trade deficits, technological diffusion, and conflict.
|}</div></div>

<div class="toccolours mw-collapsible mw-collapsed" style="width:400px; overflow:auto;"">
<div style="font-weight:bold;line-height:1.6;font-size:14pt">Table 2: Economic electives for courses at UBC (2022)</div>
<div class="mw-collapsible-content">
{| class="wikitable sortable"
! Course || Subject || Field I || Field II || Math?
|-
| ECON 317 || Poverty and Inequality || Public || Labour || No
|-
| ECON 318 || History and Philosophy I || Philosophy || History || No
|-
| ECON 319 || History and Philosophy II || Philosophy || History || No
|-
| ECON 323 || Quantitative Economic Modeling || Econometrics || Theory || Yes
|-
| ECON 334 || Economic History of Europe || History || Development || No
|-
| ECON 335 || Fertility, Families, and Human Migration || Labour || Development || No


|-
| ECON 336 || Economic History of Canada || History || Development || No
|-
| ECON 339 || Economics of Technological Change || Development || History || No
|-
| ECON 345 || Money and Banking || Monetary || Finance || No
|-
| ECON 350 || Public Finance Topics || Public || - || No
|-
| ECON 351 || Sex and Gender in the Economy || Labour || Development || No
|-
| ECON 355 || International Trade || Trade || Macro || No
|-
| ECON 356 || International Finance || Finance || Macro || No
|-
| ECON 360 || Labour Economics || Labour || Public || No
|-
|ECON 364A
|Sustainable Development
|Environment
|Development
|No
|-
| ECON 365 || Topics in Industrial Organization || Micro || Labour || No
|-
| ECON 367 || Economic Analysis of Law || Micro || Public || No
|-
| ECON 370 || Cost-Benefit Analysis || Micro || Public || No
|-
| ECON 371 || Economics of the Environment || Environment || Public || No
|-
| ECON 374 || Land Economics || Micro || Public || No
|-
| ECON 398 || Introduction to Applied Economics || Econometrics || Micro || Maybe
|-
| ECON 420 || Optimization and Economic Theory || Theory || - || Yes
|-
| ECON 421 || Introduction to Game Theory || Micro || Theory || Yes
|-
| ECON 425 || Introduction to Econometrics || Econometrics || Theory || Yes
|-
| ECON 441 || Economic Development || Development || History || Yes
|-
| ECON 442 || Issues in Economic Development || Development || History || Yes
|-
| ECON 447 || Monetary Theory || Monetary || Macro || Yes
|-
| ECON 451 || Public Expenditures || Public || Labour || Yes
|-
| ECON 455 || International Trade || Trade || Macro || Yes
|-
| ECON 456 || International Macroeconomics and Finance || Macro || Finance || Yes
|-
|ECON 460
|Economics of Labour Markerts
|Labour
|Micro
|Yes
|-
| ECON 465 || Market Structure || Micro || Theory || Yes
|-
| ECON 466 || Economics of Regulation || Micro || Public || Yes
|-
| ECON 471 || Economics of Non-renewables || Environment || Public || Yes
|-
| ECON 472 || Economics of Renewables || Environment || Public || Yes
|-
| ECON 482 || Consequences of Religion || Development || History || Yes
|-
| ECON 485 || Political Economy || Micro || Public || Yes
|}
</div>
</div>

You should try to identify a couple of courses which you think fit into your area of interest, then start trying to “build out” a proposed focus from those courses. Advice from your previous instructors or advisers can be invaluable in this if you are not sure about something. Notice (in Figure 1), that not only about half of your courses are taken up by courses which are required to be in Economics; you can select the other ones from a variety of departments, so long as they meet the Faculty of Arts requirements to graduate. We strongly advise always running any proposed plan by Arts Advising (or your home faculty) before making final decisions, as well as checking out [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar] while you are doing your planning.

{| class="wikitable" align="center"
|+ Figure 1: A rough outline of your electives in Years 3 and 4
| colspan="2" align="center" | Year 3 || colspan="2" align="center"| Year 4
|-
! Term 1 || Term 2 || Term 3 || Term 4
|-
| ''ECON 301'' || ''ECON 302'' || (5) ||''ECON 490''
|-
| ''ECON 326'' || ''(2)'' || (6) || (7)
|-
|ECON 3/4XX || ECON 3/4XX || ECON 4XX || ECON 4XX
|-
|ECON 3/4XX || (2) || (8) || (9)
|-
| (3) || (4) || (10) || (11)
|}

This is a good opportunity to customize your degree by pursuing a minor; nearly any minor is complementary with an economics degree (yes, even Fine Arts). Some particularly useful skills come from disciplines with substantial methodological or topical overlap with economics:
* Computer Science
* Mathematics or statistics
* Political Science, sociology, or psychology
* Commerce
* Geography
* History or philosophy
However, you should keep a focus - a minor is just a "packaged" focus. Your degree remains what you make of it, and the courses you choose - so choose appropriately.

=== Grad School Track + Math ===
One particular question comes up with respect to mathematics: how much math should you take? To be honest, the short answer is “more is better” – mathematics (and statistics) is the modelling language of economics, and the more powerful the math at your disposal, the more well prepared you will be for more advanced topics. This is especially relevant if you are thinking about graduate school. The so-called “graduate school track” (Figure 2) recommends taking (in addition to the regular BA courses) ECON 303, 307, 421, 425 as well as MATH 200, 221; taking the honours sequence is also recommended. Additional useful math courses include MATH 220 and MATH 302; if you are good at math (I mean, really good), consider also taking MATH 320 (real analysis), but it can be very challenging.

{| class="wikitable" align="center"
|+ Figure 2: A rough example of the "grad school" track
| colspan="2" align="center" | Year 3 || colspan="2" align="center" | Year 4
|-
! Term 1 || Term 2 || Term 3 || Term 4
|-
| ''ECON 301'' || ''ECON 302'' || ECON 3/4XX || ''ECON 490''
|-
| ''ECON 326'' ||'''''MATH 220'''''||'''MATH 221''' || '''ECON 425'''
|-
|'''ECON 303/306''' || '''ECON 307''' || '''ECON 421''' || (5)
|-
|'''MATH 200''' || (3) || (4) || (7)
|-
| (1) || (2) || (6) || (8)
|}

==== Reference Letters ====
When applying to graduate school (or some job opportunities), you will normally be asked to provide 2-3 references who can write a letter on your behalf. These are very important, since they make your file stand out from other, similar files! Your electives and capstone courses are excellent opportunities to build the kinds of relationships with your professors which are necessary for them to write a strong letter of reference. The main idea of a reference letter is to (i) illustrate and support your suitability for graduate school, both in terms of your academic skills as well as your personal characteristics, and (ii) to highlight any special features of your application and/or explain irregularities (such as a failed class or a non-traditional degree program).

It is important that the person you are asking to write your letter can honestly discuss you in these terms; if all they can say is the grade you got in their class, and can't discuss you in any depth, they're probably not a good reference. This requires that you take the opportunities in your electives and capstones to build a relationships with your instructors. ECON 490 is a natural fit, due to the seminar environment, but electives (particularly in the 4th year) will also give you these kinds of opportunities. Seize them and plan electives to help support them, if you think graduate school might be in your future.

== Frequently Asked Questions (for 2020) ==

===How easy is it for me to switch programs (e.g. major to honours, combined major, etc)?===

It depends – all economics students were admitted as part of a single pool, and so adding or changing your major depends on what you are doing.

* '''Easy''': Moving from a combined major to a regular major, or honours to regular major – request submit your request in writing to the department office.
* '''Easy''': Moving from a regular major to a combined major in Economics and Philosophy – submit your request in writing to the department office.
* '''Medium''': Moving from a regular major to honours. You should discuss with the Economics Honours advisor if you would like to do this; you will need to take extra courses, and space is a serious constraint. The Honours Advisor may ask students to complete their 3<sup>rd</sup> year in the straight major and then apply as a 4<sup>th</sup> year Honours applicant during admissions process in May.
* '''Hard''': Moving from a regular major to a combined major in Economics and Statistics or Mathematics. The associated departments are limiting the amount of students we admit into these specializations due to course constraints. Only about the top 20 or so are accepted yearly. Students should contact the associated departments for more information.
* '''Hard''': Moving from a regular major to a BA combined major in Economics and Political Science. This requires you to be admitted to the Major in Political Science, which is handled through the Political Science Department. You should contact their coordinator to get more information.

===What do I do if there’s a mistake in my grades?===

If there is a mistake in your academic record, you should first contact the instructor for the course, and discuss it with them. You should do this in writing (e.g. by email) and include a clear statement of what the error is and the rationale for correction. Note that requests on compassionate grounds are not valid reasons for reassessment, and be aware of the deadlines below.

If the instructor agrees with your request, they will submit a “change of grade” form, which is validated by the department and Dean’s office, then processed by academic records. This usually takes a few weeks; after this process is over it will be reflected on your transcripts.

If you disagree with your instructor’s decision or cannot reach them, then you will need to submit a request for Review of Academic Standing to Enrolment Services. You can find the information, fees, and forms for this request in the [http://www.calendar.ubc.ca/Vancouver/index.cfm?tree=3,49,0,0 Calendar]. This request will then be reviewed by the VSE and the results communicated to the student within 45 days.

* Important: note the deadlines of March 15 for Term 1, July 15 for Term 2, October 15 for Summer courses.

===Who do I contact if I have a problem or complaint about an instructor?===

If you have an issue with an instructor and do not feel comfortable discussing it with them, or have not been able to reach a resolution, the next step is to discuss it with the VSE Ombudsperson (currently Wei Li) via email or you are always welcome to contact the Undergraduate Coordinator Prof. Kevin Song. Ombudspeople are third parties who advise on allegations of unfairness or injustice, and help students by providing information or assisting in seeking redress through formal or informal channels.

You may also be interested in contacting the UBC Ombudsperson for Students ([https://ombudsoffice.ubc.ca/]) if you feel the issue goes beyond the VSE’s scope or concerns an issue at the Faculty level.

===What’s the deal with credit exclusions (e.g. STAT 200 credit exclusion list)?===

The credit exclusions (see [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,215,410,414 here]) and how they relate to degree requirements are confusing. Basically, these are lists of courses which the Faculty of Science (and Arts) recognizes as equivalent and will not grant credit for completing multiple versions. The VSE recognizes some of these as equivalent for the purposes of pre-requisites towards degree completion but will NOT recognize them as ECON courses for the purpose of number of ECON credits towards graduation or for the undergraduate application process.

* In other words, they can fill the need for a specified course on the exclusion list, but do not count as ECON credits towards the 42 total credits in the straight ECON major needed to graduate. You need to take an extra ECON elective at the same level or higher to make up those credits.

Here are some examples:

* ''Example 1:'' you have taken STAT 200. This will count as ECON 325 towards completing the required courses for a BA, but will not count as a 300 level ECON course towards your total 300/400-level credits. You will need to take another 300-level ECON '''or 400-level Econ''' course to fill that requirement. You cannot take ECON 325 and receive credit for it.
* ''Example 2:'' you have taken STAT 200 and want to take ECON 226. Bad idea! You cannot receive credit for ECON 226, because you are not allowed to take it if you have taken ECON 325 or equivalent – which includes STAT 200.
* ''Example 3:'' you are a combined major in Economics and Statistics. You have taken ECON 326 and want to take STAT 306. This is not a good idea: you cannot receive credit for STAT 306 since it is equivalent to ECON 326.
* ''Example 4'': you are a double major in Economics and Political Science. You have taken POLI 380, and want to take ECON 326. You need to take ECON 325 first, since we don’t allow POLI 380 or SOCI 328 in lieu of ECON 325. If students have taken POLI 380 they must take ECON 325 for the major/combined majors/honours program. Faculty Advising office will determine whether or not they will receive credits towards their total graduation requirement.

You should always double-check issues like these with your faculty advising office or the VSE if you are not sure, especially when making critical decision about your degree program.

== Contacts ==
The VSE offers by-appointment advising which can be scheduled by contacting the VSE undergraduate office (vse.undergrad@ubc.ca) You can arrange a meeting with either:
* Fernanda Manna Undergraduate Administrative Assistant
* Jonathan Graves, Majors Advisor
Please schedule appointments through the office, not directly with advisers. If you want informal advice about courses, contact one of your favourite instructors (or Jonathan Graves at jonathan.graves@ubc.ca)!

Sandbox:Economics Info Session: Making the Most of your Economics Degree (Revision)

2022-07-14T22:23:29Z

JonathanGraves: major update for 2022

{{Infobox Economics Documentation|Title=Making the Most of</br> Your Economics Degree|Description=This info session is designed to help incoming Economics students plan the 3rd and 4th years of their degree.|Subtitle=Key Info|Bullet1=Date: March 17, 2021|Bullet2=Session Facilitator: Jonathan Graves}}

== Part 1: The Big Picture ==
The biggest strength of a Bachelor of Arts degree (BA) is its flexibility, but this can also be its biggest weakness. A BA gives you a great deal of control over what courses you take and in what order. A key goal of your last two years should be to create a <u>degree focus</u> for yourself: this is like a statement or narrative which summarizes your degree. You’ve already taken the first step by declaring a major in economics; you now need to build on this decision by selecting courses and other specializations to make your BA your own.

=== Activity 1: Motivation ===
In order to do this, it’s important for you to articulate why you chose economics as a major. The reasons might be philosophical, or they might be very practical. However, they should take some thinking – try to go beyond the superficial to really identify why you chose economics, and UBC in general. Some questions which can help with this process are:
* Who or what inspires you?
* Who do you view as a model for yourself or your career?
* How would the “best version” of yourself answer this question?
* Where do you want to be in 5 years? 10 years?
You should think about this more as you continue learning and taking more courses. For now, you want to write down your motivation as a simple, affirmative statement about why you chose economics. For example:<blockquote>''“I chose economics because I want an interesting, well-paying job, and I want to make financial systems more fair for everyone in the economy”''</blockquote>Or<blockquote>''“I chose economics because I love data and math, and was really inspired by my first year professor who showed me all the topics you could learn.”''</blockquote>There’s no right or wrong answer to this question, as long as it is authentic to who you are, and what you value. Write this down somewhere as we continue working on this exercise.

=== Activity 2: Degree Vision ===
The next step is to envision how you can link your motivation to your degree. Thinking about your motivation for your decision, the next step is to imagine yourself in an interview after your graduation, where you’re asked to explain your degree. Again, try to write it down as a simple, affirmative statement about what you did in your degree. You might say something like:<blockquote>''“I did a Bachelor of Arts in Economics, focusing on…."''</blockquote>You’ll want to decide how to fill in the gaps. Some examples could be:<blockquote>''“I did a Bachelor of Arts in Economics, focusing on applied macroeconomics, especially economic development and the study of developing countries”''</blockquote>Or<blockquote>''“I did a combined Bachelor of Arts in Economics and Political Science, where I focused on political institutions and their impact on the economy of a country”''</blockquote>Or<blockquote>''“I did a Bachelor of Arts in Economics, with a minor in geography, focusing on applied data analysis and econometrics, especially including spatial models.”''</blockquote>The key here is not the degree but what you <u>learned</u> as part of your degree. You can craft this by choosing courses, both in economics and elsewhere, in a thoughtful and purposeful way.

Once you’d identified your motivation (your starting point) and your goal (your finishing point), the next task is to start filling in the gaps with courses that will take you towards your goal.

== Part 2: Core Courses ==
Every Economics degree will, in its last two years will take four “core” courses:
* ECON 301: Intermediate Microeconomic Analysis I
* ECON 302: Intermediate Macroeconomic Analysis I
* ECON 326: Methods of Empirical Research in Economics
* ECON 490: Seminar in Applied Economics
Students will also have, starting in 2022/2023 have completed a fifth "core" course:

* ECON 325: Introduction to Empirical Economics

Many students will also want to take a (optional) sixth "core" course; this may be required for specific programs (e.g. combined majors; see below and [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar]):
* ECON 303: Intermediate Microeconomic Analysis II
These courses are required in order to graduate; there are some equivalencies, but everyone must meet these requirements one way or another. The third year is where most of this hard work is done; we refer to this sequence as “micro, macro, and ‘metrics.” We will return to ECON 490 later in this document.

Many students, upon entering the Economics major, erroneously assume that things will suddenly get a lot easier after all the grade pressures of 2nd year. This is not true; while the grade pressure will let up a little bit, the difficulty ramps up dramatically. To be clear: most students find the core sequence very challenging. This is partially because of the mathematical sophistication, but also just the overall complexity; more math will help, but it won’t fix everything.

As a student, you should thoughtfully prepare for this sequence by planning your degree around the challenge posed by the core courses. To this end we have several suggestions to manage your workload in third year:
# First, <u>complete all of your third-year core courses before or during third year</u>. Resist the urge to push courses into the fall of your fourth year; this will hinder your ability to take electives, and make your last semesters very challenging. Also, try to avoid taking any of the core sequence in the summer; the compressed timelines of the summer semester hinder learning retention and lead to worse outcomes.
# Second, take <u>complementary courses when possible</u> – that is, try to manage the amount you are learning. Take similar courses, or courses which complement each other in some way. You know your learning best, so plan accordingly:
#* Example 1: you struggle with mathematics and can only focus on one math-intensive course a term. In that case, avoid math-intensive electives entirely during third year and focus only on the core courses. Take less-mathematical third year electives (e.g. they don’t have MATH 105 as a pre-req.) instead, and reserve other electives to year four.
#* Example 2: you learn best when courses are similar. In that case, take groups of classes each term, focusing on similar topics or methods. Maybe take a bunch of statistics or applied economics courses, or go deep in one specific sub-field.
# Third, <u>seek help immediately when struggling</u>. The core courses are called “core” because nearly every senior course builds off them. You cannot just barely pass them, then succeed later on – you really need to know the material. This is especially true in ECON 325/326, which you may not have any exposure to before. Don’t let them get away from you, and reach out for additional support if you’re struggling.

=== Specific Requirements for Combined Majors ===

Combined majors sometimes have additional Economics requirements, as well as requirements from the combined department; they may also relax requirements for the number of Economics-specific electives. You should check these carefully using [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar]. Some specifics for Economics courses are listed here:

* Combined Major Economics - Philosophy: strongly recommend ECON 319 and 318
* Combined BA Major Economics - Statistics: <u>required</u> to take ECON 303 and ECON 425
** As of 2022, the combined major has new requirements which no longer require these specific courses, but depending on the sequence will require other ECON courses (e.g. ECON 398)
* Combined Major Economics - Political Science: no specific additional ECON courses
* Combined BA Major Economics - Mathematics: no specific additional ECON courses

== Part 3: Capstone Courses ==
Every Economics degree has a “capstone” course (ECON 490 for BA, ECON 499 for Honours) which should be taken in either the fall or spring of your fourth year. The capstone is unique, in that every section has a different focus and covers different topics. However, the capstone always involves carrying out an applied economics research project, under the direction of an instructor, then writing a paper describing your research. They also involve some element of communication - usually a presentation, video recording, or poster session.

Many students are very worried before they take ECON 490, but they shouldn’t be – overwhelmingly, students describe the course as one of the most rewarding and valuable learning experiences. This is usually because they do not feel like the have adequate preparation, and are not confident in their applied skills (particularly econometrics). Accordingly, to get the most out of your capstone you need to plan ahead and prepare appropriately:
# First, make sure you have <u>taken appropriate electives</u> (see Part 4) before taking your capstone. Having exposure to economic research and especially more experience with different tools (like econometrics) will make your research project easier and more rewarding. One of the most valuable electives is ECON 425 (Introduction to Econometrics), if you have a background appropriate for it.
# Second, ensure you <u>have the necessary technical skills</u>. All sections of ECON 490 will use statistical software and econometrics, which you should be familiar with from ECON 325/326. Check that the section you’re interested is using software you’re familiar with; if you feel unprepared, reach out to the ECON 490 coordinator for information about help sessions. There is a TA for the course whose job early on is to help students with statistical software and econometrics.
# Third, <u>choose an appropriate section</u> of ECON 490, appropriate to your interests and skills. Some sections give you a lot of freedom (choose your own project) while others guide you much more (work on a certain dataset); some sections have community engaged learning projects, others have group work; some sections meet frequently, others meet less often. Look carefully at the outlines and syllabuses, and decide which project you think is best for you. If you’re not sure, email the instructor and explain your concerns, then ask for some advice.
A general rule of thumb is that in ECON 490, you get what you put into the course. If you challenge yourself and do something creative and sophisticated, you will get much more out of the course. There is a graduation prize (Erwin R. Diewert Award) for the best ECON 490 paper, and you should aspire to try for it! I tell my students in ECON 490 that the right way to think about this is that one day you will be in a job interview, and you will need to explain something interesting about your degree. This is a good way to point to something tangible which summarizes your skills and experiences in a meaningful way – so seize it!

Another common question is which term should you take ECON 490? This is a challenge, as there are pros and cons to either choice. In term 1, you will likely be “fresher” with more motivation; you will also have more chances to improve your paper for publication or competitions in the future. In term 2, you will have taken more electives, and will be more experienced overall. Generally, I recommend Term 1 for students who have a clear project idea in mind, and have been well-prepared in their previous years for the project. I think Term 2 is for people with more unclear projects, or who need more time to do their electives. If you think you have a really amazing project, do it in Term 1 so that you can compete for prizes like the Bank of Canada awards or the [https://students.ubc.ca/career/career-events/multidisciplinary-undergraduate-research-conference UBC MURC].

Again, the key take-away from this course should be your research project: a concise, “portfolio-ready” summary of your degree which you can use as evidence of what you’ve learned and the skills you’ve mastered. Focus on this key principle, and the rest will fall into place.

== Part 4: Electives ==

Students frequently treat electives as an afterthought; a set of courses they need to do in order “check the boxes” and get enough credits to graduate. They end up taking the easiest ones they can find, or the ones their friends are taking, or the ones with less math, etc. <u>This is a very bad idea</u>. Electives are not ancillary to your degree – they are, in fact, the most important part. They are what makes your degree your own – they’re how you fill in the “…” in “I did a Bachelor of Arts in Economics, focusing on...” To be clear: choosing electives poorly makes your degree less valuable, less employable, and harder to obtain. Choosing electives properly makes your degree more valuable, more employable, and easier to obtain.

So, how should you choose electives? Return to your motivation in Part 1, then select electives which will build out your “story” or focus. These can be electives within economics, or outside – if you are doing a standard BA, you will need more credits than just the upper division electives in Economics in order to graduate. In Table 2, below you can see a list of all the electives for this year, including their “Fields” and whether you need MATH 105 (or equivalent) to take the course. In economics, the fields are usually described as in Table 1; these can be a useful way of identifying how to "package" your degree since fields have a lot of disciplinary and topical overlap.

<div class="toccolours mw-collapsible mw-collapsed" style="width:400px; overflow:auto;"">
<div style="font-weight:bold;line-height:1.6;font-size:14pt">Table 1: Economic fields for courses at UBC (2022)</div>
<div class="mw-collapsible-content">
{| class="wikitable"
! Field
! Description
|-
| Public
| The study of public finance and policy, concerned with the regulation and operation of the economy, welfare, and government. Topics include taxation, benefits, public goods, health care, etc.
|-
| Philosophy
| The study of the philosophical background for economic thought, including historical development and contemporary issues. Topics include distribution, justice, and value.
|-
| Labour
| The study of the supply and demand for labour, and the interaction of these two forces in the economics. Topics include wages, discrimination, inequality, unemployment, and the job market.
|-
| Econometrics
| The study of how to apply statistical tools and models to economic situations, both theoretically and practically. Topics include causation, identification, machine learning, and statistics.
|-
| Theory
| The development of economic models, their mathematical properties, and their application to economic situations. Topics include game theory, dynamic programming, optimization, and choice theory.
|-
| History
| The study of history through an economic lens, use economic models and tools to analyze and describe history events or forces. Note: <i>not</i> the history of economics. Topics vary but could include colonization, economic development, religion, and war.
|-
| Development
| The study of economic development and the developing world, including both theoretically and in a historical perspective. Topics include economic growth, technological change, policy, and specific attention to historical examples (e.g. China).
|-
| Monetary
| The study of money, specifically including the role of banks and central banks, and their impact on the economic. Usually also includes a focus on policy. Topics include interest rate determination, recessions, optimal bank policy, stabilization, and financial crises.
|-
| Finance
| The study of the flow of money through the economy, usually include financial instruments, institutions, and their impact on the economy. Topics include asset pricing, financing, securitization, and stock markets.
|-
| Micro
| The study of individual agent decision making; microeconomics. Topics include consumption choices, political decision-making, industrial organization, utility theory, and markets.
|-
| Environment
| The study of the interaction of the economy with the environment, with a special emphasis on the impact of policies and government decision making. Topics include carbon pricing, externalities, renewable resources, and energy.
|-
| Macro
| The study of the economy as a whole; macroeconomics. Topics include GDP growth, inflation, financial systems, and government's role in the economy.
|-
| Trade
| The study of the economic motivations and consequences of trade; open-economy macro and microeconomics. Topics include comparative advantage, tariffs, trade deficits, technological diffusion, and conflict.
|}</div></div>

<div class="toccolours mw-collapsible mw-collapsed" style="width:400px; overflow:auto;"">
<div style="font-weight:bold;line-height:1.6;font-size:14pt">Table 2: Economic electives for courses at UBC (2022)</div>
<div class="mw-collapsible-content">
{| class="wikitable sortable"
! Course || Subject || Field I || Field II || Math?
|-
| ECON 317 || Poverty and Inequality || Public || Labour || No
|-
| ECON 318 || History and Philosophy I || Philosophy || History || No
|-
| ECON 319 || History and Philosophy II || Philosophy || History || No
|-
| ECON 323 || Quantitative Economic Modeling || Econometrics || Theory || Yes
|-
| ECON 334 || Economic History of Europe || History || Development || No
|-
| ECON 335 || Fertility, Families, and Human Migration || Labour || Development || No


|-
| ECON 336 || Economic History of Canada || History || Development || No
|-
| ECON 339 || Economics of Technological Change || Development || History || No
|-
| ECON 345 || Money and Banking || Monetary || Finance || No
|-
| ECON 350 || Public Finance Topics || Public || - || No
|-
| ECON 351 || Sex and Gender in the Economy || Labour || Development || No
|-
| ECON 355 || International Trade || Trade || Macro || No
|-
| ECON 356 || International Finance || Finance || Macro || No
|-
| ECON 360 || Labour Economics || Labour || Public || No
|-
|ECON 364A
|Sustainable Development
|Environment
|Development
|No
|-
| ECON 365 || Topics in Industrial Organization || Micro || Labour || No
|-
| ECON 367 || Economic Analysis of Law || Micro || Public || No
|-
| ECON 370 || Cost-Benefit Analysis || Micro || Public || No
|-
| ECON 371 || Economics of the Environment || Environment || Public || No
|-
| ECON 374 || Land Economics || Micro || Public || No
|-
| ECON 398 || Introduction to Applied Economics || Econometrics || Micro || Maybe
|-
| ECON 420 || Optimization and Economic Theory || Theory || - || Yes
|-
| ECON 421 || Introduction to Game Theory || Micro || Theory || Yes
|-
| ECON 425 || Introduction to Econometrics || Econometrics || Theory || Yes
|-
| ECON 441 || Economic Development || Development || History || Yes
|-
| ECON 442 || Issues in Economic Development || Development || History || Yes
|-
| ECON 447 || Monetary Theory || Monetary || Macro || Yes
|-
| ECON 451 || Public Expenditures || Public || Labour || Yes
|-
| ECON 455 || International Trade || Trade || Macro || Yes
|-
| ECON 456 || International Macroeconomics and Finance || Macro || Finance || Yes
|-
|ECON 460
|Economics of Labour Markerts
|Labour
|Micro
|Yes
|-
| ECON 465 || Market Structure || Micro || Theory || Yes
|-
| ECON 466 || Economics of Regulation || Micro || Public || Yes
|-
| ECON 471 || Economics of Non-renewables || Environment || Public || Yes
|-
| ECON 472 || Economics of Renewables || Environment || Public || Yes
|-
| ECON 482 || Consequences of Religion || Development || History || Yes
|-
| ECON 485 || Political Economy || Micro || Public || Yes
|}
</div>
</div>

You should try to identify a couple of courses which you think fit into your area of interest, then start trying to “build out” a proposed focus from those courses. Advice from your previous instructors or advisers can be invaluable in this if you are not sure about something. Notice (in Figure 1), that not only about half of your courses are taken up by courses which are required to be in Economics; you can select the other ones from a variety of departments, so long as they meet the Faculty of Arts requirements to graduate. We strongly advise always running any proposed plan by Arts Advising (or your home faculty) before making final decisions, as well as checking out [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar] while you are doing your planning.

{| class="wikitable" align="center"
|+ Figure 1: A rough outline of your electives in Years 3 and 4
| colspan="2" align="center" | Year 3 || colspan="2" align="center"| Year 4
|-
! Term 1 || Term 2 || Term 3 || Term 4
|-
| ''ECON 301'' || ''ECON 302'' || (5) ||''ECON 490''
|-
| ''ECON 326'' || ''(2)'' || (6) || (7)
|-
|ECON 3/4XX || ECON 3/4XX || ECON 4XX || ECON 4XX
|-
|ECON 3/4XX || (2) || (8) || (9)
|-
| (3) || (4) || (10) || (11)
|}

This is a good opportunity to customize your degree by pursuing a minor; nearly any minor is complementary with an economics degree (yes, even Fine Arts). Some particularly useful skills come from disciplines with substantial methodological or topical overlap with economics:
* Computer Science
* Mathematics or statistics
* Political Science, sociology, or psychology
* Commerce
* Geography
* History or philosophy
However, you should keep a focus - a minor is just a "packaged" focus. Your degree remains what you make of it, and the courses you choose - so choose appropriately.

=== Grad School Track + Math ===
One particular question comes up with respect to mathematics: how much math should you take? To be honest, the short answer is “more is better” – mathematics (and statistics) is the modelling language of economics, and the more powerful the math at your disposal, the more well prepared you will be for more advanced topics. This is especially relevant if you are thinking about graduate school. The so-called “graduate school track” (Figure 2) recommends taking (in addition to the regular BA courses) ECON 303, 307, 421, 425 as well as MATH 200, 221; taking the honours sequence is also recommended. Additional useful math courses include MATH 220 and MATH 302; if you are good at math (I mean, really good), consider also taking MATH 320 (real analysis), but it can be very challenging.

{| class="wikitable" align="center"
|+ Figure 2: A rough example of the "grad school" track
| colspan="2" align="center" | Year 3 || colspan="2" align="center" | Year 4
|-
! Term 1 || Term 2 || Term 3 || Term 4
|-
| ''ECON 301'' || ''ECON 302'' || ECON 3/4XX || ''ECON 490''
|-
| ''ECON 326'' ||'''''MATH 220'''''||'''MATH 221''' || '''ECON 425'''
|-
|'''ECON 303/306''' || '''ECON 307''' || '''ECON 421''' || (5)
|-
|'''MATH 200''' || (3) || (4) || (7)
|-
| (1) || (2) || (6) || (8)
|}

==== Reference Letters ====
When applying to graduate school (or some job opportunities), you will normally be asked to provide 2-3 references who can write a letter on your behalf. These are very important, since they make your file stand out from other, similar files! Your electives and capstone courses are excellent opportunities to build the kinds of relationships with your professors which are necessary for them to write a strong letter of reference. The main idea of a reference letter is to (i) illustrate and support your suitability for graduate school, both in terms of your academic skills as well as your personal characteristics, and (ii) to highlight any special features of your application and/or explain irregularities (such as a failed class or a non-traditional degree program).

It is important that the person you are asking to write your letter can honestly discuss you in these terms; if all they can say is the grade you got in their class, and can't discuss you in any depth, they're probably not a good reference. This requires that you take the opportunities in your electives and capstones to build a relationships with your instructors. ECON 490 is a natural fit, due to the seminar environment, but electives (particularly in the 4th year) will also give you these kinds of opportunities. Seize them and plan electives to help support them, if you think graduate school might be in your future.

== Frequently Asked Questions (for 2020) ==

===How easy is it for me to switch programs (e.g. major to honours, combined major, etc)?===

It depends – all economics students were admitted as part of a single pool, and so adding or changing your major depends on what you are doing.

* '''Easy''': Moving from a combined major to a regular major, or honours to regular major – request submit your request in writing to the department office.
* '''Easy''': Moving from a regular major to a combined major in Economics and Philosophy – submit your request in writing to the department office.
* '''Medium''': Moving from a regular major to honours. You should discuss with the Economics Honours advisor if you would like to do this; you will need to take extra courses, and space is a serious constraint. The Honours Advisor may ask students to complete their 3<sup>rd</sup> year in the straight major and then apply as a 4<sup>th</sup> year Honours applicant during admissions process in May.
* '''Hard''': Moving from a regular major to a combined major in Economics and Statistics or Mathematics. The associated departments are limiting the amount of students we admit into these specializations due to course constraints. Only about the top 20 or so are accepted yearly. Students should contact the associated departments for more information.
* '''Hard''': Moving from a regular major to a BA combined major in Economics and Political Science. This requires you to be admitted to the Major in Political Science, which is handled through the Political Science Department. You should contact their coordinator to get more information.

===What do I do if there’s a mistake in my grades?===

If there is a mistake in your academic record, you should first contact the instructor for the course, and discuss it with them. You should do this in writing (e.g. by email) and include a clear statement of what the error is and the rationale for correction. Note that requests on compassionate grounds are not valid reasons for reassessment, and be aware of the deadlines below.

If the instructor agrees with your request, they will submit a “change of grade” form, which is validated by the department and Dean’s office, then processed by academic records. This usually takes a few weeks; after this process is over it will be reflected on your transcripts.

If you disagree with your instructor’s decision or cannot reach them, then you will need to submit a request for Review of Academic Standing to Enrolment Services. You can find the information, fees, and forms for this request in the [http://www.calendar.ubc.ca/Vancouver/index.cfm?tree=3,49,0,0 Calendar]. This request will then be reviewed by the VSE and the results communicated to the student within 45 days.

* Important: note the deadlines of March 15 for Term 1, July 15 for Term 2, October 15 for Summer courses.

===Who do I contact if I have a problem or complaint about an instructor?===

If you have an issue with an instructor and do not feel comfortable discussing it with them, or have not been able to reach a resolution, the next step is to discuss it with the VSE Ombudsperson (currently Wei Li) via email or you are always welcome to contact the Undergraduate Coordinator Prof. Kevin Song. Ombudspeople are third parties who advise on allegations of unfairness or injustice, and help students by providing information or assisting in seeking redress through formal or informal channels.

You may also be interested in contacting the UBC Ombudsperson for Students ([https://ombudsoffice.ubc.ca/]) if you feel the issue goes beyond the VSE’s scope or concerns an issue at the Faculty level.

===What’s the deal with credit exclusions (e.g. STAT 200 credit exclusion list)?===

The credit exclusions (see [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,215,410,414 here]) and how they relate to degree requirements are confusing. Basically, these are lists of courses which the Faculty of Science (and Arts) recognizes as equivalent and will not grant credit for completing multiple versions. The VSE recognizes some of these as equivalent for the purposes of pre-requisites towards degree completion but will NOT recognize them as ECON courses for the purpose of number of ECON credits towards graduation or for the undergraduate application process.

* In other words, they can fill the need for a specified course on the exclusion list, but do not count as ECON credits towards the 42 total credits in the straight ECON major needed to graduate. You need to take an extra ECON elective at the same level or higher to make up those credits.

Here are some examples:

* ''Example 1:'' you have taken STAT 200. This will count as ECON 325 towards completing the required courses for a BA, but will not count as a 300 level ECON course towards your total 300/400-level credits. You will need to take another 300-level ECON '''or 400-level Econ''' course to fill that requirement. You cannot take ECON 325 and receive credit for it.
* ''Example 2:'' you have taken STAT 200 and want to take ECON 226. Bad idea! You cannot receive credit for ECON 226, because you are not allowed to take it if you have taken ECON 325 or equivalent – which includes STAT 200.
* ''Example 3:'' you are a combined major in Economics and Statistics. You have taken ECON 326 and want to take STAT 306. This is not a good idea: you cannot receive credit for STAT 306 since it is equivalent to ECON 326.
* ''Example 4'': you are a double major in Economics and Political Science. You have taken POLI 380, and want to take ECON 326. You need to take ECON 325 first, since we don’t allow POLI 380 or SOCI 328 in lieu of ECON 325. If students have taken POLI 380 they must take ECON 325 for the major/combined majors/honours program. Faculty Advising office will determine whether or not they will receive credits towards their total graduation requirement.

You should always double-check issues like these with your faculty advising office or the VSE if you are not sure, especially when making critical decision about your degree program.

== Contacts ==
The VSE offers by-appointment advising which can be scheduled by contacting the VSE undergraduate office (vse.undergrad@ubc.ca) You can arrange a meeting with either:
* Fernanda Manna Undergraduate Administrative Assistant
* Jonathan Graves, Majors Advisor
Please schedule appointments through the office, not directly with advisers. If you want informal advice about courses, contact one of your favourite instructors (or Jonathan Graves at jonathan.graves@ubc.ca)!

Sandbox:Economics Info Session: Making the Most of your Economics Degree (Revision)

2022-07-14T22:13:04Z

JonathanGraves: initial draft

{{Infobox Economics Documentation|Title=Making the Most of</br> Your Economics Degree|Description=This info session is designed to help incoming Economics students plan the 3rd and 4th years of their degree.|Subtitle=Key Info|Bullet1=Date: March 17, 2021|Bullet2=Session Facilitator: Jonathan Graves}}

== Part 1: The Big Picture ==
The biggest strength of a Bachelor of Arts degree (BA) is its flexibility, but this can also be its biggest weakness. A BA gives you a great deal of control over what courses you take and in what order. A key goal of your last two years should be to create a <u>degree focus</u> for yourself: this is like a statement or narrative which summarizes your degree. You’ve already taken the first step by declaring a major in economics; you now need to build on this decision by selecting courses and other specializations to make your BA your own.

=== Activity 1: Motivation ===
In order to do this, it’s important for you to articulate why you chose economics as a major. The reasons might be philosophical, or they might be very practical. However, they should take some thinking – try to go beyond the superficial to really identify why you chose economics, and UBC in general. Some questions which can help with this process are:
* Who or what inspires you?
* Who do you view as a model for yourself or your career?
* How would the “best version” of yourself answer this question?
* Where do you want to be in 5 years? 10 years?
You should think about this more as you continue learning and taking more courses. For now, you want to write down your motivation as a simple, affirmative statement about why you chose economics. For example:<blockquote>''“I chose economics because I want an interesting, well-paying job, and I want to make financial systems more fair for everyone in the economy”''</blockquote>Or<blockquote>''“I chose economics because I love data and math, and was really inspired by my first year professor who showed me all the topics you could learn.”''</blockquote>There’s no right or wrong answer to this question, as long as it is authentic to who you are, and what you value. Write this down somewhere as we continue working on this exercise.

=== Activity 2: Degree Vision ===
The next step is to envision how you can link your motivation to your degree. Thinking about your motivation for your decision, the next step is to imagine yourself in an interview after your graduation, where you’re asked to explain your degree. Again, try to write it down as a simple, affirmative statement about what you did in your degree. You might say something like:<blockquote>''“I did a Bachelor of Arts in Economics, focusing on…."''</blockquote>You’ll want to decide how to fill in the gaps. Some examples could be:<blockquote>''“I did a Bachelor of Arts in Economics, focusing on applied macroeconomics, especially economic development and the study of developing countries”''</blockquote>Or<blockquote>''“I did a combined Bachelor of Arts in Economics and Political Science, where I focused on political institutions and their impact on the economy of a country”''</blockquote>Or<blockquote>''“I did a Bachelor of Arts in Economics, with a minor in geography, focusing on applied data analysis and econometrics, especially including spatial models.”''</blockquote>The key here is not the degree but what you <u>learned</u> as part of your degree. You can craft this by choosing courses, both in economics and elsewhere, in a thoughtful and purposeful way.

Once you’d identified your motivation (your starting point) and your goal (your finishing point), the next task is to start filling in the gaps with courses that will take you towards your goal.

== Part 2: Core Courses ==
Every Economics degree will, in its last two years will take five “core” courses:
* ECON 301: Intermediate Microeconomic Analysis I
* ECON 302: Intermediate Macroeconomic Analysis I
* ECON 325: Introduction to Empirical Economics
* ECON 326: Methods of Empirical Research in Economics
* ECON 490: Seminar in Applied Economics

Many students will also want to take a (optional) sixth "core" course; this may be required for specific programs (e.g. combined majors; see below and [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar]):
* ECON 303: Intermediate Microeconomic Analysis II
These courses are required in order to graduate; there are some equivalencies, but everyone must meet these requirements one way or another. The third year is where most of this hard work is done; we refer to this sequence as “micro, macro, and ‘metrics.” We will return to ECON 490 later in this document.

Many students, upon entering the Economics major, erroneously assume that things will suddenly get a lot easier after all the grade pressures of 2nd year. This is not true; while the grade pressure will let up a little bit, the difficulty ramps up dramatically. To be clear: most students find the core sequence very challenging. This is partially because of the mathematical sophistication, but also just the overall complexity; more math will help, but it won’t fix everything.

As a student, you should thoughtfully prepare for this sequence by planning your degree around the challenge posed by the core courses. To this end we have several suggestions to manage your workload in third year:
# First, <u>complete all of your third-year core courses during third year</u>. Resist the urge to push courses into the fall of your fourth year; this will hinder your ability to take electives, and make your last semesters very challenging. Also, try to avoid taking any of the core sequence in the summer; the compressed timelines of the summer semester hinder learning retention and lead to worse outcomes.
# Second, take <u>complementary courses when possible</u> – that is, try to manage the amount you are learning. Take similar courses, or courses which complement each other in some way. You know your learning best, so plan accordingly:
#* Example 1: you struggle with mathematics and can only focus on one math-intensive course a term. In that case, avoid math-intensive electives entirely during third year and focus only on the core courses. Take less-mathematical third year electives (e.g. they don’t have MATH 105 as a pre-req.) instead, and reserve other electives to year four.
#* Example 2: you learn best when courses are similar. In that case, take groups of classes each term, focusing on similar topics or methods. Maybe take a bunch of statistics or applied economics courses, or go deep in one specific sub-field.
# Third, <u>seek help immediately when struggling</u>. The core courses are called “core” because nearly every senior course builds off them. You cannot just barely pass them, then succeed later on – you really need to know the material. This is especially true in ECON 325/326, which you may not have any exposure to before. Don’t let them get away from you, and reach out for additional support if you’re struggling.

=== Specific Requirements for Combined Majors ===

Combined majors sometimes have additional Economics requirements, as well as requirements from the combined department; they may also relax requirements for the number of Economics-specific electives. You should check these carefully using [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar]. Some specifics for Economics courses are listed here:

* Combined Major Economics - Philosophy: strongly recommend ECON 319 and 318
* Combined BA Major Economics - Statistics: <u>required</u> to take ECON 303 and ECON 425
* Combined Major Economics - Political Science: no specific additional ECON courses
* Combined BA Major Economics - Mathematics: no specific additional ECON courses

=== Important: Provisional Offers in 2020 ===
The recommendations above are particularly important for individuals who received provisional admission to the Economics majors in 2020 due to COVID-19 related disruptions and Cr/D/F grading. Students who have provisional admission must earn at least 68% in their economics courses in 2020W1 (Fall 2020) to order to continue in the major program.

== Part 3: Capstone Courses ==
Every Economics degree has a “capstone” course (ECON 490 for BA, ECON 499 for Honours) which should be taken in either the fall or spring of your fourth year. The capstone is unique, in that every section has a different focus and covers different topics. However, the capstone always involves carrying out an applied economics research project, under the direction of an instructor, then writing a paper describing your research. They also involve some element of communication - usually a presentation, video recording, or poster session.

Many students are very worried before they take ECON 490, but they shouldn’t be – overwhelmingly, students describe the course as one of the most rewarding and valuable learning experiences. This is usually because they do not feel like the have adequate preparation, and are not confident in their applied skills (particularly econometrics). Accordingly, to get the most out of your capstone you need to plan ahead and prepare appropriately:
# First, make sure you have <u>taken appropriate electives</u> (see Part 4) before taking your capstone. Having exposure to economic research and especially more experience with different tools (like econometrics) will make your research project easier and more rewarding. One of the most valuable electives is ECON 425 (Introduction to Econometrics), if you have a background appropriate for it.
# Second, ensure you <u>have the necessary technical skills</u>. All sections of ECON 490 will use statistical software and econometrics, which you should be familiar with from ECON 325/326. Check that the section you’re interested is using software you’re familiar with; if you feel unprepared, reach out to the ECON 490 coordinator for information about help sessions. There is a TA for the course whose job early on is to help students with statistical software and econometrics.
# Third, <u>choose an appropriate section</u> of ECON 490, appropriate to your interests and skills. Some sections give you a lot of freedom (choose your own project) while others guide you much more (work on a certain dataset); some sections have community engaged learning projects, others have group work; some sections meet frequently, others meet less often. Look carefully at the outlines and syllabuses, and decide which project you think is best for you. If you’re not sure, email the instructor and explain your concerns, then ask for some advice.
A general rule of thumb is that in ECON 490, you get what you put into the course. If you challenge yourself and do something creative and sophisticated, you will get much more out of the course. There is a graduation prize (Erwin R. Diewert Award) for the best ECON 490 paper, and you should aspire to try for it! I tell my students in ECON 490 that the right way to think about this is that one day you will be in a job interview, and you will need to explain something interesting about your degree. This is a good way to point to something tangible which summarizes your skills and experiences in a meaningful way – so seize it!

Another common question is which term should you take ECON 490? This is a challenge, as there are pros and cons to either choice. In term 1, you will likely be “fresher” with more motivation; you will also have more chances to improve your paper for publication or competitions in the future. In term 2, you will have taken more electives, and will be more experienced overall. Generally, I recommend Term 1 for students who have a clear project idea in mind, and have been well-prepared in their previous years for the project. I think Term 2 is for people with more unclear projects, or who need more time to do their electives. If you think you have a really amazing project, do it in Term 1 so that you can compete for prizes like the Bank of Canada awards or the [https://students.ubc.ca/career/career-events/multidisciplinary-undergraduate-research-conference UBC MURC].

Again, the key take-away from this course should be your research project: a concise, “portfolio-ready” summary of your degree which you can use as evidence of what you’ve learned and the skills you’ve mastered. Focus on this key principle, and the rest will fall into place.

== Part 4: Electives ==

Students frequently treat electives as an afterthought; a set of courses they need to do in order “check the boxes” and get enough credits to graduate. They end up taking the easiest ones they can find, or the ones their friends are taking, or the ones with less math, etc. <u>This is a very bad idea</u>. Electives are not ancillary to your degree – they are, in fact, the most important part. They are what makes your degree your own – they’re how you fill in the “…” in “I did a Bachelor of Arts in Economics, focusing on...” To be clear: choosing electives poorly makes your degree less valuable, less employable, and harder to obtain. Choosing electives properly makes your degree more valuable, more employable, and easier to obtain.

So, how should you choose electives? Return to your motivation in Part 1, then select electives which will build out your “story” or focus. These can be electives within economics, or outside – if you are doing a standard BA, you will need more credits than just the upper division electives in Economics in order to graduate. In Table 2, below you can see a list of all the electives for this year, including their “Fields” and whether you need MATH 105 (or equivalent) to take the course. In economics, the fields are usually described as in Table 1; these can be a useful way of identifying how to "package" your degree since fields have a lot of disciplinary and topical overlap.

<div class="toccolours mw-collapsible mw-collapsed" style="width:400px; overflow:auto;"">
<div style="font-weight:bold;line-height:1.6;font-size:14pt">Table 1: Economic fields for courses at UBC (2020)</div>
<div class="mw-collapsible-content">
{| class="wikitable"
! Field
! Description
|-
| Public
| The study of public finance and policy, concerned with the regulation and operation of the economy, welfare, and government. Topics include taxation, benefits, public goods, health care, etc.
|-
| Philosophy
| The study of the philosophical background for economic thought, including historical development and contemporary issues. Topics include distribution, justice, and value.
|-
| Labour
| The study of the supply and demand for labour, and the interaction of these two forces in the economics. Topics include wages, discrimination, inequality, unemployment, and the job market.
|-
| Econometrics
| The study of how to apply statistical tools and models to economic situations, both theoretically and practically. Topics include causation, identification, machine learning, and statistics.
|-
| Theory
| The development of economic models, their mathematical properties, and their application to economic situations. Topics include game theory, dynamic programming, optimization, and choice theory.
|-
| History
| The study of history through an economic lens, use economic models and tools to analyze and describe history events or forces. Note: <i>not</i> the history of economics. Topics vary but could include colonization, economic development, religion, and war.
|-
| Development
| The study of economic development and the developing world, including both theoretically and in a historical perspective. Topics include economic growth, technological change, policy, and specific attention to historical examples (e.g. China).
|-
| Monetary
| The study of money, specifically including the role of banks and central banks, and their impact on the economic. Usually also includes a focus on policy. Topics include interest rate determination, recessions, optimal bank policy, stabilization, and financial crises.
|-
| Finance
| The study of the flow of money through the economy, usually include financial instruments, institutions, and their impact on the economy. Topics include asset pricing, financing, securitization, and stock markets.
|-
| Micro
| The study of individual agent decision making; microeconomics. Topics include consumption choices, political decision-making, industrial organization, utility theory, and markets.
|-
| Environment
| The study of the interaction of the economy with the environment, with a special emphasis on the impact of policies and government decision making. Topics include carbon pricing, externalities, renewable resources, and energy.
|-
| Macro
| The study of the economy as a whole; macroeconomics. Topics include GDP growth, inflation, financial systems, and government's role in the economy.
|-
| Trade
| The study of the economic motivations and consequences of trade; open-economy macro and microeconomics. Topics include comparative advantage, tariffs, trade deficits, technological diffusion, and conflict.
|}</div></div>

<div class="toccolours mw-collapsible mw-collapsed" style="width:400px; overflow:auto;"">
<div style="font-weight:bold;line-height:1.6;font-size:14pt">Table 2: Economic electives for courses at UBC (2021)</div>
<div class="mw-collapsible-content">
{| class="wikitable sortable"
! Course || Subject || Field I || Field II || Math?
|-
| ECON 317 || Poverty and Inequality || Public || Labour || No
|-
| ECON 318 || History and Philosophy I || Philosophy || History || No
|-
| ECON 319 || History and Philosophy II || Philosophy || History || No
|-
| ECON 323 || Quantitative Economic Modeling (NEW for 2019) || Econometrics || Theory || Yes
|-
| ECON 334 || Economic History of Europe || History || Development || No
|-
| ECON 335 || Fertility, Families, and Human Migration || Labour || Development || No


|-
| ECON 336 || Economic History of Canada || History || Development || No
|-
| ECON 339 || Economics of Technological Change || Development || History || No
|-
| ECON 345 || Money and Banking || Monetary || Finance || No
|-
| ECON 350 || Public Finance Topics || Public || - || No
|-
| ECON 351 || Women in the Economy || Labour || Development || No
|-
| ECON 355 || International Trade || Trade || Macro || No
|-
| ECON 356 || International Finance || Finance || Macro || No
|-
| ECON 360 || Labour Economics || Labour || Public || No
|-
| ECON 365 || Topics in Industrial Organization || Micro || Labour || No
|-
| ECON 367 || Economic Analysis of Law || Micro || Public || No
|-
| ECON 370 || Cost-Benefit Analysis || Micro || Public || No
|-
| ECON 371 || Economics of the Environment || Environment || Public || No
|-
| ECON 374 || Land Economics || Micro || Public || No
|-
| ECON 398 || Introduction to Applied Economics (NEW for 2019) || Econometrics || Micro || Maybe
|-
| ECON 420 || Optimization and Economic Theory || Theory || - || Yes
|-
| ECON 421 || Introduction to Game Theory || Micro || Theory || Yes
|-
| ECON 425 || Introduction to Econometrics || Econometrics || Theory || Yes
|-
| ECON 441 || Economic Development || Development || History || Yes
|-
| ECON 442 || Issues in Economic Development || Development || History || Yes
|-
| ECON 447 || Monetary Theory || Monetary || Macro || Yes
|-
| ECON 451 || Public Expenditures || Public || Labour || Yes
|-
| ECON 455 || International Trade || Trade || Macro || Yes
|-
| ECON 456 || International Macroeconomics and Finance || Macro || Finance || Yes
|-
| ECON 465 || Market Structure || Micro || Theory || Yes
|-
| ECON 466 || Economics of Regulation || Micro || Public || Yes
|-
| ECON 471 || Economics of Non-renewables || Environment || Public || Yes
|-
| ECON 472 || Economics of Renewables || Environment || Public || Yes
|-
| ECON 482 || Consequences of Religion || Development || History || Yes
|-
| ECON 485 || Political Economy || Micro || Public || Yes
|}
</div>
</div>

You should try to identify a couple of courses which you think fit into your area of interest, then start trying to “build out” a proposed focus from those courses. Advice from your previous instructors or advisers can be invaluable in this if you are not sure about something. Notice (in Figure 1), that not only about half of your courses are taken up by courses which are required to be in Economics; you can select the other ones from a variety of departments, so long as they meet the Faculty of Arts requirements to graduate. We strongly advise always running any proposed plan by Arts Advising (or your home faculty) before making final decisions, as well as checking out [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar] while you are doing your planning.

{| class="wikitable" align="center"
|+ Figure 1: A rough outline of your electives in Years 3 and 4
| colspan="2" align="center" | Year 3 || colspan="2" align="center"| Year 4
|-
! Term 1 || Term 2 || Term 3 || Term 4
|-
| ''ECON 301'' || ''ECON 302'' || (4) || ''ECON 490''
|-
| ''ECON 325'' || ''ECON 326'' || (5) || (6)
|-
|ECON 3/4XX || ECON 3/4XX || ECON 4XX || ECON 4XX
|-
|ECON 3/4XX || (1) || (7) || (8)
|-
| (2) || (3) || (9) || (10)
|}

This is a good opportunity to customize your degree by pursuing a minor; nearly any minor is complementary with an economics degree (yes, even Fine Arts). Some particularly useful skills come from disciplines with substantial methodological or topical overlap with economics:
* Computer Science
* Mathematics or statistics
* Political Science, sociology, or psychology
* Commerce
* Geography
* History or philosophy
However, you should keep a focus - a minor is just a "packaged" focus. Your degree remains what you make of it, and the courses you choose - so choose appropriately.

=== Grad School Track + Math ===
One particular question comes up with respect to mathematics: how much math should you take? To be honest, the short answer is “more is better” – mathematics (and statistics) is the modelling language of economics, and the more powerful the math at your disposal, the more well prepared you will be for more advanced topics. This is especially relevant if you are thinking about graduate school. The so-called “graduate school track” (Figure 2) recommends taking (in addition to the regular BA courses) ECON 303, 307, 421, 425 as well as MATH 200, 221; taking the honours sequence is also recommended. Additional useful math courses include MATH 220 and MATH 302; if you are good at math (I mean, really good), consider also taking MATH 320 (real analysis), but it can be very challenging.

{| class="wikitable" align="center"
|+ Figure 2: A rough example of the "grad school" track
| colspan="2" align="center" | Year 3 || colspan="2" align="center" | Year 4
|-
! Term 1 || Term 2 || Term 3 || Term 4
|-
| ''ECON 301'' || ''ECON 302'' || ECON 3/4XX || ''ECON 490''
|-
| ''ECON 325'' || ''ECON 326'' || '''MATH 221''' || '''ECON 425'''
|-
|'''ECON 303/306''' || '''ECON 307''' || '''ECON 421''' || (3)
|-
|'''MATH 200''' || '''''MATH 220''''' || (4) || (5)
|-
| (1) || (2) || (6) || (7)
|}

==== Reference Letters ====
When applying to graduate school (or some job opportunities), you will normally be asked to provide 2-3 references who can write a letter on your behalf. These are very important, since they make your file stand out from other, similar files! Your electives and capstone courses are excellent opportunities to build the kinds of relationships with your professors which are necessary for them to write a strong letter of reference. The main idea of a reference letter is to (i) illustrate and support your suitability for graduate school, both in terms of your academic skills as well as your personal characteristics, and (ii) to highlight any special features of your application and/or explain irregularities (such as a failed class or a non-traditional degree program).

It is important that the person you are asking to write your letter can honestly discuss you in these terms; if all they can say is the grade you got in their class, and can't discuss you in any depth, they're probably not a good reference. This requires that you take the opportunities in your electives and capstones to build a relationships with your instructors. ECON 490 is a natural fit, due to the seminar environment, but electives (particularly in the 4th year) will also give you these kinds of opportunities. Seize them and plan electives to help support them, if you think graduate school might be in your future.

== Frequently Asked Questions (for 2020) ==

===How easy is it for me to switch programs (e.g. major to honours, combined major, etc)?===

It depends – all economics students were admitted as part of a single pool, and so adding or changing your major depends on what you are doing.

* '''Easy''': Moving from a combined major to a regular major, or honours to regular major – request submit your request in writing to the department office.
* '''Easy''': Moving from a regular major to a combined major in Economics and Philosophy – submit your request in writing to the department office.
* '''Medium''': Moving from a regular major to honours. You should discuss with the Economics Honours advisor if you would like to do this; you will need to take extra courses, and space is a serious constraint. The Honours Advisor may ask students to complete their 3<sup>rd</sup> year in the straight major and then apply as a 4<sup>th</sup> year Honours applicant during admissions process in May.
* '''Hard''': Moving from a regular major to a combined major in Economics and Statistics or Mathematics. The associated departments are limiting the amount of students we admit into these specializations due to course constraints. Only about the top 20 or so are accepted yearly. Students should contact the associated departments for more information.
* '''Hard''': Moving from a regular major to a BA combined major in Economics and Political Science. This requires you to be admitted to the Major in Political Science, which is handled through the Political Science Department. You should contact their coordinator to get more information.

===What do I do if there’s a mistake in my grades?===

If there is a mistake in your academic record, you should first contact the instructor for the course, and discuss it with them. You should do this in writing (e.g. by email) and include a clear statement of what the error is and the rationale for correction. Note that requests on compassionate grounds are not valid reasons for reassessment, and be aware of the deadlines below.

If the instructor agrees with your request, they will submit a “change of grade” form, which is validated by the department and Dean’s office, then processed by academic records. This usually takes a few weeks; after this process is over it will be reflected on your transcripts.

If you disagree with your instructor’s decision or cannot reach them, then you will need to submit a request for Review of Academic Standing to Enrolment Services. You can find the information, fees, and forms for this request in the [http://www.calendar.ubc.ca/Vancouver/index.cfm?tree=3,49,0,0 Calendar]. This request will then be reviewed by the VSE and the results communicated to the student within 45 days.

* Important: note the deadlines of March 15 for Term 1, July 15 for Term 2, October 15 for Summer courses.

===Who do I contact if I have a problem or complaint about an instructor?===

If you have an issue with an instructor and do not feel comfortable discussing it with them, or have not been able to reach a resolution, the next step is to discuss it with the VSE Ombudsperson (currently Wei Li) via email or you are always welcome to contact the Undergraduate Coordinator Prof. Kevin Song. Ombudspeople are third parties who advise on allegations of unfairness or injustice, and help students by providing information or assisting in seeking redress through formal or informal channels.

You may also be interested in contacting the UBC Ombudsperson for Students ([https://ombudsoffice.ubc.ca/]) if you feel the issue goes beyond the VSE’s scope or concerns an issue at the Faculty level.

===What’s the deal with credit exclusions (e.g. STAT 200 credit exclusion list)?===

The credit exclusions (see [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,215,410,414 here]) and how they relate to degree requirements are confusing. Basically, these are lists of courses which the Faculty of Science (and Arts) recognizes as equivalent and will not grant credit for completing multiple versions. The VSE recognizes some of these as equivalent for the purposes of pre-requisites towards degree completion but will NOT recognize them as ECON courses for the purpose of number of ECON credits towards graduation or for the undergraduate application process.

* In other words, they can fill the need for a specified course on the exclusion list, but do not count as ECON credits towards the 42 total credits in the straight ECON major needed to graduate. You need to take an extra ECON elective at the same level or higher to make up those credits.

Here are some examples:

* ''Example 1:'' you have taken STAT 200. This will count as ECON 325 towards completing the required courses for a BA, but will not count as a 300 level ECON course towards your total 300/400-level credits. You will need to take another 300-level ECON '''or 400-level Econ''' course to fill that requirement. You cannot take ECON 325 and receive credit for it.
* ''Example 2:'' you have taken STAT 200 and want to take ECON 226. Bad idea! You cannot receive credit for ECON 226, because you are not allowed to take it if you have taken ECON 325 or equivalent – which includes STAT 200.
* ''Example 3:'' you are a combined major in Economics and Statistics. You have taken ECON 326 and want to take STAT 306. This is not a good idea: you cannot receive credit for STAT 306 since it is equivalent to ECON 326.
* ''Example 4'': you are a double major in Economics and Political Science. You have taken POLI 380, and want to take ECON 326. You need to take ECON 325 first, since we don’t allow POLI 380 or SOCI 328 in lieu of ECON 325. If students have taken POLI 380 they must take ECON 325 for the major/combined majors/honours program. Faculty Advising office will determine whether or not they will receive credits towards their total graduation requirement.

You should always double-check issues like these with your faculty advising office or the VSE if you are not sure, especially when making critical decision about your degree program.

== Contacts ==
The VSE offers by-appointment advising which can be scheduled by contacting the VSE reception desk ([mailto:VSE.Reception@ubc.ca link]). You can arrange a meeting with either:
* Tina Marandola, Undergraduate Administrative Assistant
* Kevin Song, Undergraduate Director
Please schedule appointments through the reception desk, not directly with advisers. If you want informal advice about courses, contact one of your favourite instructors (or Jonathan Graves at jonathan.graves@ubc.ca)!

Documentation:Economics Info Session: Making the Most of your Economics Degree

2022-02-09T23:53:18Z

JonathanGraves: /* Part 4: Electives */

{{Infobox Economics Documentation|Title=Making the Most of</br> Your Economics Degree|Description=This info session is designed to help incoming Economics students plan the 3rd and 4th years of their degree.|Subtitle=Key Info|Bullet1=Date: March 17, 2021|Bullet2=Session Facilitator: Jonathan Graves}}

== Part 1: The Big Picture ==
The biggest strength of a Bachelor of Arts degree (BA) is its flexibility, but this can also be its biggest weakness. A BA gives you a great deal of control over what courses you take and in what order. A key goal of your last two years should be to create a <u>degree focus</u> for yourself: this is like a statement or narrative which summarizes your degree. You’ve already taken the first step by declaring a major in economics; you now need to build on this decision by selecting courses and other specializations to make your BA your own.

=== Activity 1: Motivation ===
In order to do this, it’s important for you to articulate why you chose economics as a major. The reasons might be philosophical, or they might be very practical. However, they should take some thinking – try to go beyond the superficial to really identify why you chose economics, and UBC in general. Some questions which can help with this process are:
* Who or what inspires you?
* Who do you view as a model for yourself or your career?
* How would the “best version” of yourself answer this question?
* Where do you want to be in 5 years? 10 years?
You should think about this more as you continue learning and taking more courses. For now, you want to write down your motivation as a simple, affirmative statement about why you chose economics. For example:<blockquote>''“I chose economics because I want an interesting, well-paying job, and I want to make financial systems more fair for everyone in the economy”''</blockquote>Or<blockquote>''“I chose economics because I love data and math, and was really inspired by my first year professor who showed me all the topics you could learn.”''</blockquote>There’s no right or wrong answer to this question, as long as it is authentic to who you are, and what you value. Write this down somewhere as we continue working on this exercise.

=== Activity 2: Degree Vision ===
The next step is to envision how you can link your motivation to your degree. Thinking about your motivation for your decision, the next step is to imagine yourself in an interview after your graduation, where you’re asked to explain your degree. Again, try to write it down as a simple, affirmative statement about what you did in your degree. You might say something like:<blockquote>''“I did a Bachelor of Arts in Economics, focusing on…."''</blockquote>You’ll want to decide how to fill in the gaps. Some examples could be:<blockquote>''“I did a Bachelor of Arts in Economics, focusing on applied macroeconomics, especially economic development and the study of developing countries”''</blockquote>Or<blockquote>''“I did a combined Bachelor of Arts in Economics and Political Science, where I focused on political institutions and their impact on the economy of a country”''</blockquote>Or<blockquote>''“I did a Bachelor of Arts in Economics, with a minor in geography, focusing on applied data analysis and econometrics, especially including spatial models.”''</blockquote>The key here is not the degree but what you <u>learned</u> as part of your degree. You can craft this by choosing courses, both in economics and elsewhere, in a thoughtful and purposeful way.

Once you’d identified your motivation (your starting point) and your goal (your finishing point), the next task is to start filling in the gaps with courses that will take you towards your goal.

== Part 2: Core Courses ==
Every Economics degree will, in its last two years will take five “core” courses:
* ECON 301: Intermediate Microeconomic Analysis I
* ECON 302: Intermediate Macroeconomic Analysis I
* ECON 325: Introduction to Empirical Economics
* ECON 326: Methods of Empirical Research in Economics
* ECON 490: Seminar in Applied Economics

Many students will also want to take a (optional) sixth "core" course; this may be required for specific programs (e.g. combined majors; see below and [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar]):
* ECON 303: Intermediate Microeconomic Analysis II
These courses are required in order to graduate; there are some equivalencies, but everyone must meet these requirements one way or another. The third year is where most of this hard work is done; we refer to this sequence as “micro, macro, and ‘metrics.” We will return to ECON 490 later in this document.

Many students, upon entering the Economics major, erroneously assume that things will suddenly get a lot easier after all the grade pressures of 2nd year. This is not true; while the grade pressure will let up a little bit, the difficulty ramps up dramatically. To be clear: most students find the core sequence very challenging. This is partially because of the mathematical sophistication, but also just the overall complexity; more math will help, but it won’t fix everything.

As a student, you should thoughtfully prepare for this sequence by planning your degree around the challenge posed by the core courses. To this end we have several suggestions to manage your workload in third year:
# First, <u>complete all of your third-year core courses during third year</u>. Resist the urge to push courses into the fall of your fourth year; this will hinder your ability to take electives, and make your last semesters very challenging. Also, try to avoid taking any of the core sequence in the summer; the compressed timelines of the summer semester hinder learning retention and lead to worse outcomes.
# Second, take <u>complementary courses when possible</u> – that is, try to manage the amount you are learning. Take similar courses, or courses which complement each other in some way. You know your learning best, so plan accordingly:
#* Example 1: you struggle with mathematics and can only focus on one math-intensive course a term. In that case, avoid math-intensive electives entirely during third year and focus only on the core courses. Take less-mathematical third year electives (e.g. they don’t have MATH 105 as a pre-req.) instead, and reserve other electives to year four.
#* Example 2: you learn best when courses are similar. In that case, take groups of classes each term, focusing on similar topics or methods. Maybe take a bunch of statistics or applied economics courses, or go deep in one specific sub-field.
# Third, <u>seek help immediately when struggling</u>. The core courses are called “core” because nearly every senior course builds off them. You cannot just barely pass them, then succeed later on – you really need to know the material. This is especially true in ECON 325/326, which you may not have any exposure to before. Don’t let them get away from you, and reach out for additional support if you’re struggling.

=== Specific Requirements for Combined Majors ===

Combined majors sometimes have additional Economics requirements, as well as requirements from the combined department; they may also relax requirements for the number of Economics-specific electives. You should check these carefully using [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar]. Some specifics for Economics courses are listed here:

* Combined Major Economics - Philosophy: strongly recommend ECON 319 and 318
* Combined BA Major Economics - Statistics: <u>required</u> to take ECON 303 and ECON 425
* Combined Major Economics - Political Science: no specific additional ECON courses
* Combined BA Major Economics - Mathematics: no specific additional ECON courses

=== Important: Provisional Offers in 2020 ===
The recommendations above are particularly important for individuals who received provisional admission to the Economics majors in 2020 due to COVID-19 related disruptions and Cr/D/F grading. Students who have provisional admission must earn at least 68% in their economics courses in 2020W1 (Fall 2020) to order to continue in the major program.

== Part 3: Capstone Courses ==
Every Economics degree has a “capstone” course (ECON 490 for BA, ECON 499 for Honours) which should be taken in either the fall or spring of your fourth year. The capstone is unique, in that every section has a different focus and covers different topics. However, the capstone always involves carrying out an applied economics research project, under the direction of an instructor, then writing a paper describing your research. They also involve some element of communication - usually a presentation, video recording, or poster session.

Many students are very worried before they take ECON 490, but they shouldn’t be – overwhelmingly, students describe the course as one of the most rewarding and valuable learning experiences. This is usually because they do not feel like the have adequate preparation, and are not confident in their applied skills (particularly econometrics). Accordingly, to get the most out of your capstone you need to plan ahead and prepare appropriately:
# First, make sure you have <u>taken appropriate electives</u> (see Part 4) before taking your capstone. Having exposure to economic research and especially more experience with different tools (like econometrics) will make your research project easier and more rewarding. One of the most valuable electives is ECON 425 (Introduction to Econometrics), if you have a background appropriate for it.
# Second, ensure you <u>have the necessary technical skills</u>. All sections of ECON 490 will use statistical software and econometrics, which you should be familiar with from ECON 325/326. Check that the section you’re interested is using software you’re familiar with; if you feel unprepared, reach out to the ECON 490 coordinator for information about help sessions. There is a TA for the course whose job early on is to help students with statistical software and econometrics.
# Third, <u>choose an appropriate section</u> of ECON 490, appropriate to your interests and skills. Some sections give you a lot of freedom (choose your own project) while others guide you much more (work on a certain dataset); some sections have community engaged learning projects, others have group work; some sections meet frequently, others meet less often. Look carefully at the outlines and syllabuses, and decide which project you think is best for you. If you’re not sure, email the instructor and explain your concerns, then ask for some advice.
A general rule of thumb is that in ECON 490, you get what you put into the course. If you challenge yourself and do something creative and sophisticated, you will get much more out of the course. There is a graduation prize (Erwin R. Diewert Award) for the best ECON 490 paper, and you should aspire to try for it! I tell my students in ECON 490 that the right way to think about this is that one day you will be in a job interview, and you will need to explain something interesting about your degree. This is a good way to point to something tangible which summarizes your skills and experiences in a meaningful way – so seize it!

Another common question is which term should you take ECON 490? This is a challenge, as there are pros and cons to either choice. In term 1, you will likely be “fresher” with more motivation; you will also have more chances to improve your paper for publication or competitions in the future. In term 2, you will have taken more electives, and will be more experienced overall. Generally, I recommend Term 1 for students who have a clear project idea in mind, and have been well-prepared in their previous years for the project. I think Term 2 is for people with more unclear projects, or who need more time to do their electives. If you think you have a really amazing project, do it in Term 1 so that you can compete for prizes like the Bank of Canada awards or the [https://students.ubc.ca/career/career-events/multidisciplinary-undergraduate-research-conference UBC MURC].

Again, the key take-away from this course should be your research project: a concise, “portfolio-ready” summary of your degree which you can use as evidence of what you’ve learned and the skills you’ve mastered. Focus on this key principle, and the rest will fall into place.

== Part 4: Electives ==

Students frequently treat electives as an afterthought; a set of courses they need to do in order “check the boxes” and get enough credits to graduate. They end up taking the easiest ones they can find, or the ones their friends are taking, or the ones with less math, etc. <u>This is a very bad idea</u>. Electives are not ancillary to your degree – they are, in fact, the most important part. They are what makes your degree your own – they’re how you fill in the “…” in “I did a Bachelor of Arts in Economics, focusing on...” To be clear: choosing electives poorly makes your degree less valuable, less employable, and harder to obtain. Choosing electives properly makes your degree more valuable, more employable, and easier to obtain.

So, how should you choose electives? Return to your motivation in Part 1, then select electives which will build out your “story” or focus. These can be electives within economics, or outside – if you are doing a standard BA, you will need more credits than just the upper division electives in Economics in order to graduate. In Table 2, below you can see a list of all the electives for this year, including their “Fields” and whether you need MATH 105 (or equivalent) to take the course. In economics, the fields are usually described as in Table 1; these can be a useful way of identifying how to "package" your degree since fields have a lot of disciplinary and topical overlap.

<div class="toccolours mw-collapsible mw-collapsed" style="width:400px; overflow:auto;"">
<div style="font-weight:bold;line-height:1.6;font-size:14pt">Table 1: Economic fields for courses at UBC (2020)</div>
<div class="mw-collapsible-content">
{| class="wikitable"
! Field
! Description
|-
| Public
| The study of public finance and policy, concerned with the regulation and operation of the economy, welfare, and government. Topics include taxation, benefits, public goods, health care, etc.
|-
| Philosophy
| The study of the philosophical background for economic thought, including historical development and contemporary issues. Topics include distribution, justice, and value.
|-
| Labour
| The study of the supply and demand for labour, and the interaction of these two forces in the economics. Topics include wages, discrimination, inequality, unemployment, and the job market.
|-
| Econometrics
| The study of how to apply statistical tools and models to economic situations, both theoretically and practically. Topics include causation, identification, machine learning, and statistics.
|-
| Theory
| The development of economic models, their mathematical properties, and their application to economic situations. Topics include game theory, dynamic programming, optimization, and choice theory.
|-
| History
| The study of history through an economic lens, use economic models and tools to analyze and describe history events or forces. Note: <i>not</i> the history of economics. Topics vary but could include colonization, economic development, religion, and war.
|-
| Development
| The study of economic development and the developing world, including both theoretically and in a historical perspective. Topics include economic growth, technological change, policy, and specific attention to historical examples (e.g. China).
|-
| Monetary
| The study of money, specifically including the role of banks and central banks, and their impact on the economic. Usually also includes a focus on policy. Topics include interest rate determination, recessions, optimal bank policy, stabilization, and financial crises.
|-
| Finance
| The study of the flow of money through the economy, usually include financial instruments, institutions, and their impact on the economy. Topics include asset pricing, financing, securitization, and stock markets.
|-
| Micro
| The study of individual agent decision making; microeconomics. Topics include consumption choices, political decision-making, industrial organization, utility theory, and markets.
|-
| Environment
| The study of the interaction of the economy with the environment, with a special emphasis on the impact of policies and government decision making. Topics include carbon pricing, externalities, renewable resources, and energy.
|-
| Macro
| The study of the economy as a whole; macroeconomics. Topics include GDP growth, inflation, financial systems, and government's role in the economy.
|-
| Trade
| The study of the economic motivations and consequences of trade; open-economy macro and microeconomics. Topics include comparative advantage, tariffs, trade deficits, technological diffusion, and conflict.
|}</div></div>

<div class="toccolours mw-collapsible mw-collapsed" style="width:400px; overflow:auto;"">
<div style="font-weight:bold;line-height:1.6;font-size:14pt">Table 2: Economic electives for courses at UBC (2021)</div>
<div class="mw-collapsible-content">
{| class="wikitable sortable"
! Course || Subject || Field I || Field II || Math?
|-
| ECON 317 || Poverty and Inequality || Public || Labour || No
|-
| ECON 318 || History and Philosophy I || Philosophy || History || No
|-
| ECON 319 || History and Philosophy II || Philosophy || History || No
|-
| ECON 323 || Quantitative Economic Modeling (NEW for 2019) || Econometrics || Theory || Yes
|-
| ECON 334 || Economic History of Europe || History || Development || No
|-
| ECON 335 || Fertility, Families, and Human Migration || Labour || Development || No


|-
| ECON 336 || Economic History of Canada || History || Development || No
|-
| ECON 339 || Economics of Technological Change || Development || History || No
|-
| ECON 345 || Money and Banking || Monetary || Finance || No
|-
| ECON 350 || Public Finance Topics || Public || - || No
|-
| ECON 351 || Women in the Economy || Labour || Development || No
|-
| ECON 355 || International Trade || Trade || Macro || No
|-
| ECON 356 || International Finance || Finance || Macro || No
|-
| ECON 360 || Labour Economics || Labour || Public || No
|-
| ECON 365 || Topics in Industrial Organization || Micro || Labour || No
|-
| ECON 367 || Economic Analysis of Law || Micro || Public || No
|-
| ECON 370 || Cost-Benefit Analysis || Micro || Public || No
|-
| ECON 371 || Economics of the Environment || Environment || Public || No
|-
| ECON 374 || Land Economics || Micro || Public || No
|-
| ECON 398 || Introduction to Applied Economics (NEW for 2019) || Econometrics || Micro || Maybe
|-
| ECON 420 || Optimization and Economic Theory || Theory || - || Yes
|-
| ECON 421 || Introduction to Game Theory || Micro || Theory || Yes
|-
| ECON 425 || Introduction to Econometrics || Econometrics || Theory || Yes
|-
| ECON 441 || Economic Development || Development || History || Yes
|-
| ECON 442 || Issues in Economic Development || Development || History || Yes
|-
| ECON 447 || Monetary Theory || Monetary || Macro || Yes
|-
| ECON 451 || Public Expenditures || Public || Labour || Yes
|-
| ECON 455 || International Trade || Trade || Macro || Yes
|-
| ECON 456 || International Macroeconomics and Finance || Macro || Finance || Yes
|-
| ECON 465 || Market Structure || Micro || Theory || Yes
|-
| ECON 466 || Economics of Regulation || Micro || Public || Yes
|-
| ECON 471 || Economics of Non-renewables || Environment || Public || Yes
|-
| ECON 472 || Economics of Renewables || Environment || Public || Yes
|-
| ECON 482 || Consequences of Religion || Development || History || Yes
|-
| ECON 485 || Political Economy || Micro || Public || Yes
|}
</div>
</div>

You should try to identify a couple of courses which you think fit into your area of interest, then start trying to “build out” a proposed focus from those courses. Advice from your previous instructors or advisers can be invaluable in this if you are not sure about something. Notice (in Figure 1), that not only about half of your courses are taken up by courses which are required to be in Economics; you can select the other ones from a variety of departments, so long as they meet the Faculty of Arts requirements to graduate. We strongly advise always running any proposed plan by Arts Advising (or your home faculty) before making final decisions, as well as checking out [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar] while you are doing your planning.

{| class="wikitable" align="center"
|+ Figure 1: A rough outline of your electives in Years 3 and 4
| colspan="2" align="center" | Year 3 || colspan="2" align="center"| Year 4
|-
! Term 1 || Term 2 || Term 3 || Term 4
|-
| ''ECON 301'' || ''ECON 302'' || (4) || ''ECON 490''
|-
| ''ECON 325'' || ''ECON 326'' || (5) || (6)
|-
|ECON 3/4XX || ECON 3/4XX || ECON 4XX || ECON 4XX
|-
|ECON 3/4XX || (1) || (7) || (8)
|-
| (2) || (3) || (9) || (10)
|}

This is a good opportunity to customize your degree by pursuing a minor; nearly any minor is complementary with an economics degree (yes, even Fine Arts). Some particularly useful skills come from disciplines with substantial methodological or topical overlap with economics:
* Computer Science
* Mathematics or statistics
* Political Science, sociology, or psychology
* Commerce
* Geography
* History or philosophy
However, you should keep a focus - a minor is just a "packaged" focus. Your degree remains what you make of it, and the courses you choose - so choose appropriately.

=== Grad School Track + Math ===
One particular question comes up with respect to mathematics: how much math should you take? To be honest, the short answer is “more is better” – mathematics (and statistics) is the modelling language of economics, and the more powerful the math at your disposal, the more well prepared you will be for more advanced topics. This is especially relevant if you are thinking about graduate school. The so-called “graduate school track” (Figure 2) recommends taking (in addition to the regular BA courses) ECON 303, 307, 421, 425 as well as MATH 200, 221; taking the honours sequence is also recommended. Additional useful math courses include MATH 220 and MATH 302; if you are good at math (I mean, really good), consider also taking MATH 320 (real analysis), but it can be very challenging.

{| class="wikitable" align="center"
|+ Figure 2: A rough example of the "grad school" track
| colspan="2" align="center" | Year 3 || colspan="2" align="center" | Year 4
|-
! Term 1 || Term 2 || Term 3 || Term 4
|-
| ''ECON 301'' || ''ECON 302'' || ECON 3/4XX || ''ECON 490''
|-
| ''ECON 325'' || ''ECON 326'' || '''MATH 221''' || '''ECON 425'''
|-
|'''ECON 303/306''' || '''ECON 307''' || '''ECON 421''' || (3)
|-
|'''MATH 200''' || '''''MATH 220''''' || (4) || (5)
|-
| (1) || (2) || (6) || (7)
|}

==== Reference Letters ====
When applying to graduate school (or some job opportunities), you will normally be asked to provide 2-3 references who can write a letter on your behalf. These are very important, since they make your file stand out from other, similar files! Your electives and capstone courses are excellent opportunities to build the kinds of relationships with your professors which are necessary for them to write a strong letter of reference. The main idea of a reference letter is to (i) illustrate and support your suitability for graduate school, both in terms of your academic skills as well as your personal characteristics, and (ii) to highlight any special features of your application and/or explain irregularities (such as a failed class or a non-traditional degree program).

It is important that the person you are asking to write your letter can honestly discuss you in these terms; if all they can say is the grade you got in their class, and can't discuss you in any depth, they're probably not a good reference. This requires that you take the opportunities in your electives and capstones to build a relationships with your instructors. ECON 490 is a natural fit, due to the seminar environment, but electives (particularly in the 4th year) will also give you these kinds of opportunities. Seize them and plan electives to help support them, if you think graduate school might be in your future.

== Frequently Asked Questions (for 2020) ==

===How easy is it for me to switch programs (e.g. major to honours, combined major, etc)?===

It depends – all economics students were admitted as part of a single pool, and so adding or changing your major depends on what you are doing.

* '''Easy''': Moving from a combined major to a regular major, or honours to regular major – request submit your request in writing to the department office.
* '''Easy''': Moving from a regular major to a combined major in Economics and Philosophy – submit your request in writing to the department office.
* '''Medium''': Moving from a regular major to honours. You should discuss with the Economics Honours advisor if you would like to do this; you will need to take extra courses, and space is a serious constraint. The Honours Advisor may ask students to complete their 3<sup>rd</sup> year in the straight major and then apply as a 4<sup>th</sup> year Honours applicant during admissions process in May.
* '''Hard''': Moving from a regular major to a combined major in Economics and Statistics or Mathematics. The associated departments are limiting the amount of students we admit into these specializations due to course constraints. Only about the top 20 or so are accepted yearly. Students should contact the associated departments for more information.
* '''Hard''': Moving from a regular major to a BA combined major in Economics and Political Science. This requires you to be admitted to the Major in Political Science, which is handled through the Political Science Department. You should contact their coordinator to get more information.

===What do I do if there’s a mistake in my grades?===

If there is a mistake in your academic record, you should first contact the instructor for the course, and discuss it with them. You should do this in writing (e.g. by email) and include a clear statement of what the error is and the rationale for correction. Note that requests on compassionate grounds are not valid reasons for reassessment, and be aware of the deadlines below.

If the instructor agrees with your request, they will submit a “change of grade” form, which is validated by the department and Dean’s office, then processed by academic records. This usually takes a few weeks; after this process is over it will be reflected on your transcripts.

If you disagree with your instructor’s decision or cannot reach them, then you will need to submit a request for Review of Academic Standing to Enrolment Services. You can find the information, fees, and forms for this request in the [http://www.calendar.ubc.ca/Vancouver/index.cfm?tree=3,49,0,0 Calendar]. This request will then be reviewed by the VSE and the results communicated to the student within 45 days.

* Important: note the deadlines of March 15 for Term 1, July 15 for Term 2, October 15 for Summer courses.

===Who do I contact if I have a problem or complaint about an instructor?===

If you have an issue with an instructor and do not feel comfortable discussing it with them, or have not been able to reach a resolution, the next step is to discuss it with the VSE Ombudsperson (currently Wei Li) via email or you are always welcome to contact the Undergraduate Coordinator Prof. Kevin Song. Ombudspeople are third parties who advise on allegations of unfairness or injustice, and help students by providing information or assisting in seeking redress through formal or informal channels.

You may also be interested in contacting the UBC Ombudsperson for Students ([https://ombudsoffice.ubc.ca/]) if you feel the issue goes beyond the VSE’s scope or concerns an issue at the Faculty level.

===What’s the deal with credit exclusions (e.g. STAT 200 credit exclusion list)?===

The credit exclusions (see [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,215,410,414 here]) and how they relate to degree requirements are confusing. Basically, these are lists of courses which the Faculty of Science (and Arts) recognizes as equivalent and will not grant credit for completing multiple versions. The VSE recognizes some of these as equivalent for the purposes of pre-requisites towards degree completion but will NOT recognize them as ECON courses for the purpose of number of ECON credits towards graduation or for the undergraduate application process.

* In other words, they can fill the need for a specified course on the exclusion list, but do not count as ECON credits towards the 42 total credits in the straight ECON major needed to graduate. You need to take an extra ECON elective at the same level or higher to make up those credits.

Here are some examples:

* ''Example 1:'' you have taken STAT 200. This will count as ECON 325 towards completing the required courses for a BA, but will not count as a 300 level ECON course towards your total 300/400-level credits. You will need to take another 300-level ECON '''or 400-level Econ''' course to fill that requirement. You cannot take ECON 325 and receive credit for it.
* ''Example 2:'' you have taken STAT 200 and want to take ECON 226. Bad idea! You cannot receive credit for ECON 226, because you are not allowed to take it if you have taken ECON 325 or equivalent – which includes STAT 200.
* ''Example 3:'' you are a combined major in Economics and Statistics. You have taken ECON 326 and want to take STAT 306. This is not a good idea: you cannot receive credit for STAT 306 since it is equivalent to ECON 326.
* ''Example 4'': you are a double major in Economics and Political Science. You have taken POLI 380, and want to take ECON 326. You need to take ECON 325 first, since we don’t allow POLI 380 or SOCI 328 in lieu of ECON 325. If students have taken POLI 380 they must take ECON 325 for the major/combined majors/honours program. Faculty Advising office will determine whether or not they will receive credits towards their total graduation requirement.

You should always double-check issues like these with your faculty advising office or the VSE if you are not sure, especially when making critical decision about your degree program.

== Contacts ==
The VSE offers by-appointment advising which can be scheduled by contacting the VSE reception desk ([mailto:VSE.Reception@ubc.ca link]). You can arrange a meeting with either:
* Tina Marandola, Undergraduate Administrative Assistant
* Kevin Song, Undergraduate Director
Please schedule appointments through the reception desk, not directly with advisers. If you want informal advice about courses, contact one of your favourite instructors (or Jonathan Graves at jonathan.graves@ubc.ca)!

Documentation:Economics Info Session: Making the Most of your Economics Degree

2022-02-09T23:52:54Z

JonathanGraves: /* Part 4: Electives */

{{Infobox Economics Documentation|Title=Making the Most of</br> Your Economics Degree|Description=This info session is designed to help incoming Economics students plan the 3rd and 4th years of their degree.|Subtitle=Key Info|Bullet1=Date: March 17, 2021|Bullet2=Session Facilitator: Jonathan Graves}}

== Part 1: The Big Picture ==
The biggest strength of a Bachelor of Arts degree (BA) is its flexibility, but this can also be its biggest weakness. A BA gives you a great deal of control over what courses you take and in what order. A key goal of your last two years should be to create a <u>degree focus</u> for yourself: this is like a statement or narrative which summarizes your degree. You’ve already taken the first step by declaring a major in economics; you now need to build on this decision by selecting courses and other specializations to make your BA your own.

=== Activity 1: Motivation ===
In order to do this, it’s important for you to articulate why you chose economics as a major. The reasons might be philosophical, or they might be very practical. However, they should take some thinking – try to go beyond the superficial to really identify why you chose economics, and UBC in general. Some questions which can help with this process are:
* Who or what inspires you?
* Who do you view as a model for yourself or your career?
* How would the “best version” of yourself answer this question?
* Where do you want to be in 5 years? 10 years?
You should think about this more as you continue learning and taking more courses. For now, you want to write down your motivation as a simple, affirmative statement about why you chose economics. For example:<blockquote>''“I chose economics because I want an interesting, well-paying job, and I want to make financial systems more fair for everyone in the economy”''</blockquote>Or<blockquote>''“I chose economics because I love data and math, and was really inspired by my first year professor who showed me all the topics you could learn.”''</blockquote>There’s no right or wrong answer to this question, as long as it is authentic to who you are, and what you value. Write this down somewhere as we continue working on this exercise.

=== Activity 2: Degree Vision ===
The next step is to envision how you can link your motivation to your degree. Thinking about your motivation for your decision, the next step is to imagine yourself in an interview after your graduation, where you’re asked to explain your degree. Again, try to write it down as a simple, affirmative statement about what you did in your degree. You might say something like:<blockquote>''“I did a Bachelor of Arts in Economics, focusing on…."''</blockquote>You’ll want to decide how to fill in the gaps. Some examples could be:<blockquote>''“I did a Bachelor of Arts in Economics, focusing on applied macroeconomics, especially economic development and the study of developing countries”''</blockquote>Or<blockquote>''“I did a combined Bachelor of Arts in Economics and Political Science, where I focused on political institutions and their impact on the economy of a country”''</blockquote>Or<blockquote>''“I did a Bachelor of Arts in Economics, with a minor in geography, focusing on applied data analysis and econometrics, especially including spatial models.”''</blockquote>The key here is not the degree but what you <u>learned</u> as part of your degree. You can craft this by choosing courses, both in economics and elsewhere, in a thoughtful and purposeful way.

Once you’d identified your motivation (your starting point) and your goal (your finishing point), the next task is to start filling in the gaps with courses that will take you towards your goal.

== Part 2: Core Courses ==
Every Economics degree will, in its last two years will take five “core” courses:
* ECON 301: Intermediate Microeconomic Analysis I
* ECON 302: Intermediate Macroeconomic Analysis I
* ECON 325: Introduction to Empirical Economics
* ECON 326: Methods of Empirical Research in Economics
* ECON 490: Seminar in Applied Economics

Many students will also want to take a (optional) sixth "core" course; this may be required for specific programs (e.g. combined majors; see below and [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar]):
* ECON 303: Intermediate Microeconomic Analysis II
These courses are required in order to graduate; there are some equivalencies, but everyone must meet these requirements one way or another. The third year is where most of this hard work is done; we refer to this sequence as “micro, macro, and ‘metrics.” We will return to ECON 490 later in this document.

Many students, upon entering the Economics major, erroneously assume that things will suddenly get a lot easier after all the grade pressures of 2nd year. This is not true; while the grade pressure will let up a little bit, the difficulty ramps up dramatically. To be clear: most students find the core sequence very challenging. This is partially because of the mathematical sophistication, but also just the overall complexity; more math will help, but it won’t fix everything.

As a student, you should thoughtfully prepare for this sequence by planning your degree around the challenge posed by the core courses. To this end we have several suggestions to manage your workload in third year:
# First, <u>complete all of your third-year core courses during third year</u>. Resist the urge to push courses into the fall of your fourth year; this will hinder your ability to take electives, and make your last semesters very challenging. Also, try to avoid taking any of the core sequence in the summer; the compressed timelines of the summer semester hinder learning retention and lead to worse outcomes.
# Second, take <u>complementary courses when possible</u> – that is, try to manage the amount you are learning. Take similar courses, or courses which complement each other in some way. You know your learning best, so plan accordingly:
#* Example 1: you struggle with mathematics and can only focus on one math-intensive course a term. In that case, avoid math-intensive electives entirely during third year and focus only on the core courses. Take less-mathematical third year electives (e.g. they don’t have MATH 105 as a pre-req.) instead, and reserve other electives to year four.
#* Example 2: you learn best when courses are similar. In that case, take groups of classes each term, focusing on similar topics or methods. Maybe take a bunch of statistics or applied economics courses, or go deep in one specific sub-field.
# Third, <u>seek help immediately when struggling</u>. The core courses are called “core” because nearly every senior course builds off them. You cannot just barely pass them, then succeed later on – you really need to know the material. This is especially true in ECON 325/326, which you may not have any exposure to before. Don’t let them get away from you, and reach out for additional support if you’re struggling.

=== Specific Requirements for Combined Majors ===

Combined majors sometimes have additional Economics requirements, as well as requirements from the combined department; they may also relax requirements for the number of Economics-specific electives. You should check these carefully using [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar]. Some specifics for Economics courses are listed here:

* Combined Major Economics - Philosophy: strongly recommend ECON 319 and 318
* Combined BA Major Economics - Statistics: <u>required</u> to take ECON 303 and ECON 425
* Combined Major Economics - Political Science: no specific additional ECON courses
* Combined BA Major Economics - Mathematics: no specific additional ECON courses

=== Important: Provisional Offers in 2020 ===
The recommendations above are particularly important for individuals who received provisional admission to the Economics majors in 2020 due to COVID-19 related disruptions and Cr/D/F grading. Students who have provisional admission must earn at least 68% in their economics courses in 2020W1 (Fall 2020) to order to continue in the major program.

== Part 3: Capstone Courses ==
Every Economics degree has a “capstone” course (ECON 490 for BA, ECON 499 for Honours) which should be taken in either the fall or spring of your fourth year. The capstone is unique, in that every section has a different focus and covers different topics. However, the capstone always involves carrying out an applied economics research project, under the direction of an instructor, then writing a paper describing your research. They also involve some element of communication - usually a presentation, video recording, or poster session.

Many students are very worried before they take ECON 490, but they shouldn’t be – overwhelmingly, students describe the course as one of the most rewarding and valuable learning experiences. This is usually because they do not feel like the have adequate preparation, and are not confident in their applied skills (particularly econometrics). Accordingly, to get the most out of your capstone you need to plan ahead and prepare appropriately:
# First, make sure you have <u>taken appropriate electives</u> (see Part 4) before taking your capstone. Having exposure to economic research and especially more experience with different tools (like econometrics) will make your research project easier and more rewarding. One of the most valuable electives is ECON 425 (Introduction to Econometrics), if you have a background appropriate for it.
# Second, ensure you <u>have the necessary technical skills</u>. All sections of ECON 490 will use statistical software and econometrics, which you should be familiar with from ECON 325/326. Check that the section you’re interested is using software you’re familiar with; if you feel unprepared, reach out to the ECON 490 coordinator for information about help sessions. There is a TA for the course whose job early on is to help students with statistical software and econometrics.
# Third, <u>choose an appropriate section</u> of ECON 490, appropriate to your interests and skills. Some sections give you a lot of freedom (choose your own project) while others guide you much more (work on a certain dataset); some sections have community engaged learning projects, others have group work; some sections meet frequently, others meet less often. Look carefully at the outlines and syllabuses, and decide which project you think is best for you. If you’re not sure, email the instructor and explain your concerns, then ask for some advice.
A general rule of thumb is that in ECON 490, you get what you put into the course. If you challenge yourself and do something creative and sophisticated, you will get much more out of the course. There is a graduation prize (Erwin R. Diewert Award) for the best ECON 490 paper, and you should aspire to try for it! I tell my students in ECON 490 that the right way to think about this is that one day you will be in a job interview, and you will need to explain something interesting about your degree. This is a good way to point to something tangible which summarizes your skills and experiences in a meaningful way – so seize it!

Another common question is which term should you take ECON 490? This is a challenge, as there are pros and cons to either choice. In term 1, you will likely be “fresher” with more motivation; you will also have more chances to improve your paper for publication or competitions in the future. In term 2, you will have taken more electives, and will be more experienced overall. Generally, I recommend Term 1 for students who have a clear project idea in mind, and have been well-prepared in their previous years for the project. I think Term 2 is for people with more unclear projects, or who need more time to do their electives. If you think you have a really amazing project, do it in Term 1 so that you can compete for prizes like the Bank of Canada awards or the [https://students.ubc.ca/career/career-events/multidisciplinary-undergraduate-research-conference UBC MURC].

Again, the key take-away from this course should be your research project: a concise, “portfolio-ready” summary of your degree which you can use as evidence of what you’ve learned and the skills you’ve mastered. Focus on this key principle, and the rest will fall into place.

== Part 4: Electives ==

Students frequently treat electives as an afterthought; a set of courses they need to do in order “check the boxes” and get enough credits to graduate. They end up taking the easiest ones they can find, or the ones their friends are taking, or the ones with less math, etc. <u>This is a very bad idea</u>. Electives are not ancillary to your degree – they are, in fact, the most important part. They are what makes your degree your own – they’re how you fill in the “…” in “I did a Bachelor of Arts in Economics, focusing on...” To be clear: choosing electives poorly makes your degree less valuable, less employable, and harder to obtain. Choosing electives properly makes your degree more valuable, more employable, and easier to obtain.

So, how should you choose electives? Return to your motivation in Part 1, then select electives which will build out your “story” or focus. These can be electives within economics, or outside – if you are doing a standard BA, you will need more credits than just the upper division electives in Economics in order to graduate. In Table 2, below you can see a list of all the electives for this year, including their “Fields” and whether you need MATH 105 (or equivalent) to take the course. In economics, the fields are usually described as in Table 1; these can be a useful way of identifying how to "package" your degree since fields have a lot of disciplinary and topical overlap.

<div class="toccolours mw-collapsible mw-collapsed" style="width:400px; overflow:auto;"">
<div style="font-weight:bold;line-height:1.6;font-size:14pt">Table 1: Economic fields for courses at UBC (2020)</div>
<div class="mw-collapsible-content">
{| class="wikitable"
! Field
! Description
|-
| Public
| The study of public finance and policy, concerned with the regulation and operation of the economy, welfare, and government. Topics include taxation, benefits, public goods, health care, etc.
|-
| Philosophy
| The study of the philosophical background for economic thought, including historical development and contemporary issues. Topics include distribution, justice, and value.
|-
| Labour
| The study of the supply and demand for labour, and the interaction of these two forces in the economics. Topics include wages, discrimination, inequality, unemployment, and the job market.
|-
| Econometrics
| The study of how to apply statistical tools and models to economic situations, both theoretically and practically. Topics include causation, identification, machine learning, and statistics.
|-
| Theory
| The development of economic models, their mathematical properties, and their application to economic situations. Topics include game theory, dynamic programming, optimization, and choice theory.
|-
| History
| The study of history through an economic lens, use economic models and tools to analyze and describe history events or forces. Note: <i>not</i> the history of economics. Topics vary but could include colonization, economic development, religion, and war.
|-
| Development
| The study of economic development and the developing world, including both theoretically and in a historical perspective. Topics include economic growth, technological change, policy, and specific attention to historical examples (e.g. China).
|-
| Monetary
| The study of money, specifically including the role of banks and central banks, and their impact on the economic. Usually also includes a focus on policy. Topics include interest rate determination, recessions, optimal bank policy, stabilization, and financial crises.
|-
| Finance
| The study of the flow of money through the economy, usually include financial instruments, institutions, and their impact on the economy. Topics include asset pricing, financing, securitization, and stock markets.
|-
| Micro
| The study of individual agent decision making; microeconomics. Topics include consumption choices, political decision-making, industrial organization, utility theory, and markets.
|-
| Environment
| The study of the interaction of the economy with the environment, with a special emphasis on the impact of policies and government decision making. Topics include carbon pricing, externalities, renewable resources, and energy.
|-
| Macro
| The study of the economy as a whole; macroeconomics. Topics include GDP growth, inflation, financial systems, and government's role in the economy.
|-
| Trade
| The study of the economic motivations and consequences of trade; open-economy macro and microeconomics. Topics include comparative advantage, tariffs, trade deficits, technological diffusion, and conflict.
|}</div></div>

<div class="toccolours mw-collapsible mw-collapsed" style="width:400px; overflow:auto;"">
<div style="font-weight:bold;line-height:1.6;font-size:14pt">Table 2: Economic electives for courses at UBC (2021)</div>
<div class="mw-collapsible-content">
{| class="wikitable sortable"
! Course || Subject || Field I || Field II || Math?
|-
| ECON 317 || Poverty and Inequality || Public || Labour || No
|-
| ECON 318 || History and Philosophy I || Philosophy || History || No
|-
| ECON 319 || History and Philosophy II || Philosophy || History || No
|-
| ECON 323 || Quantitative Economic Modeling (NEW for 2019) || Econometrics || Theory || Yes
|-
| ECON 334 || Economic History of Europe || History || Development || No
|-
| ECON 335 || Fertility, Families, and Human Migration || Labour || Development || No


|-
| ECON 336 || Economic History of Canada || History || Development || No
|-
| ECON 339 || Economics of Technological Change || Development || History || No
|-
| ECON 345 || Money and Banking || Monetary || Finance || No
|-
| ECON 350 || Public Finance Topics || Public || - || No
|-
| ECON 351 || Women in the Economy || Labour || Development || No
|-
| ECON 355 || International Trade || Trade || Macro || No
|-
| ECON 356 || International Finance || Finance || Macro || No
|-
| ECON 360 || Labour Economics || Labour || Public || No
|-
| ECON 365 || Topics in Industrial Organization || Micro || Labour || No
|-
| ECON 367 || Economic Analysis of Law || Micro || Public || No
|-
| ECON 370 || Cost-Benefit Analysis || Micro || Public || No
|-
| ECON 371 || Economics of the Environment || Environment || Public || No
|-
| ECON 374 || Land Economics || Micro || Public || No
|-
| ECON 398 || Introduction to Applied Economics (NEW for 2019) || Econometrics || Micro || Maybe
|-
| ECON 420 || Optimization and Economic Theory || Theory || - || Yes
|-
| ECON 421 || Introduction to Game Theory || Micro || Theory || Yes
|-
| ECON 425 || Introduction to Econometrics || Econometrics || Theory || Yes
|-
| ECON 441 || Economic Development || Development || History || Yes
|-
| ECON 442 || Issues in Economic Development || Development || History || Yes
|-
| ECON 447 || Monetary Theory || Monetary || Macro || Yes
|-
| ECON 451 || Public Expenditures || Public || Labour || Yes
|-
| ECON 455 || International Trade || Trade || Macro || Yes
|-
| ECON 456 || International Macroeconomics and Finance || Macro || Finance || Yes
|-
| ECON 465 || Market Structure || Micro || Theory || Yes
|-
| ECON 466 || Economics of Regulation || Micro || Public || Yes
|-
| ECON 471 || Economics of Non-renewables || Environment || Public || Yes
|-
| ECON 472 || Economics of Renewables || Environment || Public || Yes
|-
| ECON 482 || Consequences of Religion || Development || History || Yes
|-
| ECON 485 || Political Economy || Micro || Public || Yes
|}
</div>
</div>

You should try to identify a couple of courses which you think fit into your area of interest, then start trying to “build out” a proposed focus from those courses. Advice from your previous instructors or advisers can be invaluable in this if you are not sure about something. Notice (in Figure 1), that not only about half of your courses are taken up by courses which are required to be in Economics; you can select the other ones from a variety of departments, so long as they meet the Faculty of Arts requirements to graduate. We strongly advise always running any proposed plan by Arts Advising (or your home faculty) before making final decisions, as well as checking out [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar] while you are doing your planning.

{| class="wikitable" align="center"
|+ Figure 1: A rough outline of your electives in Years 3 and 4
| colspan="2" align="center" | Year 3 || colspan="2" align="center"| Year 4
|-
! Term 1 || Term 2 || Term 3 || Term 4
|-
| ''ECON 301'' || ''ECON 302'' || (4) || ''ECON 490''
|-
| ''ECON 325'' || ''ECON 325'' || (5) || (6)
|-
|ECON 3/4XX || ECON 3/4XX || ECON 4XX || ECON 4XX
|-
|ECON 3/4XX || (1) || (7) || (8)
|-
| (2) || (3) || (9) || (10)
|}

This is a good opportunity to customize your degree by pursuing a minor; nearly any minor is complementary with an economics degree (yes, even Fine Arts). Some particularly useful skills come from disciplines with substantial methodological or topical overlap with economics:
* Computer Science
* Mathematics or statistics
* Political Science, sociology, or psychology
* Commerce
* Geography
* History or philosophy
However, you should keep a focus - a minor is just a "packaged" focus. Your degree remains what you make of it, and the courses you choose - so choose appropriately.

=== Grad School Track + Math ===
One particular question comes up with respect to mathematics: how much math should you take? To be honest, the short answer is “more is better” – mathematics (and statistics) is the modelling language of economics, and the more powerful the math at your disposal, the more well prepared you will be for more advanced topics. This is especially relevant if you are thinking about graduate school. The so-called “graduate school track” (Figure 2) recommends taking (in addition to the regular BA courses) ECON 303, 307, 421, 425 as well as MATH 200, 221; taking the honours sequence is also recommended. Additional useful math courses include MATH 220 and MATH 302; if you are good at math (I mean, really good), consider also taking MATH 320 (real analysis), but it can be very challenging.

{| class="wikitable" align="center"
|+ Figure 2: A rough example of the "grad school" track
| colspan="2" align="center" | Year 3 || colspan="2" align="center" | Year 4
|-
! Term 1 || Term 2 || Term 3 || Term 4
|-
| ''ECON 301'' || ''ECON 302'' || ECON 3/4XX || ''ECON 490''
|-
| ''ECON 325'' || ''ECON 326'' || '''MATH 221''' || '''ECON 425'''
|-
|'''ECON 303/306''' || '''ECON 307''' || '''ECON 421''' || (3)
|-
|'''MATH 200''' || '''''MATH 220''''' || (4) || (5)
|-
| (1) || (2) || (6) || (7)
|}

==== Reference Letters ====
When applying to graduate school (or some job opportunities), you will normally be asked to provide 2-3 references who can write a letter on your behalf. These are very important, since they make your file stand out from other, similar files! Your electives and capstone courses are excellent opportunities to build the kinds of relationships with your professors which are necessary for them to write a strong letter of reference. The main idea of a reference letter is to (i) illustrate and support your suitability for graduate school, both in terms of your academic skills as well as your personal characteristics, and (ii) to highlight any special features of your application and/or explain irregularities (such as a failed class or a non-traditional degree program).

It is important that the person you are asking to write your letter can honestly discuss you in these terms; if all they can say is the grade you got in their class, and can't discuss you in any depth, they're probably not a good reference. This requires that you take the opportunities in your electives and capstones to build a relationships with your instructors. ECON 490 is a natural fit, due to the seminar environment, but electives (particularly in the 4th year) will also give you these kinds of opportunities. Seize them and plan electives to help support them, if you think graduate school might be in your future.

== Frequently Asked Questions (for 2020) ==

===How easy is it for me to switch programs (e.g. major to honours, combined major, etc)?===

It depends – all economics students were admitted as part of a single pool, and so adding or changing your major depends on what you are doing.

* '''Easy''': Moving from a combined major to a regular major, or honours to regular major – request submit your request in writing to the department office.
* '''Easy''': Moving from a regular major to a combined major in Economics and Philosophy – submit your request in writing to the department office.
* '''Medium''': Moving from a regular major to honours. You should discuss with the Economics Honours advisor if you would like to do this; you will need to take extra courses, and space is a serious constraint. The Honours Advisor may ask students to complete their 3<sup>rd</sup> year in the straight major and then apply as a 4<sup>th</sup> year Honours applicant during admissions process in May.
* '''Hard''': Moving from a regular major to a combined major in Economics and Statistics or Mathematics. The associated departments are limiting the amount of students we admit into these specializations due to course constraints. Only about the top 20 or so are accepted yearly. Students should contact the associated departments for more information.
* '''Hard''': Moving from a regular major to a BA combined major in Economics and Political Science. This requires you to be admitted to the Major in Political Science, which is handled through the Political Science Department. You should contact their coordinator to get more information.

===What do I do if there’s a mistake in my grades?===

If there is a mistake in your academic record, you should first contact the instructor for the course, and discuss it with them. You should do this in writing (e.g. by email) and include a clear statement of what the error is and the rationale for correction. Note that requests on compassionate grounds are not valid reasons for reassessment, and be aware of the deadlines below.

If the instructor agrees with your request, they will submit a “change of grade” form, which is validated by the department and Dean’s office, then processed by academic records. This usually takes a few weeks; after this process is over it will be reflected on your transcripts.

If you disagree with your instructor’s decision or cannot reach them, then you will need to submit a request for Review of Academic Standing to Enrolment Services. You can find the information, fees, and forms for this request in the [http://www.calendar.ubc.ca/Vancouver/index.cfm?tree=3,49,0,0 Calendar]. This request will then be reviewed by the VSE and the results communicated to the student within 45 days.

* Important: note the deadlines of March 15 for Term 1, July 15 for Term 2, October 15 for Summer courses.

===Who do I contact if I have a problem or complaint about an instructor?===

If you have an issue with an instructor and do not feel comfortable discussing it with them, or have not been able to reach a resolution, the next step is to discuss it with the VSE Ombudsperson (currently Wei Li) via email or you are always welcome to contact the Undergraduate Coordinator Prof. Kevin Song. Ombudspeople are third parties who advise on allegations of unfairness or injustice, and help students by providing information or assisting in seeking redress through formal or informal channels.

You may also be interested in contacting the UBC Ombudsperson for Students ([https://ombudsoffice.ubc.ca/]) if you feel the issue goes beyond the VSE’s scope or concerns an issue at the Faculty level.

===What’s the deal with credit exclusions (e.g. STAT 200 credit exclusion list)?===

The credit exclusions (see [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,215,410,414 here]) and how they relate to degree requirements are confusing. Basically, these are lists of courses which the Faculty of Science (and Arts) recognizes as equivalent and will not grant credit for completing multiple versions. The VSE recognizes some of these as equivalent for the purposes of pre-requisites towards degree completion but will NOT recognize them as ECON courses for the purpose of number of ECON credits towards graduation or for the undergraduate application process.

* In other words, they can fill the need for a specified course on the exclusion list, but do not count as ECON credits towards the 42 total credits in the straight ECON major needed to graduate. You need to take an extra ECON elective at the same level or higher to make up those credits.

Here are some examples:

* ''Example 1:'' you have taken STAT 200. This will count as ECON 325 towards completing the required courses for a BA, but will not count as a 300 level ECON course towards your total 300/400-level credits. You will need to take another 300-level ECON '''or 400-level Econ''' course to fill that requirement. You cannot take ECON 325 and receive credit for it.
* ''Example 2:'' you have taken STAT 200 and want to take ECON 226. Bad idea! You cannot receive credit for ECON 226, because you are not allowed to take it if you have taken ECON 325 or equivalent – which includes STAT 200.
* ''Example 3:'' you are a combined major in Economics and Statistics. You have taken ECON 326 and want to take STAT 306. This is not a good idea: you cannot receive credit for STAT 306 since it is equivalent to ECON 326.
* ''Example 4'': you are a double major in Economics and Political Science. You have taken POLI 380, and want to take ECON 326. You need to take ECON 325 first, since we don’t allow POLI 380 or SOCI 328 in lieu of ECON 325. If students have taken POLI 380 they must take ECON 325 for the major/combined majors/honours program. Faculty Advising office will determine whether or not they will receive credits towards their total graduation requirement.

You should always double-check issues like these with your faculty advising office or the VSE if you are not sure, especially when making critical decision about your degree program.

== Contacts ==
The VSE offers by-appointment advising which can be scheduled by contacting the VSE reception desk ([mailto:VSE.Reception@ubc.ca link]). You can arrange a meeting with either:
* Tina Marandola, Undergraduate Administrative Assistant
* Kevin Song, Undergraduate Director
Please schedule appointments through the reception desk, not directly with advisers. If you want informal advice about courses, contact one of your favourite instructors (or Jonathan Graves at jonathan.graves@ubc.ca)!

Documentation:Economics Info Session: Making the Most of your Economics Degree

2021-03-17T17:14:20Z

JonathanGraves: update to 2021

{{Infobox Economics Documentation|Title=Making the Most of</br> Your Economics Degree|Description=This info session is designed to help incoming Economics students plan the 3rd and 4th years of their degree.|Subtitle=Key Info|Bullet1=Date: March 17, 2021|Bullet2=Session Facilitator: Jonathan Graves}}

== Part 1: The Big Picture ==
The biggest strength of a Bachelor of Arts degree (BA) is its flexibility, but this can also be its biggest weakness. A BA gives you a great deal of control over what courses you take and in what order. A key goal of your last two years should be to create a <u>degree focus</u> for yourself: this is like a statement or narrative which summarizes your degree. You’ve already taken the first step by declaring a major in economics; you now need to build on this decision by selecting courses and other specializations to make your BA your own.

=== Activity 1: Motivation ===
In order to do this, it’s important for you to articulate why you chose economics as a major. The reasons might be philosophical, or they might be very practical. However, they should take some thinking – try to go beyond the superficial to really identify why you chose economics, and UBC in general. Some questions which can help with this process are:
* Who or what inspires you?
* Who do you view as a model for yourself or your career?
* How would the “best version” of yourself answer this question?
* Where do you want to be in 5 years? 10 years?
You should think about this more as you continue learning and taking more courses. For now, you want to write down your motivation as a simple, affirmative statement about why you chose economics. For example:<blockquote>''“I chose economics because I want an interesting, well-paying job, and I want to make financial systems more fair for everyone in the economy”''</blockquote>Or<blockquote>''“I chose economics because I love data and math, and was really inspired by my first year professor who showed me all the topics you could learn.”''</blockquote>There’s no right or wrong answer to this question, as long as it is authentic to who you are, and what you value. Write this down somewhere as we continue working on this exercise.

=== Activity 2: Degree Vision ===
The next step is to envision how you can link your motivation to your degree. Thinking about your motivation for your decision, the next step is to imagine yourself in an interview after your graduation, where you’re asked to explain your degree. Again, try to write it down as a simple, affirmative statement about what you did in your degree. You might say something like:<blockquote>''“I did a Bachelor of Arts in Economics, focusing on…."''</blockquote>You’ll want to decide how to fill in the gaps. Some examples could be:<blockquote>''“I did a Bachelor of Arts in Economics, focusing on applied macroeconomics, especially economic development and the study of developing countries”''</blockquote>Or<blockquote>''“I did a combined Bachelor of Arts in Economics and Political Science, where I focused on political institutions and their impact on the economy of a country”''</blockquote>Or<blockquote>''“I did a Bachelor of Arts in Economics, with a minor in geography, focusing on applied data analysis and econometrics, especially including spatial models.”''</blockquote>The key here is not the degree but what you <u>learned</u> as part of your degree. You can craft this by choosing courses, both in economics and elsewhere, in a thoughtful and purposeful way.

Once you’d identified your motivation (your starting point) and your goal (your finishing point), the next task is to start filling in the gaps with courses that will take you towards your goal.

== Part 2: Core Courses ==
Every Economics degree will, in its last two years will take five “core” courses:
* ECON 301: Intermediate Microeconomic Analysis I
* ECON 302: Intermediate Macroeconomic Analysis I
* ECON 325: Introduction to Empirical Economics
* ECON 326: Methods of Empirical Research in Economics
* ECON 490: Seminar in Applied Economics

Many students will also want to take a (optional) sixth "core" course; this may be required for specific programs (e.g. combined majors; see below and [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar]):
* ECON 303: Intermediate Microeconomic Analysis II
These courses are required in order to graduate; there are some equivalencies, but everyone must meet these requirements one way or another. The third year is where most of this hard work is done; we refer to this sequence as “micro, macro, and ‘metrics.” We will return to ECON 490 later in this document.

Many students, upon entering the Economics major, erroneously assume that things will suddenly get a lot easier after all the grade pressures of 2nd year. This is not true; while the grade pressure will let up a little bit, the difficulty ramps up dramatically. To be clear: most students find the core sequence very challenging. This is partially because of the mathematical sophistication, but also just the overall complexity; more math will help, but it won’t fix everything.

As a student, you should thoughtfully prepare for this sequence by planning your degree around the challenge posed by the core courses. To this end we have several suggestions to manage your workload in third year:
# First, <u>complete all of your third-year core courses during third year</u>. Resist the urge to push courses into the fall of your fourth year; this will hinder your ability to take electives, and make your last semesters very challenging. Also, try to avoid taking any of the core sequence in the summer; the compressed timelines of the summer semester hinder learning retention and lead to worse outcomes.
# Second, take <u>complementary courses when possible</u> – that is, try to manage the amount you are learning. Take similar courses, or courses which complement each other in some way. You know your learning best, so plan accordingly:
#* Example 1: you struggle with mathematics and can only focus on one math-intensive course a term. In that case, avoid math-intensive electives entirely during third year and focus only on the core courses. Take less-mathematical third year electives (e.g. they don’t have MATH 105 as a pre-req.) instead, and reserve other electives to year four.
#* Example 2: you learn best when courses are similar. In that case, take groups of classes each term, focusing on similar topics or methods. Maybe take a bunch of statistics or applied economics courses, or go deep in one specific sub-field.
# Third, <u>seek help immediately when struggling</u>. The core courses are called “core” because nearly every senior course builds off them. You cannot just barely pass them, then succeed later on – you really need to know the material. This is especially true in ECON 325/326, which you may not have any exposure to before. Don’t let them get away from you, and reach out for additional support if you’re struggling.

=== Specific Requirements for Combined Majors ===

Combined majors sometimes have additional Economics requirements, as well as requirements from the combined department; they may also relax requirements for the number of Economics-specific electives. You should check these carefully using [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar]. Some specifics for Economics courses are listed here:

* Combined Major Economics - Philosophy: strongly recommend ECON 319 and 318
* Combined BA Major Economics - Statistics: <u>required</u> to take ECON 303 and ECON 425
* Combined Major Economics - Political Science: no specific additional ECON courses
* Combined BA Major Economics - Mathematics: no specific additional ECON courses

=== Important: Provisional Offers in 2020 ===
The recommendations above are particularly important for individuals who received provisional admission to the Economics majors in 2020 due to COVID-19 related disruptions and Cr/D/F grading. Students who have provisional admission must earn at least 68% in their economics courses in 2020W1 (Fall 2020) to order to continue in the major program.

== Part 3: Capstone Courses ==
Every Economics degree has a “capstone” course (ECON 490 for BA, ECON 499 for Honours) which should be taken in either the fall or spring of your fourth year. The capstone is unique, in that every section has a different focus and covers different topics. However, the capstone always involves carrying out an applied economics research project, under the direction of an instructor, then writing a paper describing your research. They also involve some element of communication - usually a presentation, video recording, or poster session.

Many students are very worried before they take ECON 490, but they shouldn’t be – overwhelmingly, students describe the course as one of the most rewarding and valuable learning experiences. This is usually because they do not feel like the have adequate preparation, and are not confident in their applied skills (particularly econometrics). Accordingly, to get the most out of your capstone you need to plan ahead and prepare appropriately:
# First, make sure you have <u>taken appropriate electives</u> (see Part 4) before taking your capstone. Having exposure to economic research and especially more experience with different tools (like econometrics) will make your research project easier and more rewarding. One of the most valuable electives is ECON 425 (Introduction to Econometrics), if you have a background appropriate for it.
# Second, ensure you <u>have the necessary technical skills</u>. All sections of ECON 490 will use statistical software and econometrics, which you should be familiar with from ECON 325/326. Check that the section you’re interested is using software you’re familiar with; if you feel unprepared, reach out to the ECON 490 coordinator for information about help sessions. There is a TA for the course whose job early on is to help students with statistical software and econometrics.
# Third, <u>choose an appropriate section</u> of ECON 490, appropriate to your interests and skills. Some sections give you a lot of freedom (choose your own project) while others guide you much more (work on a certain dataset); some sections have community engaged learning projects, others have group work; some sections meet frequently, others meet less often. Look carefully at the outlines and syllabuses, and decide which project you think is best for you. If you’re not sure, email the instructor and explain your concerns, then ask for some advice.
A general rule of thumb is that in ECON 490, you get what you put into the course. If you challenge yourself and do something creative and sophisticated, you will get much more out of the course. There is a graduation prize (Erwin R. Diewert Award) for the best ECON 490 paper, and you should aspire to try for it! I tell my students in ECON 490 that the right way to think about this is that one day you will be in a job interview, and you will need to explain something interesting about your degree. This is a good way to point to something tangible which summarizes your skills and experiences in a meaningful way – so seize it!

Another common question is which term should you take ECON 490? This is a challenge, as there are pros and cons to either choice. In term 1, you will likely be “fresher” with more motivation; you will also have more chances to improve your paper for publication or competitions in the future. In term 2, you will have taken more electives, and will be more experienced overall. Generally, I recommend Term 1 for students who have a clear project idea in mind, and have been well-prepared in their previous years for the project. I think Term 2 is for people with more unclear projects, or who need more time to do their electives. If you think you have a really amazing project, do it in Term 1 so that you can compete for prizes like the Bank of Canada awards or the [https://students.ubc.ca/career/career-events/multidisciplinary-undergraduate-research-conference UBC MURC].

Again, the key take-away from this course should be your research project: a concise, “portfolio-ready” summary of your degree which you can use as evidence of what you’ve learned and the skills you’ve mastered. Focus on this key principle, and the rest will fall into place.

== Part 4: Electives ==

Students frequently treat electives as an afterthought; a set of courses they need to do in order “check the boxes” and get enough credits to graduate. They end up taking the easiest ones they can find, or the ones their friends are taking, or the ones with less math, etc. <u>This is a very bad idea</u>. Electives are not ancillary to your degree – they are, in fact, the most important part. They are what makes your degree your own – they’re how you fill in the “…” in “I did a Bachelor of Arts in Economics, focusing on...” To be clear: choosing electives poorly makes your degree less valuable, less employable, and harder to obtain. Choosing electives properly makes your degree more valuable, more employable, and easier to obtain.

So, how should you choose electives? Return to your motivation in Part 1, then select electives which will build out your “story” or focus. These can be electives within economics, or outside – if you are doing a standard BA, you will need more credits than just the upper division electives in Economics in order to graduate. In Table 2, below you can see a list of all the electives for this year, including their “Fields” and whether you need MATH 105 (or equivalent) to take the course. In economics, the fields are usually described as in Table 1; these can be a useful way of identifying how to "package" your degree since fields have a lot of disciplinary and topical overlap.

<div class="toccolours mw-collapsible mw-collapsed" style="width:400px; overflow:auto;"">
<div style="font-weight:bold;line-height:1.6;font-size:14pt">Table 1: Economic fields for courses at UBC (2020)</div>
<div class="mw-collapsible-content">
{| class="wikitable"
! Field
! Description
|-
| Public
| The study of public finance and policy, concerned with the regulation and operation of the economy, welfare, and government. Topics include taxation, benefits, public goods, health care, etc.
|-
| Philosophy
| The study of the philosophical background for economic thought, including historical development and contemporary issues. Topics include distribution, justice, and value.
|-
| Labour
| The study of the supply and demand for labour, and the interaction of these two forces in the economics. Topics include wages, discrimination, inequality, unemployment, and the job market.
|-
| Econometrics
| The study of how to apply statistical tools and models to economic situations, both theoretically and practically. Topics include causation, identification, machine learning, and statistics.
|-
| Theory
| The development of economic models, their mathematical properties, and their application to economic situations. Topics include game theory, dynamic programming, optimization, and choice theory.
|-
| History
| The study of history through an economic lens, use economic models and tools to analyze and describe history events or forces. Note: <i>not</i> the history of economics. Topics vary but could include colonization, economic development, religion, and war.
|-
| Development
| The study of economic development and the developing world, including both theoretically and in a historical perspective. Topics include economic growth, technological change, policy, and specific attention to historical examples (e.g. China).
|-
| Monetary
| The study of money, specifically including the role of banks and central banks, and their impact on the economic. Usually also includes a focus on policy. Topics include interest rate determination, recessions, optimal bank policy, stabilization, and financial crises.
|-
| Finance
| The study of the flow of money through the economy, usually include financial instruments, institutions, and their impact on the economy. Topics include asset pricing, financing, securitization, and stock markets.
|-
| Micro
| The study of individual agent decision making; microeconomics. Topics include consumption choices, political decision-making, industrial organization, utility theory, and markets.
|-
| Environment
| The study of the interaction of the economy with the environment, with a special emphasis on the impact of policies and government decision making. Topics include carbon pricing, externalities, renewable resources, and energy.
|-
| Macro
| The study of the economy as a whole; macroeconomics. Topics include GDP growth, inflation, financial systems, and government's role in the economy.
|-
| Trade
| The study of the economic motivations and consequences of trade; open-economy macro and microeconomics. Topics include comparative advantage, tariffs, trade deficits, technological diffusion, and conflict.
|}</div></div>

<div class="toccolours mw-collapsible mw-collapsed" style="width:400px; overflow:auto;"">
<div style="font-weight:bold;line-height:1.6;font-size:14pt">Table 2: Economic electives for courses at UBC (2021)</div>
<div class="mw-collapsible-content">
{| class="wikitable sortable"
! Course || Subject || Field I || Field II || Math?
|-
| ECON 317 || Poverty and Inequality || Public || Labour || No
|-
| ECON 318 || History and Philosophy I || Philosophy || History || No
|-
| ECON 319 || History and Philosophy II || Philosophy || History || No
|-
| ECON 323 || Quantitative Economic Modeling (NEW for 2019) || Econometrics || Theory || Yes
|-
| ECON 334 || Economic History of Europe || History || Development || No
|-
| ECON 335 || Fertility, Families, and Human Migration || Labour || Development || No


|-
| ECON 336 || Economic History of Canada || History || Development || No
|-
| ECON 339 || Economics of Technological Change || Development || History || No
|-
| ECON 345 || Money and Banking || Monetary || Finance || No
|-
| ECON 350 || Public Finance Topics || Public || - || No
|-
| ECON 351 || Women in the Economy || Labour || Development || No
|-
| ECON 355 || International Trade || Trade || Macro || No
|-
| ECON 356 || International Finance || Finance || Macro || No
|-
| ECON 360 || Labour Economics || Labour || Public || No
|-
| ECON 365 || Topics in Industrial Organization || Micro || Labour || No
|-
| ECON 367 || Economic Analysis of Law || Micro || Public || No
|-
| ECON 370 || Cost-Benefit Analysis || Micro || Public || No
|-
| ECON 371 || Economics of the Environment || Environment || Public || No
|-
| ECON 374 || Land Economics || Micro || Public || No
|-
| ECON 398 || Introduction to Applied Economics (NEW for 2019) || Econometrics || Micro || Maybe
|-
| ECON 420 || Optimization and Economic Theory || Theory || - || Yes
|-
| ECON 421 || Introduction to Game Theory || Micro || Theory || Yes
|-
| ECON 425 || Introduction to Econometrics || Econometrics || Theory || Yes
|-
| ECON 441 || Economic Development || Development || History || Yes
|-
| ECON 442 || Issues in Economic Development || Development || History || Yes
|-
| ECON 447 || Monetary Theory || Monetary || Macro || Yes
|-
| ECON 451 || Public Expenditures || Public || Labour || Yes
|-
| ECON 455 || International Trade || Trade || Macro || Yes
|-
| ECON 456 || International Macroeconomics and Finance || Macro || Finance || Yes
|-
| ECON 465 || Market Structure || Micro || Theory || Yes
|-
| ECON 466 || Economics of Regulation || Micro || Public || Yes
|-
| ECON 471 || Economics of Non-renewables || Environment || Public || Yes
|-
| ECON 472 || Economics of Renewables || Environment || Public || Yes
|-
| ECON 482 || Consequences of Religion || Development || History || Yes
|-
| ECON 485 || Political Economy || Micro || Public || Yes
|}
</div>
</div>

You should try to identify a couple of courses which you think fit into your area of interest, then start trying to “build out” a proposed focus from those courses. Advice from your previous instructors or advisers can be invaluable in this if you are not sure about something. Notice (in Figure 1), that not only about half of your courses are taken up by courses which are required to be in Economics; you can select the other ones from a variety of departments, so long as they meet the Faculty of Arts requirements to graduate. We strongly advise always running any proposed plan by Arts Advising (or your home faculty) before making final decisions, as well as checking out [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,304,933,0#20104 the calendar] while you are doing your planning.

{| class="wikitable" align="center"
|+ Figure 1: A rough outline of your electives in Years 3 and 4
| colspan="2" align="center" | Year 3 || colspan="2" align="center"| Year 4
|-
! Term 1 || Term 2 || Term 3 || Term 4
|-
| ''ECON 301'' || ''ECON 302'' || (4) || ''ECON 490''
|-
| ''ECON 325'' || ''ECON 325'' || (5) || (6)
|-
|ECON 3/4XX || ECON 3/4XX || ECON 4XX || ECON 4XX
|-
|ECON 3/4XX || (1) || (7) || (8)
|-
| (2) || (3) || (9) || (10)
|}

This is a good opportunity to customize your degree by pursuing a minor; nearly any minor is complementary with an economics degree (yes, even Fine Arts). Some particularly useful skills come from disciplines with substantial methodological or topical overlap with economics:
* Computer Science
* Mathematics or statistics
* Political Science, sociology, or psychology
* Commerce
* Geography
* History or philosophy
However, you should keep a focus - a minor is just a "packaged" focus. Your degree remains what you make of it, and the courses you choose - so choose appropriately.

=== Grad School Track + Math ===
One particular question comes up with respect to mathematics: how much math should you take? To be honest, the short answer is “more is better” – mathematics (and statistics) is the modelling language of economics, and the more powerful the math at your disposal, the more well prepared you will be for more advanced topics. This is especially relevant if you are thinking about graduate school. The so-called “graduate school track” (Figure 2) recommends taking (in addition to the regular BA courses) ECON 303, 307, 421, 425 as well as MATH 200, 221; taking the honours sequence is also recommended. Additional useful math courses include MATH 220 and MATH 302; if you are good at math (I mean, really good), consider also taking MATH 320 (real analysis), but it can be very challenging.

{| class="wikitable" align="center"
|+ Figure 2: A rough example of the "grad school" track
| colspan="2" align="center" | Year 3 || colspan="2" align="center" | Year 4
|-
! Term 1 || Term 2 || Term 3 || Term 4
|-
| ''ECON 301'' || ''ECON 302'' || ECON 3/4XX || ''ECON 490''
|-
| ''ECON 325'' || ''ECON 325'' || '''MATH 221''' || '''ECON 425'''
|-
|'''ECON 303/306''' || '''ECON 307''' || '''ECON 421''' || (3)
|-
|'''MATH 200''' || '''''MATH 220''''' || (4) || (5)
|-
| (1) || (2) || (6) || (7)
|}

==== Reference Letters ====
When applying to graduate school (or some job opportunities), you will normally be asked to provide 2-3 references who can write a letter on your behalf. These are very important, since they make your file stand out from other, similar files! Your electives and capstone courses are excellent opportunities to build the kinds of relationships with your professors which are necessary for them to write a strong letter of reference. The main idea of a reference letter is to (i) illustrate and support your suitability for graduate school, both in terms of your academic skills as well as your personal characteristics, and (ii) to highlight any special features of your application and/or explain irregularities (such as a failed class or a non-traditional degree program).

It is important that the person you are asking to write your letter can honestly discuss you in these terms; if all they can say is the grade you got in their class, and can't discuss you in any depth, they're probably not a good reference. This requires that you take the opportunities in your electives and capstones to build a relationships with your instructors. ECON 490 is a natural fit, due to the seminar environment, but electives (particularly in the 4th year) will also give you these kinds of opportunities. Seize them and plan electives to help support them, if you think graduate school might be in your future.

== Frequently Asked Questions (for 2020) ==

===How easy is it for me to switch programs (e.g. major to honours, combined major, etc)?===

It depends – all economics students were admitted as part of a single pool, and so adding or changing your major depends on what you are doing.

* '''Easy''': Moving from a combined major to a regular major, or honours to regular major – request submit your request in writing to the department office.
* '''Easy''': Moving from a regular major to a combined major in Economics and Philosophy – submit your request in writing to the department office.
* '''Medium''': Moving from a regular major to honours. You should discuss with the Economics Honours advisor if you would like to do this; you will need to take extra courses, and space is a serious constraint. The Honours Advisor may ask students to complete their 3<sup>rd</sup> year in the straight major and then apply as a 4<sup>th</sup> year Honours applicant during admissions process in May.
* '''Hard''': Moving from a regular major to a combined major in Economics and Statistics or Mathematics. The associated departments are limiting the amount of students we admit into these specializations due to course constraints. Only about the top 20 or so are accepted yearly. Students should contact the associated departments for more information.
* '''Hard''': Moving from a regular major to a BA combined major in Economics and Political Science. This requires you to be admitted to the Major in Political Science, which is handled through the Political Science Department. You should contact their coordinator to get more information.

===What do I do if there’s a mistake in my grades?===

If there is a mistake in your academic record, you should first contact the instructor for the course, and discuss it with them. You should do this in writing (e.g. by email) and include a clear statement of what the error is and the rationale for correction. Note that requests on compassionate grounds are not valid reasons for reassessment, and be aware of the deadlines below.

If the instructor agrees with your request, they will submit a “change of grade” form, which is validated by the department and Dean’s office, then processed by academic records. This usually takes a few weeks; after this process is over it will be reflected on your transcripts.

If you disagree with your instructor’s decision or cannot reach them, then you will need to submit a request for Review of Academic Standing to Enrolment Services. You can find the information, fees, and forms for this request in the [http://www.calendar.ubc.ca/Vancouver/index.cfm?tree=3,49,0,0 Calendar]. This request will then be reviewed by the VSE and the results communicated to the student within 45 days.

* Important: note the deadlines of March 15 for Term 1, July 15 for Term 2, October 15 for Summer courses.

===Who do I contact if I have a problem or complaint about an instructor?===

If you have an issue with an instructor and do not feel comfortable discussing it with them, or have not been able to reach a resolution, the next step is to discuss it with the VSE Ombudsperson (currently Wei Li) via email or you are always welcome to contact the Undergraduate Coordinator Prof. Kevin Song. Ombudspeople are third parties who advise on allegations of unfairness or injustice, and help students by providing information or assisting in seeking redress through formal or informal channels.

You may also be interested in contacting the UBC Ombudsperson for Students ([https://ombudsoffice.ubc.ca/]) if you feel the issue goes beyond the VSE’s scope or concerns an issue at the Faculty level.

===What’s the deal with credit exclusions (e.g. STAT 200 credit exclusion list)?===

The credit exclusions (see [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,215,410,414 here]) and how they relate to degree requirements are confusing. Basically, these are lists of courses which the Faculty of Science (and Arts) recognizes as equivalent and will not grant credit for completing multiple versions. The VSE recognizes some of these as equivalent for the purposes of pre-requisites towards degree completion but will NOT recognize them as ECON courses for the purpose of number of ECON credits towards graduation or for the undergraduate application process.

* In other words, they can fill the need for a specified course on the exclusion list, but do not count as ECON credits towards the 42 total credits in the straight ECON major needed to graduate. You need to take an extra ECON elective at the same level or higher to make up those credits.

Here are some examples:

* ''Example 1:'' you have taken STAT 200. This will count as ECON 325 towards completing the required courses for a BA, but will not count as a 300 level ECON course towards your total 300/400-level credits. You will need to take another 300-level ECON '''or 400-level Econ''' course to fill that requirement. You cannot take ECON 325 and receive credit for it.
* ''Example 2:'' you have taken STAT 200 and want to take ECON 226. Bad idea! You cannot receive credit for ECON 226, because you are not allowed to take it if you have taken ECON 325 or equivalent – which includes STAT 200.
* ''Example 3:'' you are a combined major in Economics and Statistics. You have taken ECON 326 and want to take STAT 306. This is not a good idea: you cannot receive credit for STAT 306 since it is equivalent to ECON 326.
* ''Example 4'': you are a double major in Economics and Political Science. You have taken POLI 380, and want to take ECON 326. You need to take ECON 325 first, since we don’t allow POLI 380 or SOCI 328 in lieu of ECON 325. If students have taken POLI 380 they must take ECON 325 for the major/combined majors/honours program. Faculty Advising office will determine whether or not they will receive credits towards their total graduation requirement.

You should always double-check issues like these with your faculty advising office or the VSE if you are not sure, especially when making critical decision about your degree program.

== Contacts ==
The VSE offers by-appointment advising which can be scheduled by contacting the VSE reception desk ([mailto:VSE.Reception@ubc.ca link]). You can arrange a meeting with either:
* Tina Marandola, Undergraduate Administrative Assistant
* Kevin Song, Undergraduate Director
Please schedule appointments through the reception desk, not directly with advisers. If you want informal advice about courses, contact one of your favourite instructors (or Jonathan Graves at jonathan.graves@ubc.ca)!

Sandbox:Tablet Connections

2020-09-11T20:17:02Z

JonathanGraves: JonathanGraves moved page Sandbox:Tablet Connections to Documentation:VSE Tablet Connections: Publishing

#REDIRECT [[Documentation:VSE Tablet Connections]]

Documentation:VSE Tablet Connections

2020-09-11T20:17:02Z

JonathanGraves: JonathanGraves moved page Sandbox:Tablet Connections to Documentation:VSE Tablet Connections: Publishing

This page provides a basic guide to setting up your tablet or other device to use as a second screen or whiteboard; for example, to draw diagrams or write detail mathematical expressions. Unfortunately, this depends on a number of features including (i) what kind of tablet you have, (ii) your operating system, (iii) the version of operating system you're using, and (iv) whether you have a WiFi or hardware connection. In general, we will assume you have a computer which is running either Windows or Mac, and you have a Tablet which is running Windows, Android, or iOS and the associated adapter (e.g. lightning cable) for your tablet.

We have tried to be comprehensive, but there are many different situations out there we are not familiar with, or haven't been able to test or determine the best way to solve. Add your own solutions if you have one!
* Note that all solutions which use WiFi (and not a hard-wired adapter) require both devices to be on the same WiFi network and not behind a VPN.

= If your Tablet is an iPad and your computer is a Mac =

Fortunately, because both of these devices are produced by the same manufacturer, this is the simplest situation. There are considerations depending on how your devices are, and whether you're using WiFi and/or Zoom.

== If you're using Zoom ==

Zoom has a built-in iPad (or iPhone) link. You can find more [https://wiki.ubc.ca/Sandbox:VSE_Zoom on our Zoom guide] but basically:
* You start Zoom screen sharing, then select "iPhone/iPad"
** If it's the first time using this option, you may be prompted to install a plugin
* You can then [https://support.apple.com/en-ca/HT204289 screen mirror your iPad using AirPlay] to your Zoom device.
* Note that like the other wireless options, this will require your iPad and computer to be on the same WiFi network, and not behind a VPN.

== If your iPad and Mac are newer than 2016 ==

Congratulations! You have the easiest time of it! Recent Macs with compatible iPads can use the Apple Sidecar application and a USB to Lighting (i.e. charger) adapter to use their iPad as a second monitor. You can find detailed [https://support.apple.com/en-us/HT210380 instructions here] on how to set this up.

* Once you have connected your iPad, it will function as a second monitor. You can mirror or extend your desktop onto the iPad screen; we recommend using the extended screen and then writing on it. You can see [https://support.apple.com/en-us/HT202351 Apple's guide to screen configurations here].

== If your iPad and Mac are older than 2016 ==

Unfortunately, your computer does not support Sidebar, so you will need to perform a work around. Connect your iPad to your Mac using a USB to Lightning adapter, then open QuickTime Player on your Mac. Then, go to ''File > New Movie Recording'' then select your iPad screen as video input. Then, you can share the video recording screen just like you would with slides - except now it will mirror your iPad. You can find instructions in this [https://www.youtube.com/watch?v=CzMIpgH1XlQ helpful video tutorial].
* '''Note''': this is the unique hard-wired adaption we have tested, and does not rely on a WiFi network.

= If your Tablet is an iPad and your computer is a PC =

In this case, things get a little more complicated, unless you're using Zoom. In general, you will need to buy and install some extra software to help make the connection.

== If you're using Zoom ==

Fortunately, you're also in luck; the process is identical to that described above. No extra software necessary.

== If you're not using Zoom ==

Unfortunately, all of the options we have been able to find include using an intermediate piece of software. Essentially, you set up an application on your Windows PC which can connect to you iPad using AirPlay or screen mirroring. Then, you use the screen mirroring feature on your iPad to share your content to your PC. This software tends to be about $25.
* We can recommend [https://www.airserver.com/WindowsDesktop AirServer] as a fairly simply and easy to use piece of software.
* We have also heard good things about [https://www.airsquirrels.com/reflector/features/mac-and-windows Reflector]
Both of these tools offer free trials, so you can test out your set-up before spending money.
* Install the software, following the guidelines, then launch the software.
* Using your iPad, use the screen mirroring feature to share your screen to application on your PC.
* This will display your iPad screen in the application window; you can now share this as content to your lecture

= If Your Tablet is a Windows device (e.g. Surface or Surface Pro) and your computer is a PC =

Windows PC and Microsoft Surface Tablet: the process is a little more straightforward if you have a Surface and are running Windows 10 or later.
* Connect to your tablet as a second screen using the "project to a second screen" option in the Windows display options, after plugging it in with a USB-C adapter. You can find a guide [https://support.microsoft.com/en-us/help/27911/windows-10-connect-to-a-projector-or-pc from Microsoft here].
* Note we haven't tested this will all surface devices yet!

= If Your Tablet is an Android device and your computer is a PC =

If your tablet is running Android, it should support either Chromecast or Miracast
* We haven't found any solutions for Android tablets which do not support a screencasting system.
* Follow the same steps for iPad and PC, but instead of using screen mirroring, use the Chromecast (or Miracast) feature on your device instead.

= If you're using a SurfaceBook or Surface Pro =

Unlike other tablets, a Surface Pro (7 or later) and the SurfaceBook are actually 2-in-1 "transformer" style laptops which have both a tablet and a laptop component. You can use your software directly (PPT, PDF, any whiteboard or notepad app, etc.) with this device. This is the easiest way of teaching online because it will not require any other equipment or software. The Surface Pro 7 is also easy to carry and use an USB-C to HDMI adapter ($15 - $20 on Amazon) to plug into any classroom projector or monitor if instructor wishes to use the device in classroom and broadcast live.

* Step 1: Open your PPT slides or PDF notes or any whiteboard or notepad on your MS Surface Pro.
* Step 2: Open Canvas Collaborate or Zoom and share the application you have just opened under Step 1.
** How to share application/screen on Canvas Collaborate: [https://help.blackboard.com/Collaborate/Ultra/Moderator/Moderate_Sessions/Share_Content#share-application_OTP-0 here]
** How to share application/screen on Zoom: [https://support.zoom.us/hc/en-us/articles/201362153-Sharing-your-screen here]
* Step 3: Start teaching while annotating!

'''Important Notes''':
* Instructors can also open the Collaborate or Zoom whiteboard and annotate there using Surface Pro. But it will not save the annotations as a separate file. If instructors record the session, it will record the live annotations. But if instructors are using surface notetaking app or any other whiteboard app to annotate and write stuffs, they can easily save the file after the class and share the file with students.
* If you are a MacBook or iMac user, and you use iCloud to save all of your classnotes, you can easily download iCloud on your surface pro and access all the updates notes and slides to share on your screen when teaching using Surface Pro 7. Read [https://support.microsoft.com/en-ca/help/4023449/surface-using-surface-with-iphone-icloud-and-itunes this] to find out how to connect iCloud with Surface Pro.
* If you are a Windows user, you can either use the Surface Pro (it can easily connect to a big monitor with a USB-C to HDMI adapter) or your windows computer to make the notes and access those files on your surface pro with Microsoft OneDrive (same as iCloud). Read [https://support.microsoft.com/en-ca/help/4036289/surface-using-onedrive-on-surface#:~:text=an%20Internet%20connection.-,Go%20to%20OneDrive.com%20and%20sign%20in%20with%20the%20account,Surface%20or%20Upload%20to%20OneDrive this] to find out how OneDrive works.

Sandbox:VSE Zoom

2020-09-11T20:16:38Z

JonathanGraves: JonathanGraves moved page Sandbox:VSE Zoom to Documentation:VSE Zoom: Publishing

#REDIRECT [[Documentation:VSE Zoom]]

Documentation:VSE Zoom

2020-09-11T20:16:38Z

JonathanGraves: JonathanGraves moved page Sandbox:VSE Zoom to Documentation:VSE Zoom: Publishing

== What is Zoom? ==

[https://zoom.us/ Zoom] is a lightweight browser or application-based video-conferencing tool, designed for online lectures, meetings, and other kinds of learning environments. It allows an instructor to create a live broadcast session, in which they can share content, audio, and video with large numbers of students using a simple web link. It also has tools which allow for video, audio, or text chat, iClicker-like pollings, and breakout groups. It is very similar to Skype, or Collaborate Ultra, but has a few key differences.

* '''Important Update''' as of August 24, 2020: UBC has now integrated Zoom into Canvas. Some of the guidance below has changed.

== What do I need to use Zoom? ==

[[File:Desksetup.png|thumb|Figure 0: A good desk set-up for broadcasting using Zoom]]

Since Zoom can run through a web browser or a small application, you can give an effective lecture with only a microphone and a reliable internet connection and computer. This is can be accomplished with just a regular laptop, if it has a decent quality webcam - for example, a Microsoft Surfacebook, or MacBook work well.
*'''Note:''' The browser-based Zoom works best in Google Chrome. If you are having browser issues (particularly using Safari on Mac), try switching browsers.

However, to most closely match the experience of lecturing in person (and get the most out of Zoom) I recommend having a set-up that includes (see Figure 0):

* A reliable internet connection (Item 2, in Figure 0: a wired connection is more reliable than WiFi)
* A microphone and headphones (Items 3 and 5: a set of headphones (Item 5), to minimize audio feedback, and a microphone built-into a webcam (Item 3))
* A good quality webcam (Item 3: a webcam with both audio and video).
* A computer set up with two monitors (Items 1 and 4, in Figure 0: Item 1 is a Microsoft Surfacebook, which allows for pen annotation using a stylus. Item 4 is a regular monitor, for the webcast controls.)

This is especially useful if your set-up includes a tablet-like display, such as an iPad, Microsoft Surface, document camera, or Wacom tablet which allows you to make free-hand annotations. This will allow you to use the primary monitor to control the webcast, and the secondary monitor to display and annotate content.

As an alternative to annotating slides, you can also point your webcam at a whiteboard or use it like a document camera by pointing it at a pad of paper.

== What are the major differences between Zoom and Collaborate Ultra? ==

If you're already familiar with Collaborate Ultra, you will probably find Zoom very similar. There are a few differences, which are both pros and cons:

* Zoom has a different layout for the controls than Collaborate Ultra (but most of the same controls and tools; see below)
* Zoom does not support uploading and sharing files, only screen sharing; Collaborate Ultra supports both.
* Zoom has better bandwidth and can support more concurrent video feeds (and higher resolution) than Collaborate Ultra.
* Zoom allows you to save or store the "whiteboard" while Collaborate Ultra does not
* Zoom has better recording options than Collaborate Ultra (but not by much)
* You can pre-define breakout groups in Zoom, while you cannot do so in Collaborate Ultra
* You can pre-create polls in Zoom, while you cannot do so in Collaborate Ultra
* You can meet with people outside a class context using Zoom, while you cannot do so in Collaborate Ultra.
* Zoom requires students to download and run the Zoom Client, while Collaborate Ultra is in-browser.

There are few other differences, but for most teaching activities the above are the most important. As you can probably see, there's no clear "best" option; both have their pros and cons. You can find a very detailed comparison of the two systems [https://skylight.science.ubc.ca/lt/online-lectures on Science Skylight's AV support page].

* As of August 24, Zoom is now integrated into Canvas, which handles most of the authentication issues.

== How do I set up Zoom? ==

Zoom can be set up as a stand-alone product then integrated into Canvas, which runs through an application and web portal. The process to set up your Zoom account is as follows:

# Have UBC IT set up a UBC Zoom account for you
** '''Tip''': don't use a personal or free Zoom account; the UBC version has more features, and is supported by UBC IT.
# Configure your Zoom account using the Zoom Web Portal
# Create or schedule a meeting
# Broadcast

It's also a good idea to run some test sessions, and get used to the user interface so you feel more comfortable using Zoom.

=== Create a UBC Zoom Account ===

You can't sign up for a UBC Zoom account on your own; you need to have the AV helpdesk do it for you.
* Send them an email at [mailto:av.helpdesk@ubc.ca av.helpdesk@ubc.ca] with and include:
** The name of the course (or courses) you want to use Zoom with (and if they are larger than 300 students)
** Your UBC email address (your.name@ubc.ca)
** Your faculty
** Your department (or school)

After you've sent them an email, they'll send you a ticket, then after a couple of days you'll receive a confirmation email which will ask you to activate your Zoom account.
* Follow the instructions in this email to create a Zoom account
** '''Note''': your Zoom account is not tied to your UBC CWL, so don't reuse your passwords!
* This will then prompt you to also download and install the Zoom Client (a local application to help schedule and run meetings); do this
** If it doesn't prompt you to do so, you can download [www.zoom.us/download the latest Zoom client here].
* Log into the Zoom Client using your email and password.

You're now set-up with a UBC Zoom account; the next step is to configure your account and your settings.

=== Configure your Zoom Account ===

There are two ways to do this, either via the Zoom Client application or the Web Portal. We recommend using the Web Portal, since it offers you a more complete set of options than the application. You can access the Web Portal by visting [https://zoom.us/profile zoom.us/profile] and logging in with your password and email.

* First, make sure you change your profile picture and name, so that people will be able to recognize you even if your camera is not on.
* Next, configure your account by clicking on settings. We recommend enabling or choosing the following settings:

Under the ''Security'' and ''Schedule Meeting'' settings:
* Require a password when scheduling new meetings: ''on''
* Require a password for participants joining by phone: ''on''
* Embed password in invite link for on-click join: ''on''
** You may want to turn this off if you circulate your Zoom invitation publicly, or believe it may be.
* Enable personal meeting ID: ''on''
* Mute participants upon entry: ''on''

Under the ''In Meeting (Basic)'' settings:
* Chat: ''on''
* Private chat: ''on''
** You may also want to enable "auto-saving chats" if you rely on the chat for judging participation
* Co-host: ''on''
* Polling: ''on''
* Always show meeting control toolbar: ''on''
* Screen sharing: ''on'' but set to ''Host only''
* Whiteboard: ''on'' and ''allow saving of whiteboard content''
* Non-verbal feedback: ''on''
* Allow participants to rename themselves: ''on''

Under ''In Meeting (Advanced)'':
* Breakout room: ''on'' and check ''allow host to..."
* Closed captioning: ''on''
* Save captions: ''on''
* Virtual background: ''on'' and ''allow use of videos'' enabled
* Identify guest participants in the meeting/webinar: ''on''
* Use HTML format email for Outlook plugin: ''on''

Under email notifications, you can choose in which cases you'd like to receive emails; I usually enable all of these. Finally, under ''Other'', enable "Blur snapshot on iOS task switcher."

As you can see, there are a very large number of settings in Zoom. You can tweak some of them, to help you manage your course as you would like, but this should be a good basis for getting started. You can also change many of these within your Zoom Client or within a meeting itself; but it's best to arrange this ahead of time.

=== Canvas Integration ===

To enable Zoom in Canvas, go to "Settings > Navigation" then drag Zoom to the top section of the menu, then save. A "Zoom" item on the side-bar will now appear. This sidebar will allow you to schedule meetings for your course, and students can access the meeting by clicking on the Zoom menu item.

* This section also displays the cloud recording manager for Zoom, where you can publish or hide cloud lecture recordings.

=== Schedule a Zoom Meeting ===

You can create Zoom meeting either by using the Canvas, the Web Portal, or the Zoom Client; the only real difference is that the Web Portal and Canvas allow you to add polls directly, while the Client does not.

'''Using the Web Portal''':

* On the sidebar, select "Meetings" then "Schedule a New Meeting"
* This will bring up a window where you can add details about your meeting (including date and time), and tweak any settings.
** '''Note''': the setting will default to the choice made above, but you can also change them individually for each meeting
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Save" and your meeting will be scheduled.

This will then bring you to the Meeting management page, where you can see all the details of your meeting. The most important part is the invitation link: you provide this to individuals in order to join your meeting.
* If you scroll to the bottom, there is a section which says "Add polls"; this is where you can create iClicker-like polls (see below for details).

'''Using Canvas''':

All of your Zoom meetings are in the Zoom menu item, once it is enabled:
* Click "Schedule a New Meeting" on the top
* All of the next steps are the same as above under "Using the Web Portal"

'''Using the Zoom Client''':

If you're using the desktop Zoom client, the process is a little different.
* Open the Zoom Client application, then click "Schedule"
* This will bring up a window where you can add your details, like in the Web Portal, and tweak settings (under Advanced Options)
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Schedule" and your meeting will be scheduled.

This will then bring up a Zoom invitation window, where you can see all your meeting details. You can also now see this meeting in the Zoom Web Portal (and add polls, as above).

Regardless of which method you used, once you're happy with your meeting, you're ready to go. Click on the invitation link, or hit "start Meeting" to begin your Zoom meeting.

== How do I broadcast using Zoom? ==

Once you have joined the meeting, the main meeting window will open in the Zoom application. In Zoom, all of the meeting controls (called "Host Controls") are located along the bottom of your window. You can find [https://support.zoom.us/hc/en-us/articles/201362603-Host-Controls-in-a-Meeting Zoom's guide to host controls here], which has a video walkthrough. Going from left-to-right:

* Mute/unmute audio: which enables or disables your microphone.
** The small arrow lets you select a microphone, test your microphone, and configure other microphone-related settings.
* Show/hide video: which enables or disables your webcam
** The small arrows lets you change webcams, configure video settings, and display a virtual background (which hides your background).
* Security: which allows you to enable or disable different security features, such as allowing participant to share their screen.
* Participants: which shows or hides the participants sidebar, which lists all of the individuals in a meeting (see below).
** This also shows non-verbal communication tools, which appear in this tabe
* Chat: which shows or hides the chat tab (this nests with the participants tab if both are open).
* Share Screen: which allows you to share an application or screen on your computer
** The small arrows allows you to configure screen sharing settings
* Record: which allows you to record a copy of the meeting to your PC.
* Reactions: which allows students (or you!) to display non-verbal reactions on their profile card
* More: which includes breakout rooms and polls (see below)

The most important are the audio and video controls, and then the "share screen" options. Enabling audio and video will allow you to chat with students (and see you!), while the share screen options will allow you to share content (like slides, etc.) with students.

== How do I Share Content Using Zoom? ==

All content sharing in Zoom is done using the "Share Screen" button; this allows you to share an application or monitor attached to your computer to your Zoom meeting, like a video feed. For example, if you wanted to share some slides, you would open the the slides on your PC, then share the screen with the slide output with your students. When you click "Share Screen" it will bring up a set of options, both basic and advanced. On the basic tab, you will see (i) all of the screens attached to your PC, (ii) a whiteboard option, (iii) an iPhone/iPad option, and (iv) a lot of all the windows you currently have option on your PC. On the advanced tab, you will see options for a portion of your screen, a secondary camera, and audio only.

* The screen options will share your entire screen, including your PC user interface and any applications open on this PC. This is similar to connecting to a projector, in a second.
* ('''Recommended''') The window options (for each window) will ONLY share that window, and your mouse pointer interacting with it
* We will discuss the Whiteboard and iPhone/iPad options below

We recommend the window option, since you're less likely to accidentally share something you didn't want to, but a second screen works very well too. Once you've chosen what you want to share, hit "Share". You will see the content being display on your PC in a green outline, and a red "stop sharing" icon above. The main Zoom interface may become smaller (if you've enabled that feature). Your students can now see the different content.

=== Using the Zoom Whiteboard ===

Zoom has an integrated "drawing" whiteboard, which allows you (and/or your students) to draw and annotate on a white screen. This can be used as a tool for student engagement, or for sketching (if you have a PC or tablet that supports drawing). Basic drawing controls are at the top of the whiteboard, including the option to save the results and erase material.

=== iPad/iPhone Sharing ===

One excellent feature of Zoom is integrated iPad/iPhone screen sharing, without requiring either an adapter or an external application.
* Make sure your iPhone/iPad is on the same WiFi network as your PC, and neither is behind a VPN
* Select "iPhone/iPad" sharing; this will bring up a screen with instructions
** '''Note''': the first time you launch this, it may prompt you to install a plugin.
* On your iPhone/iPad, select screen mirroring from the control center, and then your Zoom device as the target

This will display exactly what is on your iPhone/iPad to the audience as content; you can use this with an Apple pencil like a document camera, or annotate slides using your favourite application.

=== Advanced Sharing ===

The main use for advanced sharing is the "secondary camera" option - which is designed for a document camera. If you've got a document camera, or have rigged up a homemade one using a basic web camera, this is the way to share this content without replacing your main video feed.

== Who do I Interact with Students Using Zoom? ==

Zoom has several different features for interacting with students. The two main ones are the chat and the non-verbal interaction tools.
* Using the chat, students can talk with your or with one another; for example if they have questions or want to discuss
* They can also click on the "reactions" on the main control menu, or on the non-verbal communication in the participant menu to send feedback; you can see these on their Zoom profiles or in the participants window.

This are an effective way to interact with students online. You can also use the partipants menu to unmute students, if they have a question; hover over their name, and select "unmute".

=== Using Zoom Polls ===

Zoom has a built-in iClicker-like system which allows you to create multiple choice style questions, then pose them to the audience. You can only create these via the Web Portal, by selecting your meetings, editing it, then click on "add Polls".
* You can find a detailed guide and video walk-through [https://support.zoom.us/hc/en-us/articles/213756303-Polling-for-meetings here].
* You can also save the poll results; but note that the responses will be based on the names of your Zoom meeting participants.
* You can create polls ahead of time and upload them as a CSV via the web portal or Canvas interface

=== Using Breakout Rooms ===

Zoom also allows you to create breakout rooms, which are little mini-meetings with a subset of the student in each meeting. This allows for small, in-group discussions or other activities.
* You can find a detailed guide and video walk-through [https://support.zoom.us/hc/en-us/articles/206476093-Enabling-breakout-rooms here].
* Groups can be either pre-defined, using the option in the Web Portal interface before the meeting, created manually, or created automatically using random assignment

It's generally a good idea to have a TA help out if you're using breakout rooms extensively in your sessions.

== Recording Using Zoom ==

Zoom offers two different recording options: to your personal computer, or (if using Canvas) to the cloud. The quality of both recordings are very similar.

* Cloud recordings are automatically processed and can be streamed from the Zoom menu item in Canvas
* Select the "cloud recordings" tab in the Zoom menu item to access and manage your recordings.
* To make them visible to students, switch the toggle to "Publish"
* Recordings take some time to process; Zoom will send you an email once it is ready
* Note that you (and students) can download the recordings from the cloud

If you record to your computer, Zoom will place a recording on your computer (usually under your documents > Zoom; you can find the location in the Zoom app under Settings > Recordings). You can then edit or upload this file to the service of your choosing.

== Overall ==

Zoom is a powerful webconferencing tool, which strikes a good balance between ease-of-use, flexibility, and teaching tools. Feel free to contact me if you have any questions or would like some help.
* You can email questions to ''jonathan.graves@ubc.ca'' or we can arrange an online or in-person tutorial. Let me know!

== Frequently Asked Questions ==

===Can my TAs use Zoom for office hours, labs, or tutorials?===
Yes, but you will have to schedule the meetings for your TAs unless they have your own Zoom account. In order to let them host the meetings, add them as "Alternative Hosts" when you set up your account.

===When I try to set up a camera (or microphone), it doesn't work===
For example, if you get a grey screen with a crossed out camera (or microphone) symbol. This indicates that Zoom can't detect or manage the device properly. First, try to restart your computer. If you have another camera (or microphone) you can use, try that instead. Finally, try uninstalling the device drivers, then reinstalling them. You might want to contact Arts ISIT for help with this!

===Can I use Zoom on an iPad?===
Yes! The interface is a little different, but you can do it. Try checking out Zoom's guide to host controls for iPad. For lecturing, iPads work best as a secondary device (where you draw or share slides) rather than as a main device.

===How can I test my set-up?===
Just schedule an individual meeting and test it out yourself. You can even join the meeting on another device (e.g. your phone) to test it out from a student's perspective as well.

== Other Links and Guides ==
* [https://skylight.science.ubc.ca/lt/guides/zoom UBC Skylight's Zoom Guide]
* [https://keepteaching.ubc.ca/lectures/ Keep Teaching UBC's Zoom and Lecture Guide]
* [https://it.umn.edu/services-technologies/how-tos/zoom-teach-online-class-sessions UMinn Zoom Guide - very comprehensive!]

Documentation:VSE Zoom

2020-08-25T21:49:25Z

JonathanGraves: /* Recording Using Zoom */ updates

Documentation:VSE Zoom

2020-08-25T21:45:48Z

JonathanGraves: /* What is Zoom? */ updates

== What is Zoom? ==

[https://zoom.us/ Zoom] is a lightweight browser or application-based video-conferencing tool, designed for online lectures, meetings, and other kinds of learning environments. It allows an instructor to create a live broadcast session, in which they can share content, audio, and video with large numbers of students using a simple web link. It also has tools which allow for video, audio, or text chat, iClicker-like pollings, and breakout groups. It is very similar to Skype, or Collaborate Ultra, but has a few key differences.

* '''Important Update''' as of August 24, 2020: UBC has now integrated Zoom into Canvas. Some of the guidance below has changed.

== What do I need to use Zoom? ==

[[File:Desksetup.png|thumb|Figure 0: A good desk set-up for broadcasting using Zoom]]

Since Zoom can run through a web browser or a small application, you can give an effective lecture with only a microphone and a reliable internet connection and computer. This is can be accomplished with just a regular laptop, if it has a decent quality webcam - for example, a Microsoft Surfacebook, or MacBook work well.
*'''Note:''' The browser-based Zoom works best in Google Chrome. If you are having browser issues (particularly using Safari on Mac), try switching browsers.

However, to most closely match the experience of lecturing in person (and get the most out of Zoom) I recommend having a set-up that includes (see Figure 0):

* A reliable internet connection (Item 2, in Figure 0: a wired connection is more reliable than WiFi)
* A microphone and headphones (Items 3 and 5: a set of headphones (Item 5), to minimize audio feedback, and a microphone built-into a webcam (Item 3))
* A good quality webcam (Item 3: a webcam with both audio and video).
* A computer set up with two monitors (Items 1 and 4, in Figure 0: Item 1 is a Microsoft Surfacebook, which allows for pen annotation using a stylus. Item 4 is a regular monitor, for the webcast controls.)

This is especially useful if your set-up includes a tablet-like display, such as an iPad, Microsoft Surface, document camera, or Wacom tablet which allows you to make free-hand annotations. This will allow you to use the primary monitor to control the webcast, and the secondary monitor to display and annotate content.

As an alternative to annotating slides, you can also point your webcam at a whiteboard or use it like a document camera by pointing it at a pad of paper.

== What are the major differences between Zoom and Collaborate Ultra? ==

If you're already familiar with Collaborate Ultra, you will probably find Zoom very similar. There are a few differences, which are both pros and cons:

* Zoom has a different layout for the controls than Collaborate Ultra (but most of the same controls and tools; see below)
* Zoom does not support uploading and sharing files, only screen sharing; Collaborate Ultra supports both.
* Zoom has better bandwidth and can support more concurrent video feeds (and higher resolution) than Collaborate Ultra.
* Zoom allows you to save or store the "whiteboard" while Collaborate Ultra does not
* Zoom has better recording options than Collaborate Ultra (but not by much)
* You can pre-define breakout groups in Zoom, while you cannot do so in Collaborate Ultra
* You can pre-create polls in Zoom, while you cannot do so in Collaborate Ultra
* You can meet with people outside a class context using Zoom, while you cannot do so in Collaborate Ultra.
* Zoom requires students to download and run the Zoom Client, while Collaborate Ultra is in-browser.

There are few other differences, but for most teaching activities the above are the most important. As you can probably see, there's no clear "best" option; both have their pros and cons. You can find a very detailed comparison of the two systems [https://skylight.science.ubc.ca/lt/online-lectures on Science Skylight's AV support page].

* As of August 24, Zoom is now integrated into Canvas, which handles most of the authentication issues.

== How do I set up Zoom? ==

Zoom can be set up as a stand-alone product then integrated into Canvas, which runs through an application and web portal. The process to set up your Zoom account is as follows:

# Have UBC IT set up a UBC Zoom account for you
** '''Tip''': don't use a personal or free Zoom account; the UBC version has more features, and is supported by UBC IT.
# Configure your Zoom account using the Zoom Web Portal
# Create or schedule a meeting
# Broadcast

It's also a good idea to run some test sessions, and get used to the user interface so you feel more comfortable using Zoom.

=== Create a UBC Zoom Account ===

You can't sign up for a UBC Zoom account on your own; you need to have the AV helpdesk do it for you.
* Send them an email at [mailto:av.helpdesk@ubc.ca av.helpdesk@ubc.ca] with and include:
** The name of the course (or courses) you want to use Zoom with (and if they are larger than 300 students)
** Your UBC email address (your.name@ubc.ca)
** Your faculty
** Your department (or school)

After you've sent them an email, they'll send you a ticket, then after a couple of days you'll receive a confirmation email which will ask you to activate your Zoom account.
* Follow the instructions in this email to create a Zoom account
** '''Note''': your Zoom account is not tied to your UBC CWL, so don't reuse your passwords!
* This will then prompt you to also download and install the Zoom Client (a local application to help schedule and run meetings); do this
** If it doesn't prompt you to do so, you can download [www.zoom.us/download the latest Zoom client here].
* Log into the Zoom Client using your email and password.

You're now set-up with a UBC Zoom account; the next step is to configure your account and your settings.

=== Configure your Zoom Account ===

There are two ways to do this, either via the Zoom Client application or the Web Portal. We recommend using the Web Portal, since it offers you a more complete set of options than the application. You can access the Web Portal by visting [https://zoom.us/profile zoom.us/profile] and logging in with your password and email.

* First, make sure you change your profile picture and name, so that people will be able to recognize you even if your camera is not on.
* Next, configure your account by clicking on settings. We recommend enabling or choosing the following settings:

Under the ''Security'' and ''Schedule Meeting'' settings:
* Require a password when scheduling new meetings: ''on''
* Require a password for participants joining by phone: ''on''
* Embed password in invite link for on-click join: ''on''
** You may want to turn this off if you circulate your Zoom invitation publicly, or believe it may be.
* Enable personal meeting ID: ''on''
* Mute participants upon entry: ''on''

Under the ''In Meeting (Basic)'' settings:
* Chat: ''on''
* Private chat: ''on''
** You may also want to enable "auto-saving chats" if you rely on the chat for judging participation
* Co-host: ''on''
* Polling: ''on''
* Always show meeting control toolbar: ''on''
* Screen sharing: ''on'' but set to ''Host only''
* Whiteboard: ''on'' and ''allow saving of whiteboard content''
* Non-verbal feedback: ''on''
* Allow participants to rename themselves: ''on''

Under ''In Meeting (Advanced)'':
* Breakout room: ''on'' and check ''allow host to..."
* Closed captioning: ''on''
* Save captions: ''on''
* Virtual background: ''on'' and ''allow use of videos'' enabled
* Identify guest participants in the meeting/webinar: ''on''
* Use HTML format email for Outlook plugin: ''on''

Under email notifications, you can choose in which cases you'd like to receive emails; I usually enable all of these. Finally, under ''Other'', enable "Blur snapshot on iOS task switcher."

As you can see, there are a very large number of settings in Zoom. You can tweak some of them, to help you manage your course as you would like, but this should be a good basis for getting started. You can also change many of these within your Zoom Client or within a meeting itself; but it's best to arrange this ahead of time.

=== Canvas Integration ===

To enable Zoom in Canvas, go to "Settings > Navigation" then drag Zoom to the top section of the menu, then save. A "Zoom" item on the side-bar will now appear. This sidebar will allow you to schedule meetings for your course, and students can access the meeting by clicking on the Zoom menu item.

* This section also displays the cloud recording manager for Zoom, where you can publish or hide cloud lecture recordings.

=== Schedule a Zoom Meeting ===

You can create Zoom meeting either by using the Canvas, the Web Portal, or the Zoom Client; the only real difference is that the Web Portal and Canvas allow you to add polls directly, while the Client does not.

'''Using the Web Portal''':

* On the sidebar, select "Meetings" then "Schedule a New Meeting"
* This will bring up a window where you can add details about your meeting (including date and time), and tweak any settings.
** '''Note''': the setting will default to the choice made above, but you can also change them individually for each meeting
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Save" and your meeting will be scheduled.

This will then bring you to the Meeting management page, where you can see all the details of your meeting. The most important part is the invitation link: you provide this to individuals in order to join your meeting.
* If you scroll to the bottom, there is a section which says "Add polls"; this is where you can create iClicker-like polls (see below for details).

'''Using Canvas''':

All of your Zoom meetings are in the Zoom menu item, once it is enabled:
* Click "Schedule a New Meeting" on the top
* All of the next steps are the same as above under "Using the Web Portal"

'''Using the Zoom Client''':

If you're using the desktop Zoom client, the process is a little different.
* Open the Zoom Client application, then click "Schedule"
* This will bring up a window where you can add your details, like in the Web Portal, and tweak settings (under Advanced Options)
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Schedule" and your meeting will be scheduled.

This will then bring up a Zoom invitation window, where you can see all your meeting details. You can also now see this meeting in the Zoom Web Portal (and add polls, as above).

Regardless of which method you used, once you're happy with your meeting, you're ready to go. Click on the invitation link, or hit "start Meeting" to begin your Zoom meeting.

== How do I broadcast using Zoom? ==

Once you have joined the meeting, the main meeting window will open in the Zoom application. In Zoom, all of the meeting controls (called "Host Controls") are located along the bottom of your window. You can find [https://support.zoom.us/hc/en-us/articles/201362603-Host-Controls-in-a-Meeting Zoom's guide to host controls here], which has a video walkthrough. Going from left-to-right:

* Mute/unmute audio: which enables or disables your microphone.
** The small arrow lets you select a microphone, test your microphone, and configure other microphone-related settings.
* Show/hide video: which enables or disables your webcam
** The small arrows lets you change webcams, configure video settings, and display a virtual background (which hides your background).
* Security: which allows you to enable or disable different security features, such as allowing participant to share their screen.
* Participants: which shows or hides the participants sidebar, which lists all of the individuals in a meeting (see below).
** This also shows non-verbal communication tools, which appear in this tabe
* Chat: which shows or hides the chat tab (this nests with the participants tab if both are open).
* Share Screen: which allows you to share an application or screen on your computer
** The small arrows allows you to configure screen sharing settings
* Record: which allows you to record a copy of the meeting to your PC.
* Reactions: which allows students (or you!) to display non-verbal reactions on their profile card
* More: which includes breakout rooms and polls (see below)

The most important are the audio and video controls, and then the "share screen" options. Enabling audio and video will allow you to chat with students (and see you!), while the share screen options will allow you to share content (like slides, etc.) with students.

== How do I Share Content Using Zoom? ==

All content sharing in Zoom is done using the "Share Screen" button; this allows you to share an application or monitor attached to your computer to your Zoom meeting, like a video feed. For example, if you wanted to share some slides, you would open the the slides on your PC, then share the screen with the slide output with your students. When you click "Share Screen" it will bring up a set of options, both basic and advanced. On the basic tab, you will see (i) all of the screens attached to your PC, (ii) a whiteboard option, (iii) an iPhone/iPad option, and (iv) a lot of all the windows you currently have option on your PC. On the advanced tab, you will see options for a portion of your screen, a secondary camera, and audio only.

* The screen options will share your entire screen, including your PC user interface and any applications open on this PC. This is similar to connecting to a projector, in a second.
* ('''Recommended''') The window options (for each window) will ONLY share that window, and your mouse pointer interacting with it
* We will discuss the Whiteboard and iPhone/iPad options below

We recommend the window option, since you're less likely to accidentally share something you didn't want to, but a second screen works very well too. Once you've chosen what you want to share, hit "Share". You will see the content being display on your PC in a green outline, and a red "stop sharing" icon above. The main Zoom interface may become smaller (if you've enabled that feature). Your students can now see the different content.

=== Using the Zoom Whiteboard ===

Zoom has an integrated "drawing" whiteboard, which allows you (and/or your students) to draw and annotate on a white screen. This can be used as a tool for student engagement, or for sketching (if you have a PC or tablet that supports drawing). Basic drawing controls are at the top of the whiteboard, including the option to save the results and erase material.

=== iPad/iPhone Sharing ===

One excellent feature of Zoom is integrated iPad/iPhone screen sharing, without requiring either an adapter or an external application.
* Make sure your iPhone/iPad is on the same WiFi network as your PC, and neither is behind a VPN
* Select "iPhone/iPad" sharing; this will bring up a screen with instructions
** '''Note''': the first time you launch this, it may prompt you to install a plugin.
* On your iPhone/iPad, select screen mirroring from the control center, and then your Zoom device as the target

This will display exactly what is on your iPhone/iPad to the audience as content; you can use this with an Apple pencil like a document camera, or annotate slides using your favourite application.

=== Advanced Sharing ===

The main use for advanced sharing is the "secondary camera" option - which is designed for a document camera. If you've got a document camera, or have rigged up a homemade one using a basic web camera, this is the way to share this content without replacing your main video feed.

== Who do I Interact with Students Using Zoom? ==

Zoom has several different features for interacting with students. The two main ones are the chat and the non-verbal interaction tools.
* Using the chat, students can talk with your or with one another; for example if they have questions or want to discuss
* They can also click on the "reactions" on the main control menu, or on the non-verbal communication in the participant menu to send feedback; you can see these on their Zoom profiles or in the participants window.

This are an effective way to interact with students online. You can also use the partipants menu to unmute students, if they have a question; hover over their name, and select "unmute".

=== Using Zoom Polls ===

Zoom has a built-in iClicker-like system which allows you to create multiple choice style questions, then pose them to the audience. You can only create these via the Web Portal, by selecting your meetings, editing it, then click on "add Polls".
* You can find a detailed guide and video walk-through [https://support.zoom.us/hc/en-us/articles/213756303-Polling-for-meetings here].
* You can also save the poll results; but note that the responses will be based on the names of your Zoom meeting participants.
* You can create polls ahead of time and upload them as a CSV via the web portal or Canvas interface

=== Using Breakout Rooms ===

Zoom also allows you to create breakout rooms, which are little mini-meetings with a subset of the student in each meeting. This allows for small, in-group discussions or other activities.
* You can find a detailed guide and video walk-through [https://support.zoom.us/hc/en-us/articles/206476093-Enabling-breakout-rooms here].
* Groups can be either pre-defined, using the option in the Web Portal interface before the meeting, created manually, or created automatically using random assignment

It's generally a good idea to have a TA help out if you're using breakout rooms extensively in your sessions.

== Recording Using Zoom ==

Zoom offers two different recording options: to your personal computer, or (if using Canvas) to the cloud. The quality of both recordings are very similar.

* Cloud recordings are automatically processed and can be streamed from the Zoom menu item in Canvas
* Select the "cloud recordings" tab in the Zoom menu item to access and manage your recordings.
* To make them visible to students, switch the toggle to "Publish"

If you record to your computer, Zoom will place a recording on your computer (usually under your documents > Zoom; you can find the location in the Zoom app under Settings > Recordings). You can then edit or upload this file to the service of your choosing.

== Overall ==

Zoom is a powerful webconferencing tool, which strikes a good balance between ease-of-use, flexibility, and teaching tools. Feel free to contact me if you have any questions or would like some help.
* You can email questions to ''jonathan.graves@ubc.ca'' or we can arrange an online or in-person tutorial. Let me know!

== Frequently Asked Questions ==

===Can my TAs use Zoom for office hours, labs, or tutorials?===
Yes, but you will have to schedule the meetings for your TAs unless they have your own Zoom account. In order to let them host the meetings, add them as "Alternative Hosts" when you set up your account.

===When I try to set up a camera (or microphone), it doesn't work===
For example, if you get a grey screen with a crossed out camera (or microphone) symbol. This indicates that Zoom can't detect or manage the device properly. First, try to restart your computer. If you have another camera (or microphone) you can use, try that instead. Finally, try uninstalling the device drivers, then reinstalling them. You might want to contact Arts ISIT for help with this!

===Can I use Zoom on an iPad?===
Yes! The interface is a little different, but you can do it. Try checking out Zoom's guide to host controls for iPad. For lecturing, iPads work best as a secondary device (where you draw or share slides) rather than as a main device.

===How can I test my set-up?===
Just schedule an individual meeting and test it out yourself. You can even join the meeting on another device (e.g. your phone) to test it out from a student's perspective as well.

== Other Links and Guides ==
* [https://skylight.science.ubc.ca/lt/guides/zoom UBC Skylight's Zoom Guide]
* [https://keepteaching.ubc.ca/lectures/ Keep Teaching UBC's Zoom and Lecture Guide]
* [https://it.umn.edu/services-technologies/how-tos/zoom-teach-online-class-sessions UMinn Zoom Guide - very comprehensive!]

Documentation:VSE Zoom

2020-08-25T21:45:01Z

JonathanGraves: /* Overall */ updates

== What is Zoom? ==

[https://zoom.us/ Zoom] is a lightweight browser or application-based video-conferencing tool, designed for online lectures, meetings, and other kinds of learning environments. It allows an instructor to create a live broadcast session, in which they can share content, audio, and video with large numbers of students using a simple web link. It also has tools which allow for video, audio, or text chat, iClicker-like pollings, and breakout groups. It is very similar to Skype, or Collaborate Ultra, but has a few key differences.

== What do I need to use Zoom? ==

[[File:Desksetup.png|thumb|Figure 0: A good desk set-up for broadcasting using Zoom]]

Since Zoom can run through a web browser or a small application, you can give an effective lecture with only a microphone and a reliable internet connection and computer. This is can be accomplished with just a regular laptop, if it has a decent quality webcam - for example, a Microsoft Surfacebook, or MacBook work well.
*'''Note:''' The browser-based Zoom works best in Google Chrome. If you are having browser issues (particularly using Safari on Mac), try switching browsers.

However, to most closely match the experience of lecturing in person (and get the most out of Zoom) I recommend having a set-up that includes (see Figure 0):

* A reliable internet connection (Item 2, in Figure 0: a wired connection is more reliable than WiFi)
* A microphone and headphones (Items 3 and 5: a set of headphones (Item 5), to minimize audio feedback, and a microphone built-into a webcam (Item 3))
* A good quality webcam (Item 3: a webcam with both audio and video).
* A computer set up with two monitors (Items 1 and 4, in Figure 0: Item 1 is a Microsoft Surfacebook, which allows for pen annotation using a stylus. Item 4 is a regular monitor, for the webcast controls.)

This is especially useful if your set-up includes a tablet-like display, such as an iPad, Microsoft Surface, document camera, or Wacom tablet which allows you to make free-hand annotations. This will allow you to use the primary monitor to control the webcast, and the secondary monitor to display and annotate content.

As an alternative to annotating slides, you can also point your webcam at a whiteboard or use it like a document camera by pointing it at a pad of paper.

== What are the major differences between Zoom and Collaborate Ultra? ==

If you're already familiar with Collaborate Ultra, you will probably find Zoom very similar. There are a few differences, which are both pros and cons:

* Zoom has a different layout for the controls than Collaborate Ultra (but most of the same controls and tools; see below)
* Zoom does not support uploading and sharing files, only screen sharing; Collaborate Ultra supports both.
* Zoom has better bandwidth and can support more concurrent video feeds (and higher resolution) than Collaborate Ultra.
* Zoom allows you to save or store the "whiteboard" while Collaborate Ultra does not
* Zoom has better recording options than Collaborate Ultra (but not by much)
* You can pre-define breakout groups in Zoom, while you cannot do so in Collaborate Ultra
* You can pre-create polls in Zoom, while you cannot do so in Collaborate Ultra
* You can meet with people outside a class context using Zoom, while you cannot do so in Collaborate Ultra.
* Zoom requires students to download and run the Zoom Client, while Collaborate Ultra is in-browser.

There are few other differences, but for most teaching activities the above are the most important. As you can probably see, there's no clear "best" option; both have their pros and cons. You can find a very detailed comparison of the two systems [https://skylight.science.ubc.ca/lt/online-lectures on Science Skylight's AV support page].

* As of August 24, Zoom is now integrated into Canvas, which handles most of the authentication issues.

== How do I set up Zoom? ==

Zoom can be set up as a stand-alone product then integrated into Canvas, which runs through an application and web portal. The process to set up your Zoom account is as follows:

# Have UBC IT set up a UBC Zoom account for you
** '''Tip''': don't use a personal or free Zoom account; the UBC version has more features, and is supported by UBC IT.
# Configure your Zoom account using the Zoom Web Portal
# Create or schedule a meeting
# Broadcast

It's also a good idea to run some test sessions, and get used to the user interface so you feel more comfortable using Zoom.

=== Create a UBC Zoom Account ===

You can't sign up for a UBC Zoom account on your own; you need to have the AV helpdesk do it for you.
* Send them an email at [mailto:av.helpdesk@ubc.ca av.helpdesk@ubc.ca] with and include:
** The name of the course (or courses) you want to use Zoom with (and if they are larger than 300 students)
** Your UBC email address (your.name@ubc.ca)
** Your faculty
** Your department (or school)

After you've sent them an email, they'll send you a ticket, then after a couple of days you'll receive a confirmation email which will ask you to activate your Zoom account.
* Follow the instructions in this email to create a Zoom account
** '''Note''': your Zoom account is not tied to your UBC CWL, so don't reuse your passwords!
* This will then prompt you to also download and install the Zoom Client (a local application to help schedule and run meetings); do this
** If it doesn't prompt you to do so, you can download [www.zoom.us/download the latest Zoom client here].
* Log into the Zoom Client using your email and password.

You're now set-up with a UBC Zoom account; the next step is to configure your account and your settings.

=== Configure your Zoom Account ===

There are two ways to do this, either via the Zoom Client application or the Web Portal. We recommend using the Web Portal, since it offers you a more complete set of options than the application. You can access the Web Portal by visting [https://zoom.us/profile zoom.us/profile] and logging in with your password and email.

* First, make sure you change your profile picture and name, so that people will be able to recognize you even if your camera is not on.
* Next, configure your account by clicking on settings. We recommend enabling or choosing the following settings:

Under the ''Security'' and ''Schedule Meeting'' settings:
* Require a password when scheduling new meetings: ''on''
* Require a password for participants joining by phone: ''on''
* Embed password in invite link for on-click join: ''on''
** You may want to turn this off if you circulate your Zoom invitation publicly, or believe it may be.
* Enable personal meeting ID: ''on''
* Mute participants upon entry: ''on''

Under the ''In Meeting (Basic)'' settings:
* Chat: ''on''
* Private chat: ''on''
** You may also want to enable "auto-saving chats" if you rely on the chat for judging participation
* Co-host: ''on''
* Polling: ''on''
* Always show meeting control toolbar: ''on''
* Screen sharing: ''on'' but set to ''Host only''
* Whiteboard: ''on'' and ''allow saving of whiteboard content''
* Non-verbal feedback: ''on''
* Allow participants to rename themselves: ''on''

Under ''In Meeting (Advanced)'':
* Breakout room: ''on'' and check ''allow host to..."
* Closed captioning: ''on''
* Save captions: ''on''
* Virtual background: ''on'' and ''allow use of videos'' enabled
* Identify guest participants in the meeting/webinar: ''on''
* Use HTML format email for Outlook plugin: ''on''

Under email notifications, you can choose in which cases you'd like to receive emails; I usually enable all of these. Finally, under ''Other'', enable "Blur snapshot on iOS task switcher."

As you can see, there are a very large number of settings in Zoom. You can tweak some of them, to help you manage your course as you would like, but this should be a good basis for getting started. You can also change many of these within your Zoom Client or within a meeting itself; but it's best to arrange this ahead of time.

=== Canvas Integration ===

To enable Zoom in Canvas, go to "Settings > Navigation" then drag Zoom to the top section of the menu, then save. A "Zoom" item on the side-bar will now appear. This sidebar will allow you to schedule meetings for your course, and students can access the meeting by clicking on the Zoom menu item.

* This section also displays the cloud recording manager for Zoom, where you can publish or hide cloud lecture recordings.

=== Schedule a Zoom Meeting ===

You can create Zoom meeting either by using the Canvas, the Web Portal, or the Zoom Client; the only real difference is that the Web Portal and Canvas allow you to add polls directly, while the Client does not.

'''Using the Web Portal''':

* On the sidebar, select "Meetings" then "Schedule a New Meeting"
* This will bring up a window where you can add details about your meeting (including date and time), and tweak any settings.
** '''Note''': the setting will default to the choice made above, but you can also change them individually for each meeting
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Save" and your meeting will be scheduled.

This will then bring you to the Meeting management page, where you can see all the details of your meeting. The most important part is the invitation link: you provide this to individuals in order to join your meeting.
* If you scroll to the bottom, there is a section which says "Add polls"; this is where you can create iClicker-like polls (see below for details).

'''Using Canvas''':

All of your Zoom meetings are in the Zoom menu item, once it is enabled:
* Click "Schedule a New Meeting" on the top
* All of the next steps are the same as above under "Using the Web Portal"

'''Using the Zoom Client''':

If you're using the desktop Zoom client, the process is a little different.
* Open the Zoom Client application, then click "Schedule"
* This will bring up a window where you can add your details, like in the Web Portal, and tweak settings (under Advanced Options)
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Schedule" and your meeting will be scheduled.

This will then bring up a Zoom invitation window, where you can see all your meeting details. You can also now see this meeting in the Zoom Web Portal (and add polls, as above).

Regardless of which method you used, once you're happy with your meeting, you're ready to go. Click on the invitation link, or hit "start Meeting" to begin your Zoom meeting.

== How do I broadcast using Zoom? ==

Once you have joined the meeting, the main meeting window will open in the Zoom application. In Zoom, all of the meeting controls (called "Host Controls") are located along the bottom of your window. You can find [https://support.zoom.us/hc/en-us/articles/201362603-Host-Controls-in-a-Meeting Zoom's guide to host controls here], which has a video walkthrough. Going from left-to-right:

* Mute/unmute audio: which enables or disables your microphone.
** The small arrow lets you select a microphone, test your microphone, and configure other microphone-related settings.
* Show/hide video: which enables or disables your webcam
** The small arrows lets you change webcams, configure video settings, and display a virtual background (which hides your background).
* Security: which allows you to enable or disable different security features, such as allowing participant to share their screen.
* Participants: which shows or hides the participants sidebar, which lists all of the individuals in a meeting (see below).
** This also shows non-verbal communication tools, which appear in this tabe
* Chat: which shows or hides the chat tab (this nests with the participants tab if both are open).
* Share Screen: which allows you to share an application or screen on your computer
** The small arrows allows you to configure screen sharing settings
* Record: which allows you to record a copy of the meeting to your PC.
* Reactions: which allows students (or you!) to display non-verbal reactions on their profile card
* More: which includes breakout rooms and polls (see below)

The most important are the audio and video controls, and then the "share screen" options. Enabling audio and video will allow you to chat with students (and see you!), while the share screen options will allow you to share content (like slides, etc.) with students.

== How do I Share Content Using Zoom? ==

All content sharing in Zoom is done using the "Share Screen" button; this allows you to share an application or monitor attached to your computer to your Zoom meeting, like a video feed. For example, if you wanted to share some slides, you would open the the slides on your PC, then share the screen with the slide output with your students. When you click "Share Screen" it will bring up a set of options, both basic and advanced. On the basic tab, you will see (i) all of the screens attached to your PC, (ii) a whiteboard option, (iii) an iPhone/iPad option, and (iv) a lot of all the windows you currently have option on your PC. On the advanced tab, you will see options for a portion of your screen, a secondary camera, and audio only.

* The screen options will share your entire screen, including your PC user interface and any applications open on this PC. This is similar to connecting to a projector, in a second.
* ('''Recommended''') The window options (for each window) will ONLY share that window, and your mouse pointer interacting with it
* We will discuss the Whiteboard and iPhone/iPad options below

We recommend the window option, since you're less likely to accidentally share something you didn't want to, but a second screen works very well too. Once you've chosen what you want to share, hit "Share". You will see the content being display on your PC in a green outline, and a red "stop sharing" icon above. The main Zoom interface may become smaller (if you've enabled that feature). Your students can now see the different content.

=== Using the Zoom Whiteboard ===

Zoom has an integrated "drawing" whiteboard, which allows you (and/or your students) to draw and annotate on a white screen. This can be used as a tool for student engagement, or for sketching (if you have a PC or tablet that supports drawing). Basic drawing controls are at the top of the whiteboard, including the option to save the results and erase material.

=== iPad/iPhone Sharing ===

One excellent feature of Zoom is integrated iPad/iPhone screen sharing, without requiring either an adapter or an external application.
* Make sure your iPhone/iPad is on the same WiFi network as your PC, and neither is behind a VPN
* Select "iPhone/iPad" sharing; this will bring up a screen with instructions
** '''Note''': the first time you launch this, it may prompt you to install a plugin.
* On your iPhone/iPad, select screen mirroring from the control center, and then your Zoom device as the target

This will display exactly what is on your iPhone/iPad to the audience as content; you can use this with an Apple pencil like a document camera, or annotate slides using your favourite application.

=== Advanced Sharing ===

The main use for advanced sharing is the "secondary camera" option - which is designed for a document camera. If you've got a document camera, or have rigged up a homemade one using a basic web camera, this is the way to share this content without replacing your main video feed.

== Who do I Interact with Students Using Zoom? ==

Zoom has several different features for interacting with students. The two main ones are the chat and the non-verbal interaction tools.
* Using the chat, students can talk with your or with one another; for example if they have questions or want to discuss
* They can also click on the "reactions" on the main control menu, or on the non-verbal communication in the participant menu to send feedback; you can see these on their Zoom profiles or in the participants window.

This are an effective way to interact with students online. You can also use the partipants menu to unmute students, if they have a question; hover over their name, and select "unmute".

=== Using Zoom Polls ===

Zoom has a built-in iClicker-like system which allows you to create multiple choice style questions, then pose them to the audience. You can only create these via the Web Portal, by selecting your meetings, editing it, then click on "add Polls".
* You can find a detailed guide and video walk-through [https://support.zoom.us/hc/en-us/articles/213756303-Polling-for-meetings here].
* You can also save the poll results; but note that the responses will be based on the names of your Zoom meeting participants.
* You can create polls ahead of time and upload them as a CSV via the web portal or Canvas interface

=== Using Breakout Rooms ===

Zoom also allows you to create breakout rooms, which are little mini-meetings with a subset of the student in each meeting. This allows for small, in-group discussions or other activities.
* You can find a detailed guide and video walk-through [https://support.zoom.us/hc/en-us/articles/206476093-Enabling-breakout-rooms here].
* Groups can be either pre-defined, using the option in the Web Portal interface before the meeting, created manually, or created automatically using random assignment

It's generally a good idea to have a TA help out if you're using breakout rooms extensively in your sessions.

== Recording Using Zoom ==

Zoom offers two different recording options: to your personal computer, or (if using Canvas) to the cloud. The quality of both recordings are very similar.

* Cloud recordings are automatically processed and can be streamed from the Zoom menu item in Canvas
* Select the "cloud recordings" tab in the Zoom menu item to access and manage your recordings.
* To make them visible to students, switch the toggle to "Publish"

If you record to your computer, Zoom will place a recording on your computer (usually under your documents > Zoom; you can find the location in the Zoom app under Settings > Recordings). You can then edit or upload this file to the service of your choosing.

== Overall ==

Zoom is a powerful webconferencing tool, which strikes a good balance between ease-of-use, flexibility, and teaching tools. Feel free to contact me if you have any questions or would like some help.
* You can email questions to ''jonathan.graves@ubc.ca'' or we can arrange an online or in-person tutorial. Let me know!

== Frequently Asked Questions ==

===Can my TAs use Zoom for office hours, labs, or tutorials?===
Yes, but you will have to schedule the meetings for your TAs unless they have your own Zoom account. In order to let them host the meetings, add them as "Alternative Hosts" when you set up your account.

===When I try to set up a camera (or microphone), it doesn't work===
For example, if you get a grey screen with a crossed out camera (or microphone) symbol. This indicates that Zoom can't detect or manage the device properly. First, try to restart your computer. If you have another camera (or microphone) you can use, try that instead. Finally, try uninstalling the device drivers, then reinstalling them. You might want to contact Arts ISIT for help with this!

===Can I use Zoom on an iPad?===
Yes! The interface is a little different, but you can do it. Try checking out Zoom's guide to host controls for iPad. For lecturing, iPads work best as a secondary device (where you draw or share slides) rather than as a main device.

===How can I test my set-up?===
Just schedule an individual meeting and test it out yourself. You can even join the meeting on another device (e.g. your phone) to test it out from a student's perspective as well.

== Other Links and Guides ==
* [https://skylight.science.ubc.ca/lt/guides/zoom UBC Skylight's Zoom Guide]
* [https://keepteaching.ubc.ca/lectures/ Keep Teaching UBC's Zoom and Lecture Guide]
* [https://it.umn.edu/services-technologies/how-tos/zoom-teach-online-class-sessions UMinn Zoom Guide - very comprehensive!]

Documentation:VSE Zoom

2020-08-25T21:36:37Z

JonathanGraves: /* Using Zoom Polls */ updates

== What is Zoom? ==

[https://zoom.us/ Zoom] is a lightweight browser or application-based video-conferencing tool, designed for online lectures, meetings, and other kinds of learning environments. It allows an instructor to create a live broadcast session, in which they can share content, audio, and video with large numbers of students using a simple web link. It also has tools which allow for video, audio, or text chat, iClicker-like pollings, and breakout groups. It is very similar to Skype, or Collaborate Ultra, but has a few key differences.

== What do I need to use Zoom? ==

[[File:Desksetup.png|thumb|Figure 0: A good desk set-up for broadcasting using Zoom]]

Since Zoom can run through a web browser or a small application, you can give an effective lecture with only a microphone and a reliable internet connection and computer. This is can be accomplished with just a regular laptop, if it has a decent quality webcam - for example, a Microsoft Surfacebook, or MacBook work well.
*'''Note:''' The browser-based Zoom works best in Google Chrome. If you are having browser issues (particularly using Safari on Mac), try switching browsers.

However, to most closely match the experience of lecturing in person (and get the most out of Zoom) I recommend having a set-up that includes (see Figure 0):

* A reliable internet connection (Item 2, in Figure 0: a wired connection is more reliable than WiFi)
* A microphone and headphones (Items 3 and 5: a set of headphones (Item 5), to minimize audio feedback, and a microphone built-into a webcam (Item 3))
* A good quality webcam (Item 3: a webcam with both audio and video).
* A computer set up with two monitors (Items 1 and 4, in Figure 0: Item 1 is a Microsoft Surfacebook, which allows for pen annotation using a stylus. Item 4 is a regular monitor, for the webcast controls.)

This is especially useful if your set-up includes a tablet-like display, such as an iPad, Microsoft Surface, document camera, or Wacom tablet which allows you to make free-hand annotations. This will allow you to use the primary monitor to control the webcast, and the secondary monitor to display and annotate content.

As an alternative to annotating slides, you can also point your webcam at a whiteboard or use it like a document camera by pointing it at a pad of paper.

== What are the major differences between Zoom and Collaborate Ultra? ==

If you're already familiar with Collaborate Ultra, you will probably find Zoom very similar. There are a few differences, which are both pros and cons:

* Zoom has a different layout for the controls than Collaborate Ultra (but most of the same controls and tools; see below)
* Zoom does not support uploading and sharing files, only screen sharing; Collaborate Ultra supports both.
* Zoom has better bandwidth and can support more concurrent video feeds (and higher resolution) than Collaborate Ultra.
* Zoom allows you to save or store the "whiteboard" while Collaborate Ultra does not
* Zoom has better recording options than Collaborate Ultra (but not by much)
* You can pre-define breakout groups in Zoom, while you cannot do so in Collaborate Ultra
* You can pre-create polls in Zoom, while you cannot do so in Collaborate Ultra
* You can meet with people outside a class context using Zoom, while you cannot do so in Collaborate Ultra.
* Zoom requires students to download and run the Zoom Client, while Collaborate Ultra is in-browser.

There are few other differences, but for most teaching activities the above are the most important. As you can probably see, there's no clear "best" option; both have their pros and cons. You can find a very detailed comparison of the two systems [https://skylight.science.ubc.ca/lt/online-lectures on Science Skylight's AV support page].

* As of August 24, Zoom is now integrated into Canvas, which handles most of the authentication issues.

== How do I set up Zoom? ==

Zoom can be set up as a stand-alone product then integrated into Canvas, which runs through an application and web portal. The process to set up your Zoom account is as follows:

# Have UBC IT set up a UBC Zoom account for you
** '''Tip''': don't use a personal or free Zoom account; the UBC version has more features, and is supported by UBC IT.
# Configure your Zoom account using the Zoom Web Portal
# Create or schedule a meeting
# Broadcast

It's also a good idea to run some test sessions, and get used to the user interface so you feel more comfortable using Zoom.

=== Create a UBC Zoom Account ===

You can't sign up for a UBC Zoom account on your own; you need to have the AV helpdesk do it for you.
* Send them an email at [mailto:av.helpdesk@ubc.ca av.helpdesk@ubc.ca] with and include:
** The name of the course (or courses) you want to use Zoom with (and if they are larger than 300 students)
** Your UBC email address (your.name@ubc.ca)
** Your faculty
** Your department (or school)

After you've sent them an email, they'll send you a ticket, then after a couple of days you'll receive a confirmation email which will ask you to activate your Zoom account.
* Follow the instructions in this email to create a Zoom account
** '''Note''': your Zoom account is not tied to your UBC CWL, so don't reuse your passwords!
* This will then prompt you to also download and install the Zoom Client (a local application to help schedule and run meetings); do this
** If it doesn't prompt you to do so, you can download [www.zoom.us/download the latest Zoom client here].
* Log into the Zoom Client using your email and password.

You're now set-up with a UBC Zoom account; the next step is to configure your account and your settings.

=== Configure your Zoom Account ===

There are two ways to do this, either via the Zoom Client application or the Web Portal. We recommend using the Web Portal, since it offers you a more complete set of options than the application. You can access the Web Portal by visting [https://zoom.us/profile zoom.us/profile] and logging in with your password and email.

* First, make sure you change your profile picture and name, so that people will be able to recognize you even if your camera is not on.
* Next, configure your account by clicking on settings. We recommend enabling or choosing the following settings:

Under the ''Security'' and ''Schedule Meeting'' settings:
* Require a password when scheduling new meetings: ''on''
* Require a password for participants joining by phone: ''on''
* Embed password in invite link for on-click join: ''on''
** You may want to turn this off if you circulate your Zoom invitation publicly, or believe it may be.
* Enable personal meeting ID: ''on''
* Mute participants upon entry: ''on''

Under the ''In Meeting (Basic)'' settings:
* Chat: ''on''
* Private chat: ''on''
** You may also want to enable "auto-saving chats" if you rely on the chat for judging participation
* Co-host: ''on''
* Polling: ''on''
* Always show meeting control toolbar: ''on''
* Screen sharing: ''on'' but set to ''Host only''
* Whiteboard: ''on'' and ''allow saving of whiteboard content''
* Non-verbal feedback: ''on''
* Allow participants to rename themselves: ''on''

Under ''In Meeting (Advanced)'':
* Breakout room: ''on'' and check ''allow host to..."
* Closed captioning: ''on''
* Save captions: ''on''
* Virtual background: ''on'' and ''allow use of videos'' enabled
* Identify guest participants in the meeting/webinar: ''on''
* Use HTML format email for Outlook plugin: ''on''

Under email notifications, you can choose in which cases you'd like to receive emails; I usually enable all of these. Finally, under ''Other'', enable "Blur snapshot on iOS task switcher."

As you can see, there are a very large number of settings in Zoom. You can tweak some of them, to help you manage your course as you would like, but this should be a good basis for getting started. You can also change many of these within your Zoom Client or within a meeting itself; but it's best to arrange this ahead of time.

=== Canvas Integration ===

To enable Zoom in Canvas, go to "Settings > Navigation" then drag Zoom to the top section of the menu, then save. A "Zoom" item on the side-bar will now appear. This sidebar will allow you to schedule meetings for your course, and students can access the meeting by clicking on the Zoom menu item.

* This section also displays the cloud recording manager for Zoom, where you can publish or hide cloud lecture recordings.

=== Schedule a Zoom Meeting ===

You can create Zoom meeting either by using the Canvas, the Web Portal, or the Zoom Client; the only real difference is that the Web Portal and Canvas allow you to add polls directly, while the Client does not.

'''Using the Web Portal''':

* On the sidebar, select "Meetings" then "Schedule a New Meeting"
* This will bring up a window where you can add details about your meeting (including date and time), and tweak any settings.
** '''Note''': the setting will default to the choice made above, but you can also change them individually for each meeting
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Save" and your meeting will be scheduled.

This will then bring you to the Meeting management page, where you can see all the details of your meeting. The most important part is the invitation link: you provide this to individuals in order to join your meeting.
* If you scroll to the bottom, there is a section which says "Add polls"; this is where you can create iClicker-like polls (see below for details).

'''Using Canvas''':

All of your Zoom meetings are in the Zoom menu item, once it is enabled:
* Click "Schedule a New Meeting" on the top
* All of the next steps are the same as above under "Using the Web Portal"

'''Using the Zoom Client''':

If you're using the desktop Zoom client, the process is a little different.
* Open the Zoom Client application, then click "Schedule"
* This will bring up a window where you can add your details, like in the Web Portal, and tweak settings (under Advanced Options)
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Schedule" and your meeting will be scheduled.

This will then bring up a Zoom invitation window, where you can see all your meeting details. You can also now see this meeting in the Zoom Web Portal (and add polls, as above).

Regardless of which method you used, once you're happy with your meeting, you're ready to go. Click on the invitation link, or hit "start Meeting" to begin your Zoom meeting.

== How do I broadcast using Zoom? ==

Once you have joined the meeting, the main meeting window will open in the Zoom application. In Zoom, all of the meeting controls (called "Host Controls") are located along the bottom of your window. You can find [https://support.zoom.us/hc/en-us/articles/201362603-Host-Controls-in-a-Meeting Zoom's guide to host controls here], which has a video walkthrough. Going from left-to-right:

* Mute/unmute audio: which enables or disables your microphone.
** The small arrow lets you select a microphone, test your microphone, and configure other microphone-related settings.
* Show/hide video: which enables or disables your webcam
** The small arrows lets you change webcams, configure video settings, and display a virtual background (which hides your background).
* Security: which allows you to enable or disable different security features, such as allowing participant to share their screen.
* Participants: which shows or hides the participants sidebar, which lists all of the individuals in a meeting (see below).
** This also shows non-verbal communication tools, which appear in this tabe
* Chat: which shows or hides the chat tab (this nests with the participants tab if both are open).
* Share Screen: which allows you to share an application or screen on your computer
** The small arrows allows you to configure screen sharing settings
* Record: which allows you to record a copy of the meeting to your PC.
* Reactions: which allows students (or you!) to display non-verbal reactions on their profile card
* More: which includes breakout rooms and polls (see below)

The most important are the audio and video controls, and then the "share screen" options. Enabling audio and video will allow you to chat with students (and see you!), while the share screen options will allow you to share content (like slides, etc.) with students.

== How do I Share Content Using Zoom? ==

All content sharing in Zoom is done using the "Share Screen" button; this allows you to share an application or monitor attached to your computer to your Zoom meeting, like a video feed. For example, if you wanted to share some slides, you would open the the slides on your PC, then share the screen with the slide output with your students. When you click "Share Screen" it will bring up a set of options, both basic and advanced. On the basic tab, you will see (i) all of the screens attached to your PC, (ii) a whiteboard option, (iii) an iPhone/iPad option, and (iv) a lot of all the windows you currently have option on your PC. On the advanced tab, you will see options for a portion of your screen, a secondary camera, and audio only.

* The screen options will share your entire screen, including your PC user interface and any applications open on this PC. This is similar to connecting to a projector, in a second.
* ('''Recommended''') The window options (for each window) will ONLY share that window, and your mouse pointer interacting with it
* We will discuss the Whiteboard and iPhone/iPad options below

We recommend the window option, since you're less likely to accidentally share something you didn't want to, but a second screen works very well too. Once you've chosen what you want to share, hit "Share". You will see the content being display on your PC in a green outline, and a red "stop sharing" icon above. The main Zoom interface may become smaller (if you've enabled that feature). Your students can now see the different content.

=== Using the Zoom Whiteboard ===

Zoom has an integrated "drawing" whiteboard, which allows you (and/or your students) to draw and annotate on a white screen. This can be used as a tool for student engagement, or for sketching (if you have a PC or tablet that supports drawing). Basic drawing controls are at the top of the whiteboard, including the option to save the results and erase material.

=== iPad/iPhone Sharing ===

One excellent feature of Zoom is integrated iPad/iPhone screen sharing, without requiring either an adapter or an external application.
* Make sure your iPhone/iPad is on the same WiFi network as your PC, and neither is behind a VPN
* Select "iPhone/iPad" sharing; this will bring up a screen with instructions
** '''Note''': the first time you launch this, it may prompt you to install a plugin.
* On your iPhone/iPad, select screen mirroring from the control center, and then your Zoom device as the target

This will display exactly what is on your iPhone/iPad to the audience as content; you can use this with an Apple pencil like a document camera, or annotate slides using your favourite application.

=== Advanced Sharing ===

The main use for advanced sharing is the "secondary camera" option - which is designed for a document camera. If you've got a document camera, or have rigged up a homemade one using a basic web camera, this is the way to share this content without replacing your main video feed.

== Who do I Interact with Students Using Zoom? ==

Zoom has several different features for interacting with students. The two main ones are the chat and the non-verbal interaction tools.
* Using the chat, students can talk with your or with one another; for example if they have questions or want to discuss
* They can also click on the "reactions" on the main control menu, or on the non-verbal communication in the participant menu to send feedback; you can see these on their Zoom profiles or in the participants window.

This are an effective way to interact with students online. You can also use the partipants menu to unmute students, if they have a question; hover over their name, and select "unmute".

=== Using Zoom Polls ===

Zoom has a built-in iClicker-like system which allows you to create multiple choice style questions, then pose them to the audience. You can only create these via the Web Portal, by selecting your meetings, editing it, then click on "add Polls".
* You can find a detailed guide and video walk-through [https://support.zoom.us/hc/en-us/articles/213756303-Polling-for-meetings here].
* You can also save the poll results; but note that the responses will be based on the names of your Zoom meeting participants.
* You can create polls ahead of time and upload them as a CSV via the web portal or Canvas interface

=== Using Breakout Rooms ===

Zoom also allows you to create breakout rooms, which are little mini-meetings with a subset of the student in each meeting. This allows for small, in-group discussions or other activities.
* You can find a detailed guide and video walk-through [https://support.zoom.us/hc/en-us/articles/206476093-Enabling-breakout-rooms here].
* Groups can be either pre-defined, using the option in the Web Portal interface before the meeting, created manually, or created automatically using random assignment

It's generally a good idea to have a TA help out if you're using breakout rooms extensively in your sessions.

== Overall ==

Zoom is a powerful webconferencing tool, which strikes a good balance between ease-of-use, flexibility, and teaching tools. Feel free to contact me if you have any questions or would like some help.
* You can email questions to ''jonathan.graves@ubc.ca'' or we can arrange an online or in-person tutorial. Let me know!

== Frequently Asked Questions ==

===Can my TAs use Zoom for office hours, labs, or tutorials?===
Yes, but you will have to schedule the meetings for your TAs unless they have your own Zoom account. In order to let them host the meetings, add them as "Alternative Hosts" when you set up your account.

===When I try to set up a camera (or microphone), it doesn't work===
For example, if you get a grey screen with a crossed out camera (or microphone) symbol. This indicates that Zoom can't detect or manage the device properly. First, try to restart your computer. If you have another camera (or microphone) you can use, try that instead. Finally, try uninstalling the device drivers, then reinstalling them. You might want to contact Arts ISIT for help with this!

===Can I use Zoom on an iPad?===
Yes! The interface is a little different, but you can do it. Try checking out Zoom's guide to host controls for iPad. For lecturing, iPads work best as a secondary device (where you draw or share slides) rather than as a main device.

===How can I test my set-up?===
Just schedule an individual meeting and test it out yourself. You can even join the meeting on another device (e.g. your phone) to test it out from a student's perspective as well.

== Other Links and Guides ==
* [https://skylight.science.ubc.ca/lt/guides/zoom UBC Skylight's Zoom Guide]
* [https://keepteaching.ubc.ca/lectures/ Keep Teaching UBC's Zoom and Lecture Guide]
* [https://it.umn.edu/services-technologies/how-tos/zoom-teach-online-class-sessions UMinn Zoom Guide - very comprehensive!]

Documentation:VSE Zoom

2020-08-25T21:35:50Z

JonathanGraves: /* Schedule a Zoom Meeting */ fixes

== What is Zoom? ==

[https://zoom.us/ Zoom] is a lightweight browser or application-based video-conferencing tool, designed for online lectures, meetings, and other kinds of learning environments. It allows an instructor to create a live broadcast session, in which they can share content, audio, and video with large numbers of students using a simple web link. It also has tools which allow for video, audio, or text chat, iClicker-like pollings, and breakout groups. It is very similar to Skype, or Collaborate Ultra, but has a few key differences.

== What do I need to use Zoom? ==

[[File:Desksetup.png|thumb|Figure 0: A good desk set-up for broadcasting using Zoom]]

Since Zoom can run through a web browser or a small application, you can give an effective lecture with only a microphone and a reliable internet connection and computer. This is can be accomplished with just a regular laptop, if it has a decent quality webcam - for example, a Microsoft Surfacebook, or MacBook work well.
*'''Note:''' The browser-based Zoom works best in Google Chrome. If you are having browser issues (particularly using Safari on Mac), try switching browsers.

However, to most closely match the experience of lecturing in person (and get the most out of Zoom) I recommend having a set-up that includes (see Figure 0):

* A reliable internet connection (Item 2, in Figure 0: a wired connection is more reliable than WiFi)
* A microphone and headphones (Items 3 and 5: a set of headphones (Item 5), to minimize audio feedback, and a microphone built-into a webcam (Item 3))
* A good quality webcam (Item 3: a webcam with both audio and video).
* A computer set up with two monitors (Items 1 and 4, in Figure 0: Item 1 is a Microsoft Surfacebook, which allows for pen annotation using a stylus. Item 4 is a regular monitor, for the webcast controls.)

This is especially useful if your set-up includes a tablet-like display, such as an iPad, Microsoft Surface, document camera, or Wacom tablet which allows you to make free-hand annotations. This will allow you to use the primary monitor to control the webcast, and the secondary monitor to display and annotate content.

As an alternative to annotating slides, you can also point your webcam at a whiteboard or use it like a document camera by pointing it at a pad of paper.

== What are the major differences between Zoom and Collaborate Ultra? ==

If you're already familiar with Collaborate Ultra, you will probably find Zoom very similar. There are a few differences, which are both pros and cons:

* Zoom has a different layout for the controls than Collaborate Ultra (but most of the same controls and tools; see below)
* Zoom does not support uploading and sharing files, only screen sharing; Collaborate Ultra supports both.
* Zoom has better bandwidth and can support more concurrent video feeds (and higher resolution) than Collaborate Ultra.
* Zoom allows you to save or store the "whiteboard" while Collaborate Ultra does not
* Zoom has better recording options than Collaborate Ultra (but not by much)
* You can pre-define breakout groups in Zoom, while you cannot do so in Collaborate Ultra
* You can pre-create polls in Zoom, while you cannot do so in Collaborate Ultra
* You can meet with people outside a class context using Zoom, while you cannot do so in Collaborate Ultra.
* Zoom requires students to download and run the Zoom Client, while Collaborate Ultra is in-browser.

There are few other differences, but for most teaching activities the above are the most important. As you can probably see, there's no clear "best" option; both have their pros and cons. You can find a very detailed comparison of the two systems [https://skylight.science.ubc.ca/lt/online-lectures on Science Skylight's AV support page].

* As of August 24, Zoom is now integrated into Canvas, which handles most of the authentication issues.

== How do I set up Zoom? ==

Zoom can be set up as a stand-alone product then integrated into Canvas, which runs through an application and web portal. The process to set up your Zoom account is as follows:

# Have UBC IT set up a UBC Zoom account for you
** '''Tip''': don't use a personal or free Zoom account; the UBC version has more features, and is supported by UBC IT.
# Configure your Zoom account using the Zoom Web Portal
# Create or schedule a meeting
# Broadcast

It's also a good idea to run some test sessions, and get used to the user interface so you feel more comfortable using Zoom.

=== Create a UBC Zoom Account ===

You can't sign up for a UBC Zoom account on your own; you need to have the AV helpdesk do it for you.
* Send them an email at [mailto:av.helpdesk@ubc.ca av.helpdesk@ubc.ca] with and include:
** The name of the course (or courses) you want to use Zoom with (and if they are larger than 300 students)
** Your UBC email address (your.name@ubc.ca)
** Your faculty
** Your department (or school)

After you've sent them an email, they'll send you a ticket, then after a couple of days you'll receive a confirmation email which will ask you to activate your Zoom account.
* Follow the instructions in this email to create a Zoom account
** '''Note''': your Zoom account is not tied to your UBC CWL, so don't reuse your passwords!
* This will then prompt you to also download and install the Zoom Client (a local application to help schedule and run meetings); do this
** If it doesn't prompt you to do so, you can download [www.zoom.us/download the latest Zoom client here].
* Log into the Zoom Client using your email and password.

You're now set-up with a UBC Zoom account; the next step is to configure your account and your settings.

=== Configure your Zoom Account ===

There are two ways to do this, either via the Zoom Client application or the Web Portal. We recommend using the Web Portal, since it offers you a more complete set of options than the application. You can access the Web Portal by visting [https://zoom.us/profile zoom.us/profile] and logging in with your password and email.

* First, make sure you change your profile picture and name, so that people will be able to recognize you even if your camera is not on.
* Next, configure your account by clicking on settings. We recommend enabling or choosing the following settings:

Under the ''Security'' and ''Schedule Meeting'' settings:
* Require a password when scheduling new meetings: ''on''
* Require a password for participants joining by phone: ''on''
* Embed password in invite link for on-click join: ''on''
** You may want to turn this off if you circulate your Zoom invitation publicly, or believe it may be.
* Enable personal meeting ID: ''on''
* Mute participants upon entry: ''on''

Under the ''In Meeting (Basic)'' settings:
* Chat: ''on''
* Private chat: ''on''
** You may also want to enable "auto-saving chats" if you rely on the chat for judging participation
* Co-host: ''on''
* Polling: ''on''
* Always show meeting control toolbar: ''on''
* Screen sharing: ''on'' but set to ''Host only''
* Whiteboard: ''on'' and ''allow saving of whiteboard content''
* Non-verbal feedback: ''on''
* Allow participants to rename themselves: ''on''

Under ''In Meeting (Advanced)'':
* Breakout room: ''on'' and check ''allow host to..."
* Closed captioning: ''on''
* Save captions: ''on''
* Virtual background: ''on'' and ''allow use of videos'' enabled
* Identify guest participants in the meeting/webinar: ''on''
* Use HTML format email for Outlook plugin: ''on''

Under email notifications, you can choose in which cases you'd like to receive emails; I usually enable all of these. Finally, under ''Other'', enable "Blur snapshot on iOS task switcher."

As you can see, there are a very large number of settings in Zoom. You can tweak some of them, to help you manage your course as you would like, but this should be a good basis for getting started. You can also change many of these within your Zoom Client or within a meeting itself; but it's best to arrange this ahead of time.

=== Canvas Integration ===

To enable Zoom in Canvas, go to "Settings > Navigation" then drag Zoom to the top section of the menu, then save. A "Zoom" item on the side-bar will now appear. This sidebar will allow you to schedule meetings for your course, and students can access the meeting by clicking on the Zoom menu item.

* This section also displays the cloud recording manager for Zoom, where you can publish or hide cloud lecture recordings.

=== Schedule a Zoom Meeting ===

You can create Zoom meeting either by using the Canvas, the Web Portal, or the Zoom Client; the only real difference is that the Web Portal and Canvas allow you to add polls directly, while the Client does not.

'''Using the Web Portal''':

* On the sidebar, select "Meetings" then "Schedule a New Meeting"
* This will bring up a window where you can add details about your meeting (including date and time), and tweak any settings.
** '''Note''': the setting will default to the choice made above, but you can also change them individually for each meeting
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Save" and your meeting will be scheduled.

This will then bring you to the Meeting management page, where you can see all the details of your meeting. The most important part is the invitation link: you provide this to individuals in order to join your meeting.
* If you scroll to the bottom, there is a section which says "Add polls"; this is where you can create iClicker-like polls (see below for details).

'''Using Canvas''':

All of your Zoom meetings are in the Zoom menu item, once it is enabled:
* Click "Schedule a New Meeting" on the top
* All of the next steps are the same as above under "Using the Web Portal"

'''Using the Zoom Client''':

If you're using the desktop Zoom client, the process is a little different.
* Open the Zoom Client application, then click "Schedule"
* This will bring up a window where you can add your details, like in the Web Portal, and tweak settings (under Advanced Options)
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Schedule" and your meeting will be scheduled.

This will then bring up a Zoom invitation window, where you can see all your meeting details. You can also now see this meeting in the Zoom Web Portal (and add polls, as above).

Regardless of which method you used, once you're happy with your meeting, you're ready to go. Click on the invitation link, or hit "start Meeting" to begin your Zoom meeting.

== How do I broadcast using Zoom? ==

Once you have joined the meeting, the main meeting window will open in the Zoom application. In Zoom, all of the meeting controls (called "Host Controls") are located along the bottom of your window. You can find [https://support.zoom.us/hc/en-us/articles/201362603-Host-Controls-in-a-Meeting Zoom's guide to host controls here], which has a video walkthrough. Going from left-to-right:

* Mute/unmute audio: which enables or disables your microphone.
** The small arrow lets you select a microphone, test your microphone, and configure other microphone-related settings.
* Show/hide video: which enables or disables your webcam
** The small arrows lets you change webcams, configure video settings, and display a virtual background (which hides your background).
* Security: which allows you to enable or disable different security features, such as allowing participant to share their screen.
* Participants: which shows or hides the participants sidebar, which lists all of the individuals in a meeting (see below).
** This also shows non-verbal communication tools, which appear in this tabe
* Chat: which shows or hides the chat tab (this nests with the participants tab if both are open).
* Share Screen: which allows you to share an application or screen on your computer
** The small arrows allows you to configure screen sharing settings
* Record: which allows you to record a copy of the meeting to your PC.
* Reactions: which allows students (or you!) to display non-verbal reactions on their profile card
* More: which includes breakout rooms and polls (see below)

The most important are the audio and video controls, and then the "share screen" options. Enabling audio and video will allow you to chat with students (and see you!), while the share screen options will allow you to share content (like slides, etc.) with students.

== How do I Share Content Using Zoom? ==

All content sharing in Zoom is done using the "Share Screen" button; this allows you to share an application or monitor attached to your computer to your Zoom meeting, like a video feed. For example, if you wanted to share some slides, you would open the the slides on your PC, then share the screen with the slide output with your students. When you click "Share Screen" it will bring up a set of options, both basic and advanced. On the basic tab, you will see (i) all of the screens attached to your PC, (ii) a whiteboard option, (iii) an iPhone/iPad option, and (iv) a lot of all the windows you currently have option on your PC. On the advanced tab, you will see options for a portion of your screen, a secondary camera, and audio only.

* The screen options will share your entire screen, including your PC user interface and any applications open on this PC. This is similar to connecting to a projector, in a second.
* ('''Recommended''') The window options (for each window) will ONLY share that window, and your mouse pointer interacting with it
* We will discuss the Whiteboard and iPhone/iPad options below

We recommend the window option, since you're less likely to accidentally share something you didn't want to, but a second screen works very well too. Once you've chosen what you want to share, hit "Share". You will see the content being display on your PC in a green outline, and a red "stop sharing" icon above. The main Zoom interface may become smaller (if you've enabled that feature). Your students can now see the different content.

=== Using the Zoom Whiteboard ===

Zoom has an integrated "drawing" whiteboard, which allows you (and/or your students) to draw and annotate on a white screen. This can be used as a tool for student engagement, or for sketching (if you have a PC or tablet that supports drawing). Basic drawing controls are at the top of the whiteboard, including the option to save the results and erase material.

=== iPad/iPhone Sharing ===

One excellent feature of Zoom is integrated iPad/iPhone screen sharing, without requiring either an adapter or an external application.
* Make sure your iPhone/iPad is on the same WiFi network as your PC, and neither is behind a VPN
* Select "iPhone/iPad" sharing; this will bring up a screen with instructions
** '''Note''': the first time you launch this, it may prompt you to install a plugin.
* On your iPhone/iPad, select screen mirroring from the control center, and then your Zoom device as the target

This will display exactly what is on your iPhone/iPad to the audience as content; you can use this with an Apple pencil like a document camera, or annotate slides using your favourite application.

=== Advanced Sharing ===

The main use for advanced sharing is the "secondary camera" option - which is designed for a document camera. If you've got a document camera, or have rigged up a homemade one using a basic web camera, this is the way to share this content without replacing your main video feed.

== Who do I Interact with Students Using Zoom? ==

Zoom has several different features for interacting with students. The two main ones are the chat and the non-verbal interaction tools.
* Using the chat, students can talk with your or with one another; for example if they have questions or want to discuss
* They can also click on the "reactions" on the main control menu, or on the non-verbal communication in the participant menu to send feedback; you can see these on their Zoom profiles or in the participants window.

This are an effective way to interact with students online. You can also use the partipants menu to unmute students, if they have a question; hover over their name, and select "unmute".

=== Using Zoom Polls ===

Zoom has a built-in iClicker-like system which allows you to create multiple choice style questions, then pose them to the audience. You can only create these via the Web Portal, by selecting your meetings, editing it, then click on "add Polls".
* You can find a detailed guide and video walk-through [https://support.zoom.us/hc/en-us/articles/213756303-Polling-for-meetings here].
* You can also save the poll results; but note that the responses will be based on the names of your Zoom meeting participants.

=== Using Breakout Rooms ===

Zoom also allows you to create breakout rooms, which are little mini-meetings with a subset of the student in each meeting. This allows for small, in-group discussions or other activities.
* You can find a detailed guide and video walk-through [https://support.zoom.us/hc/en-us/articles/206476093-Enabling-breakout-rooms here].
* Groups can be either pre-defined, using the option in the Web Portal interface before the meeting, created manually, or created automatically using random assignment

It's generally a good idea to have a TA help out if you're using breakout rooms extensively in your sessions.

== Overall ==

Zoom is a powerful webconferencing tool, which strikes a good balance between ease-of-use, flexibility, and teaching tools. Feel free to contact me if you have any questions or would like some help.
* You can email questions to ''jonathan.graves@ubc.ca'' or we can arrange an online or in-person tutorial. Let me know!

== Frequently Asked Questions ==

===Can my TAs use Zoom for office hours, labs, or tutorials?===
Yes, but you will have to schedule the meetings for your TAs unless they have your own Zoom account. In order to let them host the meetings, add them as "Alternative Hosts" when you set up your account.

===When I try to set up a camera (or microphone), it doesn't work===
For example, if you get a grey screen with a crossed out camera (or microphone) symbol. This indicates that Zoom can't detect or manage the device properly. First, try to restart your computer. If you have another camera (or microphone) you can use, try that instead. Finally, try uninstalling the device drivers, then reinstalling them. You might want to contact Arts ISIT for help with this!

===Can I use Zoom on an iPad?===
Yes! The interface is a little different, but you can do it. Try checking out Zoom's guide to host controls for iPad. For lecturing, iPads work best as a secondary device (where you draw or share slides) rather than as a main device.

===How can I test my set-up?===
Just schedule an individual meeting and test it out yourself. You can even join the meeting on another device (e.g. your phone) to test it out from a student's perspective as well.

== Other Links and Guides ==
* [https://skylight.science.ubc.ca/lt/guides/zoom UBC Skylight's Zoom Guide]
* [https://keepteaching.ubc.ca/lectures/ Keep Teaching UBC's Zoom and Lecture Guide]
* [https://it.umn.edu/services-technologies/how-tos/zoom-teach-online-class-sessions UMinn Zoom Guide - very comprehensive!]

Documentation:VSE Zoom

2020-08-25T21:35:38Z

JonathanGraves: /* Schedule a Zoom Meeting */

== What is Zoom? ==

[https://zoom.us/ Zoom] is a lightweight browser or application-based video-conferencing tool, designed for online lectures, meetings, and other kinds of learning environments. It allows an instructor to create a live broadcast session, in which they can share content, audio, and video with large numbers of students using a simple web link. It also has tools which allow for video, audio, or text chat, iClicker-like pollings, and breakout groups. It is very similar to Skype, or Collaborate Ultra, but has a few key differences.

== What do I need to use Zoom? ==

[[File:Desksetup.png|thumb|Figure 0: A good desk set-up for broadcasting using Zoom]]

Since Zoom can run through a web browser or a small application, you can give an effective lecture with only a microphone and a reliable internet connection and computer. This is can be accomplished with just a regular laptop, if it has a decent quality webcam - for example, a Microsoft Surfacebook, or MacBook work well.
*'''Note:''' The browser-based Zoom works best in Google Chrome. If you are having browser issues (particularly using Safari on Mac), try switching browsers.

However, to most closely match the experience of lecturing in person (and get the most out of Zoom) I recommend having a set-up that includes (see Figure 0):

* A reliable internet connection (Item 2, in Figure 0: a wired connection is more reliable than WiFi)
* A microphone and headphones (Items 3 and 5: a set of headphones (Item 5), to minimize audio feedback, and a microphone built-into a webcam (Item 3))
* A good quality webcam (Item 3: a webcam with both audio and video).
* A computer set up with two monitors (Items 1 and 4, in Figure 0: Item 1 is a Microsoft Surfacebook, which allows for pen annotation using a stylus. Item 4 is a regular monitor, for the webcast controls.)

This is especially useful if your set-up includes a tablet-like display, such as an iPad, Microsoft Surface, document camera, or Wacom tablet which allows you to make free-hand annotations. This will allow you to use the primary monitor to control the webcast, and the secondary monitor to display and annotate content.

As an alternative to annotating slides, you can also point your webcam at a whiteboard or use it like a document camera by pointing it at a pad of paper.

== What are the major differences between Zoom and Collaborate Ultra? ==

If you're already familiar with Collaborate Ultra, you will probably find Zoom very similar. There are a few differences, which are both pros and cons:

* Zoom has a different layout for the controls than Collaborate Ultra (but most of the same controls and tools; see below)
* Zoom does not support uploading and sharing files, only screen sharing; Collaborate Ultra supports both.
* Zoom has better bandwidth and can support more concurrent video feeds (and higher resolution) than Collaborate Ultra.
* Zoom allows you to save or store the "whiteboard" while Collaborate Ultra does not
* Zoom has better recording options than Collaborate Ultra (but not by much)
* You can pre-define breakout groups in Zoom, while you cannot do so in Collaborate Ultra
* You can pre-create polls in Zoom, while you cannot do so in Collaborate Ultra
* You can meet with people outside a class context using Zoom, while you cannot do so in Collaborate Ultra.
* Zoom requires students to download and run the Zoom Client, while Collaborate Ultra is in-browser.

There are few other differences, but for most teaching activities the above are the most important. As you can probably see, there's no clear "best" option; both have their pros and cons. You can find a very detailed comparison of the two systems [https://skylight.science.ubc.ca/lt/online-lectures on Science Skylight's AV support page].

* As of August 24, Zoom is now integrated into Canvas, which handles most of the authentication issues.

== How do I set up Zoom? ==

Zoom can be set up as a stand-alone product then integrated into Canvas, which runs through an application and web portal. The process to set up your Zoom account is as follows:

# Have UBC IT set up a UBC Zoom account for you
** '''Tip''': don't use a personal or free Zoom account; the UBC version has more features, and is supported by UBC IT.
# Configure your Zoom account using the Zoom Web Portal
# Create or schedule a meeting
# Broadcast

It's also a good idea to run some test sessions, and get used to the user interface so you feel more comfortable using Zoom.

=== Create a UBC Zoom Account ===

You can't sign up for a UBC Zoom account on your own; you need to have the AV helpdesk do it for you.
* Send them an email at [mailto:av.helpdesk@ubc.ca av.helpdesk@ubc.ca] with and include:
** The name of the course (or courses) you want to use Zoom with (and if they are larger than 300 students)
** Your UBC email address (your.name@ubc.ca)
** Your faculty
** Your department (or school)

After you've sent them an email, they'll send you a ticket, then after a couple of days you'll receive a confirmation email which will ask you to activate your Zoom account.
* Follow the instructions in this email to create a Zoom account
** '''Note''': your Zoom account is not tied to your UBC CWL, so don't reuse your passwords!
* This will then prompt you to also download and install the Zoom Client (a local application to help schedule and run meetings); do this
** If it doesn't prompt you to do so, you can download [www.zoom.us/download the latest Zoom client here].
* Log into the Zoom Client using your email and password.

You're now set-up with a UBC Zoom account; the next step is to configure your account and your settings.

=== Configure your Zoom Account ===

There are two ways to do this, either via the Zoom Client application or the Web Portal. We recommend using the Web Portal, since it offers you a more complete set of options than the application. You can access the Web Portal by visting [https://zoom.us/profile zoom.us/profile] and logging in with your password and email.

* First, make sure you change your profile picture and name, so that people will be able to recognize you even if your camera is not on.
* Next, configure your account by clicking on settings. We recommend enabling or choosing the following settings:

Under the ''Security'' and ''Schedule Meeting'' settings:
* Require a password when scheduling new meetings: ''on''
* Require a password for participants joining by phone: ''on''
* Embed password in invite link for on-click join: ''on''
** You may want to turn this off if you circulate your Zoom invitation publicly, or believe it may be.
* Enable personal meeting ID: ''on''
* Mute participants upon entry: ''on''

Under the ''In Meeting (Basic)'' settings:
* Chat: ''on''
* Private chat: ''on''
** You may also want to enable "auto-saving chats" if you rely on the chat for judging participation
* Co-host: ''on''
* Polling: ''on''
* Always show meeting control toolbar: ''on''
* Screen sharing: ''on'' but set to ''Host only''
* Whiteboard: ''on'' and ''allow saving of whiteboard content''
* Non-verbal feedback: ''on''
* Allow participants to rename themselves: ''on''

Under ''In Meeting (Advanced)'':
* Breakout room: ''on'' and check ''allow host to..."
* Closed captioning: ''on''
* Save captions: ''on''
* Virtual background: ''on'' and ''allow use of videos'' enabled
* Identify guest participants in the meeting/webinar: ''on''
* Use HTML format email for Outlook plugin: ''on''

Under email notifications, you can choose in which cases you'd like to receive emails; I usually enable all of these. Finally, under ''Other'', enable "Blur snapshot on iOS task switcher."

As you can see, there are a very large number of settings in Zoom. You can tweak some of them, to help you manage your course as you would like, but this should be a good basis for getting started. You can also change many of these within your Zoom Client or within a meeting itself; but it's best to arrange this ahead of time.

=== Canvas Integration ===

To enable Zoom in Canvas, go to "Settings > Navigation" then drag Zoom to the top section of the menu, then save. A "Zoom" item on the side-bar will now appear. This sidebar will allow you to schedule meetings for your course, and students can access the meeting by clicking on the Zoom menu item.

* This section also displays the cloud recording manager for Zoom, where you can publish or hide cloud lecture recordings.

=== Schedule a Zoom Meeting ===

You can create Zoom meeting either by using the Canvas, the Web Portal, or the Zoom Client; the only real difference is that the Web Portal and Canvas allow you to add polls directly, while the Client does not.

'''Using the Web Portal''':
* On the sidebar, select "Meetings" then "Schedule a New Meeting"
* This will bring up a window where you can add details about your meeting (including date and time), and tweak any settings.
** '''Note''': the setting will default to the choice made above, but you can also change them individually for each meeting
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Save" and your meeting will be scheduled.

This will then bring you to the Meeting management page, where you can see all the details of your meeting. The most important part is the invitation link: you provide this to individuals in order to join your meeting.
* If you scroll to the bottom, there is a section which says "Add polls"; this is where you can create iClicker-like polls (see below for details).

'''Using Canvas''':

All of your Zoom meetings are in the Zoom menu item, once it is enabled:
* Click "Schedule a New Meeting" on the top
* All of the next steps are the same as above under "Using the Web Portal"

'''Using the Zoom Client''':
If you're using the desktop Zoom client, the process is a little different.
* Open the Zoom Client application, then click "Schedule"
* This will bring up a window where you can add your details, like in the Web Portal, and tweak settings (under Advanced Options)
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Schedule" and your meeting will be scheduled.

This will then bring up a Zoom invitation window, where you can see all your meeting details. You can also now see this meeting in the Zoom Web Portal (and add polls, as above).

Regardless of which method you used, once you're happy with your meeting, you're ready to go. Click on the invitation link, or hit "start Meeting" to begin your Zoom meeting.

== How do I broadcast using Zoom? ==

Once you have joined the meeting, the main meeting window will open in the Zoom application. In Zoom, all of the meeting controls (called "Host Controls") are located along the bottom of your window. You can find [https://support.zoom.us/hc/en-us/articles/201362603-Host-Controls-in-a-Meeting Zoom's guide to host controls here], which has a video walkthrough. Going from left-to-right:

* Mute/unmute audio: which enables or disables your microphone.
** The small arrow lets you select a microphone, test your microphone, and configure other microphone-related settings.
* Show/hide video: which enables or disables your webcam
** The small arrows lets you change webcams, configure video settings, and display a virtual background (which hides your background).
* Security: which allows you to enable or disable different security features, such as allowing participant to share their screen.
* Participants: which shows or hides the participants sidebar, which lists all of the individuals in a meeting (see below).
** This also shows non-verbal communication tools, which appear in this tabe
* Chat: which shows or hides the chat tab (this nests with the participants tab if both are open).
* Share Screen: which allows you to share an application or screen on your computer
** The small arrows allows you to configure screen sharing settings
* Record: which allows you to record a copy of the meeting to your PC.
* Reactions: which allows students (or you!) to display non-verbal reactions on their profile card
* More: which includes breakout rooms and polls (see below)

The most important are the audio and video controls, and then the "share screen" options. Enabling audio and video will allow you to chat with students (and see you!), while the share screen options will allow you to share content (like slides, etc.) with students.

== How do I Share Content Using Zoom? ==

All content sharing in Zoom is done using the "Share Screen" button; this allows you to share an application or monitor attached to your computer to your Zoom meeting, like a video feed. For example, if you wanted to share some slides, you would open the the slides on your PC, then share the screen with the slide output with your students. When you click "Share Screen" it will bring up a set of options, both basic and advanced. On the basic tab, you will see (i) all of the screens attached to your PC, (ii) a whiteboard option, (iii) an iPhone/iPad option, and (iv) a lot of all the windows you currently have option on your PC. On the advanced tab, you will see options for a portion of your screen, a secondary camera, and audio only.

* The screen options will share your entire screen, including your PC user interface and any applications open on this PC. This is similar to connecting to a projector, in a second.
* ('''Recommended''') The window options (for each window) will ONLY share that window, and your mouse pointer interacting with it
* We will discuss the Whiteboard and iPhone/iPad options below

We recommend the window option, since you're less likely to accidentally share something you didn't want to, but a second screen works very well too. Once you've chosen what you want to share, hit "Share". You will see the content being display on your PC in a green outline, and a red "stop sharing" icon above. The main Zoom interface may become smaller (if you've enabled that feature). Your students can now see the different content.

=== Using the Zoom Whiteboard ===

Zoom has an integrated "drawing" whiteboard, which allows you (and/or your students) to draw and annotate on a white screen. This can be used as a tool for student engagement, or for sketching (if you have a PC or tablet that supports drawing). Basic drawing controls are at the top of the whiteboard, including the option to save the results and erase material.

=== iPad/iPhone Sharing ===

One excellent feature of Zoom is integrated iPad/iPhone screen sharing, without requiring either an adapter or an external application.
* Make sure your iPhone/iPad is on the same WiFi network as your PC, and neither is behind a VPN
* Select "iPhone/iPad" sharing; this will bring up a screen with instructions
** '''Note''': the first time you launch this, it may prompt you to install a plugin.
* On your iPhone/iPad, select screen mirroring from the control center, and then your Zoom device as the target

This will display exactly what is on your iPhone/iPad to the audience as content; you can use this with an Apple pencil like a document camera, or annotate slides using your favourite application.

=== Advanced Sharing ===

The main use for advanced sharing is the "secondary camera" option - which is designed for a document camera. If you've got a document camera, or have rigged up a homemade one using a basic web camera, this is the way to share this content without replacing your main video feed.

== Who do I Interact with Students Using Zoom? ==

Zoom has several different features for interacting with students. The two main ones are the chat and the non-verbal interaction tools.
* Using the chat, students can talk with your or with one another; for example if they have questions or want to discuss
* They can also click on the "reactions" on the main control menu, or on the non-verbal communication in the participant menu to send feedback; you can see these on their Zoom profiles or in the participants window.

This are an effective way to interact with students online. You can also use the partipants menu to unmute students, if they have a question; hover over their name, and select "unmute".

=== Using Zoom Polls ===

Zoom has a built-in iClicker-like system which allows you to create multiple choice style questions, then pose them to the audience. You can only create these via the Web Portal, by selecting your meetings, editing it, then click on "add Polls".
* You can find a detailed guide and video walk-through [https://support.zoom.us/hc/en-us/articles/213756303-Polling-for-meetings here].
* You can also save the poll results; but note that the responses will be based on the names of your Zoom meeting participants.

=== Using Breakout Rooms ===

Zoom also allows you to create breakout rooms, which are little mini-meetings with a subset of the student in each meeting. This allows for small, in-group discussions or other activities.
* You can find a detailed guide and video walk-through [https://support.zoom.us/hc/en-us/articles/206476093-Enabling-breakout-rooms here].
* Groups can be either pre-defined, using the option in the Web Portal interface before the meeting, created manually, or created automatically using random assignment

It's generally a good idea to have a TA help out if you're using breakout rooms extensively in your sessions.

== Overall ==

Zoom is a powerful webconferencing tool, which strikes a good balance between ease-of-use, flexibility, and teaching tools. Feel free to contact me if you have any questions or would like some help.
* You can email questions to ''jonathan.graves@ubc.ca'' or we can arrange an online or in-person tutorial. Let me know!

== Frequently Asked Questions ==

===Can my TAs use Zoom for office hours, labs, or tutorials?===
Yes, but you will have to schedule the meetings for your TAs unless they have your own Zoom account. In order to let them host the meetings, add them as "Alternative Hosts" when you set up your account.

===When I try to set up a camera (or microphone), it doesn't work===
For example, if you get a grey screen with a crossed out camera (or microphone) symbol. This indicates that Zoom can't detect or manage the device properly. First, try to restart your computer. If you have another camera (or microphone) you can use, try that instead. Finally, try uninstalling the device drivers, then reinstalling them. You might want to contact Arts ISIT for help with this!

===Can I use Zoom on an iPad?===
Yes! The interface is a little different, but you can do it. Try checking out Zoom's guide to host controls for iPad. For lecturing, iPads work best as a secondary device (where you draw or share slides) rather than as a main device.

===How can I test my set-up?===
Just schedule an individual meeting and test it out yourself. You can even join the meeting on another device (e.g. your phone) to test it out from a student's perspective as well.

== Other Links and Guides ==
* [https://skylight.science.ubc.ca/lt/guides/zoom UBC Skylight's Zoom Guide]
* [https://keepteaching.ubc.ca/lectures/ Keep Teaching UBC's Zoom and Lecture Guide]
* [https://it.umn.edu/services-technologies/how-tos/zoom-teach-online-class-sessions UMinn Zoom Guide - very comprehensive!]

Documentation:VSE Zoom

2020-08-25T21:35:19Z

JonathanGraves: /* How do I set up Zoom? */ updates

== What is Zoom? ==

[https://zoom.us/ Zoom] is a lightweight browser or application-based video-conferencing tool, designed for online lectures, meetings, and other kinds of learning environments. It allows an instructor to create a live broadcast session, in which they can share content, audio, and video with large numbers of students using a simple web link. It also has tools which allow for video, audio, or text chat, iClicker-like pollings, and breakout groups. It is very similar to Skype, or Collaborate Ultra, but has a few key differences.

== What do I need to use Zoom? ==

[[File:Desksetup.png|thumb|Figure 0: A good desk set-up for broadcasting using Zoom]]

Since Zoom can run through a web browser or a small application, you can give an effective lecture with only a microphone and a reliable internet connection and computer. This is can be accomplished with just a regular laptop, if it has a decent quality webcam - for example, a Microsoft Surfacebook, or MacBook work well.
*'''Note:''' The browser-based Zoom works best in Google Chrome. If you are having browser issues (particularly using Safari on Mac), try switching browsers.

However, to most closely match the experience of lecturing in person (and get the most out of Zoom) I recommend having a set-up that includes (see Figure 0):

* A reliable internet connection (Item 2, in Figure 0: a wired connection is more reliable than WiFi)
* A microphone and headphones (Items 3 and 5: a set of headphones (Item 5), to minimize audio feedback, and a microphone built-into a webcam (Item 3))
* A good quality webcam (Item 3: a webcam with both audio and video).
* A computer set up with two monitors (Items 1 and 4, in Figure 0: Item 1 is a Microsoft Surfacebook, which allows for pen annotation using a stylus. Item 4 is a regular monitor, for the webcast controls.)

This is especially useful if your set-up includes a tablet-like display, such as an iPad, Microsoft Surface, document camera, or Wacom tablet which allows you to make free-hand annotations. This will allow you to use the primary monitor to control the webcast, and the secondary monitor to display and annotate content.

As an alternative to annotating slides, you can also point your webcam at a whiteboard or use it like a document camera by pointing it at a pad of paper.

== What are the major differences between Zoom and Collaborate Ultra? ==

If you're already familiar with Collaborate Ultra, you will probably find Zoom very similar. There are a few differences, which are both pros and cons:

* Zoom has a different layout for the controls than Collaborate Ultra (but most of the same controls and tools; see below)
* Zoom does not support uploading and sharing files, only screen sharing; Collaborate Ultra supports both.
* Zoom has better bandwidth and can support more concurrent video feeds (and higher resolution) than Collaborate Ultra.
* Zoom allows you to save or store the "whiteboard" while Collaborate Ultra does not
* Zoom has better recording options than Collaborate Ultra (but not by much)
* You can pre-define breakout groups in Zoom, while you cannot do so in Collaborate Ultra
* You can pre-create polls in Zoom, while you cannot do so in Collaborate Ultra
* You can meet with people outside a class context using Zoom, while you cannot do so in Collaborate Ultra.
* Zoom requires students to download and run the Zoom Client, while Collaborate Ultra is in-browser.

There are few other differences, but for most teaching activities the above are the most important. As you can probably see, there's no clear "best" option; both have their pros and cons. You can find a very detailed comparison of the two systems [https://skylight.science.ubc.ca/lt/online-lectures on Science Skylight's AV support page].

* As of August 24, Zoom is now integrated into Canvas, which handles most of the authentication issues.

== How do I set up Zoom? ==

Zoom can be set up as a stand-alone product then integrated into Canvas, which runs through an application and web portal. The process to set up your Zoom account is as follows:

# Have UBC IT set up a UBC Zoom account for you
** '''Tip''': don't use a personal or free Zoom account; the UBC version has more features, and is supported by UBC IT.
# Configure your Zoom account using the Zoom Web Portal
# Create or schedule a meeting
# Broadcast

It's also a good idea to run some test sessions, and get used to the user interface so you feel more comfortable using Zoom.

=== Create a UBC Zoom Account ===

You can't sign up for a UBC Zoom account on your own; you need to have the AV helpdesk do it for you.
* Send them an email at [mailto:av.helpdesk@ubc.ca av.helpdesk@ubc.ca] with and include:
** The name of the course (or courses) you want to use Zoom with (and if they are larger than 300 students)
** Your UBC email address (your.name@ubc.ca)
** Your faculty
** Your department (or school)

After you've sent them an email, they'll send you a ticket, then after a couple of days you'll receive a confirmation email which will ask you to activate your Zoom account.
* Follow the instructions in this email to create a Zoom account
** '''Note''': your Zoom account is not tied to your UBC CWL, so don't reuse your passwords!
* This will then prompt you to also download and install the Zoom Client (a local application to help schedule and run meetings); do this
** If it doesn't prompt you to do so, you can download [www.zoom.us/download the latest Zoom client here].
* Log into the Zoom Client using your email and password.

You're now set-up with a UBC Zoom account; the next step is to configure your account and your settings.

=== Configure your Zoom Account ===

There are two ways to do this, either via the Zoom Client application or the Web Portal. We recommend using the Web Portal, since it offers you a more complete set of options than the application. You can access the Web Portal by visting [https://zoom.us/profile zoom.us/profile] and logging in with your password and email.

* First, make sure you change your profile picture and name, so that people will be able to recognize you even if your camera is not on.
* Next, configure your account by clicking on settings. We recommend enabling or choosing the following settings:

Under the ''Security'' and ''Schedule Meeting'' settings:
* Require a password when scheduling new meetings: ''on''
* Require a password for participants joining by phone: ''on''
* Embed password in invite link for on-click join: ''on''
** You may want to turn this off if you circulate your Zoom invitation publicly, or believe it may be.
* Enable personal meeting ID: ''on''
* Mute participants upon entry: ''on''

Under the ''In Meeting (Basic)'' settings:
* Chat: ''on''
* Private chat: ''on''
** You may also want to enable "auto-saving chats" if you rely on the chat for judging participation
* Co-host: ''on''
* Polling: ''on''
* Always show meeting control toolbar: ''on''
* Screen sharing: ''on'' but set to ''Host only''
* Whiteboard: ''on'' and ''allow saving of whiteboard content''
* Non-verbal feedback: ''on''
* Allow participants to rename themselves: ''on''

Under ''In Meeting (Advanced)'':
* Breakout room: ''on'' and check ''allow host to..."
* Closed captioning: ''on''
* Save captions: ''on''
* Virtual background: ''on'' and ''allow use of videos'' enabled
* Identify guest participants in the meeting/webinar: ''on''
* Use HTML format email for Outlook plugin: ''on''

Under email notifications, you can choose in which cases you'd like to receive emails; I usually enable all of these. Finally, under ''Other'', enable "Blur snapshot on iOS task switcher."

As you can see, there are a very large number of settings in Zoom. You can tweak some of them, to help you manage your course as you would like, but this should be a good basis for getting started. You can also change many of these within your Zoom Client or within a meeting itself; but it's best to arrange this ahead of time.

=== Canvas Integration ===

To enable Zoom in Canvas, go to "Settings > Navigation" then drag Zoom to the top section of the menu, then save. A "Zoom" item on the side-bar will now appear. This sidebar will allow you to schedule meetings for your course, and students can access the meeting by clicking on the Zoom menu item.

* This section also displays the cloud recording manager for Zoom, where you can publish or hide cloud lecture recordings.

=== Schedule a Zoom Meeting ===

You can create Zoom meeting either by using the Canvas, the Web Portal, or the Zoom Client; the only real difference is that the Web Portal and Canvas allow you to add polls directly, while the Client does not.

'''Using the Web Portal''':
* On the sidebar, select "Meetings" then "Schedule a New Meeting"
* This will bring up a window where you can add details about your meeting (including date and time), and tweak any settings.
** '''Note''': the setting will default to the choice made above, but you can also change them individually for each meeting
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Save" and your meeting will be scheduled.

This will then bring you to the Meeting management page, where you can see all the details of your meeting. The most important part is the invitation link: you provide this to individuals in order to join your meeting.
* If you scroll to the bottom, there is a section which says "Add polls"; this is where you can create iClicker-like polls (see below for details).

'''Using Canvas'''
All of your Zoom meetings are in the Zoom menu item, once it is enabled:
* Click "Schedule a New Meeting" on the top
* All of the next steps are the same as above under "Using the Web Portal"

'''Using the Zoom Client''':
If you're using the desktop Zoom client, the process is a little different.
* Open the Zoom Client application, then click "Schedule"
* This will bring up a window where you can add your details, like in the Web Portal, and tweak settings (under Advanced Options)
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Schedule" and your meeting will be scheduled.

This will then bring up a Zoom invitation window, where you can see all your meeting details. You can also now see this meeting in the Zoom Web Portal (and add polls, as above).

Regardless of which method you used, once you're happy with your meeting, you're ready to go. Click on the invitation link, or hit "start Meeting" to begin your Zoom meeting.

== How do I broadcast using Zoom? ==

Once you have joined the meeting, the main meeting window will open in the Zoom application. In Zoom, all of the meeting controls (called "Host Controls") are located along the bottom of your window. You can find [https://support.zoom.us/hc/en-us/articles/201362603-Host-Controls-in-a-Meeting Zoom's guide to host controls here], which has a video walkthrough. Going from left-to-right:

* Mute/unmute audio: which enables or disables your microphone.
** The small arrow lets you select a microphone, test your microphone, and configure other microphone-related settings.
* Show/hide video: which enables or disables your webcam
** The small arrows lets you change webcams, configure video settings, and display a virtual background (which hides your background).
* Security: which allows you to enable or disable different security features, such as allowing participant to share their screen.
* Participants: which shows or hides the participants sidebar, which lists all of the individuals in a meeting (see below).
** This also shows non-verbal communication tools, which appear in this tabe
* Chat: which shows or hides the chat tab (this nests with the participants tab if both are open).
* Share Screen: which allows you to share an application or screen on your computer
** The small arrows allows you to configure screen sharing settings
* Record: which allows you to record a copy of the meeting to your PC.
* Reactions: which allows students (or you!) to display non-verbal reactions on their profile card
* More: which includes breakout rooms and polls (see below)

The most important are the audio and video controls, and then the "share screen" options. Enabling audio and video will allow you to chat with students (and see you!), while the share screen options will allow you to share content (like slides, etc.) with students.

== How do I Share Content Using Zoom? ==

All content sharing in Zoom is done using the "Share Screen" button; this allows you to share an application or monitor attached to your computer to your Zoom meeting, like a video feed. For example, if you wanted to share some slides, you would open the the slides on your PC, then share the screen with the slide output with your students. When you click "Share Screen" it will bring up a set of options, both basic and advanced. On the basic tab, you will see (i) all of the screens attached to your PC, (ii) a whiteboard option, (iii) an iPhone/iPad option, and (iv) a lot of all the windows you currently have option on your PC. On the advanced tab, you will see options for a portion of your screen, a secondary camera, and audio only.

* The screen options will share your entire screen, including your PC user interface and any applications open on this PC. This is similar to connecting to a projector, in a second.
* ('''Recommended''') The window options (for each window) will ONLY share that window, and your mouse pointer interacting with it
* We will discuss the Whiteboard and iPhone/iPad options below

We recommend the window option, since you're less likely to accidentally share something you didn't want to, but a second screen works very well too. Once you've chosen what you want to share, hit "Share". You will see the content being display on your PC in a green outline, and a red "stop sharing" icon above. The main Zoom interface may become smaller (if you've enabled that feature). Your students can now see the different content.

=== Using the Zoom Whiteboard ===

Zoom has an integrated "drawing" whiteboard, which allows you (and/or your students) to draw and annotate on a white screen. This can be used as a tool for student engagement, or for sketching (if you have a PC or tablet that supports drawing). Basic drawing controls are at the top of the whiteboard, including the option to save the results and erase material.

=== iPad/iPhone Sharing ===

One excellent feature of Zoom is integrated iPad/iPhone screen sharing, without requiring either an adapter or an external application.
* Make sure your iPhone/iPad is on the same WiFi network as your PC, and neither is behind a VPN
* Select "iPhone/iPad" sharing; this will bring up a screen with instructions
** '''Note''': the first time you launch this, it may prompt you to install a plugin.
* On your iPhone/iPad, select screen mirroring from the control center, and then your Zoom device as the target

This will display exactly what is on your iPhone/iPad to the audience as content; you can use this with an Apple pencil like a document camera, or annotate slides using your favourite application.

=== Advanced Sharing ===

The main use for advanced sharing is the "secondary camera" option - which is designed for a document camera. If you've got a document camera, or have rigged up a homemade one using a basic web camera, this is the way to share this content without replacing your main video feed.

== Who do I Interact with Students Using Zoom? ==

Zoom has several different features for interacting with students. The two main ones are the chat and the non-verbal interaction tools.
* Using the chat, students can talk with your or with one another; for example if they have questions or want to discuss
* They can also click on the "reactions" on the main control menu, or on the non-verbal communication in the participant menu to send feedback; you can see these on their Zoom profiles or in the participants window.

This are an effective way to interact with students online. You can also use the partipants menu to unmute students, if they have a question; hover over their name, and select "unmute".

=== Using Zoom Polls ===

Zoom has a built-in iClicker-like system which allows you to create multiple choice style questions, then pose them to the audience. You can only create these via the Web Portal, by selecting your meetings, editing it, then click on "add Polls".
* You can find a detailed guide and video walk-through [https://support.zoom.us/hc/en-us/articles/213756303-Polling-for-meetings here].
* You can also save the poll results; but note that the responses will be based on the names of your Zoom meeting participants.

=== Using Breakout Rooms ===

Zoom also allows you to create breakout rooms, which are little mini-meetings with a subset of the student in each meeting. This allows for small, in-group discussions or other activities.
* You can find a detailed guide and video walk-through [https://support.zoom.us/hc/en-us/articles/206476093-Enabling-breakout-rooms here].
* Groups can be either pre-defined, using the option in the Web Portal interface before the meeting, created manually, or created automatically using random assignment

It's generally a good idea to have a TA help out if you're using breakout rooms extensively in your sessions.

== Overall ==

Zoom is a powerful webconferencing tool, which strikes a good balance between ease-of-use, flexibility, and teaching tools. Feel free to contact me if you have any questions or would like some help.
* You can email questions to ''jonathan.graves@ubc.ca'' or we can arrange an online or in-person tutorial. Let me know!

== Frequently Asked Questions ==

===Can my TAs use Zoom for office hours, labs, or tutorials?===
Yes, but you will have to schedule the meetings for your TAs unless they have your own Zoom account. In order to let them host the meetings, add them as "Alternative Hosts" when you set up your account.

===When I try to set up a camera (or microphone), it doesn't work===
For example, if you get a grey screen with a crossed out camera (or microphone) symbol. This indicates that Zoom can't detect or manage the device properly. First, try to restart your computer. If you have another camera (or microphone) you can use, try that instead. Finally, try uninstalling the device drivers, then reinstalling them. You might want to contact Arts ISIT for help with this!

===Can I use Zoom on an iPad?===
Yes! The interface is a little different, but you can do it. Try checking out Zoom's guide to host controls for iPad. For lecturing, iPads work best as a secondary device (where you draw or share slides) rather than as a main device.

===How can I test my set-up?===
Just schedule an individual meeting and test it out yourself. You can even join the meeting on another device (e.g. your phone) to test it out from a student's perspective as well.

== Other Links and Guides ==
* [https://skylight.science.ubc.ca/lt/guides/zoom UBC Skylight's Zoom Guide]
* [https://keepteaching.ubc.ca/lectures/ Keep Teaching UBC's Zoom and Lecture Guide]
* [https://it.umn.edu/services-technologies/how-tos/zoom-teach-online-class-sessions UMinn Zoom Guide - very comprehensive!]

Documentation:VSE Zoom

2020-08-25T21:29:20Z

JonathanGraves: /* What are the major differences between Zoom and Collaborate Ultra? */ updates

== What is Zoom? ==

[https://zoom.us/ Zoom] is a lightweight browser or application-based video-conferencing tool, designed for online lectures, meetings, and other kinds of learning environments. It allows an instructor to create a live broadcast session, in which they can share content, audio, and video with large numbers of students using a simple web link. It also has tools which allow for video, audio, or text chat, iClicker-like pollings, and breakout groups. It is very similar to Skype, or Collaborate Ultra, but has a few key differences.

== What do I need to use Zoom? ==

[[File:Desksetup.png|thumb|Figure 0: A good desk set-up for broadcasting using Zoom]]

Since Zoom can run through a web browser or a small application, you can give an effective lecture with only a microphone and a reliable internet connection and computer. This is can be accomplished with just a regular laptop, if it has a decent quality webcam - for example, a Microsoft Surfacebook, or MacBook work well.
*'''Note:''' The browser-based Zoom works best in Google Chrome. If you are having browser issues (particularly using Safari on Mac), try switching browsers.

However, to most closely match the experience of lecturing in person (and get the most out of Zoom) I recommend having a set-up that includes (see Figure 0):

* A reliable internet connection (Item 2, in Figure 0: a wired connection is more reliable than WiFi)
* A microphone and headphones (Items 3 and 5: a set of headphones (Item 5), to minimize audio feedback, and a microphone built-into a webcam (Item 3))
* A good quality webcam (Item 3: a webcam with both audio and video).
* A computer set up with two monitors (Items 1 and 4, in Figure 0: Item 1 is a Microsoft Surfacebook, which allows for pen annotation using a stylus. Item 4 is a regular monitor, for the webcast controls.)

This is especially useful if your set-up includes a tablet-like display, such as an iPad, Microsoft Surface, document camera, or Wacom tablet which allows you to make free-hand annotations. This will allow you to use the primary monitor to control the webcast, and the secondary monitor to display and annotate content.

As an alternative to annotating slides, you can also point your webcam at a whiteboard or use it like a document camera by pointing it at a pad of paper.

== What are the major differences between Zoom and Collaborate Ultra? ==

If you're already familiar with Collaborate Ultra, you will probably find Zoom very similar. There are a few differences, which are both pros and cons:

* Zoom has a different layout for the controls than Collaborate Ultra (but most of the same controls and tools; see below)
* Zoom does not support uploading and sharing files, only screen sharing; Collaborate Ultra supports both.
* Zoom has better bandwidth and can support more concurrent video feeds (and higher resolution) than Collaborate Ultra.
* Zoom allows you to save or store the "whiteboard" while Collaborate Ultra does not
* Zoom has better recording options than Collaborate Ultra (but not by much)
* You can pre-define breakout groups in Zoom, while you cannot do so in Collaborate Ultra
* You can pre-create polls in Zoom, while you cannot do so in Collaborate Ultra
* You can meet with people outside a class context using Zoom, while you cannot do so in Collaborate Ultra.
* Zoom requires students to download and run the Zoom Client, while Collaborate Ultra is in-browser.

There are few other differences, but for most teaching activities the above are the most important. As you can probably see, there's no clear "best" option; both have their pros and cons. You can find a very detailed comparison of the two systems [https://skylight.science.ubc.ca/lt/online-lectures on Science Skylight's AV support page].

* As of August 24, Zoom is now integrated into Canvas, which handles most of the authentication issues.

== How do I set up Zoom? ==

Zoom is set-up (currently) as a stand-alone product, which runs through a web portal and/or an application. The process to set up your Zoom account is as follows:

# Have UBC IT set up a UBC Zoom account for you
** '''Tip''': don't use a personal or free Zoom account; the UBC version has more features, and is supported by UBC IT.
# Configure your Zoom account using the Zoom Web Portal
# Create or schedule a meeting
# Broadcast

It's also a good idea to run some test sessions, and get used to the user interface so you feel more comfortable using Zoom.

=== Create a UBC Zoom Account ===

You can't sign up for a UBC Zoom account on your own; you need to have the AV helpdesk do it for you.
* Send them an email at [mailto:av.helpdesk@ubc.ca av.helpdesk@ubc.ca] with and include:
** The name of the course (or courses) you want to use Zoom with (and if they are larger than 300 students)
** Your UBC email address (your.name@ubc.ca)
** Your faculty
** Your department (or school)

After you've sent them an email, they'll send you a ticket, then after a couple of days you'll receive a confirmation email which will ask you to activate your Zoom account.
* Follow the instructions in this email to create a Zoom account
** '''Note''': your Zoom account is not tied to your UBC CWL, so don't reuse your passwords!
* This will then prompt you to also download and install the Zoom Client (a local application to help schedule and run meetings); do this
** If it doesn't prompt you to do so, you can download [www.zoom.us/download the latest Zoom client here].
* Log into the Zoom Client using your email and password.

You're now set-up with a UBC Zoom account; the next step is to configure your account and your settings.

=== Configure your Zoom Account ===

There are two ways to do this, either via the Zoom Client application or the Web Portal. We recommend using the Web Portal, since it offers you a more complete set of options than the application. You can access the Web Portal by visting [https://zoom.us/profile zoom.us/profile] and logging in with your password and email.

* First, make sure you change your profile picture and name, so that people will be able to recognize you even if your camera is not on.
* Next, configure your account by clicking on settings. We recommend enabling or choosing the following settings:

Under the ''Security'' and ''Schedule Meeting'' settings:
* Require a password when scheduling new meetings: ''on''
* Require a password for participants joining by phone: ''on''
* Embed password in invite link for on-click join: ''on''
** You may want to turn this off if you circulate your Zoom invitation publicly, or believe it may be.
* Enable personal meeting ID: ''on''
* Mute participants upon entry: ''on''

Under the ''In Meeting (Basic)'' settings:
* Chat: ''on''
* Private chat: ''on''
** You may also want to enable "auto-saving chats" if you rely on the chat for judging participation
* Co-host: ''on''
* Polling: ''on''
* Always show meeting control toolbar: ''on''
* Screen sharing: ''on'' but set to ''Host only''
* Whiteboard: ''on'' and ''allow saving of whiteboard content''
* Non-verbal feedback: ''on''
* Allow participants to rename themselves: ''on''

Under ''In Meeting (Advanced)'':
* Breakout room: ''on'' and check ''allow host to..."
* Closed captioning: ''on''
* Save captions: ''on''
* Virtual background: ''on'' and ''allow use of videos'' enabled
* Identify guest participants in the meeting/webinar: ''on''
* Use HTML format email for Outlook plugin: ''on''

Under email notifications, you can choose in which cases you'd like to receive emails; I usually enable all of these. Finally, under ''Other'', enable "Blur snapshot on iOS task switcher."

As you can see, there are a very large number of settings in Zoom. You can tweak some of them, to help you manage your course as you would like, but this should be a good basis for getting started. You can also change many of these within your Zoom Client or within a meeting itself; but it's best to arrange this ahead of time.

=== Schedule a Zoom Meeting ===

You can create Zoom meeting either by using the Web Portal, or the Zoom Client; the only real difference is that the Web Portal allows you to add polls directly, while the Client does not.

'''Using the Web Portal''':
* On the sidebar, select "Meetings" then "Schedule a New Meeting"
* This will bring up a window where you can add details about your meeting (including date and time), and tweak any settings.
** '''Note''': the setting will default to the choice made above, but you can also change them individually for each meeting
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Save" and your meeting will be scheduled.

This will then bring you to the Meeting management page, where you can see all the details of your meeting. The most important part is the invitation link: you provide this to individuals in order to join your meeting.
* If you scroll to the bottom, there is a section which says "Add polls"; this is where you can create iClicker-like polls (see below for details).

'''Using the Zoom Client''':
If you're using the desktop Zoom client, the process is a little different.
* Open the Zoom Client application, then click "Schedule"
* This will bring up a window where you can add your details, like in the Web Portal, and tweak settings (under Advanced Options)
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Schedule" and your meeting will be scheduled.

This will then bring up a Zoom invitation window, where you can see all your meeting details. You can also now see this meeting in the Zoom Web Portal (and add polls, as above).

Regardless of which method you used, once you're happy with your meeting, you're ready to go. Click on the invitation link, or hit "start Meeting" to begin your Zoom meeting.

== How do I broadcast using Zoom? ==

Once you have joined the meeting, the main meeting window will open in the Zoom application. In Zoom, all of the meeting controls (called "Host Controls") are located along the bottom of your window. You can find [https://support.zoom.us/hc/en-us/articles/201362603-Host-Controls-in-a-Meeting Zoom's guide to host controls here], which has a video walkthrough. Going from left-to-right:

* Mute/unmute audio: which enables or disables your microphone.
** The small arrow lets you select a microphone, test your microphone, and configure other microphone-related settings.
* Show/hide video: which enables or disables your webcam
** The small arrows lets you change webcams, configure video settings, and display a virtual background (which hides your background).
* Security: which allows you to enable or disable different security features, such as allowing participant to share their screen.
* Participants: which shows or hides the participants sidebar, which lists all of the individuals in a meeting (see below).
** This also shows non-verbal communication tools, which appear in this tabe
* Chat: which shows or hides the chat tab (this nests with the participants tab if both are open).
* Share Screen: which allows you to share an application or screen on your computer
** The small arrows allows you to configure screen sharing settings
* Record: which allows you to record a copy of the meeting to your PC.
* Reactions: which allows students (or you!) to display non-verbal reactions on their profile card
* More: which includes breakout rooms and polls (see below)

The most important are the audio and video controls, and then the "share screen" options. Enabling audio and video will allow you to chat with students (and see you!), while the share screen options will allow you to share content (like slides, etc.) with students.

== How do I Share Content Using Zoom? ==

All content sharing in Zoom is done using the "Share Screen" button; this allows you to share an application or monitor attached to your computer to your Zoom meeting, like a video feed. For example, if you wanted to share some slides, you would open the the slides on your PC, then share the screen with the slide output with your students. When you click "Share Screen" it will bring up a set of options, both basic and advanced. On the basic tab, you will see (i) all of the screens attached to your PC, (ii) a whiteboard option, (iii) an iPhone/iPad option, and (iv) a lot of all the windows you currently have option on your PC. On the advanced tab, you will see options for a portion of your screen, a secondary camera, and audio only.

* The screen options will share your entire screen, including your PC user interface and any applications open on this PC. This is similar to connecting to a projector, in a second.
* ('''Recommended''') The window options (for each window) will ONLY share that window, and your mouse pointer interacting with it
* We will discuss the Whiteboard and iPhone/iPad options below

We recommend the window option, since you're less likely to accidentally share something you didn't want to, but a second screen works very well too. Once you've chosen what you want to share, hit "Share". You will see the content being display on your PC in a green outline, and a red "stop sharing" icon above. The main Zoom interface may become smaller (if you've enabled that feature). Your students can now see the different content.

=== Using the Zoom Whiteboard ===

Zoom has an integrated "drawing" whiteboard, which allows you (and/or your students) to draw and annotate on a white screen. This can be used as a tool for student engagement, or for sketching (if you have a PC or tablet that supports drawing). Basic drawing controls are at the top of the whiteboard, including the option to save the results and erase material.

=== iPad/iPhone Sharing ===

One excellent feature of Zoom is integrated iPad/iPhone screen sharing, without requiring either an adapter or an external application.
* Make sure your iPhone/iPad is on the same WiFi network as your PC, and neither is behind a VPN
* Select "iPhone/iPad" sharing; this will bring up a screen with instructions
** '''Note''': the first time you launch this, it may prompt you to install a plugin.
* On your iPhone/iPad, select screen mirroring from the control center, and then your Zoom device as the target

This will display exactly what is on your iPhone/iPad to the audience as content; you can use this with an Apple pencil like a document camera, or annotate slides using your favourite application.

=== Advanced Sharing ===

The main use for advanced sharing is the "secondary camera" option - which is designed for a document camera. If you've got a document camera, or have rigged up a homemade one using a basic web camera, this is the way to share this content without replacing your main video feed.

== Who do I Interact with Students Using Zoom? ==

Zoom has several different features for interacting with students. The two main ones are the chat and the non-verbal interaction tools.
* Using the chat, students can talk with your or with one another; for example if they have questions or want to discuss
* They can also click on the "reactions" on the main control menu, or on the non-verbal communication in the participant menu to send feedback; you can see these on their Zoom profiles or in the participants window.

This are an effective way to interact with students online. You can also use the partipants menu to unmute students, if they have a question; hover over their name, and select "unmute".

=== Using Zoom Polls ===

Zoom has a built-in iClicker-like system which allows you to create multiple choice style questions, then pose them to the audience. You can only create these via the Web Portal, by selecting your meetings, editing it, then click on "add Polls".
* You can find a detailed guide and video walk-through [https://support.zoom.us/hc/en-us/articles/213756303-Polling-for-meetings here].
* You can also save the poll results; but note that the responses will be based on the names of your Zoom meeting participants.

=== Using Breakout Rooms ===

Zoom also allows you to create breakout rooms, which are little mini-meetings with a subset of the student in each meeting. This allows for small, in-group discussions or other activities.
* You can find a detailed guide and video walk-through [https://support.zoom.us/hc/en-us/articles/206476093-Enabling-breakout-rooms here].
* Groups can be either pre-defined, using the option in the Web Portal interface before the meeting, created manually, or created automatically using random assignment

It's generally a good idea to have a TA help out if you're using breakout rooms extensively in your sessions.

== Overall ==

Zoom is a powerful webconferencing tool, which strikes a good balance between ease-of-use, flexibility, and teaching tools. Feel free to contact me if you have any questions or would like some help.
* You can email questions to ''jonathan.graves@ubc.ca'' or we can arrange an online or in-person tutorial. Let me know!

== Frequently Asked Questions ==

===Can my TAs use Zoom for office hours, labs, or tutorials?===
Yes, but you will have to schedule the meetings for your TAs unless they have your own Zoom account. In order to let them host the meetings, add them as "Alternative Hosts" when you set up your account.

===When I try to set up a camera (or microphone), it doesn't work===
For example, if you get a grey screen with a crossed out camera (or microphone) symbol. This indicates that Zoom can't detect or manage the device properly. First, try to restart your computer. If you have another camera (or microphone) you can use, try that instead. Finally, try uninstalling the device drivers, then reinstalling them. You might want to contact Arts ISIT for help with this!

===Can I use Zoom on an iPad?===
Yes! The interface is a little different, but you can do it. Try checking out Zoom's guide to host controls for iPad. For lecturing, iPads work best as a secondary device (where you draw or share slides) rather than as a main device.

===How can I test my set-up?===
Just schedule an individual meeting and test it out yourself. You can even join the meeting on another device (e.g. your phone) to test it out from a student's perspective as well.

== Other Links and Guides ==
* [https://skylight.science.ubc.ca/lt/guides/zoom UBC Skylight's Zoom Guide]
* [https://keepteaching.ubc.ca/lectures/ Keep Teaching UBC's Zoom and Lecture Guide]
* [https://it.umn.edu/services-technologies/how-tos/zoom-teach-online-class-sessions UMinn Zoom Guide - very comprehensive!]

Reimagining Assessments

2020-08-10T16:39:41Z

JonathanGraves: /* Assessment Design */ rm comments

== Introduction ==
This Wiki page is intended to be an open resource for instructors who need to move from traditional face-to-face assessment to online assessments. The authors acknowledge that assessments may vary from discipline to discipline, and that not all learning outcomes can be assessed in a digital environment. The authors of this document are [https://www.botany.ubc.ca/people/sunita-chowrira Sunita Chowrira],[https://politics.ubc.ca/persons/fred-cutler/ Fred Cutler], [https://economics.ubc.ca/faculty-and-staff/jonathan-graves/ Jonathan Graves], [https://theatrefilm.ubc.ca/profile/patrick-pennefather/ Patrick Pennefather], and [https://vantagecollege.ubc.ca/amber-shaw Amber Shaw].

The following considerations and suggestions apply to classes of all sizes. We considered classes above 30 to be large classes, since it is around that number that videoconferencing with the full group present visually becomes impractical.

== General Considerations for Instructors ==
# In the move to remote, online assessment, instructors can do more than convert their ‘normal’ in-person assessments to online delivery. We recommend that instructors consider re-designing assessments, even very slightly, in order to: (i) use the assessment as a learning experience in its own right ([https://doi.org/10.1080/0969594X.2014.898128 Dann 2014]); and (ii) to provide fair evaluation of the achievement of learning objectives in an online environment. In other words, changes to assessments should be directed towards maximizing student learning and how they can demonstrate it effectively online. [https://wiki.ubc.ca/Course:CTLT_Course_Design_Intensive/UbD_Principles/Learning_Plan Backwards Design] can be a helpful course design model to achieve this.
# Taking things one step further, instructors can use this opportunity to explicitly map assessments, and even the separate components of those assessments, to desired learning outcomes. With that said, it is important to make the assessment-to-learning-objectives connection obvious to students on the syllabus, during the course, and on the assessments themselves.
# When designing assessment, keep in mind overall issues of accessibility (time zones, internet access, bandwidth, webcam/mic quality, and privacy/security/freedom in some countries).
# Design and delivery of assessment must consider the workloads of the instructor, support staff, TAs, and students. Always keep in mind the demands of students mastering material, learning skills, and dealing with multiple learning technologies in the context of a full course load
# Instructors should consider using frequent low-stakes assessments rather than end-of-term high-stakes assessments, while keeping workloads in mind. This applies [https://doi.org/10.1177/1529100612454415 across disciplines], including [https://lsa.umich.edu/content/dam/sweetland-assets/sweetland-documents/teachingresources/IntegratingLowStakesWritingIntoLargeClasses/IntegratingLow-StakesWritingIntoLargeClasses.pdf writing-based assessments], [https://makeitstick.net/ knowledge-based assessments], language learning, and skills learning.
# More attention may need to be paid to student progress, including more personal outreach conditional on assignment work and performance. UBC's pilot of the [https://learninganalytics.ubc.ca/get-started/try-a-pilot-tool/ontask/ OnTask] system may provide a useful mechanism.
# Understand privacy and copyright and legal issues in student production and online communication.

== Unique Assessment Ideas ==
There are many [https://wiki.ubc.ca/Documentation:Student_Toolkit alternative assessment strategies]. This list is not meant to be exhaustive: [[File:What_would_you_need_to_assess_at_a_distance_and_through_a_remote_channel.png|alt=Picture of a Coggle Mind Map about Assessment|600x600px|thumb|Example of a Coogle Mind Map]][https://wiki.ubc.ca/Documentation:Student_Toolkit/ePortfolios ePortfolios]

[https://wiki.ubc.ca/Documentation:Student_Toolkit/Blogs Blogs]

[https://events.ubc.ca/teaching-empathy/ AR (Augmented Reality)]

[https://wiki.ubc.ca/Documentation:Student_Toolkit/Wikis Journals/Wikis]

[https://wiki.ubc.ca/Documentation:Student_Toolkit/Video Videos]

[https://diy.open.ubc.ca/audio/create-it/podcasting-basics/ Podcasts]

[https://wiki.ubc.ca/Documentation:Infographic_Assignments Infographics]

[https://coggle.it/ Mind mapping]

[https://www.improvewithmetacognition.com/wp-content/uploads/2018/06/Ho_et_al_Reflection_Prompts.pdf Metacognition]

[https://cases.open.ubc.ca/case-studies/ Group-produced Website]

[https://cases.open.ubc.ca/get-involved/ Problem-Solution (Problem-based learning)/Case Studies]

Structured revision of paper/project

== Assessment Design ==
== Traditional Exams ==
{{AssessmentEvaluation|AssessmentName=Traditional Exams|Grade=C+|Color=orange|Bullet2=(-) Academic integrity issues|Bullet3=(+) Technological support|Bullet4=(+) Multimedia questions}}
This refers to online versions of standard examinations, in which students answer a selection of questions in a written, numerical, or multiple choice format. Exams are intermediate in their ability to transfer online; while there are many technical solutions to support them, they pose challenges around accessibility and academic misconduct.

'''Context:''' Used across disciplines

=== Opportunities/Benefits ===
* Exam questions may already exist, either in test banks or in "offline" examination
* Typed text may be easier to grade and can take advantage of multimedia integration
* The existence of question pools and random administration allows for individualized assessment
* Technologies exist to help support conducting online examinations and maintain academic integrity

=== '''Challenges/Concerns''' ===
* Academic integrity concerns which do not have fool-proof technical solutions including:
*# Prohibited collaboration
*# Consulting prohibited materials
*# Identity verification
* Creating exams which are robust to online assessment is more time consuming, and may require extensive modification of question types or formats
* Multimedia questions may require reworking or the mastery of new technologies (i.e. Canvas Quizzes, Crowdmark/Gradescope, WebWork, student-recorded video).
** For example: include math solutions, drawing a regression line through points, drawing, or identifying parts of an image.
* Multi-section, multi-instructor courses require re-consideration of the coordination of: the examination itself, academic integrity, technology, allocation of grading to instructors and TAs, and appeals.

=== Online Considerations ===
* Always consider examination (preparation and exam session) as a learning experience as well as for evaluation.
* When using individualized questions (e.g. Canvas formula questions or Question Groups), instructors need to ensure that each student is still being evaluated (i) on the same learning objectives and (ii) at the same degree of difficulty.
* Available tools (such as open book/take-home format, and permitted websites) needs to be carefully considered and as permissive as feasibly possible.
** In many situations, it may be appropriate to re-work assessment strategy to allow student collaboration.
* To limit misconduct, conduct more lower stakes assessments, fewer high stakes exams.
* Sharing grading/feedback between instructor and T.A.'s must be facilitated through technology.
* Possible Platforms:
*# [https://lthub.ubc.ca/tech-uses/assessments/?login All platforms supported by central UBC LT Hub]
*# Canvas Quiz (with Lockdown Browser or Proctorio)
*# CLAS (for image/video annotation, including student-recorded video for assessment)
*# Crowdmark / Gradescope
*# edX
*# TopHat Test
*# WebWork (math & stats)
*# Respondus Quiz

== Two-Stage Exams ==
Typically, an individual test immediately followed by a [https://www.youtube.com/watch?v=b07Oue306wE group test].

'''Context:''' Used across disciplines {{AssessmentEvaluation|AssessmentName=Two-stage exams|Grade=B|Color=green|Bullet2=(+) Mix of summative & formative assessment|Bullet3=(-) Difficulty implementing online|Bullet4=(-) Academic integrity challenges|Bullet1=(+) Less stress, more interaction online}}
=== Opportunities/Benefits ===
* [http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.474.1096&rep=rep1&type=pdf Benefits of peer instruction]
* Can reduce stress
* Formative and summative
* Evidence of better learning impact ([https://www.jstor.org/stable/43632038 Gilley and Clarkston 2014])
* Can promote social interaction and social learning to substitute for in-person social interaction

=== '''Challenges/Concerns''' ===
* Timed exams with groups may be stressful for students and may raise concerns about fairness. Instructors should consider adding time for interpersonal and technical difficulties.
* Some platforms might require groups to submit an “assignment” as one may not be able to deploy a test to a group.
* Requires bandwidth and accessible technology for the peer instruction phase.

=== Online Considerations ===
* Requires video-conference breakout groups or chat rooms. Challenge of pre-assigning these and having students successfuly enter the 'rooms'.
* Timing of stages and groups should be flexible, especially for overseas students. If possible, create different time-zone groups.
* Students must test communication channels first -- ideally the instructor will give a practice two-stage exam to get everyone comfortable.
* Exams must be either locked down or open book to prevent one student from affecting the academic integrity of the group.
* Some students may have academic accommodations to consider.
* Possible Platforms:
** Canvas with Collaborate Ultra
** Canvas with Zoom or Google Meet
** [https://lthub.ubc.ca/guides/mattermost/ Mattermost] or Slack for text-based collaboration (video calls on paid plans)
** [https://crowdmark.com/blog/crowdmark-supports-two-stage-exams/ Crowdmark](paid at the Faculty or Department or Course level)

== Collection and Portfolio Projects ==
'''Context:''' Collection projects are more popular in life science courses. Portfolio projects are common across disciplines.

=== Opportunities/Benefits ===
* Engagement with local environments
* Can be multimodal (photos, video, audio, data, creation){{AssessmentEvaluation|AssessmentName=Collection & Portfolio Projects|Grade=B+|Color=green|Bullet2=(+) Mixture of multimedia techniques|Bullet3=(-) Students need tool familiarity|Bullet4=(-) Unique academic integrity challenges|Bullet1=(+) Individualized production}}
* Individualized production makes it easier to ensure academic integrity
* Students can retain originals for ‘integrity audits’

=== '''Challenges/Concerns''' ===
* Specific academic integrity issues
* Students must be familiar with tech to present their content
** Technology mastery must be provided and a learning objective of the assessment

=== Online Considerations ===
* Can convert to fully digital presentation and submission
* Allows for multiple file types in same submission, with some annotation or audio narration
* Oral presentation may need to be asynchronous (for example, a narrated screencast)

* Multimodal projects may not be fully accessible (for example, for a screenreader)
* Student ‘gathering’ may not be possible for some students due to physical, geographic, or socio-economic differences
* Possible Platforms:
** [https://blogs.ubc.ca UBC Blogs]
** [https://ubcarts.ca ubcarts.ca] (Faculty of Arts only)
** Canvas Portfolios
** Portfolium (not supported at UBC)
** Student website: Wix, Squarespace, Wordpress, etc.
** [https://prezi.com Prezi]

== Performance ==
'''Context:''' Common in Music, Theatre and Film, Creative Writing, Education

=== Opportunities/Benefits ===
* Opportunity for iterative improvement of a single take performance
* Pre-recorded performance without a live audience may reduce nervousness associated with facing an audience and especially peers
* Asynchronous removes the logistics/delays
* Student reflection comments on own performance can really boost self-awareness and improvement in performance

=== '''Challenges/Concerns''' ===
{{AssessmentEvaluation|AssessmentName=Performance|Grade=B+|Color=green|Bullet2=(+) Reduces anxiety and nervousness|Bullet3=(-) Very difficult for accompaniment/ensembles|Bullet4=(-) Harder to provide online feedback|Bullet1=(+) Asynchronous logistics improvements}}
* Synchronous video logistics may be challenging for instructors with students performing in sequence
* No accompaniment/other performers. Very difficult for ensembles and groups, though different platforms may deliver better on this in the future
* Student ‘gathering’ may not be possible for some students due to physical, geographic, or socio-economic differences

=== Online Considerations ===
* More or less time for one-on-one lessons, contact, feedback, mentoring?
* Instructors need time to get comfortable with asynchronous self-recordings for assessment and feedback, including setting expectations for how much individual feedback is possible
* Pre-recorded performances can serve as accompaniment to other players
* Shared greenscreen using specific platforms (cdnstudio.ca)
* Temporarily move somewhat away from ensemble to solo- and monologue-driven assessment
* Assessment of technique over time [PF, pls clarify]
* Combine synchronous work with asynchronous feedback, especially in ensemble settings
* Possible Platforms:
*# Zoom (synchronous meeting and recording)
*# [https://loom.com Loom] (individual recording)
*# [https://lthub.ubc.ca/guides/kaltura/ Kaltura-Canvas]
*# [https://clas.ubc.ca CLAS] (for video and audio time-specific annotation/comments/feedback by students and instructors)
*# [https://wevu.video WeVu] (public version of CLAS)
*# [https://lthub.ubc.ca/guides/web-conferencing/ Collaborate Ultra] (for in-Canvas videoconferencing and student breakout rooms)
*# Meet (Google alternative to Zoom - free as of June 2020)
*# Skype

== Psychomotor Skills ==
'''Context:''' Common in Nursing, Dentistry, Midwifery, Physiotherapy, Engineering, Fine art execution / design

===Opportunities/Benefits===
* Opportunity for iterative improvement of a performance through focussed performance, reflection, feedback, and trying again ([https://doi.org/10.1515/ijnes-2016-0020 Debourgh and Prion 2017])
* Self-recorded performance may reduce nervousness associated with facing instructors and peers
* Asynchronous recording and uploading to a course site removes the logistics/delays
* Student reflection comments on own performance can really boost self-awareness and improvement in performance{{AssessmentEvaluation|AssessmentName=Psychomotor Skills|Grade=C-|Color=red|Bullet2=(+) Simpler logistics via recording|Bullet3=(-) Difficult to provide equipment or physical interaction|Bullet4=(-) Lack of immediate or guided feedback|Bullet1=(+) Reduces anxiety and nervousness}}

=== '''Challenges/Concerns''' ===
* Lack of equipment
* Safety
* Lack of immediate guided feedback and demonstration
* Synchronous video logistics may be challenging for instructors with students performing in sequence
* Group physical interaction is impossible
* Some students may have willing family members / roommates to role-play but others may not

=== Online Considerations ===
* Modified assessments. More use of simulated equipment/patients (e.g. teddy bears).
* Adaptation to available equipment or simulated equipment. Mailing out of kits to students.
* Online simulation from relatively low-fidelity to high-fidelity and AR/VR simulation
* Remove group-based activities involving equipment/patients/field locations
* Possible Platforms:
*# [https://lthub.ubc.ca/guides/web-conferencing/ Collaborate Ultra]
*# Zoom
*# [https://lthub.ubc.ca/guides/kaltura/ Kaltura-Canvas]
*# [https://clas.ubc.ca CLAS] (for video and audio time-specific annotation/comments/feedback by students and instructors)
*# [https://wevu.video WeVu] (public version of CLAS)

== Oral Language Testing ==
'''Context:''' Used across language learning courses

===Opportunities/Benefits===
* Students may have less anxiety than in person testing
* May be more efficient and with permissions can be recorded for more specific feedback
* Multiple attempts are possible if asynchronous
* More opportunity for repeated practice
* Student-to-student language practice is possible and can be used formatively or for assessment

=== '''Challenges/Concerns''' ===
{{AssessmentEvaluation|AssessmentName=Online Language Testing|Grade=A|Color=green|Bullet2=(+) Simpler logistics via recording|Bullet3=(+) More opportunity for peer and group practice|Bullet4=(-) Technical requirements need to be met to proceed|Bullet1=(+) Reduces anxiety and nervousness}}
* Accuracy in listening through a student’s microphone and through the instructor’s headphones
* Need to substitute or get difference licensing for specialized software?

=== Online Considerations ===
* Technical recommendations may have to be in place to ensure that the reason for poor performance is not due to technical issues
* Headphones for proper assessment
* Demands an ideal testing environment (with less distractions) from students
* Instructor needs to provide guidance for assessment design, prep, scaffolding of asynchronous assessments. (Including integrity)
* Possible Platforms:
*# Language learning platforms (DuoLingo, etc.)
*# [https://lthub.ubc.ca/guides/web-conferencing/ Collaborate Ultra]
*# Zoom
*# [https://lthub.ubc.ca/guides/kaltura/ Kaltura-Canvas]
*# [https://clas.ubc.ca CLAS] (for video and audio time-specific annotation/comments/feedback by students and instructors)
*# [https://wevu.video WeVu] (public version of CLAS)

== Group Projects ==
'''Context:''' Common across disciplines and may include assessments like essays, reports, briefs, story telling, podcasts, wikis, academic reading groups, blogs, case studies, screencasts, etc.

===Opportunities/Benefits===
* Meta learning objective can be the development of collaboration skills and the modalities and protocols of digital collaboration
* Iterative nature supports student interaction outside of class time
* Development of multimedia skills{{AssessmentEvaluation|AssessmentName=Group Projects|Grade=B+|Color=green|Bullet2=(+) Team learning in online context|Bullet3=(-) Traditional group dynamic challenge increase|Bullet4=(-) Assessments need to be supported with technical challenges|Bullet1=(+) Develop online multimedia skills}}
* Students can build an artifact of their learning to preserve and present to other audiences (see Collection Projects, above)
* Experience with different roles in a team
* Collaborative
* Can reach a larger audience

=== '''Challenges/Concerns''' ===
* Challenges of group collaboration
* Managing group interactions, equal contributions, accountability, responsibility
* Assessment of contributions to group work and to final product (should be considered separately)
** use [[iPeer]]
** require individuals journals / work logs to be graded
* Need a responsibility-enforcement mechanism like peer grading or team contracts
* Academic integrity
* Students may not be able to access various platforms including Google Docs or participate synchronously
* Instructor may need access to ongoing group work, which poses logistical challenges and mandates the use of one collaboration too for the convenience of the instructor (Microsoft Teams, Google Docs/Drive, UBC Blogs)
* If the projects are to be presented, sychronously or asynchronously, and for peer feedback, Canvas is not equipped for an instructor to re-share a submission to the whole class, so they will have to be posted to another platform

=== Online Considerations ===
* Accessibility of online materials/platforms
* Possible Platforms:
# Collaborate Ultra, Zoom, Skype, Messenger
# Canvas groups/discussions
# [https://lthub.ubc.ca/guides/ipeer/ iPeer] (for student evaluation of contributions of self and other group members)
# Google Docs
# Microsoft Teams
# UBC Wiki
# Kaltura-Canvas
# UBC Blogs or ubcarts.ca or websites (Wix, Squarespace, Wordpress, etc.) for presentation of work (Canvas not good for multiple files as one submission)
== Presentations ==
'''Context:''' Used across disciplines

=== Individual ===
This may include student generated screencasts, synchronous or asynchronous audio/video, etc. {{AssessmentEvaluation|AssessmentName=Presentations|Grade=A-|Color=green|Bullet2=(+) Better logistics and arrangements|Bullet3=(-) Student need to master technical requirement|Bullet1=(+) Reduces anxiety and nervousness}}
====Opportunities/Benefits====
* Most preparation for presentational aspects can be assessed using specific rubrics. For example, students may receive credit for scaffolded aspects of a presentation (brainstorms, mind maps, outlines, scripts, visuals, etc.)
* Presentations can still be made synchronous with an audience and shared screen. Have students practice with professor or TAs first to ensure that it will work and the student presenters are comfortable with the technology.
* Pre-recorded presentations (single or multiple takes) can allow for increased reflection and iterative improvement. These asynchronous presentations can be shared in CLAS and other students can comment and ask questions.

==== '''Challenges/Concerns''' ====
* It may be difficult to have similar rubrics of performance when content is presented via a synchronous platform.
* Students must master the technology and may 'over-think' or 'over-produce' it.
* Accessibility to recording tools, bandwidth, etc.

==== Online Considerations ====
* Different types of rubrics may be needed for the synchronous presentation of content
* Possibility of pre-recorded presentations. (Could be screencast, animated, or could be traditional front-of-room.)
* Presentation techniques would need to be integrated as part of the course in order to guide students towards excelling in an online setting.
* Possible Platforms:
# Zoom
# [https://loom.com Loom] (for screencast recording)
# [https://lthub.ubc.ca/guides/camtasia/ Camtasia-Kaltura-Canvas](for screencast recording)
# [https://clas.ubc.ca CLAS] (for video and audio time-specific annotation/comments/feedback by students and instructors)
# [https://wevu.video WeVu] (public version of CLAS)
=== Group ===

====Opportunities/Benefits====
* Most preparation for presentational aspects can be assessed using specific rubrics. For example, students may receive credit for scaffolded aspects of a presentation (brainstorms, mind maps, outlines, scripts, visuals, etc.)
* Presentations can still be made synchronous with an audience and shared screen. Have students practice with professor or TAs first to ensure that it will work and the student presenters are comfortable with the technology.
* Pre-recorded presentations (single or multiple takes) can allow for increased reflection and iterative improvement. These asynchronous presentations can be shared in CLAS and other students can comment and ask questions.

==== '''Challenges/Concerns''' ====
* It may be difficult to manage multiple presenters in an online environment
* It may be difficult to have similar rubrics of performance when content is presented via a synchronous platform.
* Students must master the technology and may 'over-think' or 'over-produce' it.
* Accessibility to recording tools, bandwidth, etc.
* Responsibility, contributions, accountability, grading fairness are all considerations -- see above under Group Work

==== Online Considerations ====
* Different types of rubrics may be needed for the synchronous presentation of content. (ex. articulation, being succinct, sticking to time, shared voice(s) in the presentation
* Transitioning between speakers (better) or the decision to have just one (not ideal)
* Presentation techniques would need to be integrated as part of the course in order to guide students towards excelling in an online setting
* Possible Platforms:
# Zoom (for multiple students presenting, sharing one screen, with all talking over it, and recorded for uploading to Kaltura-Canvas or CLAS)
# [https://loom.com Loom] (for single student screencast recording)
# [https://lthub.ubc.ca/guides/camtasia/ Camtasia-Kaltura-Canvas](for single-student screencast recording)
# [https://clas.ubc.ca CLAS] (for video and audio time-specific annotation/comments/feedback by students and instructors)
# [https://wevu.video WeVu] (public version of CLAS)
== Lab Work ==
'''Context:''' There are many different types of "Labs" across UBC courses. Some labs with equipment or interactions may not be possible remotely as opposed to labs that can be replicated in the online environment. Labs are commonly used in Science, Engineering, Computer Science, and Language courses

===Opportunities/Benefits===
* There may be some efficiency in terms of workflow{{AssessmentEvaluation|AssessmentName=Lab Work|Grade=C-|Color=red|Bullet2=(-) Lack of equipment|Bullet3=(-) Academic integrity challenges|Bullet4=(-) Difficult to assess embodied results|Bullet1=(+) Simulated labs can be done repeatedly}}
* There may be a need for more frequent status updates
* With simulated labs that can be done repeatedly, student mastery may improve due to more practice

=== '''Challenges/Concerns''' ===
* Lack of equipment will slow down or make work impossible
* Lack of computing power only available with university labs and not portable
* No way to conduct specific assessment of embodied hands-on manipulation (see also Psychomotor skills above)
* Academic integrity if results only are presented for assessment

=== Online Considerations ===
* Hardware and software investment to support the advancement of research may be necessary
* Big setup investment in Labster or VR.
* More flexible timelines would need to be established
* More flexible funding timelines would need to be adjusted and/or proposed
* Possible Platforms:
** [https://www.labster.com/ Labster]
** [https://clas.ubc.ca CLAS] for student-recorded simulated lab work with feedback from instuctors
** [https://skylight.science.ubc.ca/lt/guides/academic-continuity-strategies-mitigate-campus-disruptions UBC Skylight] may provide guidance but nothing as of May 20, 2020

== Class Participation ==
'''Context:''' Participation requirements vary from discipline to discipline and course to course. Participation is assessed in the service of multiple learning objectives (we hope). Participation may include student-student, student-instructor, student-T.A, student-content, break-out groups (synchronously or asynchronously), and more.

===Opportunities/Benefits===
* There are many different types of participation to assess
* Multimodal: Students may participate in various ways (modes) including posting writing, video, audio, pictures, movement, etc.
* Transparent: Make it clear to students what the purpose of the participation is and how it will be assessed
* Structured: Participation can be very structured online. For example, you may expect students to post on a discussion board at the end of each week. Stay consistent and provide feedback on participation
* Synchronous and asynchronous possibilities: Create opportunities for students to participate both synchronously and asynchronously. Some students who may be hesitant to participate in the moment, may contribute a great deal asynchronously
* Formative feedback can be built in to participation modules: Most platforms allow instructors to post feedback within modules that address common challenges. This is especially helpful for large online classes

=== '''Challenges/Concerns''' ===
{{AssessmentEvaluation|AssessmentName=Class Participation|Grade=B|Color=orange|Bullet2=(+) Formative feedback|Bullet3=(-) Online culture challenges|Bullet4=(-) Significant adjustments necessary|Bullet1=(+) Transparent and clearly structured in course}}
* Students may perceive participation as subjective
* Students may not be familiar with the online culture of participation
* Students may not value online participation as much
* Time-zones, technology, and accessibility may require adjustments in expectations or modalities

=== Online Considerations ===
* Online participation may “look” and “sound” different than face-to-face
* Students may find it more difficult to participate in an online setting
* Instructors may need to reconsider what participation looks like and adjust rubrics/assessment
* Instructors would need to define participation rules of play depending on the environment they are in. (ex. Put your hand up if you wish to speak)
* Instructors may need to learn/re-learn the art of elicitation
* Synchronous classrooms will need to use the hand-raising and particularly the chat functions very deliberately
** Consult best practices on chat moderation, use TAs as moderators
** Allow use of the chat only at instructor-dictated times and with focussed questions
** Practice student use of breakout rooms. Discussions in Canvas may be preferred to breakout rooms in Zoom or Collaborate Ultra because groups can be defined beforehand (randomly or opt-in or instructor-defined) and participation as text can be assessed later.
* Possible Platforms:
# Kaltura-Canvas (for pre-recorded participation)
# [https://clas.ubc.ca CLAS] (for pre-recorded participation)
# Piazza (class-wide Q&A, integrated into Canvas)
# Collaborate Ultra (videoconferencing)
## Polling and Chat (can be copied and pasted into document or sheet to analyze)
## Recorded video could be reviewed for participation
# Zoom (videoconferencing, but note privacy considerations)
## Polling and Chat (can be copied and pasted into document or sheet to analyze)
## Recorded video could be reviewed for participation [https://harvard.service-now.com/ithelp?id=kb_article&sys_id=4c3290f6db5b845430ed1dca4896197f#chat Guide from Harvard]
# TopHat (free in Faculty of Arts courses), Socrative, Poll Everywhere, Kahoot and other Classroom Response Systems
# iPeer (for student evaluation of other students' participation)
# Discussion Boards (Canvas and other formats)
# [https://coggle.it/ Coggle](asynchronous participation in a 'mindmap')
# [https://tapestry-tool.com/ Tapestry]
== Project Based Learning and Capstone Projects ==
'''Context:''' These refer to a broad category of assessment, such a theses or directed studies. These can include both individual or group projects, community-engaged learning, and the assessment of ongoing work throughout the term. In general, these transfer well to an online environment.

===Opportunities/Benefits===
* Standard format and project outline transfer well to online environments, making it a good substitute for online exams.
* Online discussion and commentary allow deeper engagement with content and less direction
* Authentic experience and assessment (remote working)
* Students master tools of digital collaboration and presentation of work; essential for the modern workplace

=== '''Challenges/Concerns''' ===
{{AssessmentEvaluation|AssessmentName=Project Based Learning|Grade=A|Color=green|Bullet2=(+) Authentic online working experience|Bullet3=(-) Small-group interactions hard to replicate|Bullet4=(-) Requires clear time management|Bullet1=(+) Standard format moves well online}}
* Small-group F2F interactions are difficult to replicate asynchronously, so expectations around Group Work (see above) must be set
** Can be facilitated using tools like Collaborate Ultra.
* Time commitment for managing course is higher due to the expectation of constant feedback for multiple projects/groups, including grading the final projects.
** Manage this by scaffolding and structuring components to be handed-in, presented, or demonstrated along the way
** Use peer commentary or review for some of the feedback
* Format may pose barriers to student-faculty (or student-student) interaction, especially with accessibility issues (e.g. lack of webcam, time zones)
** In general, strong accessibility considerations due to the interactive and collaborative nature of the work
* Certain in-person activities may not translate (e.g. field trips) or equipment may not be available (e.g. graphics hardware, lab equipment, community access)
* All concerns of group work contributions and assessment (see above)

=== Online Considerations ===
* Project design requires firm structure and clear “on-boarding” for students, including scaffolded points during the project to keep students on track (and limit misconduct)
* Increased need for scheduled faculty-student and student-student interactions
** Consider alternative scheduling approaches. Weekly check-in meetings with groups, etc.
* Potential need for more resources for marking and feedback
* Alternatives need to be found for “hard-to-replicate” experiences or tools
* Possible platforms:
** see Group Work above

Documentation:VSE Tablet Connections

2020-07-11T21:19:55Z

JonathanGraves: /* If your iPad and Mac are newer than 2016 */ add more details

Documentation:VSE Tablet Connections

2020-07-09T18:41:37Z

JonathanGraves: /* If Your Tablet is a Windows device (e.g. Surface or Surface Pro) and your computer is a PC */

This page provides a basic guide to setting up your tablet or other device to use as a second screen or whiteboard; for example, to draw diagrams or write detail mathematical expressions. Unfortunately, this depends on a number of features including (i) what kind of tablet you have, (ii) your operating system, (iii) the version of operating system you're using, and (iv) whether you have a WiFi or hardware connection. In general, we will assume you have a computer which is running either Windows or Mac, and you have a Tablet which is running Windows, Android, or iOS and the associated adapter (e.g. lightning cable) for your tablet.

We have tried to be comprehensive, but there are many different situations out there we are not familiar with, or haven't been able to test or determine the best way to solve. Add your own solutions if you have one!
* Note that all solutions which use WiFi (and not a hard-wired adapter) require both devices to be on the same WiFi network and not behind a VPN.

= If your Tablet is an iPad and your computer is a Mac =

Fortunately, because both of these devices are produced by the same manufacturer, this is the simplest situation. There are considerations depending on how your devices are, and whether you're using WiFi and/or Zoom.

== If you're using Zoom ==

Zoom has a built-in iPad (or iPhone) link. You can find more [https://wiki.ubc.ca/Sandbox:VSE_Zoom on our Zoom guide] but basically:
* You start Zoom screen sharing, then select "iPhone/iPad"
** If it's the first time using this option, you may be prompted to install a plugin
* You can then [https://support.apple.com/en-ca/HT204289 screen mirror your iPad using AirPlay] to your Zoom device.
* Note that like the other wireless options, this will require your iPad and computer to be on the same WiFi network, and not behind a VPN.

== If your iPad and Mac are newer than 2016 ==

Congratulations! You have the easiest time of it! Recent Macs with compatible iPads can use the Apple Sidecar application and a USB to Lighting (i.e. charger) adapter to use their iPad as a second monitor. You can find detailed [https://support.apple.com/en-us/HT210380 instructions here] on how to set this up.

== If your iPad and Mac are older than 2016 ==

Unfortunately, your computer does not support Sidebar, so you will need to perform a work around. Connect your iPad to your Mac using a USB to Lightning adapter, then open QuickTime Player on your Mac. Then, go to ''File > New Movie Recording'' then select your iPad screen as video input. Then, you can share the video recording screen just like you would with slides - except now it will mirror your iPad. You can find instructions in this [https://www.youtube.com/watch?v=CzMIpgH1XlQ helpful video tutorial].
* '''Note''': this is the unique hard-wired adaption we have tested, and does not rely on a WiFi network.

= If your Tablet is an iPad and your computer is a PC =

In this case, things get a little more complicated, unless you're using Zoom. In general, you will need to buy and install some extra software to help make the connection.

== If you're using Zoom ==

Fortunately, you're also in luck; the process is identical to that described above. No extra software necessary.

== If you're not using Zoom ==

Unfortunately, all of the options we have been able to find include using an intermediate piece of software. Essentially, you set up an application on your Windows PC which can connect to you iPad using AirPlay or screen mirroring. Then, you use the screen mirroring feature on your iPad to share your content to your PC. This software tends to be about $25.
* We can recommend [https://www.airserver.com/WindowsDesktop AirServer] as a fairly simply and easy to use piece of software.
* We have also heard good things about [https://www.airsquirrels.com/reflector/features/mac-and-windows Reflector]
Both of these tools offer free trials, so you can test out your set-up before spending money.
* Install the software, following the guidelines, then launch the software.
* Using your iPad, use the screen mirroring feature to share your screen to application on your PC.
* This will display your iPad screen in the application window; you can now share this as content to your lecture

= If Your Tablet is a Windows device (e.g. Surface or Surface Pro) and your computer is a PC =

Windows PC and Microsoft Surface Tablet: the process is a little more straightforward if you have a Surface and are running Windows 10 or later.
* Connect to your tablet as a second screen using the "project to a second screen" option in the Windows display options, after plugging it in with a USB-C adapter. You can find a guide [https://support.microsoft.com/en-us/help/27911/windows-10-connect-to-a-projector-or-pc from Microsoft here].
* Note we haven't tested this will all surface devices yet!

= If Your Tablet is an Android device and your computer is a PC =

If your tablet is running Android, it should support either Chromecast or Miracast
* We haven't found any solutions for Android tablets which do not support a screencasting system.
* Follow the same steps for iPad and PC, but instead of using screen mirroring, use the Chromecast (or Miracast) feature on your device instead.

= If you're using a SurfaceBook or Surface Pro =

Unlike other tablets, a Surface Pro (7 or later) and the SurfaceBook are actually 2-in-1 "transformer" style laptops which have both a tablet and a laptop component. You can use your software directly (PPT, PDF, any whiteboard or notepad app, etc.) with this device. This is the easiest way of teaching online because it will not require any other equipment or software. The Surface Pro 7 is also easy to carry and use an USB-C to HDMI adapter ($15 - $20 on Amazon) to plug into any classroom projector or monitor if instructor wishes to use the device in classroom and broadcast live.

* Step 1: Open your PPT slides or PDF notes or any whiteboard or notepad on your MS Surface Pro.
* Step 2: Open Canvas Collaborate or Zoom and share the application you have just opened under Step 1.
** How to share application/screen on Canvas Collaborate: [https://help.blackboard.com/Collaborate/Ultra/Moderator/Moderate_Sessions/Share_Content#share-application_OTP-0 here]
** How to share application/screen on Zoom: [https://support.zoom.us/hc/en-us/articles/201362153-Sharing-your-screen here]
* Step 3: Start teaching while annotating!

'''Important Notes''':
* Instructors can also open the Collaborate or Zoom whiteboard and annotate there using Surface Pro. But it will not save the annotations as a separate file. If instructors record the session, it will record the live annotations. But if instructors are using surface notetaking app or any other whiteboard app to annotate and write stuffs, they can easily save the file after the class and share the file with students.
* If you are a MacBook or iMac user, and you use iCloud to save all of your classnotes, you can easily download iCloud on your surface pro and access all the updates notes and slides to share on your screen when teaching using Surface Pro 7. Read [https://support.microsoft.com/en-ca/help/4023449/surface-using-surface-with-iphone-icloud-and-itunes this] to find out how to connect iCloud with Surface Pro.
* If you are a Windows user, you can either use the Surface Pro (it can easily connect to a big monitor with a USB-C to HDMI adapter) or your windows computer to make the notes and access those files on your surface pro with Microsoft OneDrive (same as iCloud). Read [https://support.microsoft.com/en-ca/help/4036289/surface-using-onedrive-on-surface#:~:text=an%20Internet%20connection.-,Go%20to%20OneDrive.com%20and%20sign%20in%20with%20the%20account,Surface%20or%20Upload%20to%20OneDrive this] to find out how OneDrive works.

Documentation:VSE Tablet Connections

2020-07-09T18:41:18Z

JonathanGraves: /* If Your Tablet is a Windows device (e.g. Surface or Surface Pro) and your computer is a PC */

This page provides a basic guide to setting up your tablet or other device to use as a second screen or whiteboard; for example, to draw diagrams or write detail mathematical expressions. Unfortunately, this depends on a number of features including (i) what kind of tablet you have, (ii) your operating system, (iii) the version of operating system you're using, and (iv) whether you have a WiFi or hardware connection. In general, we will assume you have a computer which is running either Windows or Mac, and you have a Tablet which is running Windows, Android, or iOS and the associated adapter (e.g. lightning cable) for your tablet.

We have tried to be comprehensive, but there are many different situations out there we are not familiar with, or haven't been able to test or determine the best way to solve. Add your own solutions if you have one!
* Note that all solutions which use WiFi (and not a hard-wired adapter) require both devices to be on the same WiFi network and not behind a VPN.

= If your Tablet is an iPad and your computer is a Mac =

Fortunately, because both of these devices are produced by the same manufacturer, this is the simplest situation. There are considerations depending on how your devices are, and whether you're using WiFi and/or Zoom.

== If you're using Zoom ==

Zoom has a built-in iPad (or iPhone) link. You can find more [https://wiki.ubc.ca/Sandbox:VSE_Zoom on our Zoom guide] but basically:
* You start Zoom screen sharing, then select "iPhone/iPad"
** If it's the first time using this option, you may be prompted to install a plugin
* You can then [https://support.apple.com/en-ca/HT204289 screen mirror your iPad using AirPlay] to your Zoom device.
* Note that like the other wireless options, this will require your iPad and computer to be on the same WiFi network, and not behind a VPN.

== If your iPad and Mac are newer than 2016 ==

Congratulations! You have the easiest time of it! Recent Macs with compatible iPads can use the Apple Sidecar application and a USB to Lighting (i.e. charger) adapter to use their iPad as a second monitor. You can find detailed [https://support.apple.com/en-us/HT210380 instructions here] on how to set this up.

== If your iPad and Mac are older than 2016 ==

Unfortunately, your computer does not support Sidebar, so you will need to perform a work around. Connect your iPad to your Mac using a USB to Lightning adapter, then open QuickTime Player on your Mac. Then, go to ''File > New Movie Recording'' then select your iPad screen as video input. Then, you can share the video recording screen just like you would with slides - except now it will mirror your iPad. You can find instructions in this [https://www.youtube.com/watch?v=CzMIpgH1XlQ helpful video tutorial].
* '''Note''': this is the unique hard-wired adaption we have tested, and does not rely on a WiFi network.

= If your Tablet is an iPad and your computer is a PC =

In this case, things get a little more complicated, unless you're using Zoom. In general, you will need to buy and install some extra software to help make the connection.

== If you're using Zoom ==

Fortunately, you're also in luck; the process is identical to that described above. No extra software necessary.

== If you're not using Zoom ==

Unfortunately, all of the options we have been able to find include using an intermediate piece of software. Essentially, you set up an application on your Windows PC which can connect to you iPad using AirPlay or screen mirroring. Then, you use the screen mirroring feature on your iPad to share your content to your PC. This software tends to be about $25.
* We can recommend [https://www.airserver.com/WindowsDesktop AirServer] as a fairly simply and easy to use piece of software.
* We have also heard good things about [https://www.airsquirrels.com/reflector/features/mac-and-windows Reflector]
Both of these tools offer free trials, so you can test out your set-up before spending money.
* Install the software, following the guidelines, then launch the software.
* Using your iPad, use the screen mirroring feature to share your screen to application on your PC.
* This will display your iPad screen in the application window; you can now share this as content to your lecture

= If Your Tablet is a Windows device (e.g. Surface or Surface Pro) and your computer is a PC =

Windows PC and Microsoft Surface Tablet: the process is a little more straightforward if you have a Surface and are running Windows 10 or later.
* Connect to your tablet as a second screen using the "project to a second screen" option in the Windows project option, after plugging it in with a USB-C adapter. You can find a guide [https://support.microsoft.com/en-us/help/27911/windows-10-connect-to-a-projector-or-pc from Microsoft here].
* Note we haven't tested this will all surface devices yet!

= If Your Tablet is an Android device and your computer is a PC =

If your tablet is running Android, it should support either Chromecast or Miracast
* We haven't found any solutions for Android tablets which do not support a screencasting system.
* Follow the same steps for iPad and PC, but instead of using screen mirroring, use the Chromecast (or Miracast) feature on your device instead.

= If you're using a SurfaceBook or Surface Pro =

Unlike other tablets, a Surface Pro (7 or later) and the SurfaceBook are actually 2-in-1 "transformer" style laptops which have both a tablet and a laptop component. You can use your software directly (PPT, PDF, any whiteboard or notepad app, etc.) with this device. This is the easiest way of teaching online because it will not require any other equipment or software. The Surface Pro 7 is also easy to carry and use an USB-C to HDMI adapter ($15 - $20 on Amazon) to plug into any classroom projector or monitor if instructor wishes to use the device in classroom and broadcast live.

* Step 1: Open your PPT slides or PDF notes or any whiteboard or notepad on your MS Surface Pro.
* Step 2: Open Canvas Collaborate or Zoom and share the application you have just opened under Step 1.
** How to share application/screen on Canvas Collaborate: [https://help.blackboard.com/Collaborate/Ultra/Moderator/Moderate_Sessions/Share_Content#share-application_OTP-0 here]
** How to share application/screen on Zoom: [https://support.zoom.us/hc/en-us/articles/201362153-Sharing-your-screen here]
* Step 3: Start teaching while annotating!

'''Important Notes''':
* Instructors can also open the Collaborate or Zoom whiteboard and annotate there using Surface Pro. But it will not save the annotations as a separate file. If instructors record the session, it will record the live annotations. But if instructors are using surface notetaking app or any other whiteboard app to annotate and write stuffs, they can easily save the file after the class and share the file with students.
* If you are a MacBook or iMac user, and you use iCloud to save all of your classnotes, you can easily download iCloud on your surface pro and access all the updates notes and slides to share on your screen when teaching using Surface Pro 7. Read [https://support.microsoft.com/en-ca/help/4023449/surface-using-surface-with-iphone-icloud-and-itunes this] to find out how to connect iCloud with Surface Pro.
* If you are a Windows user, you can either use the Surface Pro (it can easily connect to a big monitor with a USB-C to HDMI adapter) or your windows computer to make the notes and access those files on your surface pro with Microsoft OneDrive (same as iCloud). Read [https://support.microsoft.com/en-ca/help/4036289/surface-using-onedrive-on-surface#:~:text=an%20Internet%20connection.-,Go%20to%20OneDrive.com%20and%20sign%20in%20with%20the%20account,Surface%20or%20Upload%20to%20OneDrive this] to find out how OneDrive works.

User:JonathanGraves

2020-07-08T21:58:36Z

JonathanGraves: add profile

Welcome to my UBC Wiki page!

If you want to contact me about any of my work, you can reach me at [mailto:jonathan.graves@ubc.ca jonathan.graves@ubc.ca] or via my [https://jonathanlgraves.arts.ubc.ca/ website].

Here are some of the pages I've authored or contributed to substantially on this Wiki:
* [https://wiki.ubc.ca/Documentation:VSE_Collaborate_Ultra VSE Guide to Collaborate Ultra]
* [https://wiki.ubc.ca/Sandbox:VSE_Zoom VSE Guide to Zoom]
* [https://wiki.ubc.ca/Sandbox:Tablet_Connections Guide for Connecting Tablets to Use as a second screen]
* [https://wiki.ubc.ca/Documentation:VSE_Canvas_Quizzes_Guide Guide to Canvas Quizzes]
* [https://wiki.ubc.ca/Documentation:Economics_Info_Session:_Making_the_Most_of_your_Economics_Degree Info Session Guide for Economics Students]
* [https://wiki.ubc.ca/Reimagining_Online_Communication PFF Re-imagining Online Communication]
* [https://wiki.ubc.ca/Reimagining_Assessments PFF Guide to Online Assessments]
* [https://wiki.ubc.ca/Sandbox:Economics_Syllabus_-_Online_Assessment UBC Syllabus Checklist]
* [https://wiki.ubc.ca/Sandbox:ECON_490_Teaching_Resources ECON 490 Teaching Resources]
* [https://wiki.ubc.ca/Sandbox:Economics_Syllabus_-_Academic_Integrity Academic Integrity Statements for Syllabuses]

Sandbox:VSE Canvas Training Session

2020-07-08T21:58:14Z

JonathanGraves: delete page; not useful

Documentation:VSE Collaborate Ultra

2020-07-02T21:14:32Z

JonathanGraves: /* Secondary Content */ add polling info

== What is Collaborate Ultra? ==

[https://www.blackboard.com/teaching-learning/collaboration-web-conferencing/blackboard-collaborate Blackboard Collaborate Ultra] is a lightweight, browser-based, web-conferencing tool, which is particularly suited to online lectures, office hours, or other collaborative learning environments. It allows an instructor to create a live web-broadcast session, in which they can share content, video, and audio with up to 250 students at a time. It also allows for students and instructors to interact via video, audio, text chat, and iClicker-like polling options. Collaborate also supports small group "break-out" discussions, chat and audio moderation, and teleconferencing - all without installing any software! If you are familiar with Skype, you will likely feel right at home with Collaborate.

== What do I need to use Collaborate Ultra? ==

[[File:Desksetup.png|thumb|Figure 0: A good desk set-up for broadcasting using Collaborate]]Since Collaborate runs through a web browser, you can give an effective lecture with only a microphone and a reliable internet connection. This is can be accomplished with just a regular laptop, if it has a decent quality webcam - for example, a Microsoft Surface, or MacBook work well.
*'''Note:''' Collaborate works best in Google Chrome. If you are having browser issues (particularly using Safari on Mac), try switching browsers.

However, to most closely match the experience of lecturing in person (and get the most out of Collaborate) I recommend having a set-up that includes (see Figure 0):

* A reliable internet connection (Item 2, in Figure 0: a wired connection is more reliable than WiFi)
* A microphone and headphones (Items 3 and 5: a set of headphones (Item 5), to minimize audio feedback, and a microphone built-into a webcam (Item 3))
* A good quality webcam (Item 3: a webcam with both audio and video).
* A computer set up with two monitors (Items 1 and 4, in Figure 0: Item 1 is a Microsoft Surface, which allows for pen annotation using a stylus. Item 4 is a regular monitor, for the webcast controls.)

This is especially useful if your set-up includes a tablet-like display, such as an iPad, Microsoft Surface, document camera, or Wacom tablet which allows you to make free-hand annotations. This will allow you to use the primary monitor to control the webcast, and the secondary monitor to display and annotate content.

As an alternative to annotating slides, you can also point your webcam at a whiteboard or use it like a document camera.

== How do I set up Collaborate Ultra? ==

Collaborate is integrated directly into Canvas (but can also be set-up as a stand-alone, if you need it for something other than a Canvas course; [https://lthub.ubc.ca/guides/web-conferencing/ contact UBC IT to set this up]), so the process to set it up is relatively simple:

# Enable Collaborate Ultra in your Canvas Course
# Create a session in Collaborate
# Configure your session settings
# Broadcast

I will discuss each of these below; you may also find [https://lthub.ubc.ca/guides/web-conferencing/ UBC IT's guide] and [https://isit.arts.ubc.ca/blackboard-collaborate/ Arts ISIT's guides] helpful.

=== Enable Collaborate Ultra in your Canvas Course ===

[[File:Collaborate-Canvas-LTI.png|thumb|Figure 1: Enabling Collaborate in Canvas from the [https://lthub.ubc.ca/guides/web-conferencing/ LT Hub Guide]]]

To to this, you need to add Collaborate to your course navigation menu (See Figure 1):
# In your Canvas course, click on "Settings" in the sidebar
# Select the "Navigation" tab at the top of the page
# Scroll to the bottom and find the item "Collaborate Ultra" in the list
# Drag and drop the "Collaborate Ultra" into the top part of the list to enable it
# Scroll to the very bottom of the page and hit "Save".

You should now see "Collaborate Ultra" in the Canvas course sidebar, and you're ready to go.

=== Create a session in Collaborate ===

Web-broadcasts in Collaborate are referred to as "Sessions." These can be scheduled in advanced, or created as needed, and joined before the broadcast begins. When you click on the Collaborate Ultra link in the course sidebar, you will come to a page with a list of sessions (See Figure 2a). From this page you can create new sessions using the "Create Session" button, and edit existing sessions using the three dots on the left-hand side of the screen.
* '''Note''': every Canvas courses has a default, pre-created session called "Course Room" which cannot be deleted. I recommend locking this session (Figure 2b), since it can confuse students who are not used to Collaborate and might join this session accidentally. You can lock a session by click on the three dots, then selecting "Lock Session". Alternatively, you may want to leave it open as a "drop-in" session.
You can create a new session by hitting "Create Session" which will bring up a sidebar with the session options. You can now configure the session, as I will outline below.

<gallery>
Collab1.png|Figure 2a: Collaborate Session list
Collab2.png|Figure 2b: Locking a Collaborate session
</gallery>

=== Configuring your session settings ===

When you create a new session, or click on a previously created session in Collaborate, it will bring up the session configuration. This allows you to change the rules which apply to your session. There are three sections: Session Information, Event Details, and Session Settings
* ''Session Information'' (Figure 3a) allows you to change the name of the session, join the session (i.e. start the broadcast), and gives details for teleconferencing
** Teleconferencing allows someone to join the session as audio-only, via telephone. This can be disabled in the Session Settings. The only other way to the join the session is via Canvas, using their Canvas course identification.
* ''Event Details'' (Figure 3b) allows you to set the times for the session, provide a description (e.g. provide an overview of the session or link to key files), and set an early entry cut-off where students can join before the session starts.
** Most sources recommend allowing early entry, so students can settle in and fix technical issues before you start.
* ''Session Settings'' (Figure 3c) allows you to configure the session, and is the most important. Through this, you can
** Set the attendee role, which defines what students who join the session can do
** Allow anonymous chat and recordings (but see below)
** Define what participants can do in the session (e.g. draw on whiteboard, share audio)
** Enable or disable teleconferencing
** Enable or disable private chats between students

For most lecture sessions, I use the following settings (Figure 3d):
* I set default role to participant
* I do not allow recordings or anonymous chat
* I show profile pictures only for moderators
* I disable participant drawing on whiteboard and files
* I disable session telephony and anonymous chat

Note that I ''do'' allow video and audio chat - you can silence and mute participants during the session, but if your class is very large, you may not want to enable these. You can also promote students to "presenter" if they want to share a file or make annotations.

You are now ready to begin a Collaborate broadcast - click "Join Session" to get started.

<gallery>
Collab3.png|Figure 3a: Session Information
Collab4.png|Figure 3b: Event Details
Collab5.png|Figure 3c: Session Settings
Collab6.png|Figure 3d: My preferred options
</gallery>

== How do I broadcast and record using Collaborate? ==

Once you have joined the session, the main Collaborate window will open in your browser (Figure 4). This has a variety of tools and tabs - you can watch a video tour [https://www.youtube.com/watch?v=1W4sGpVmJaY&feature=youtu.be here]. This will initially be empty (mostly black), and has three sets of tools:
* A set of personal controls at the bottom, which are similar to Skype or Facetime:
** Your status (person symbol), which allows you to indicate you are away (mostly useful for students) or your "status" which can be used for quick feedback of what students think (this shows up in the Attendees tab, outlined below).
** Microphone, which mutes/unmutes audio - which is muted initially
** Camera, which enables/disables your webcam
** The "Raise hand" button, which is only really useful for students; when clicked, it notifies the presenter(s) that you have "raised your hand".

[[File:collab8.png|thumb|Figure 4: The main Collaborate window, with tools and tabs]]

The other two buttons are the the black session menu on the top left, and the purple content button on the bottom right, which controls content and interaction.
* The session menu allows you to leave the session, and '''record'''. The department has given guidance that recording on Collaborate is not problematic, so recording lectures can be done through this menu, although you should still not allow students to download them.
* After recording, you can access the recordings from the main session page; see the FAQ below. Note that recordings can take time to process before they show up on this menu; roughly twice as long as the recording took plus about a half hour.

The purple content button is the most important tool for controlling your sessions, and has four different parts, indicated by the tabs at the bottom (Figure 5a, at the bottom).
* When you click on it, it automatically brings up the "Chat" window (Figure 5a), where you (and students) can text chat with one another.
* The second tab (crowd) is the "Attendees" tab (Figure 4b), which allows you to see all of the attendees, their roles, their connection strength, and their audio/video settings. You can mute them, kick them, and change their role using the three dots on the side.
** It also shows the statuses of the students, and who has raised their hand. This can let you keep tabs on how the class is going, and address questions or problems.
* The third tab (box with arrow) is the "Content tab" which we will discuss below; this is how you share content with attendees
* The final tab (gear) is the "Settings" tab, which allows you to change the session settings (as discussed above), as well as when notifications about student events appear; these are relatively straightforward - a small message will appear at the top of your window or an audio cue will play when these events occur.
** The most important part of this tab are the audio-visual settings, which allow you to select a microphone and camera, and test your set up. I strongly recommend doing this before '''every''' session, even if you've tested your set-up before.

<gallery>
collab7.png|Figure 5a: Chat window
collab9.png|Figure 5b: Attendee window, with options shown
</gallery>

== How do I Share Content on Collaborate? ==

All content sharing is done via the "Share Content" tab. There are three different types of content: primary content (what you share), secondary content (student interaction), and group content (students chatting in groups).

=== Primary Content ===

<gallery>
Whiteboard-Collan.png| Figure 6a: The Whiteboard
Secondscreen-Collab.png|Figure 6b: A second monitor in use
Slides1-Collab.png|Figure 6c: Sharing files
Slides2-Collab.png|Slides 6d: Sharing files - in use
Groups-Collab.png|Figure 6e: Groups
</gallery>

Primary content allows you to share different types of content with students:
* The first option is a blank "whiteboard" which is just a white page which you can edit and annotate like a PDF or PowerPoint slide using the tools at the top.
* The second option to share an application or screen. For example, if you have your slides open in PowerPoint, you can share the PowerPoint window.
* The third option is to share files, which you can then display or students can download. If you upload a PowerPoint, PDF, or Image, blackboard will convert them into a whiteboard format, which you can annotate (but again, annotations are not saved!).
** This can take a little while to upload, so do this ahead of time, if you choose this option.

You can stop sharing content by click the "stop" square in the primary content menu. I will discuss each of these in turn.

==== Option 1: Whiteboard Sharing ====

When you select "Share Blank Whiteboard" this brings up a white page (See Figure 6a), upon which you can add (i) text annotations, (ii) freehand (pencil) annotations, and (iii) shapes. You can also erase, move/resize objects, and change colours. All of this is done via the buttons at the top of the whiteboard screen .
* These function very similarly to markup in Powerpoint, Canvas Speedgrader, or PDF readers.
* Unfortunately, you cannot save this whiteboard and if your erase, there's no way to undo. It's really just like a whiteboard in class!

One good alternative, if you want to save your annotations or simply have a more powerful "whiteboard-like" experience, is to use an application like OneNote and share the application instead (see below).

==== Option 2: Application and Screen Sharing ====

If you would like to share other content, you can instead choose to share either an application currently open on your PC (e.g. PDF Reader, Powerpoint, OneNote, STATA), or your monitor. You can select which option you want using the different tabs, which display a preview of what each content currently looks like. For example, in Figure 6b, you can see an example of content from a second monitor being displayed.
* You should always test what you want to share before you try it "live", to make sure it appears properly.
* You may also experience instability (e.g. browser crashing) with certain applications; try to work around this issue if it occurs.

'''Tip:''' This is my most preferred option if you have a secondary monitor, particularly one that you can annotate easily. I simply place all my content on the second screen when broadcasting. This is more flexible than the other options, and allows me to save annotations easily. You can use blank slides in PowerPoint, or Microsoft OneNote for free-form content like the whiteboard. It's a good idea to practice a few times to get the hang of how you prefer to present - but I find this option is the most similar to an ordinary classroom lecture, requires the least set-up, and is the most reliable

==== Option 3: Share a File ====

Collaborate also allows you to upload and share files (of specific formats: images (JPG, TIFF, etc), PDFs, and PowerPoint presentations).
* To begin, upload your files by clicking on "Add Files" then selecting the files you want. (See Figure 6c)
* Once they have uploaded and been coverted, you can now click on the file, and hit "Share Now" at the bottom.
** If you want to remove or rename a file, click on the three dots "..."
* This will bring up the "Navigate slides" panel for your presentation; selecting a slide will display it (See Figure 6d)
* You can stop sharing slides by clicking the "<" by Navigate slides, then hitting the stop button (or hitting the stop button at the top of the screen).

Slides and images basically serve as static backgrounds - you can mark them up just like the whiteboard (above). However, the same caveats apply: if you change slides, your annotations will disappear.

=== Secondary Content and Polling ===

Secondary content allows you to do iClicker-like things:
* You can set a timer, for example for a timed discussion or a break
* You can also create a multiple choice poll, which can allow you to ask a question and get responses from students. As of July 2020, you can now get reports on who participated in the poll; you can find a [https://help.blackboard.com/Collaborate/Ultra/Moderator/Reports guide here]. Note, however, that there's (currently) no way to set up a poll ahead of time - so you might need to get creative with how you use it in the classroom.
* '''Tip''': remember also the status options at the bottom; this can get quick "Yes/No" questions as you go, without stopping for a poll.

=== Advanced: Group Content ===

The most complicated type of content is "Breakout Groups" (See Figure 6e). This creates several different "Rooms" which you can assign students to (either manually, or automatically). Rooms function like mini-versions of the main Session, but where students can share content and chat. You can then visit the different group session, and monitor them using the sidebar.
* You should test this carefully, since it can be complicated to use, and students may not be familiar with it.
* This can be useful for exercises like Think-Share-Pair, having small-group office hours in a larger class, or simply working in groups.

You can end the group sessions and return to the main session using the sidebar (click the stop button).

== Overall ==

Collaborate is a powerful webconferencing tool, which strikes a good balance between ease-of-use, flexibility, and teaching tools. It does not require any extra software or set-up, and closely mimics a traditional classroom lecture. Feel free to contact me if you have any questions or would like some help.
* You can email questions to ''jonathan.graves@ubc.ca'' or we can arrange an online or in-person tutorial. Let me know!

== Frequently Asked Questions ==

===Can my TAs use Collaborate for office hours, labs, or tutorials?===
Yes, anyone who is set up as a TA in your Canvas course can create and administer sessions, just like the instructor can. They automatically have the "Moderator" permission status, which is same as you do.

===I've made some recordings; where are they saved?===
Recordings in Collaborate are saved online initially, and can be found from the same page where you administer and create sessions. Click the three bars (menu) symbol in the black bar at the top, then select recordings. From here you can view and manage past recordings; if you'd like to download them, click on the three dots beside the recording you want to download. These download in MP4 format.

===When I try to set up a camera (or microphone), it doesn't work===
For example, if you get a grey screen with a crossed out camera (or microphone) symbol. This indicates that Collaborate can't detect or manage the device properly. First, try to restart your computer. If you have another camera (or microphone) you can use, try that instead. Finally, try uninstalling the device drivers, then reinstalling them. You might want to contact Arts ISIT for help with this!

===Can I use Collaborate on an iPad?===
Yes; it works best running via Chrome, but iPad is supported. Make sure you have enabled microphone and camera for your browser on your iPad, or it won't be able to connect.

===How can I test my set-up?===
If you run a Collaborate sessions as normal, then open a new browser window and then Canvas, select "Student View". Then, join the currently open Collaborate session as the test student. You'll now be able to see it from the student's perspective, and you can see what a session with students look like from the presenter's point of view.

== Other Links and Guides ==
* [https://lthub.ubc.ca/guides/web-conferencing/ UBC LT Hub Collaborate Guide]
* [https://isit.arts.ubc.ca/blackboard-collaborate/ Arts ISIT Collaborate Guide]
* [https://www.youtube.com/watch?v=1W4sGpVmJaY&feature=youtu.be Blackboard UI Guide]
* [https://help.blackboard.com/Collaborate/Ultra/Moderator Blackboard Help Guide]

Documentation:VSE Zoom

2020-07-02T21:12:55Z

JonathanGraves: /* What are the major differences between Zoom and Collaborate Ultra? */ rm update for July 2020

== What is Zoom? ==

[https://zoom.us/ Zoom] is a lightweight browser or application-based video-conferencing tool, designed for online lectures, meetings, and other kinds of learning environments. It allows an instructor to create a live broadcast session, in which they can share content, audio, and video with large numbers of students using a simple web link. It also has tools which allow for video, audio, or text chat, iClicker-like pollings, and breakout groups. It is very similar to Skype, or Collaborate Ultra, but has a few key differences.

== What do I need to use Zoom? ==

[[File:Desksetup.png|thumb|Figure 0: A good desk set-up for broadcasting using Zoom]]

Since Zoom can run through a web browser or a small application, you can give an effective lecture with only a microphone and a reliable internet connection and computer. This is can be accomplished with just a regular laptop, if it has a decent quality webcam - for example, a Microsoft Surfacebook, or MacBook work well.
*'''Note:''' The browser-based Zoom works best in Google Chrome. If you are having browser issues (particularly using Safari on Mac), try switching browsers.

However, to most closely match the experience of lecturing in person (and get the most out of Zoom) I recommend having a set-up that includes (see Figure 0):

* A reliable internet connection (Item 2, in Figure 0: a wired connection is more reliable than WiFi)
* A microphone and headphones (Items 3 and 5: a set of headphones (Item 5), to minimize audio feedback, and a microphone built-into a webcam (Item 3))
* A good quality webcam (Item 3: a webcam with both audio and video).
* A computer set up with two monitors (Items 1 and 4, in Figure 0: Item 1 is a Microsoft Surfacebook, which allows for pen annotation using a stylus. Item 4 is a regular monitor, for the webcast controls.)

This is especially useful if your set-up includes a tablet-like display, such as an iPad, Microsoft Surface, document camera, or Wacom tablet which allows you to make free-hand annotations. This will allow you to use the primary monitor to control the webcast, and the secondary monitor to display and annotate content.

As an alternative to annotating slides, you can also point your webcam at a whiteboard or use it like a document camera by pointing it at a pad of paper.

== What are the major differences between Zoom and Collaborate Ultra? ==

If you're already familiar with Collaborate Ultra, you will probably find Zoom very similar. There are a few differences, which are both pros and cons:

* Zoom has a different layout for the controls than Collaborate Ultra (but most of the same controls and tools; see below)
* Zoom does not support uploading and sharing files, only screen sharing; Collaborate Ultra supports both.
* Zoom has better bandwidth and can support more concurrent video feeds (and higher resolution) than Collaborate Ultra.
* Zoom is not currently integrated into Canvas, while Collaborate has a Canvas integration
** '''Note''': this is likely to change by September 2020, but nothing is confirmed yet.
* Collaborate Ultra automatically uploads recordings to your Canvas course, while Zoom does not.
* Zoom allows you to save or store the "whiteboard" while Collaborate Ultra does not
* You can pre-define breakout groups in Zoom, while you cannot do so in Collaborate Ultra
* You can meet with people outside a class context using Zoom, while you cannot do so in Collaborate Ultra.

There are few other differences, but for most teaching activities the above are the most important. As you can probably see, there's no clear "best" option; both have their pros and cons. You can find a very detailed comparison of the two systems [https://skylight.science.ubc.ca/lt/online-lectures on Science Skylight's AV support page].
* '''Note''': if you're using Zoom prior to the weekend of July 4th, note that Zoom is not yet on Canadian servers (and so is not FIPPA compliant) but will be shortly.

== How do I set up Zoom? ==

Zoom is set-up (currently) as a stand-alone product, which runs through a web portal and/or an application. The process to set up your Zoom account is as follows:

# Have UBC IT set up a UBC Zoom account for you
** '''Tip''': don't use a personal or free Zoom account; the UBC version has more features, and is supported by UBC IT.
# Configure your Zoom account using the Zoom Web Portal
# Create or schedule a meeting
# Broadcast

It's also a good idea to run some test sessions, and get used to the user interface so you feel more comfortable using Zoom.

=== Create a UBC Zoom Account ===

You can't sign up for a UBC Zoom account on your own; you need to have the AV helpdesk do it for you.
* Send them an email at [mailto:av.helpdesk@ubc.ca av.helpdesk@ubc.ca] with and include:
** The name of the course (or courses) you want to use Zoom with (and if they are larger than 300 students)
** Your UBC email address (your.name@ubc.ca)
** Your faculty
** Your department (or school)

After you've sent them an email, they'll send you a ticket, then after a couple of days you'll receive a confirmation email which will ask you to activate your Zoom account.
* Follow the instructions in this email to create a Zoom account
** '''Note''': your Zoom account is not tied to your UBC CWL, so don't reuse your passwords!
* This will then prompt you to also download and install the Zoom Client (a local application to help schedule and run meetings); do this
** If it doesn't prompt you to do so, you can download [www.zoom.us/download the latest Zoom client here].
* Log into the Zoom Client using your email and password.

You're now set-up with a UBC Zoom account; the next step is to configure your account and your settings.

=== Configure your Zoom Account ===

There are two ways to do this, either via the Zoom Client application or the Web Portal. We recommend using the Web Portal, since it offers you a more complete set of options than the application. You can access the Web Portal by visting [https://zoom.us/profile zoom.us/profile] and logging in with your password and email.

* First, make sure you change your profile picture and name, so that people will be able to recognize you even if your camera is not on.
* Next, configure your account by clicking on settings. We recommend enabling or choosing the following settings:

Under the ''Security'' and ''Schedule Meeting'' settings:
* Require a password when scheduling new meetings: ''on''
* Require a password for participants joining by phone: ''on''
* Embed password in invite link for on-click join: ''on''
** You may want to turn this off if you circulate your Zoom invitation publicly, or believe it may be.
* Enable personal meeting ID: ''on''
* Mute participants upon entry: ''on''

Under the ''In Meeting (Basic)'' settings:
* Chat: ''on''
* Private chat: ''on''
** You may also want to enable "auto-saving chats" if you rely on the chat for judging participation
* Co-host: ''on''
* Polling: ''on''
* Always show meeting control toolbar: ''on''
* Screen sharing: ''on'' but set to ''Host only''
* Whiteboard: ''on'' and ''allow saving of whiteboard content''
* Non-verbal feedback: ''on''
* Allow participants to rename themselves: ''on''

Under ''In Meeting (Advanced)'':
* Breakout room: ''on'' and check ''allow host to..."
* Closed captioning: ''on''
* Save captions: ''on''
* Virtual background: ''on'' and ''allow use of videos'' enabled
* Identify guest participants in the meeting/webinar: ''on''
* Use HTML format email for Outlook plugin: ''on''

Under email notifications, you can choose in which cases you'd like to receive emails; I usually enable all of these. Finally, under ''Other'', enable "Blur snapshot on iOS task switcher."

As you can see, there are a very large number of settings in Zoom. You can tweak some of them, to help you manage your course as you would like, but this should be a good basis for getting started. You can also change many of these within your Zoom Client or within a meeting itself; but it's best to arrange this ahead of time.

=== Schedule a Zoom Meeting ===

You can create Zoom meeting either by using the Web Portal, or the Zoom Client; the only real difference is that the Web Portal allows you to add polls directly, while the Client does not.

'''Using the Web Portal''':
* On the sidebar, select "Meetings" then "Schedule a New Meeting"
* This will bring up a window where you can add details about your meeting (including date and time), and tweak any settings.
** '''Note''': the setting will default to the choice made above, but you can also change them individually for each meeting
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Save" and your meeting will be scheduled.

This will then bring you to the Meeting management page, where you can see all the details of your meeting. The most important part is the invitation link: you provide this to individuals in order to join your meeting.
* If you scroll to the bottom, there is a section which says "Add polls"; this is where you can create iClicker-like polls (see below for details).

'''Using the Zoom Client''':
If you're using the desktop Zoom client, the process is a little different.
* Open the Zoom Client application, then click "Schedule"
* This will bring up a window where you can add your details, like in the Web Portal, and tweak settings (under Advanced Options)
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Schedule" and your meeting will be scheduled.

This will then bring up a Zoom invitation window, where you can see all your meeting details. You can also now see this meeting in the Zoom Web Portal (and add polls, as above).

Regardless of which method you used, once you're happy with your meeting, you're ready to go. Click on the invitation link, or hit "start Meeting" to begin your Zoom meeting.

== How do I broadcast using Zoom? ==

Once you have joined the meeting, the main meeting window will open in the Zoom application. In Zoom, all of the meeting controls (called "Host Controls") are located along the bottom of your window. You can find [https://support.zoom.us/hc/en-us/articles/201362603-Host-Controls-in-a-Meeting Zoom's guide to host controls here], which has a video walkthrough. Going from left-to-right:

* Mute/unmute audio: which enables or disables your microphone.
** The small arrow lets you select a microphone, test your microphone, and configure other microphone-related settings.
* Show/hide video: which enables or disables your webcam
** The small arrows lets you change webcams, configure video settings, and display a virtual background (which hides your background).
* Security: which allows you to enable or disable different security features, such as allowing participant to share their screen.
* Participants: which shows or hides the participants sidebar, which lists all of the individuals in a meeting (see below).
** This also shows non-verbal communication tools, which appear in this tabe
* Chat: which shows or hides the chat tab (this nests with the participants tab if both are open).
* Share Screen: which allows you to share an application or screen on your computer
** The small arrows allows you to configure screen sharing settings
* Record: which allows you to record a copy of the meeting to your PC.
* Reactions: which allows students (or you!) to display non-verbal reactions on their profile card
* More: which includes breakout rooms and polls (see below)

The most important are the audio and video controls, and then the "share screen" options. Enabling audio and video will allow you to chat with students (and see you!), while the share screen options will allow you to share content (like slides, etc.) with students.

== How do I Share Content Using Zoom? ==

All content sharing in Zoom is done using the "Share Screen" button; this allows you to share an application or monitor attached to your computer to your Zoom meeting, like a video feed. For example, if you wanted to share some slides, you would open the the slides on your PC, then share the screen with the slide output with your students. When you click "Share Screen" it will bring up a set of options, both basic and advanced. On the basic tab, you will see (i) all of the screens attached to your PC, (ii) a whiteboard option, (iii) an iPhone/iPad option, and (iv) a lot of all the windows you currently have option on your PC. On the advanced tab, you will see options for a portion of your screen, a secondary camera, and audio only.

* The screen options will share your entire screen, including your PC user interface and any applications open on this PC. This is similar to connecting to a projector, in a second.
* ('''Recommended''') The window options (for each window) will ONLY share that window, and your mouse pointer interacting with it
* We will discuss the Whiteboard and iPhone/iPad options below

We recommend the window option, since you're less likely to accidentally share something you didn't want to, but a second screen works very well too. Once you've chosen what you want to share, hit "Share". You will see the content being display on your PC in a green outline, and a red "stop sharing" icon above. The main Zoom interface may become smaller (if you've enabled that feature). Your students can now see the different content.

=== Using the Zoom Whiteboard ===

Zoom has an integrated "drawing" whiteboard, which allows you (and/or your students) to draw and annotate on a white screen. This can be used as a tool for student engagement, or for sketching (if you have a PC or tablet that supports drawing). Basic drawing controls are at the top of the whiteboard, including the option to save the results and erase material.

=== iPad/iPhone Sharing ===

One excellent feature of Zoom is integrated iPad/iPhone screen sharing, without requiring either an adapter or an external application.
* Make sure your iPhone/iPad is on the same WiFi network as your PC, and neither is behind a VPN
* Select "iPhone/iPad" sharing; this will bring up a screen with instructions
** '''Note''': the first time you launch this, it may prompt you to install a plugin.
* On your iPhone/iPad, select screen mirroring from the control center, and then your Zoom device as the target

This will display exactly what is on your iPhone/iPad to the audience as content; you can use this with an Apple pencil like a document camera, or annotate slides using your favourite application.

=== Advanced Sharing ===

The main use for advanced sharing is the "secondary camera" option - which is designed for a document camera. If you've got a document camera, or have rigged up a homemade one using a basic web camera, this is the way to share this content without replacing your main video feed.

== Who do I Interact with Students Using Zoom? ==

Zoom has several different features for interacting with students. The two main ones are the chat and the non-verbal interaction tools.
* Using the chat, students can talk with your or with one another; for example if they have questions or want to discuss
* They can also click on the "reactions" on the main control menu, or on the non-verbal communication in the participant menu to send feedback; you can see these on their Zoom profiles or in the participants window.

This are an effective way to interact with students online. You can also use the partipants menu to unmute students, if they have a question; hover over their name, and select "unmute".

=== Using Zoom Polls ===

Zoom has a built-in iClicker-like system which allows you to create multiple choice style questions, then pose them to the audience. You can only create these via the Web Portal, by selecting your meetings, editing it, then click on "add Polls".
* You can find a detailed guide and video walk-through [https://support.zoom.us/hc/en-us/articles/213756303-Polling-for-meetings here].
* You can also save the poll results; but note that the responses will be based on the names of your Zoom meeting participants.

=== Using Breakout Rooms ===

Zoom also allows you to create breakout rooms, which are little mini-meetings with a subset of the student in each meeting. This allows for small, in-group discussions or other activities.
* You can find a detailed guide and video walk-through [https://support.zoom.us/hc/en-us/articles/206476093-Enabling-breakout-rooms here].
* Groups can be either pre-defined, using the option in the Web Portal interface before the meeting, created manually, or created automatically using random assignment

It's generally a good idea to have a TA help out if you're using breakout rooms extensively in your sessions.

== Overall ==

Zoom is a powerful webconferencing tool, which strikes a good balance between ease-of-use, flexibility, and teaching tools. Feel free to contact me if you have any questions or would like some help.
* You can email questions to ''jonathan.graves@ubc.ca'' or we can arrange an online or in-person tutorial. Let me know!

== Frequently Asked Questions ==

===Can my TAs use Zoom for office hours, labs, or tutorials?===
Yes, but you will have to schedule the meetings for your TAs unless they have your own Zoom account. In order to let them host the meetings, add them as "Alternative Hosts" when you set up your account.

===When I try to set up a camera (or microphone), it doesn't work===
For example, if you get a grey screen with a crossed out camera (or microphone) symbol. This indicates that Zoom can't detect or manage the device properly. First, try to restart your computer. If you have another camera (or microphone) you can use, try that instead. Finally, try uninstalling the device drivers, then reinstalling them. You might want to contact Arts ISIT for help with this!

===Can I use Zoom on an iPad?===
Yes! The interface is a little different, but you can do it. Try checking out Zoom's guide to host controls for iPad. For lecturing, iPads work best as a secondary device (where you draw or share slides) rather than as a main device.

===How can I test my set-up?===
Just schedule an individual meeting and test it out yourself. You can even join the meeting on another device (e.g. your phone) to test it out from a student's perspective as well.

== Other Links and Guides ==
* [https://skylight.science.ubc.ca/lt/guides/zoom UBC Skylight's Zoom Guide]
* [https://keepteaching.ubc.ca/lectures/ Keep Teaching UBC's Zoom and Lecture Guide]
* [https://it.umn.edu/services-technologies/how-tos/zoom-teach-online-class-sessions UMinn Zoom Guide - very comprehensive!]

Documentation:VSE Tablet Connections

2020-07-02T17:43:43Z

JonathanGraves: /* If you're using a SurfaceBook or Surface Pro */ typos

This page provides a basic guide to setting up your tablet or other device to use as a second screen or whiteboard; for example, to draw diagrams or write detail mathematical expressions. Unfortunately, this depends on a number of features including (i) what kind of tablet you have, (ii) your operating system, (iii) the version of operating system you're using, and (iv) whether you have a WiFi or hardware connection. In general, we will assume you have a computer which is running either Windows or Mac, and you have a Tablet which is running Windows, Android, or iOS and the associated adapter (e.g. lightning cable) for your tablet.

We have tried to be comprehensive, but there are many different situations out there we are not familiar with, or haven't been able to test or determine the best way to solve. Add your own solutions if you have one!
* Note that all solutions which use WiFi (and not a hard-wired adapter) require both devices to be on the same WiFi network and not behind a VPN.

= If your Tablet is an iPad and your computer is a Mac =

Fortunately, because both of these devices are produced by the same manufacturer, this is the simplest situation. There are considerations depending on how your devices are, and whether you're using WiFi and/or Zoom.

== If you're using Zoom ==

Zoom has a built-in iPad (or iPhone) link. You can find more [https://wiki.ubc.ca/Sandbox:VSE_Zoom on our Zoom guide] but basically:
* You start Zoom screen sharing, then select "iPhone/iPad"
** If it's the first time using this option, you may be prompted to install a plugin
* You can then [https://support.apple.com/en-ca/HT204289 screen mirror your iPad using AirPlay] to your Zoom device.
* Note that like the other wireless options, this will require your iPad and computer to be on the same WiFi network, and not behind a VPN.

== If your iPad and Mac are newer than 2016 ==

Congratulations! You have the easiest time of it! Recent Macs with compatible iPads can use the Apple Sidecar application and a USB to Lighting (i.e. charger) adapter to use their iPad as a second monitor. You can find detailed [https://support.apple.com/en-us/HT210380 instructions here] on how to set this up.

== If your iPad and Mac are older than 2016 ==

Unfortunately, your computer does not support Sidebar, so you will need to perform a work around. Connect your iPad to your Mac using a USB to Lightning adapter, then open QuickTime Player on your Mac. Then, go to ''File > New Movie Recording'' then select your iPad screen as video input. Then, you can share the video recording screen just like you would with slides - except now it will mirror your iPad. You can find instructions in this [https://www.youtube.com/watch?v=CzMIpgH1XlQ helpful video tutorial].
* '''Note''': this is the unique hard-wired adaption we have tested, and does not rely on a WiFi network.

= If your Tablet is an iPad and your computer is a PC =

In this case, things get a little more complicated, unless you're using Zoom. In general, you will need to buy and install some extra software to help make the connection.

== If you're using Zoom ==

Fortunately, you're also in luck; the process is identical to that described above. No extra software necessary.

== If you're not using Zoom ==

Unfortunately, all of the options we have been able to find include using an intermediate piece of software. Essentially, you set up an application on your Windows PC which can connect to you iPad using AirPlay or screen mirroring. Then, you use the screen mirroring feature on your iPad to share your content to your PC. This software tends to be about $25.
* We can recommend [https://www.airserver.com/WindowsDesktop AirServer] as a fairly simply and easy to use piece of software.
* We have also heard good things about [https://www.airsquirrels.com/reflector/features/mac-and-windows Reflector]
Both of these tools offer free trials, so you can test out your set-up before spending money.
* Install the software, following the guidelines, then launch the software.
* Using your iPad, use the screen mirroring feature to share your screen to application on your PC.
* This will display your iPad screen in the application window; you can now share this as content to your lecture

= If Your Tablet is a Windows device (e.g. Surface or Surface Pro) and your computer is a PC =

Windows PC and Microsoft Surface Tablet: the process is a little more straightforward if you have a Surface and are running Windows 10 or later.
* Connect to your tablet as a second screen using the ``project to a second screen'' option in the Windows project option, after plugging it in with a USB-C adapter. You can find a guide [https://support.microsoft.com/en-us/help/27911/windows-10-connect-to-a-projector-or-pc from Microsoft here].
* Note we haven't tested this will all surface devices yet!

= If Your Tablet is an Android device and your computer is a PC =

If your tablet is running Android, it should support either Chromecast or Miracast
* We haven't found any solutions for Android tablets which do not support a screencasting system.
* Follow the same steps for iPad and PC, but instead of using screen mirroring, use the Chromecast (or Miracast) feature on your device instead.

= If you're using a SurfaceBook or Surface Pro =

Unlike other tablets, a Surface Pro (7 or later) and the SurfaceBook are actually 2-in-1 "transformer" style laptops which have both a tablet and a laptop component. You can use your software directly (PPT, PDF, any whiteboard or notepad app, etc.) with this device. This is the easiest way of teaching online because it will not require any other equipment or software. The Surface Pro 7 is also easy to carry and use an USB-C to HDMI adapter ($15 - $20 on Amazon) to plug into any classroom projector or monitor if instructor wishes to use the device in classroom and broadcast live.

* Step 1: Open your PPT slides or PDF notes or any whiteboard or notepad on your MS Surface Pro.
* Step 2: Open Canvas Collaborate or Zoom and share the application you have just opened under Step 1.
** How to share application/screen on Canvas Collaborate: [https://help.blackboard.com/Collaborate/Ultra/Moderator/Moderate_Sessions/Share_Content#share-application_OTP-0 here]
** How to share application/screen on Zoom: [https://support.zoom.us/hc/en-us/articles/201362153-Sharing-your-screen here]
* Step 3: Start teaching while annotating!

'''Important Notes''':
* Instructors can also open the Collaborate or Zoom whiteboard and annotate there using Surface Pro. But it will not save the annotations as a separate file. If instructors record the session, it will record the live annotations. But if instructors are using surface notetaking app or any other whiteboard app to annotate and write stuffs, they can easily save the file after the class and share the file with students.
* If you are a MacBook or iMac user, and you use iCloud to save all of your classnotes, you can easily download iCloud on your surface pro and access all the updates notes and slides to share on your screen when teaching using Surface Pro 7. Read [https://support.microsoft.com/en-ca/help/4023449/surface-using-surface-with-iphone-icloud-and-itunes this] to find out how to connect iCloud with Surface Pro.
* If you are a Windows user, you can either use the Surface Pro (it can easily connect to a big monitor with a USB-C to HDMI adapter) or your windows computer to make the notes and access those files on your surface pro with Microsoft OneDrive (same as iCloud). Read [https://support.microsoft.com/en-ca/help/4036289/surface-using-onedrive-on-surface#:~:text=an%20Internet%20connection.-,Go%20to%20OneDrive.com%20and%20sign%20in%20with%20the%20account,Surface%20or%20Upload%20to%20OneDrive this] to find out how OneDrive works.

Documentation:VSE Tablet Connections

2020-07-02T17:42:54Z

JonathanGraves: /* If your Tablet is an iPad and your computer is a PC */

This page provides a basic guide to setting up your tablet or other device to use as a second screen or whiteboard; for example, to draw diagrams or write detail mathematical expressions. Unfortunately, this depends on a number of features including (i) what kind of tablet you have, (ii) your operating system, (iii) the version of operating system you're using, and (iv) whether you have a WiFi or hardware connection. In general, we will assume you have a computer which is running either Windows or Mac, and you have a Tablet which is running Windows, Android, or iOS and the associated adapter (e.g. lightning cable) for your tablet.

We have tried to be comprehensive, but there are many different situations out there we are not familiar with, or haven't been able to test or determine the best way to solve. Add your own solutions if you have one!
* Note that all solutions which use WiFi (and not a hard-wired adapter) require both devices to be on the same WiFi network and not behind a VPN.

= If your Tablet is an iPad and your computer is a Mac =

Fortunately, because both of these devices are produced by the same manufacturer, this is the simplest situation. There are considerations depending on how your devices are, and whether you're using WiFi and/or Zoom.

== If you're using Zoom ==

Zoom has a built-in iPad (or iPhone) link. You can find more [https://wiki.ubc.ca/Sandbox:VSE_Zoom on our Zoom guide] but basically:
* You start Zoom screen sharing, then select "iPhone/iPad"
** If it's the first time using this option, you may be prompted to install a plugin
* You can then [https://support.apple.com/en-ca/HT204289 screen mirror your iPad using AirPlay] to your Zoom device.
* Note that like the other wireless options, this will require your iPad and computer to be on the same WiFi network, and not behind a VPN.

== If your iPad and Mac are newer than 2016 ==

Congratulations! You have the easiest time of it! Recent Macs with compatible iPads can use the Apple Sidecar application and a USB to Lighting (i.e. charger) adapter to use their iPad as a second monitor. You can find detailed [https://support.apple.com/en-us/HT210380 instructions here] on how to set this up.

== If your iPad and Mac are older than 2016 ==

Unfortunately, your computer does not support Sidebar, so you will need to perform a work around. Connect your iPad to your Mac using a USB to Lightning adapter, then open QuickTime Player on your Mac. Then, go to ''File > New Movie Recording'' then select your iPad screen as video input. Then, you can share the video recording screen just like you would with slides - except now it will mirror your iPad. You can find instructions in this [https://www.youtube.com/watch?v=CzMIpgH1XlQ helpful video tutorial].
* '''Note''': this is the unique hard-wired adaption we have tested, and does not rely on a WiFi network.

= If your Tablet is an iPad and your computer is a PC =

In this case, things get a little more complicated, unless you're using Zoom. In general, you will need to buy and install some extra software to help make the connection.

== If you're using Zoom ==

Fortunately, you're also in luck; the process is identical to that described above. No extra software necessary.

== If you're not using Zoom ==

Unfortunately, all of the options we have been able to find include using an intermediate piece of software. Essentially, you set up an application on your Windows PC which can connect to you iPad using AirPlay or screen mirroring. Then, you use the screen mirroring feature on your iPad to share your content to your PC. This software tends to be about $25.
* We can recommend [https://www.airserver.com/WindowsDesktop AirServer] as a fairly simply and easy to use piece of software.
* We have also heard good things about [https://www.airsquirrels.com/reflector/features/mac-and-windows Reflector]
Both of these tools offer free trials, so you can test out your set-up before spending money.
* Install the software, following the guidelines, then launch the software.
* Using your iPad, use the screen mirroring feature to share your screen to application on your PC.
* This will display your iPad screen in the application window; you can now share this as content to your lecture

= If Your Tablet is a Windows device (e.g. Surface or Surface Pro) and your computer is a PC =

Windows PC and Microsoft Surface Tablet: the process is a little more straightforward if you have a Surface and are running Windows 10 or later.
* Connect to your tablet as a second screen using the ``project to a second screen'' option in the Windows project option, after plugging it in with a USB-C adapter. You can find a guide [https://support.microsoft.com/en-us/help/27911/windows-10-connect-to-a-projector-or-pc from Microsoft here].
* Note we haven't tested this will all surface devices yet!

= If Your Tablet is an Android device and your computer is a PC =

If your tablet is running Android, it should support either Chromecast or Miracast
* We haven't found any solutions for Android tablets which do not support a screencasting system.
* Follow the same steps for iPad and PC, but instead of using screen mirroring, use the Chromecast (or Miracast) feature on your device instead.

= If you're using a SurfaceBook or Surface Pro =

Unlike other tablets, a Surface Pro (7 or later) and the SurfaceBook are actually 2-in-1 "transformer" style laptops which have both a tablet and a laptop component You can use your software directly (PPT, PDF, any whiteboard or notepad app, etc.). This is the easiest way of teaching online because it will not require any other equipment or software. The Surface Pro 7 is also easy to carry and use an USB-C to HDMI adapter ($15 - $20 on Amazon) to plug into any classroom projector or monitor if instructor wishes to use the device in classroom and broadcast live.

* Step 1: Open your PPT slides or PDF notes or any whiteboard or notepad on your MS Surface Pro.
* Step 2: Open Canvas Collaborate or Zoom and share the application you have just opened under Step 1.
** How to share application/screen on Canvas Collaborate: [https://help.blackboard.com/Collaborate/Ultra/Moderator/Moderate_Sessions/Share_Content#share-application_OTP-0 here]
** How to share application/screen on Zoom: [https://support.zoom.us/hc/en-us/articles/201362153-Sharing-your-screen here]
* Step 3: Start teaching while annotating!

'''Important Notes''':
* Instructors can also open the Collaborate or Zoom whiteboard and annotate there using Surface Pro. But it will not save the annotations as a separate file. If instructors record the session, it will record the live annotations. But if instructors are using surface notetaking app or any other whiteboard app to annotate and write stuffs, they can easily save the file after the class and share the file with students.
* If you are a MacBook or iMac user, and you use iCloud to save all of your classnotes, you can easily download iCloud on your surface pro and access all the updates notes and slides to share on your screen when teaching using Surface Pro 7. Read [https://support.microsoft.com/en-ca/help/4023449/surface-using-surface-with-iphone-icloud-and-itunes this] to find out how to connect iCloud with Surface Pro.
* If you are a Windows user, you can either use the Surface Pro (it can easily connect to a big monitor with a USB-C to HDMI adapter) or your windows computer to make the notes and access those files on your surface pro with Microsoft OneDrive (same as iCloud). Read [https://support.microsoft.com/en-ca/help/4036289/surface-using-onedrive-on-surface#:~:text=an%20Internet%20connection.-,Go%20to%20OneDrive.com%20and%20sign%20in%20with%20the%20account,Surface%20or%20Upload%20to%20OneDrive this] to find out how OneDrive works.

Documentation:VSE Tablet Connections

2020-07-02T17:42:20Z

JonathanGraves: /* If your iPad and Mac are older than 2016 */ add note

This page provides a basic guide to setting up your tablet or other device to use as a second screen or whiteboard; for example, to draw diagrams or write detail mathematical expressions. Unfortunately, this depends on a number of features including (i) what kind of tablet you have, (ii) your operating system, (iii) the version of operating system you're using, and (iv) whether you have a WiFi or hardware connection. In general, we will assume you have a computer which is running either Windows or Mac, and you have a Tablet which is running Windows, Android, or iOS and the associated adapter (e.g. lightning cable) for your tablet.

We have tried to be comprehensive, but there are many different situations out there we are not familiar with, or haven't been able to test or determine the best way to solve. Add your own solutions if you have one!
* Note that all solutions which use WiFi (and not a hard-wired adapter) require both devices to be on the same WiFi network and not behind a VPN.

= If your Tablet is an iPad and your computer is a Mac =

Fortunately, because both of these devices are produced by the same manufacturer, this is the simplest situation. There are considerations depending on how your devices are, and whether you're using WiFi and/or Zoom.

== If you're using Zoom ==

Zoom has a built-in iPad (or iPhone) link. You can find more [https://wiki.ubc.ca/Sandbox:VSE_Zoom on our Zoom guide] but basically:
* You start Zoom screen sharing, then select "iPhone/iPad"
** If it's the first time using this option, you may be prompted to install a plugin
* You can then [https://support.apple.com/en-ca/HT204289 screen mirror your iPad using AirPlay] to your Zoom device.
* Note that like the other wireless options, this will require your iPad and computer to be on the same WiFi network, and not behind a VPN.

== If your iPad and Mac are newer than 2016 ==

Congratulations! You have the easiest time of it! Recent Macs with compatible iPads can use the Apple Sidecar application and a USB to Lighting (i.e. charger) adapter to use their iPad as a second monitor. You can find detailed [https://support.apple.com/en-us/HT210380 instructions here] on how to set this up.

== If your iPad and Mac are older than 2016 ==

Unfortunately, your computer does not support Sidebar, so you will need to perform a work around. Connect your iPad to your Mac using a USB to Lightning adapter, then open QuickTime Player on your Mac. Then, go to ''File > New Movie Recording'' then select your iPad screen as video input. Then, you can share the video recording screen just like you would with slides - except now it will mirror your iPad. You can find instructions in this [https://www.youtube.com/watch?v=CzMIpgH1XlQ helpful video tutorial].
* '''Note''': this is the unique hard-wired adaption we have tested, and does not rely on a WiFi network.

= If your Tablet is an iPad and your computer is a PC =

== If you're using Zoom ==

Fortunately, you're also in luck; the process is identical to that described above. No extra software necessary.

== If you're not using Zoom ==

Unfortunately, all of the options we have been able to find include using an intermediate piece of software. Essentially, you set up an application on your Windows PC which can connect to you iPad using AirPlay or screen mirroring. Then, you use the screen mirroring feature on your iPad to share your content to your PC. This software tends to be about $25.
* We can recommend [https://www.airserver.com/WindowsDesktop AirServer] as a fairly simply and easy to use piece of software.
* We have also heard good things about [https://www.airsquirrels.com/reflector/features/mac-and-windows Reflector]
Both of these tools offer free trials, so you can test out your set-up before spending money.
* Install the software, following the guidelines, then launch the software.
* Using your iPad, use the screen mirroring feature to share your screen to application on your PC.
* This will display your iPad screen in the application window; you can now share this as content to your lecture

= If Your Tablet is a Windows device (e.g. Surface or Surface Pro) and your computer is a PC =

Windows PC and Microsoft Surface Tablet: the process is a little more straightforward if you have a Surface and are running Windows 10 or later.
* Connect to your tablet as a second screen using the ``project to a second screen'' option in the Windows project option, after plugging it in with a USB-C adapter. You can find a guide [https://support.microsoft.com/en-us/help/27911/windows-10-connect-to-a-projector-or-pc from Microsoft here].
* Note we haven't tested this will all surface devices yet!

= If Your Tablet is an Android device and your computer is a PC =

If your tablet is running Android, it should support either Chromecast or Miracast
* We haven't found any solutions for Android tablets which do not support a screencasting system.
* Follow the same steps for iPad and PC, but instead of using screen mirroring, use the Chromecast (or Miracast) feature on your device instead.

= If you're using a SurfaceBook or Surface Pro =

Unlike other tablets, a Surface Pro (7 or later) and the SurfaceBook are actually 2-in-1 "transformer" style laptops which have both a tablet and a laptop component You can use your software directly (PPT, PDF, any whiteboard or notepad app, etc.). This is the easiest way of teaching online because it will not require any other equipment or software. The Surface Pro 7 is also easy to carry and use an USB-C to HDMI adapter ($15 - $20 on Amazon) to plug into any classroom projector or monitor if instructor wishes to use the device in classroom and broadcast live.

* Step 1: Open your PPT slides or PDF notes or any whiteboard or notepad on your MS Surface Pro.
* Step 2: Open Canvas Collaborate or Zoom and share the application you have just opened under Step 1.
** How to share application/screen on Canvas Collaborate: [https://help.blackboard.com/Collaborate/Ultra/Moderator/Moderate_Sessions/Share_Content#share-application_OTP-0 here]
** How to share application/screen on Zoom: [https://support.zoom.us/hc/en-us/articles/201362153-Sharing-your-screen here]
* Step 3: Start teaching while annotating!

'''Important Notes''':
* Instructors can also open the Collaborate or Zoom whiteboard and annotate there using Surface Pro. But it will not save the annotations as a separate file. If instructors record the session, it will record the live annotations. But if instructors are using surface notetaking app or any other whiteboard app to annotate and write stuffs, they can easily save the file after the class and share the file with students.
* If you are a MacBook or iMac user, and you use iCloud to save all of your classnotes, you can easily download iCloud on your surface pro and access all the updates notes and slides to share on your screen when teaching using Surface Pro 7. Read [https://support.microsoft.com/en-ca/help/4023449/surface-using-surface-with-iphone-icloud-and-itunes this] to find out how to connect iCloud with Surface Pro.
* If you are a Windows user, you can either use the Surface Pro (it can easily connect to a big monitor with a USB-C to HDMI adapter) or your windows computer to make the notes and access those files on your surface pro with Microsoft OneDrive (same as iCloud). Read [https://support.microsoft.com/en-ca/help/4036289/surface-using-onedrive-on-surface#:~:text=an%20Internet%20connection.-,Go%20to%20OneDrive.com%20and%20sign%20in%20with%20the%20account,Surface%20or%20Upload%20to%20OneDrive this] to find out how OneDrive works.

Documentation:VSE Tablet Connections

2020-07-02T17:41:34Z

JonathanGraves: /* If your Tablet is an iPad and your computer is a Mac */

This page provides a basic guide to setting up your tablet or other device to use as a second screen or whiteboard; for example, to draw diagrams or write detail mathematical expressions. Unfortunately, this depends on a number of features including (i) what kind of tablet you have, (ii) your operating system, (iii) the version of operating system you're using, and (iv) whether you have a WiFi or hardware connection. In general, we will assume you have a computer which is running either Windows or Mac, and you have a Tablet which is running Windows, Android, or iOS and the associated adapter (e.g. lightning cable) for your tablet.

We have tried to be comprehensive, but there are many different situations out there we are not familiar with, or haven't been able to test or determine the best way to solve. Add your own solutions if you have one!
* Note that all solutions which use WiFi (and not a hard-wired adapter) require both devices to be on the same WiFi network and not behind a VPN.

= If your Tablet is an iPad and your computer is a Mac =

Fortunately, because both of these devices are produced by the same manufacturer, this is the simplest situation. There are considerations depending on how your devices are, and whether you're using WiFi and/or Zoom.

== If you're using Zoom ==

Zoom has a built-in iPad (or iPhone) link. You can find more [https://wiki.ubc.ca/Sandbox:VSE_Zoom on our Zoom guide] but basically:
* You start Zoom screen sharing, then select "iPhone/iPad"
** If it's the first time using this option, you may be prompted to install a plugin
* You can then [https://support.apple.com/en-ca/HT204289 screen mirror your iPad using AirPlay] to your Zoom device.
* Note that like the other wireless options, this will require your iPad and computer to be on the same WiFi network, and not behind a VPN.

== If your iPad and Mac are newer than 2016 ==

Congratulations! You have the easiest time of it! Recent Macs with compatible iPads can use the Apple Sidecar application and a USB to Lighting (i.e. charger) adapter to use their iPad as a second monitor. You can find detailed [https://support.apple.com/en-us/HT210380 instructions here] on how to set this up.

== If your iPad and Mac are older than 2016 ==

Unfortunately, your computer does not support Sidebar, so you will need to perform a work around. Connect your iPad to your Mac using a USB to Lightning adapter, then open QuickTime Player on your Mac. Then, go to ''File > New Movie Recording'' then select your iPad screen as video input. Then, you can share the video recording screen just like you would with slides - except now it will mirror your iPad. You can find instructions in this [https://www.youtube.com/watch?v=CzMIpgH1XlQ helpful video tutorial].

= If your Tablet is an iPad and your computer is a PC =

== If you're using Zoom ==

Fortunately, you're also in luck; the process is identical to that described above. No extra software necessary.

== If you're not using Zoom ==

Unfortunately, all of the options we have been able to find include using an intermediate piece of software. Essentially, you set up an application on your Windows PC which can connect to you iPad using AirPlay or screen mirroring. Then, you use the screen mirroring feature on your iPad to share your content to your PC. This software tends to be about $25.
* We can recommend [https://www.airserver.com/WindowsDesktop AirServer] as a fairly simply and easy to use piece of software.
* We have also heard good things about [https://www.airsquirrels.com/reflector/features/mac-and-windows Reflector]
Both of these tools offer free trials, so you can test out your set-up before spending money.
* Install the software, following the guidelines, then launch the software.
* Using your iPad, use the screen mirroring feature to share your screen to application on your PC.
* This will display your iPad screen in the application window; you can now share this as content to your lecture

= If Your Tablet is a Windows device (e.g. Surface or Surface Pro) and your computer is a PC =

Windows PC and Microsoft Surface Tablet: the process is a little more straightforward if you have a Surface and are running Windows 10 or later.
* Connect to your tablet as a second screen using the ``project to a second screen'' option in the Windows project option, after plugging it in with a USB-C adapter. You can find a guide [https://support.microsoft.com/en-us/help/27911/windows-10-connect-to-a-projector-or-pc from Microsoft here].
* Note we haven't tested this will all surface devices yet!

= If Your Tablet is an Android device and your computer is a PC =

If your tablet is running Android, it should support either Chromecast or Miracast
* We haven't found any solutions for Android tablets which do not support a screencasting system.
* Follow the same steps for iPad and PC, but instead of using screen mirroring, use the Chromecast (or Miracast) feature on your device instead.

= If you're using a SurfaceBook or Surface Pro =

Unlike other tablets, a Surface Pro (7 or later) and the SurfaceBook are actually 2-in-1 "transformer" style laptops which have both a tablet and a laptop component You can use your software directly (PPT, PDF, any whiteboard or notepad app, etc.). This is the easiest way of teaching online because it will not require any other equipment or software. The Surface Pro 7 is also easy to carry and use an USB-C to HDMI adapter ($15 - $20 on Amazon) to plug into any classroom projector or monitor if instructor wishes to use the device in classroom and broadcast live.

* Step 1: Open your PPT slides or PDF notes or any whiteboard or notepad on your MS Surface Pro.
* Step 2: Open Canvas Collaborate or Zoom and share the application you have just opened under Step 1.
** How to share application/screen on Canvas Collaborate: [https://help.blackboard.com/Collaborate/Ultra/Moderator/Moderate_Sessions/Share_Content#share-application_OTP-0 here]
** How to share application/screen on Zoom: [https://support.zoom.us/hc/en-us/articles/201362153-Sharing-your-screen here]
* Step 3: Start teaching while annotating!

'''Important Notes''':
* Instructors can also open the Collaborate or Zoom whiteboard and annotate there using Surface Pro. But it will not save the annotations as a separate file. If instructors record the session, it will record the live annotations. But if instructors are using surface notetaking app or any other whiteboard app to annotate and write stuffs, they can easily save the file after the class and share the file with students.
* If you are a MacBook or iMac user, and you use iCloud to save all of your classnotes, you can easily download iCloud on your surface pro and access all the updates notes and slides to share on your screen when teaching using Surface Pro 7. Read [https://support.microsoft.com/en-ca/help/4023449/surface-using-surface-with-iphone-icloud-and-itunes this] to find out how to connect iCloud with Surface Pro.
* If you are a Windows user, you can either use the Surface Pro (it can easily connect to a big monitor with a USB-C to HDMI adapter) or your windows computer to make the notes and access those files on your surface pro with Microsoft OneDrive (same as iCloud). Read [https://support.microsoft.com/en-ca/help/4036289/surface-using-onedrive-on-surface#:~:text=an%20Internet%20connection.-,Go%20to%20OneDrive.com%20and%20sign%20in%20with%20the%20account,Surface%20or%20Upload%20to%20OneDrive this] to find out how OneDrive works.

Documentation:VSE Tablet Connections

2020-07-02T17:40:30Z

JonathanGraves: /* If you're using Zoom */ add zoom

This page provides a basic guide to setting up your tablet or other device to use as a second screen or whiteboard; for example, to draw diagrams or write detail mathematical expressions. Unfortunately, this depends on a number of features including (i) what kind of tablet you have, (ii) your operating system, (iii) the version of operating system you're using, and (iv) whether you have a WiFi or hardware connection. In general, we will assume you have a computer which is running either Windows or Mac, and you have a Tablet which is running Windows, Android, or iOS and the associated adapter (e.g. lightning cable) for your tablet.

We have tried to be comprehensive, but there are many different situations out there we are not familiar with, or haven't been able to test or determine the best way to solve. Add your own solutions if you have one!
* Note that all solutions which use WiFi (and not a hard-wired adapter) require both devices to be on the same WiFi network and not behind a VPN.

= If your Tablet is an iPad and your computer is a Mac =

== If you're using Zoom ==

Zoom has a built-in iPad (or iPhone) link. You can find more [https://wiki.ubc.ca/Sandbox:VSE_Zoom on our Zoom guide] but basically:
* You start Zoom screen sharing, then select "iPhone/iPad"
** If it's the first time using this option, you may be prompted to install a plugin
* You can then [https://support.apple.com/en-ca/HT204289 screen mirror your iPad using AirPlay] to your Zoom device.
* Note that like the other wireless options, this will require your iPad and computer to be on the same WiFi network, and not behind a VPN.

== If your iPad and Mac are newer than 2016 ==

Congratulations! You have the easiest time of it! Recent Macs with compatible iPads can use the Apple Sidecar application and a USB to Lighting (i.e. charger) adapter to use their iPad as a second monitor. You can find detailed [https://support.apple.com/en-us/HT210380 instructions here] on how to set this up.

== If your iPad and Mac are older than 2016 ==

Unfortunately, your computer does not support Sidebar, so you will need to perform a work around. Connect your iPad to your Mac using a USB to Lightning adapter, then open QuickTime Player on your Mac. Then, go to ''File > New Movie Recording'' then select your iPad screen as video input. Then, you can share the video recording screen just like you would with slides - except now it will mirror your iPad. You can find instructions in this [https://www.youtube.com/watch?v=CzMIpgH1XlQ helpful video tutorial].

= If your Tablet is an iPad and your computer is a PC =

== If you're using Zoom ==

Fortunately, you're also in luck; the process is identical to that described above. No extra software necessary.

== If you're not using Zoom ==

Unfortunately, all of the options we have been able to find include using an intermediate piece of software. Essentially, you set up an application on your Windows PC which can connect to you iPad using AirPlay or screen mirroring. Then, you use the screen mirroring feature on your iPad to share your content to your PC. This software tends to be about $25.
* We can recommend [https://www.airserver.com/WindowsDesktop AirServer] as a fairly simply and easy to use piece of software.
* We have also heard good things about [https://www.airsquirrels.com/reflector/features/mac-and-windows Reflector]
Both of these tools offer free trials, so you can test out your set-up before spending money.
* Install the software, following the guidelines, then launch the software.
* Using your iPad, use the screen mirroring feature to share your screen to application on your PC.
* This will display your iPad screen in the application window; you can now share this as content to your lecture

= If Your Tablet is a Windows device (e.g. Surface or Surface Pro) and your computer is a PC =

Windows PC and Microsoft Surface Tablet: the process is a little more straightforward if you have a Surface and are running Windows 10 or later.
* Connect to your tablet as a second screen using the ``project to a second screen'' option in the Windows project option, after plugging it in with a USB-C adapter. You can find a guide [https://support.microsoft.com/en-us/help/27911/windows-10-connect-to-a-projector-or-pc from Microsoft here].
* Note we haven't tested this will all surface devices yet!

= If Your Tablet is an Android device and your computer is a PC =

If your tablet is running Android, it should support either Chromecast or Miracast
* We haven't found any solutions for Android tablets which do not support a screencasting system.
* Follow the same steps for iPad and PC, but instead of using screen mirroring, use the Chromecast (or Miracast) feature on your device instead.

= If you're using a SurfaceBook or Surface Pro =

Unlike other tablets, a Surface Pro (7 or later) and the SurfaceBook are actually 2-in-1 "transformer" style laptops which have both a tablet and a laptop component You can use your software directly (PPT, PDF, any whiteboard or notepad app, etc.). This is the easiest way of teaching online because it will not require any other equipment or software. The Surface Pro 7 is also easy to carry and use an USB-C to HDMI adapter ($15 - $20 on Amazon) to plug into any classroom projector or monitor if instructor wishes to use the device in classroom and broadcast live.

* Step 1: Open your PPT slides or PDF notes or any whiteboard or notepad on your MS Surface Pro.
* Step 2: Open Canvas Collaborate or Zoom and share the application you have just opened under Step 1.
** How to share application/screen on Canvas Collaborate: [https://help.blackboard.com/Collaborate/Ultra/Moderator/Moderate_Sessions/Share_Content#share-application_OTP-0 here]
** How to share application/screen on Zoom: [https://support.zoom.us/hc/en-us/articles/201362153-Sharing-your-screen here]
* Step 3: Start teaching while annotating!

'''Important Notes''':
* Instructors can also open the Collaborate or Zoom whiteboard and annotate there using Surface Pro. But it will not save the annotations as a separate file. If instructors record the session, it will record the live annotations. But if instructors are using surface notetaking app or any other whiteboard app to annotate and write stuffs, they can easily save the file after the class and share the file with students.
* If you are a MacBook or iMac user, and you use iCloud to save all of your classnotes, you can easily download iCloud on your surface pro and access all the updates notes and slides to share on your screen when teaching using Surface Pro 7. Read [https://support.microsoft.com/en-ca/help/4023449/surface-using-surface-with-iphone-icloud-and-itunes this] to find out how to connect iCloud with Surface Pro.
* If you are a Windows user, you can either use the Surface Pro (it can easily connect to a big monitor with a USB-C to HDMI adapter) or your windows computer to make the notes and access those files on your surface pro with Microsoft OneDrive (same as iCloud). Read [https://support.microsoft.com/en-ca/help/4036289/surface-using-onedrive-on-surface#:~:text=an%20Internet%20connection.-,Go%20to%20OneDrive.com%20and%20sign%20in%20with%20the%20account,Surface%20or%20Upload%20to%20OneDrive this] to find out how OneDrive works.

Documentation:VSE Tablet Connections

2020-07-02T17:37:23Z

JonathanGraves: /* If you're using Zoom */

This page provides a basic guide to setting up your tablet or other device to use as a second screen or whiteboard; for example, to draw diagrams or write detail mathematical expressions. Unfortunately, this depends on a number of features including (i) what kind of tablet you have, (ii) your operating system, (iii) the version of operating system you're using, and (iv) whether you have a WiFi or hardware connection. In general, we will assume you have a computer which is running either Windows or Mac, and you have a Tablet which is running Windows, Android, or iOS and the associated adapter (e.g. lightning cable) for your tablet.

We have tried to be comprehensive, but there are many different situations out there we are not familiar with, or haven't been able to test or determine the best way to solve. Add your own solutions if you have one!
* Note that all solutions which use WiFi (and not a hard-wired adapter) require both devices to be on the same WiFi network and not behind a VPN.

= If your Tablet is an iPad and your computer is a Mac =

== If you're using Zoom ==

== If your iPad and Mac are newer than 2016 ==

Congratulations! You have the easiest time of it! Recent Macs with compatible iPads can use the Apple Sidecar application and a USB to Lighting (i.e. charger) adapter to use their iPad as a second monitor. You can find detailed [https://support.apple.com/en-us/HT210380 instructions here] on how to set this up.

== If your iPad and Mac are older than 2016 ==

Unfortunately, your computer does not support Sidebar, so you will need to perform a work around. Connect your iPad to your Mac using a USB to Lightning adapter, then open QuickTime Player on your Mac. Then, go to ''File > New Movie Recording'' then select your iPad screen as video input. Then, you can share the video recording screen just like you would with slides - except now it will mirror your iPad. You can find instructions in this [https://www.youtube.com/watch?v=CzMIpgH1XlQ helpful video tutorial].

= If your Tablet is an iPad and your computer is a PC =

== If you're using Zoom ==

Fortunately, you're also in luck; the process is identical to that described above. No extra software necessary.

== If you're not using Zoom ==

Unfortunately, all of the options we have been able to find include using an intermediate piece of software. Essentially, you set up an application on your Windows PC which can connect to you iPad using AirPlay or screen mirroring. Then, you use the screen mirroring feature on your iPad to share your content to your PC. This software tends to be about $25.
* We can recommend [https://www.airserver.com/WindowsDesktop AirServer] as a fairly simply and easy to use piece of software.
* We have also heard good things about [https://www.airsquirrels.com/reflector/features/mac-and-windows Reflector]
Both of these tools offer free trials, so you can test out your set-up before spending money.
* Install the software, following the guidelines, then launch the software.
* Using your iPad, use the screen mirroring feature to share your screen to application on your PC.
* This will display your iPad screen in the application window; you can now share this as content to your lecture

= If Your Tablet is a Windows device (e.g. Surface or Surface Pro) and your computer is a PC =

Windows PC and Microsoft Surface Tablet: the process is a little more straightforward if you have a Surface and are running Windows 10 or later.
* Connect to your tablet as a second screen using the ``project to a second screen'' option in the Windows project option, after plugging it in with a USB-C adapter. You can find a guide [https://support.microsoft.com/en-us/help/27911/windows-10-connect-to-a-projector-or-pc from Microsoft here].
* Note we haven't tested this will all surface devices yet!

= If Your Tablet is an Android device and your computer is a PC =

If your tablet is running Android, it should support either Chromecast or Miracast
* We haven't found any solutions for Android tablets which do not support a screencasting system.
* Follow the same steps for iPad and PC, but instead of using screen mirroring, use the Chromecast (or Miracast) feature on your device instead.

= If you're using a SurfaceBook or Surface Pro =

Unlike other tablets, a Surface Pro (7 or later) and the SurfaceBook are actually 2-in-1 "transformer" style laptops which have both a tablet and a laptop component You can use your software directly (PPT, PDF, any whiteboard or notepad app, etc.). This is the easiest way of teaching online because it will not require any other equipment or software. The Surface Pro 7 is also easy to carry and use an USB-C to HDMI adapter ($15 - $20 on Amazon) to plug into any classroom projector or monitor if instructor wishes to use the device in classroom and broadcast live.

* Step 1: Open your PPT slides or PDF notes or any whiteboard or notepad on your MS Surface Pro.
* Step 2: Open Canvas Collaborate or Zoom and share the application you have just opened under Step 1.
** How to share application/screen on Canvas Collaborate: [https://help.blackboard.com/Collaborate/Ultra/Moderator/Moderate_Sessions/Share_Content#share-application_OTP-0 here]
** How to share application/screen on Zoom: [https://support.zoom.us/hc/en-us/articles/201362153-Sharing-your-screen here]
* Step 3: Start teaching while annotating!

'''Important Notes''':
* Instructors can also open the Collaborate or Zoom whiteboard and annotate there using Surface Pro. But it will not save the annotations as a separate file. If instructors record the session, it will record the live annotations. But if instructors are using surface notetaking app or any other whiteboard app to annotate and write stuffs, they can easily save the file after the class and share the file with students.
* If you are a MacBook or iMac user, and you use iCloud to save all of your classnotes, you can easily download iCloud on your surface pro and access all the updates notes and slides to share on your screen when teaching using Surface Pro 7. Read [https://support.microsoft.com/en-ca/help/4023449/surface-using-surface-with-iphone-icloud-and-itunes this] to find out how to connect iCloud with Surface Pro.
* If you are a Windows user, you can either use the Surface Pro (it can easily connect to a big monitor with a USB-C to HDMI adapter) or your windows computer to make the notes and access those files on your surface pro with Microsoft OneDrive (same as iCloud). Read [https://support.microsoft.com/en-ca/help/4036289/surface-using-onedrive-on-surface#:~:text=an%20Internet%20connection.-,Go%20to%20OneDrive.com%20and%20sign%20in%20with%20the%20account,Surface%20or%20Upload%20to%20OneDrive this] to find out how OneDrive works.

Documentation:VSE Tablet Connections

2020-06-30T22:03:16Z

JonathanGraves: update with surface book

This page provides a basic guide to setting up your tablet or other device to use as a second screen or whiteboard; for example, to draw diagrams or write detail mathematical expressions. Unfortunately, this depends on a number of features including (i) what kind of tablet you have, (ii) your operating system, (iii) the version of operating system you're using, and (iv) whether you have a WiFi or hardware connection. In general, we will assume you have a computer which is running either Windows or Mac, and you have a Tablet which is running Windows, Android, or iOS and the associated adapter (e.g. lightning cable) for your tablet.

We have tried to be comprehensive, but there are many different situations out there we are not familiar with, or haven't been able to test or determine the best way to solve. Add your own solutions if you have one!
* Note that all solutions which use WiFi (and not a hard-wired adapter) require both devices to be on the same WiFi network and not behind a VPN.

= If your Tablet is an iPad and your computer is a Mac =

== If you're using Zoom ==

== If your iPad and Mac are newer than 2016 ==

Congratulations! You have the easiest time of it! Recent Macs with compatible iPads can use the Apple Sidecar application and a USB to Lighting (i.e. charger) adapter to use their iPad as a second monitor. You can find detailed [https://support.apple.com/en-us/HT210380 instructions here] on how to set this up.

== If your iPad and Mac are older than 2016 ==

Unfortunately, your computer does not support Sidebar, so you will need to perform a work around. Connect your iPad to your Mac using a USB to Lightning adapter, then open QuickTime Player on your Mac. Then, go to ''File > New Movie Recording'' then select your iPad screen as video input. Then, you can share the video recording screen just like you would with slides - except now it will mirror your iPad. You can find instructions in this [https://www.youtube.com/watch?v=CzMIpgH1XlQ helpful video tutorial].

= If your Tablet is an iPad and your computer is a PC =

== If you're using Zoom ==

== If you're not using Zoom ==

Unfortunately, all of the options we have been able to find include using an intermediate piece of software. Essentially, you set up an application on your Windows PC which can connect to you iPad using AirPlay or screen mirroring. Then, you use the screen mirroring feature on your iPad to share your content to your PC. This software tends to be about $25.
* We can recommend [https://www.airserver.com/WindowsDesktop AirServer] as a fairly simply and easy to use piece of software.
* We have also heard good things about [https://www.airsquirrels.com/reflector/features/mac-and-windows Reflector]
Both of these tools offer free trials, so you can test out your set-up before spending money.
* Install the software, following the guidelines, then launch the software.
* Using your iPad, use the screen mirroring feature to share your screen to application on your PC.
* This will display your iPad screen in the application window; you can now share this as content to your lecture

= If Your Tablet is a Windows device (e.g. Surface or Surface Pro) and your computer is a PC =

Windows PC and Microsoft Surface Tablet: the process is a little more straightforward if you have a Surface and are running Windows 10 or later.
* Connect to your tablet as a second screen using the ``project to a second screen'' option in the Windows project option, after plugging it in with a USB-C adapter. You can find a guide [https://support.microsoft.com/en-us/help/27911/windows-10-connect-to-a-projector-or-pc from Microsoft here].
* Note we haven't tested this will all surface devices yet!

= If Your Tablet is an Android device and your computer is a PC =

If your tablet is running Android, it should support either Chromecast or Miracast
* We haven't found any solutions for Android tablets which do not support a screencasting system.
* Follow the same steps for iPad and PC, but instead of using screen mirroring, use the Chromecast (or Miracast) feature on your device instead.

= If you're using a SurfaceBook or Surface Pro =

Unlike other tablets, a Surface Pro (7 or later) and the SurfaceBook are actually 2-in-1 "transformer" style laptops which have both a tablet and a laptop component You can use your software directly (PPT, PDF, any whiteboard or notepad app, etc.). This is the easiest way of teaching online because it will not require any other equipment or software. The Surface Pro 7 is also easy to carry and use an USB-C to HDMI adapter ($15 - $20 on Amazon) to plug into any classroom projector or monitor if instructor wishes to use the device in classroom and broadcast live.

* Step 1: Open your PPT slides or PDF notes or any whiteboard or notepad on your MS Surface Pro.
* Step 2: Open Canvas Collaborate or Zoom and share the application you have just opened under Step 1.
** How to share application/screen on Canvas Collaborate: [https://help.blackboard.com/Collaborate/Ultra/Moderator/Moderate_Sessions/Share_Content#share-application_OTP-0 here]
** How to share application/screen on Zoom: [https://support.zoom.us/hc/en-us/articles/201362153-Sharing-your-screen here]
* Step 3: Start teaching while annotating!

'''Important Notes''':
* Instructors can also open the Collaborate or Zoom whiteboard and annotate there using Surface Pro. But it will not save the annotations as a separate file. If instructors record the session, it will record the live annotations. But if instructors are using surface notetaking app or any other whiteboard app to annotate and write stuffs, they can easily save the file after the class and share the file with students.
* If you are a MacBook or iMac user, and you use iCloud to save all of your classnotes, you can easily download iCloud on your surface pro and access all the updates notes and slides to share on your screen when teaching using Surface Pro 7. Read [https://support.microsoft.com/en-ca/help/4023449/surface-using-surface-with-iphone-icloud-and-itunes this] to find out how to connect iCloud with Surface Pro.
* If you are a Windows user, you can either use the Surface Pro (it can easily connect to a big monitor with a USB-C to HDMI adapter) or your windows computer to make the notes and access those files on your surface pro with Microsoft OneDrive (same as iCloud). Read [https://support.microsoft.com/en-ca/help/4036289/surface-using-onedrive-on-surface#:~:text=an%20Internet%20connection.-,Go%20to%20OneDrive.com%20and%20sign%20in%20with%20the%20account,Surface%20or%20Upload%20to%20OneDrive this] to find out how OneDrive works.

Documentation:VSE Tablet Connections

2020-06-30T21:54:29Z

JonathanGraves: initial create

Documentation:VSE Zoom

2020-06-30T21:03:00Z

JonathanGraves: /* Other Links and Guides */ update for zoom

== What is Zoom? ==

[https://zoom.us/ Zoom] is a lightweight browser or application-based video-conferencing tool, designed for online lectures, meetings, and other kinds of learning environments. It allows an instructor to create a live broadcast session, in which they can share content, audio, and video with large numbers of students using a simple web link. It also has tools which allow for video, audio, or text chat, iClicker-like pollings, and breakout groups. It is very similar to Skype, or Collaborate Ultra, but has a few key differences.

== What do I need to use Zoom? ==

[[File:Desksetup.png|thumb|Figure 0: A good desk set-up for broadcasting using Zoom]]

Since Zoom can run through a web browser or a small application, you can give an effective lecture with only a microphone and a reliable internet connection and computer. This is can be accomplished with just a regular laptop, if it has a decent quality webcam - for example, a Microsoft Surfacebook, or MacBook work well.
*'''Note:''' The browser-based Zoom works best in Google Chrome. If you are having browser issues (particularly using Safari on Mac), try switching browsers.

However, to most closely match the experience of lecturing in person (and get the most out of Zoom) I recommend having a set-up that includes (see Figure 0):

* A reliable internet connection (Item 2, in Figure 0: a wired connection is more reliable than WiFi)
* A microphone and headphones (Items 3 and 5: a set of headphones (Item 5), to minimize audio feedback, and a microphone built-into a webcam (Item 3))
* A good quality webcam (Item 3: a webcam with both audio and video).
* A computer set up with two monitors (Items 1 and 4, in Figure 0: Item 1 is a Microsoft Surfacebook, which allows for pen annotation using a stylus. Item 4 is a regular monitor, for the webcast controls.)

This is especially useful if your set-up includes a tablet-like display, such as an iPad, Microsoft Surface, document camera, or Wacom tablet which allows you to make free-hand annotations. This will allow you to use the primary monitor to control the webcast, and the secondary monitor to display and annotate content.

As an alternative to annotating slides, you can also point your webcam at a whiteboard or use it like a document camera by pointing it at a pad of paper.

== What are the major differences between Zoom and Collaborate Ultra? ==

If you're already familiar with Collaborate Ultra, you will probably find Zoom very similar. There are a few differences, which are both pros and cons:

* Zoom has a different layout for the controls than Collaborate Ultra (but most of the same controls and tools; see below)
* Zoom does not support uploading and sharing files, only screen sharing; Collaborate Ultra supports both.
* Zoom has better bandwidth and can support more concurrent video feeds (and higher resolution) than Collaborate Ultra.
* Zoom is not currently integrated into Canvas, while Collaborate has a Canvas integration
** '''Note''': this is likely to change by September 2020, but nothing is confirmed yet.
* Zoom allows you to track in-app iClicker polls (for example, to use in grading), while Collaborate Ultra does not
* Collaborate Ultra automatically uploads recordings to your Canvas course, while Zoom does not.
* Zoom allows you to save or store the "whiteboard" while Collaborate Ultra does not
* You can pre-define breakout groups in Zoom, while you cannot do so in Collaborate Ultra
* You can meet with people outside a class context using Zoom, while you cannot do so in Collaborate Ultra.

There are few other differences, but for most teaching activities the above are the most important. As you can probably see, there's no clear "best" option; both have their pros and cons. You can find a very detailed comparison of the two systems [https://skylight.science.ubc.ca/lt/online-lectures on Science Skylight's AV support page].
* '''Note''': if you're using Zoom prior to the weekend of July 4th, note that Zoom is not yet on Canadian servers (and so is not FIPPA compliant) but will be shortly.

== How do I set up Zoom? ==

Zoom is set-up (currently) as a stand-alone product, which runs through a web portal and/or an application. The process to set up your Zoom account is as follows:

# Have UBC IT set up a UBC Zoom account for you
** '''Tip''': don't use a personal or free Zoom account; the UBC version has more features, and is supported by UBC IT.
# Configure your Zoom account using the Zoom Web Portal
# Create or schedule a meeting
# Broadcast

It's also a good idea to run some test sessions, and get used to the user interface so you feel more comfortable using Zoom.

=== Create a UBC Zoom Account ===

You can't sign up for a UBC Zoom account on your own; you need to have the AV helpdesk do it for you.
* Send them an email at [mailto:av.helpdesk@ubc.ca av.helpdesk@ubc.ca] with and include:
** The name of the course (or courses) you want to use Zoom with (and if they are larger than 300 students)
** Your UBC email address (your.name@ubc.ca)
** Your faculty
** Your department (or school)

After you've sent them an email, they'll send you a ticket, then after a couple of days you'll receive a confirmation email which will ask you to activate your Zoom account.
* Follow the instructions in this email to create a Zoom account
** '''Note''': your Zoom account is not tied to your UBC CWL, so don't reuse your passwords!
* This will then prompt you to also download and install the Zoom Client (a local application to help schedule and run meetings); do this
** If it doesn't prompt you to do so, you can download [www.zoom.us/download the latest Zoom client here].
* Log into the Zoom Client using your email and password.

You're now set-up with a UBC Zoom account; the next step is to configure your account and your settings.

=== Configure your Zoom Account ===

There are two ways to do this, either via the Zoom Client application or the Web Portal. We recommend using the Web Portal, since it offers you a more complete set of options than the application. You can access the Web Portal by visting [https://zoom.us/profile zoom.us/profile] and logging in with your password and email.

* First, make sure you change your profile picture and name, so that people will be able to recognize you even if your camera is not on.
* Next, configure your account by clicking on settings. We recommend enabling or choosing the following settings:

Under the ''Security'' and ''Schedule Meeting'' settings:
* Require a password when scheduling new meetings: ''on''
* Require a password for participants joining by phone: ''on''
* Embed password in invite link for on-click join: ''on''
** You may want to turn this off if you circulate your Zoom invitation publicly, or believe it may be.
* Enable personal meeting ID: ''on''
* Mute participants upon entry: ''on''

Under the ''In Meeting (Basic)'' settings:
* Chat: ''on''
* Private chat: ''on''
** You may also want to enable "auto-saving chats" if you rely on the chat for judging participation
* Co-host: ''on''
* Polling: ''on''
* Always show meeting control toolbar: ''on''
* Screen sharing: ''on'' but set to ''Host only''
* Whiteboard: ''on'' and ''allow saving of whiteboard content''
* Non-verbal feedback: ''on''
* Allow participants to rename themselves: ''on''

Under ''In Meeting (Advanced)'':
* Breakout room: ''on'' and check ''allow host to..."
* Closed captioning: ''on''
* Save captions: ''on''
* Virtual background: ''on'' and ''allow use of videos'' enabled
* Identify guest participants in the meeting/webinar: ''on''
* Use HTML format email for Outlook plugin: ''on''

Under email notifications, you can choose in which cases you'd like to receive emails; I usually enable all of these. Finally, under ''Other'', enable "Blur snapshot on iOS task switcher."

As you can see, there are a very large number of settings in Zoom. You can tweak some of them, to help you manage your course as you would like, but this should be a good basis for getting started. You can also change many of these within your Zoom Client or within a meeting itself; but it's best to arrange this ahead of time.

=== Schedule a Zoom Meeting ===

You can create Zoom meeting either by using the Web Portal, or the Zoom Client; the only real difference is that the Web Portal allows you to add polls directly, while the Client does not.

'''Using the Web Portal''':
* On the sidebar, select "Meetings" then "Schedule a New Meeting"
* This will bring up a window where you can add details about your meeting (including date and time), and tweak any settings.
** '''Note''': the setting will default to the choice made above, but you can also change them individually for each meeting
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Save" and your meeting will be scheduled.

This will then bring you to the Meeting management page, where you can see all the details of your meeting. The most important part is the invitation link: you provide this to individuals in order to join your meeting.
* If you scroll to the bottom, there is a section which says "Add polls"; this is where you can create iClicker-like polls (see below for details).

'''Using the Zoom Client''':
If you're using the desktop Zoom client, the process is a little different.
* Open the Zoom Client application, then click "Schedule"
* This will bring up a window where you can add your details, like in the Web Portal, and tweak settings (under Advanced Options)
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Schedule" and your meeting will be scheduled.

This will then bring up a Zoom invitation window, where you can see all your meeting details. You can also now see this meeting in the Zoom Web Portal (and add polls, as above).

Regardless of which method you used, once you're happy with your meeting, you're ready to go. Click on the invitation link, or hit "start Meeting" to begin your Zoom meeting.

== How do I broadcast using Zoom? ==

Once you have joined the meeting, the main meeting window will open in the Zoom application. In Zoom, all of the meeting controls (called "Host Controls") are located along the bottom of your window. You can find [https://support.zoom.us/hc/en-us/articles/201362603-Host-Controls-in-a-Meeting Zoom's guide to host controls here], which has a video walkthrough. Going from left-to-right:

* Mute/unmute audio: which enables or disables your microphone.
** The small arrow lets you select a microphone, test your microphone, and configure other microphone-related settings.
* Show/hide video: which enables or disables your webcam
** The small arrows lets you change webcams, configure video settings, and display a virtual background (which hides your background).
* Security: which allows you to enable or disable different security features, such as allowing participant to share their screen.
* Participants: which shows or hides the participants sidebar, which lists all of the individuals in a meeting (see below).
** This also shows non-verbal communication tools, which appear in this tabe
* Chat: which shows or hides the chat tab (this nests with the participants tab if both are open).
* Share Screen: which allows you to share an application or screen on your computer
** The small arrows allows you to configure screen sharing settings
* Record: which allows you to record a copy of the meeting to your PC.
* Reactions: which allows students (or you!) to display non-verbal reactions on their profile card
* More: which includes breakout rooms and polls (see below)

The most important are the audio and video controls, and then the "share screen" options. Enabling audio and video will allow you to chat with students (and see you!), while the share screen options will allow you to share content (like slides, etc.) with students.

== How do I Share Content Using Zoom? ==

All content sharing in Zoom is done using the "Share Screen" button; this allows you to share an application or monitor attached to your computer to your Zoom meeting, like a video feed. For example, if you wanted to share some slides, you would open the the slides on your PC, then share the screen with the slide output with your students. When you click "Share Screen" it will bring up a set of options, both basic and advanced. On the basic tab, you will see (i) all of the screens attached to your PC, (ii) a whiteboard option, (iii) an iPhone/iPad option, and (iv) a lot of all the windows you currently have option on your PC. On the advanced tab, you will see options for a portion of your screen, a secondary camera, and audio only.

* The screen options will share your entire screen, including your PC user interface and any applications open on this PC. This is similar to connecting to a projector, in a second.
* ('''Recommended''') The window options (for each window) will ONLY share that window, and your mouse pointer interacting with it
* We will discuss the Whiteboard and iPhone/iPad options below

We recommend the window option, since you're less likely to accidentally share something you didn't want to, but a second screen works very well too. Once you've chosen what you want to share, hit "Share". You will see the content being display on your PC in a green outline, and a red "stop sharing" icon above. The main Zoom interface may become smaller (if you've enabled that feature). Your students can now see the different content.

=== Using the Zoom Whiteboard ===

Zoom has an integrated "drawing" whiteboard, which allows you (and/or your students) to draw and annotate on a white screen. This can be used as a tool for student engagement, or for sketching (if you have a PC or tablet that supports drawing). Basic drawing controls are at the top of the whiteboard, including the option to save the results and erase material.

=== iPad/iPhone Sharing ===

One excellent feature of Zoom is integrated iPad/iPhone screen sharing, without requiring either an adapter or an external application.
* Make sure your iPhone/iPad is on the same WiFi network as your PC, and neither is behind a VPN
* Select "iPhone/iPad" sharing; this will bring up a screen with instructions
** '''Note''': the first time you launch this, it may prompt you to install a plugin.
* On your iPhone/iPad, select screen mirroring from the control center, and then your Zoom device as the target

This will display exactly what is on your iPhone/iPad to the audience as content; you can use this with an Apple pencil like a document camera, or annotate slides using your favourite application.

=== Advanced Sharing ===

The main use for advanced sharing is the "secondary camera" option - which is designed for a document camera. If you've got a document camera, or have rigged up a homemade one using a basic web camera, this is the way to share this content without replacing your main video feed.

== Who do I Interact with Students Using Zoom? ==

Zoom has several different features for interacting with students. The two main ones are the chat and the non-verbal interaction tools.
* Using the chat, students can talk with your or with one another; for example if they have questions or want to discuss
* They can also click on the "reactions" on the main control menu, or on the non-verbal communication in the participant menu to send feedback; you can see these on their Zoom profiles or in the participants window.

This are an effective way to interact with students online. You can also use the partipants menu to unmute students, if they have a question; hover over their name, and select "unmute".

=== Using Zoom Polls ===

Zoom has a built-in iClicker-like system which allows you to create multiple choice style questions, then pose them to the audience. You can only create these via the Web Portal, by selecting your meetings, editing it, then click on "add Polls".
* You can find a detailed guide and video walk-through [https://support.zoom.us/hc/en-us/articles/213756303-Polling-for-meetings here].
* You can also save the poll results; but note that the responses will be based on the names of your Zoom meeting participants.

=== Using Breakout Rooms ===

Zoom also allows you to create breakout rooms, which are little mini-meetings with a subset of the student in each meeting. This allows for small, in-group discussions or other activities.
* You can find a detailed guide and video walk-through [https://support.zoom.us/hc/en-us/articles/206476093-Enabling-breakout-rooms here].
* Groups can be either pre-defined, using the option in the Web Portal interface before the meeting, created manually, or created automatically using random assignment

It's generally a good idea to have a TA help out if you're using breakout rooms extensively in your sessions.

== Overall ==

Zoom is a powerful webconferencing tool, which strikes a good balance between ease-of-use, flexibility, and teaching tools. Feel free to contact me if you have any questions or would like some help.
* You can email questions to ''jonathan.graves@ubc.ca'' or we can arrange an online or in-person tutorial. Let me know!

== Frequently Asked Questions ==

===Can my TAs use Zoom for office hours, labs, or tutorials?===
Yes, but you will have to schedule the meetings for your TAs unless they have your own Zoom account. In order to let them host the meetings, add them as "Alternative Hosts" when you set up your account.

===When I try to set up a camera (or microphone), it doesn't work===
For example, if you get a grey screen with a crossed out camera (or microphone) symbol. This indicates that Zoom can't detect or manage the device properly. First, try to restart your computer. If you have another camera (or microphone) you can use, try that instead. Finally, try uninstalling the device drivers, then reinstalling them. You might want to contact Arts ISIT for help with this!

===Can I use Zoom on an iPad?===
Yes! The interface is a little different, but you can do it. Try checking out Zoom's guide to host controls for iPad. For lecturing, iPads work best as a secondary device (where you draw or share slides) rather than as a main device.

===How can I test my set-up?===
Just schedule an individual meeting and test it out yourself. You can even join the meeting on another device (e.g. your phone) to test it out from a student's perspective as well.

== Other Links and Guides ==
* [https://skylight.science.ubc.ca/lt/guides/zoom UBC Skylight's Zoom Guide]
* [https://keepteaching.ubc.ca/lectures/ Keep Teaching UBC's Zoom and Lecture Guide]
* [https://it.umn.edu/services-technologies/how-tos/zoom-teach-online-class-sessions UMinn Zoom Guide - very comprehensive!]

Documentation:VSE Zoom

2020-06-30T21:00:32Z

JonathanGraves: /* Who do I Interact with Students Using Zoom? */ add content

== What is Zoom? ==

[https://zoom.us/ Zoom] is a lightweight browser or application-based video-conferencing tool, designed for online lectures, meetings, and other kinds of learning environments. It allows an instructor to create a live broadcast session, in which they can share content, audio, and video with large numbers of students using a simple web link. It also has tools which allow for video, audio, or text chat, iClicker-like pollings, and breakout groups. It is very similar to Skype, or Collaborate Ultra, but has a few key differences.

== What do I need to use Zoom? ==

[[File:Desksetup.png|thumb|Figure 0: A good desk set-up for broadcasting using Zoom]]

Since Zoom can run through a web browser or a small application, you can give an effective lecture with only a microphone and a reliable internet connection and computer. This is can be accomplished with just a regular laptop, if it has a decent quality webcam - for example, a Microsoft Surfacebook, or MacBook work well.
*'''Note:''' The browser-based Zoom works best in Google Chrome. If you are having browser issues (particularly using Safari on Mac), try switching browsers.

However, to most closely match the experience of lecturing in person (and get the most out of Zoom) I recommend having a set-up that includes (see Figure 0):

* A reliable internet connection (Item 2, in Figure 0: a wired connection is more reliable than WiFi)
* A microphone and headphones (Items 3 and 5: a set of headphones (Item 5), to minimize audio feedback, and a microphone built-into a webcam (Item 3))
* A good quality webcam (Item 3: a webcam with both audio and video).
* A computer set up with two monitors (Items 1 and 4, in Figure 0: Item 1 is a Microsoft Surfacebook, which allows for pen annotation using a stylus. Item 4 is a regular monitor, for the webcast controls.)

This is especially useful if your set-up includes a tablet-like display, such as an iPad, Microsoft Surface, document camera, or Wacom tablet which allows you to make free-hand annotations. This will allow you to use the primary monitor to control the webcast, and the secondary monitor to display and annotate content.

As an alternative to annotating slides, you can also point your webcam at a whiteboard or use it like a document camera by pointing it at a pad of paper.

== What are the major differences between Zoom and Collaborate Ultra? ==

If you're already familiar with Collaborate Ultra, you will probably find Zoom very similar. There are a few differences, which are both pros and cons:

* Zoom has a different layout for the controls than Collaborate Ultra (but most of the same controls and tools; see below)
* Zoom does not support uploading and sharing files, only screen sharing; Collaborate Ultra supports both.
* Zoom has better bandwidth and can support more concurrent video feeds (and higher resolution) than Collaborate Ultra.
* Zoom is not currently integrated into Canvas, while Collaborate has a Canvas integration
** '''Note''': this is likely to change by September 2020, but nothing is confirmed yet.
* Zoom allows you to track in-app iClicker polls (for example, to use in grading), while Collaborate Ultra does not
* Collaborate Ultra automatically uploads recordings to your Canvas course, while Zoom does not.
* Zoom allows you to save or store the "whiteboard" while Collaborate Ultra does not
* You can pre-define breakout groups in Zoom, while you cannot do so in Collaborate Ultra
* You can meet with people outside a class context using Zoom, while you cannot do so in Collaborate Ultra.

There are few other differences, but for most teaching activities the above are the most important. As you can probably see, there's no clear "best" option; both have their pros and cons. You can find a very detailed comparison of the two systems [https://skylight.science.ubc.ca/lt/online-lectures on Science Skylight's AV support page].
* '''Note''': if you're using Zoom prior to the weekend of July 4th, note that Zoom is not yet on Canadian servers (and so is not FIPPA compliant) but will be shortly.

== How do I set up Zoom? ==

Zoom is set-up (currently) as a stand-alone product, which runs through a web portal and/or an application. The process to set up your Zoom account is as follows:

# Have UBC IT set up a UBC Zoom account for you
** '''Tip''': don't use a personal or free Zoom account; the UBC version has more features, and is supported by UBC IT.
# Configure your Zoom account using the Zoom Web Portal
# Create or schedule a meeting
# Broadcast

It's also a good idea to run some test sessions, and get used to the user interface so you feel more comfortable using Zoom.

=== Create a UBC Zoom Account ===

You can't sign up for a UBC Zoom account on your own; you need to have the AV helpdesk do it for you.
* Send them an email at [mailto:av.helpdesk@ubc.ca av.helpdesk@ubc.ca] with and include:
** The name of the course (or courses) you want to use Zoom with (and if they are larger than 300 students)
** Your UBC email address (your.name@ubc.ca)
** Your faculty
** Your department (or school)

After you've sent them an email, they'll send you a ticket, then after a couple of days you'll receive a confirmation email which will ask you to activate your Zoom account.
* Follow the instructions in this email to create a Zoom account
** '''Note''': your Zoom account is not tied to your UBC CWL, so don't reuse your passwords!
* This will then prompt you to also download and install the Zoom Client (a local application to help schedule and run meetings); do this
** If it doesn't prompt you to do so, you can download [www.zoom.us/download the latest Zoom client here].
* Log into the Zoom Client using your email and password.

You're now set-up with a UBC Zoom account; the next step is to configure your account and your settings.

=== Configure your Zoom Account ===

There are two ways to do this, either via the Zoom Client application or the Web Portal. We recommend using the Web Portal, since it offers you a more complete set of options than the application. You can access the Web Portal by visting [https://zoom.us/profile zoom.us/profile] and logging in with your password and email.

* First, make sure you change your profile picture and name, so that people will be able to recognize you even if your camera is not on.
* Next, configure your account by clicking on settings. We recommend enabling or choosing the following settings:

Under the ''Security'' and ''Schedule Meeting'' settings:
* Require a password when scheduling new meetings: ''on''
* Require a password for participants joining by phone: ''on''
* Embed password in invite link for on-click join: ''on''
** You may want to turn this off if you circulate your Zoom invitation publicly, or believe it may be.
* Enable personal meeting ID: ''on''
* Mute participants upon entry: ''on''

Under the ''In Meeting (Basic)'' settings:
* Chat: ''on''
* Private chat: ''on''
** You may also want to enable "auto-saving chats" if you rely on the chat for judging participation
* Co-host: ''on''
* Polling: ''on''
* Always show meeting control toolbar: ''on''
* Screen sharing: ''on'' but set to ''Host only''
* Whiteboard: ''on'' and ''allow saving of whiteboard content''
* Non-verbal feedback: ''on''
* Allow participants to rename themselves: ''on''

Under ''In Meeting (Advanced)'':
* Breakout room: ''on'' and check ''allow host to..."
* Closed captioning: ''on''
* Save captions: ''on''
* Virtual background: ''on'' and ''allow use of videos'' enabled
* Identify guest participants in the meeting/webinar: ''on''
* Use HTML format email for Outlook plugin: ''on''

Under email notifications, you can choose in which cases you'd like to receive emails; I usually enable all of these. Finally, under ''Other'', enable "Blur snapshot on iOS task switcher."

As you can see, there are a very large number of settings in Zoom. You can tweak some of them, to help you manage your course as you would like, but this should be a good basis for getting started. You can also change many of these within your Zoom Client or within a meeting itself; but it's best to arrange this ahead of time.

=== Schedule a Zoom Meeting ===

You can create Zoom meeting either by using the Web Portal, or the Zoom Client; the only real difference is that the Web Portal allows you to add polls directly, while the Client does not.

'''Using the Web Portal''':
* On the sidebar, select "Meetings" then "Schedule a New Meeting"
* This will bring up a window where you can add details about your meeting (including date and time), and tweak any settings.
** '''Note''': the setting will default to the choice made above, but you can also change them individually for each meeting
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Save" and your meeting will be scheduled.

This will then bring you to the Meeting management page, where you can see all the details of your meeting. The most important part is the invitation link: you provide this to individuals in order to join your meeting.
* If you scroll to the bottom, there is a section which says "Add polls"; this is where you can create iClicker-like polls (see below for details).

'''Using the Zoom Client''':
If you're using the desktop Zoom client, the process is a little different.
* Open the Zoom Client application, then click "Schedule"
* This will bring up a window where you can add your details, like in the Web Portal, and tweak settings (under Advanced Options)
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Schedule" and your meeting will be scheduled.

This will then bring up a Zoom invitation window, where you can see all your meeting details. You can also now see this meeting in the Zoom Web Portal (and add polls, as above).

Regardless of which method you used, once you're happy with your meeting, you're ready to go. Click on the invitation link, or hit "start Meeting" to begin your Zoom meeting.

== How do I broadcast using Zoom? ==

Once you have joined the meeting, the main meeting window will open in the Zoom application. In Zoom, all of the meeting controls (called "Host Controls") are located along the bottom of your window. You can find [https://support.zoom.us/hc/en-us/articles/201362603-Host-Controls-in-a-Meeting Zoom's guide to host controls here], which has a video walkthrough. Going from left-to-right:

* Mute/unmute audio: which enables or disables your microphone.
** The small arrow lets you select a microphone, test your microphone, and configure other microphone-related settings.
* Show/hide video: which enables or disables your webcam
** The small arrows lets you change webcams, configure video settings, and display a virtual background (which hides your background).
* Security: which allows you to enable or disable different security features, such as allowing participant to share their screen.
* Participants: which shows or hides the participants sidebar, which lists all of the individuals in a meeting (see below).
** This also shows non-verbal communication tools, which appear in this tabe
* Chat: which shows or hides the chat tab (this nests with the participants tab if both are open).
* Share Screen: which allows you to share an application or screen on your computer
** The small arrows allows you to configure screen sharing settings
* Record: which allows you to record a copy of the meeting to your PC.
* Reactions: which allows students (or you!) to display non-verbal reactions on their profile card
* More: which includes breakout rooms and polls (see below)

The most important are the audio and video controls, and then the "share screen" options. Enabling audio and video will allow you to chat with students (and see you!), while the share screen options will allow you to share content (like slides, etc.) with students.

== How do I Share Content Using Zoom? ==

All content sharing in Zoom is done using the "Share Screen" button; this allows you to share an application or monitor attached to your computer to your Zoom meeting, like a video feed. For example, if you wanted to share some slides, you would open the the slides on your PC, then share the screen with the slide output with your students. When you click "Share Screen" it will bring up a set of options, both basic and advanced. On the basic tab, you will see (i) all of the screens attached to your PC, (ii) a whiteboard option, (iii) an iPhone/iPad option, and (iv) a lot of all the windows you currently have option on your PC. On the advanced tab, you will see options for a portion of your screen, a secondary camera, and audio only.

* The screen options will share your entire screen, including your PC user interface and any applications open on this PC. This is similar to connecting to a projector, in a second.
* ('''Recommended''') The window options (for each window) will ONLY share that window, and your mouse pointer interacting with it
* We will discuss the Whiteboard and iPhone/iPad options below

We recommend the window option, since you're less likely to accidentally share something you didn't want to, but a second screen works very well too. Once you've chosen what you want to share, hit "Share". You will see the content being display on your PC in a green outline, and a red "stop sharing" icon above. The main Zoom interface may become smaller (if you've enabled that feature). Your students can now see the different content.

=== Using the Zoom Whiteboard ===

Zoom has an integrated "drawing" whiteboard, which allows you (and/or your students) to draw and annotate on a white screen. This can be used as a tool for student engagement, or for sketching (if you have a PC or tablet that supports drawing). Basic drawing controls are at the top of the whiteboard, including the option to save the results and erase material.

=== iPad/iPhone Sharing ===

One excellent feature of Zoom is integrated iPad/iPhone screen sharing, without requiring either an adapter or an external application.
* Make sure your iPhone/iPad is on the same WiFi network as your PC, and neither is behind a VPN
* Select "iPhone/iPad" sharing; this will bring up a screen with instructions
** '''Note''': the first time you launch this, it may prompt you to install a plugin.
* On your iPhone/iPad, select screen mirroring from the control center, and then your Zoom device as the target

This will display exactly what is on your iPhone/iPad to the audience as content; you can use this with an Apple pencil like a document camera, or annotate slides using your favourite application.

=== Advanced Sharing ===

The main use for advanced sharing is the "secondary camera" option - which is designed for a document camera. If you've got a document camera, or have rigged up a homemade one using a basic web camera, this is the way to share this content without replacing your main video feed.

== Who do I Interact with Students Using Zoom? ==

Zoom has several different features for interacting with students. The two main ones are the chat and the non-verbal interaction tools.
* Using the chat, students can talk with your or with one another; for example if they have questions or want to discuss
* They can also click on the "reactions" on the main control menu, or on the non-verbal communication in the participant menu to send feedback; you can see these on their Zoom profiles or in the participants window.

This are an effective way to interact with students online. You can also use the partipants menu to unmute students, if they have a question; hover over their name, and select "unmute".

=== Using Zoom Polls ===

Zoom has a built-in iClicker-like system which allows you to create multiple choice style questions, then pose them to the audience. You can only create these via the Web Portal, by selecting your meetings, editing it, then click on "add Polls".
* You can find a detailed guide and video walk-through [https://support.zoom.us/hc/en-us/articles/213756303-Polling-for-meetings here].
* You can also save the poll results; but note that the responses will be based on the names of your Zoom meeting participants.

=== Using Breakout Rooms ===

Zoom also allows you to create breakout rooms, which are little mini-meetings with a subset of the student in each meeting. This allows for small, in-group discussions or other activities.
* You can find a detailed guide and video walk-through [https://support.zoom.us/hc/en-us/articles/206476093-Enabling-breakout-rooms here].
* Groups can be either pre-defined, using the option in the Web Portal interface before the meeting, created manually, or created automatically using random assignment

It's generally a good idea to have a TA help out if you're using breakout rooms extensively in your sessions.

== Overall ==

Zoom is a powerful webconferencing tool, which strikes a good balance between ease-of-use, flexibility, and teaching tools. Feel free to contact me if you have any questions or would like some help.
* You can email questions to ''jonathan.graves@ubc.ca'' or we can arrange an online or in-person tutorial. Let me know!

== Frequently Asked Questions ==

===Can my TAs use Zoom for office hours, labs, or tutorials?===
Yes, but you will have to schedule the meetings for your TAs unless they have your own Zoom account. In order to let them host the meetings, add them as "Alternative Hosts" when you set up your account.

===When I try to set up a camera (or microphone), it doesn't work===
For example, if you get a grey screen with a crossed out camera (or microphone) symbol. This indicates that Zoom can't detect or manage the device properly. First, try to restart your computer. If you have another camera (or microphone) you can use, try that instead. Finally, try uninstalling the device drivers, then reinstalling them. You might want to contact Arts ISIT for help with this!

===Can I use Zoom on an iPad?===
Yes! The interface is a little different, but you can do it. Try checking out Zoom's guide to host controls for iPad. For lecturing, iPads work best as a secondary device (where you draw or share slides) rather than as a main device.

===How can I test my set-up?===
Just schedule an individual meeting and test it out yourself. You can even join the meeting on another device (e.g. your phone) to test it out from a student's perspective as well.

== Other Links and Guides ==
* [https://lthub.ubc.ca/guides/web-conferencing/ UBC LT Hub Collaborate Guide]
* [https://isit.arts.ubc.ca/blackboard-collaborate/ Arts ISIT Collaborate Guide]
* [https://www.youtube.com/watch?v=1W4sGpVmJaY&feature=youtu.be Blackboard UI Guide]
* [https://help.blackboard.com/Collaborate/Ultra/Moderator Blackboard Help Guide]

Documentation:VSE Zoom

2020-06-30T20:52:30Z

JonathanGraves: /* Overall */ edit for zoom

== What is Zoom? ==

[https://zoom.us/ Zoom] is a lightweight browser or application-based video-conferencing tool, designed for online lectures, meetings, and other kinds of learning environments. It allows an instructor to create a live broadcast session, in which they can share content, audio, and video with large numbers of students using a simple web link. It also has tools which allow for video, audio, or text chat, iClicker-like pollings, and breakout groups. It is very similar to Skype, or Collaborate Ultra, but has a few key differences.

== What do I need to use Zoom? ==

[[File:Desksetup.png|thumb|Figure 0: A good desk set-up for broadcasting using Zoom]]

Since Zoom can run through a web browser or a small application, you can give an effective lecture with only a microphone and a reliable internet connection and computer. This is can be accomplished with just a regular laptop, if it has a decent quality webcam - for example, a Microsoft Surfacebook, or MacBook work well.
*'''Note:''' The browser-based Zoom works best in Google Chrome. If you are having browser issues (particularly using Safari on Mac), try switching browsers.

However, to most closely match the experience of lecturing in person (and get the most out of Zoom) I recommend having a set-up that includes (see Figure 0):

* A reliable internet connection (Item 2, in Figure 0: a wired connection is more reliable than WiFi)
* A microphone and headphones (Items 3 and 5: a set of headphones (Item 5), to minimize audio feedback, and a microphone built-into a webcam (Item 3))
* A good quality webcam (Item 3: a webcam with both audio and video).
* A computer set up with two monitors (Items 1 and 4, in Figure 0: Item 1 is a Microsoft Surfacebook, which allows for pen annotation using a stylus. Item 4 is a regular monitor, for the webcast controls.)

This is especially useful if your set-up includes a tablet-like display, such as an iPad, Microsoft Surface, document camera, or Wacom tablet which allows you to make free-hand annotations. This will allow you to use the primary monitor to control the webcast, and the secondary monitor to display and annotate content.

As an alternative to annotating slides, you can also point your webcam at a whiteboard or use it like a document camera by pointing it at a pad of paper.

== What are the major differences between Zoom and Collaborate Ultra? ==

If you're already familiar with Collaborate Ultra, you will probably find Zoom very similar. There are a few differences, which are both pros and cons:

* Zoom has a different layout for the controls than Collaborate Ultra (but most of the same controls and tools; see below)
* Zoom does not support uploading and sharing files, only screen sharing; Collaborate Ultra supports both.
* Zoom has better bandwidth and can support more concurrent video feeds (and higher resolution) than Collaborate Ultra.
* Zoom is not currently integrated into Canvas, while Collaborate has a Canvas integration
** '''Note''': this is likely to change by September 2020, but nothing is confirmed yet.
* Zoom allows you to track in-app iClicker polls (for example, to use in grading), while Collaborate Ultra does not
* Collaborate Ultra automatically uploads recordings to your Canvas course, while Zoom does not.
* Zoom allows you to save or store the "whiteboard" while Collaborate Ultra does not
* You can pre-define breakout groups in Zoom, while you cannot do so in Collaborate Ultra
* You can meet with people outside a class context using Zoom, while you cannot do so in Collaborate Ultra.

There are few other differences, but for most teaching activities the above are the most important. As you can probably see, there's no clear "best" option; both have their pros and cons. You can find a very detailed comparison of the two systems [https://skylight.science.ubc.ca/lt/online-lectures on Science Skylight's AV support page].
* '''Note''': if you're using Zoom prior to the weekend of July 4th, note that Zoom is not yet on Canadian servers (and so is not FIPPA compliant) but will be shortly.

== How do I set up Zoom? ==

Zoom is set-up (currently) as a stand-alone product, which runs through a web portal and/or an application. The process to set up your Zoom account is as follows:

# Have UBC IT set up a UBC Zoom account for you
** '''Tip''': don't use a personal or free Zoom account; the UBC version has more features, and is supported by UBC IT.
# Configure your Zoom account using the Zoom Web Portal
# Create or schedule a meeting
# Broadcast

It's also a good idea to run some test sessions, and get used to the user interface so you feel more comfortable using Zoom.

=== Create a UBC Zoom Account ===

You can't sign up for a UBC Zoom account on your own; you need to have the AV helpdesk do it for you.
* Send them an email at [mailto:av.helpdesk@ubc.ca av.helpdesk@ubc.ca] with and include:
** The name of the course (or courses) you want to use Zoom with (and if they are larger than 300 students)
** Your UBC email address (your.name@ubc.ca)
** Your faculty
** Your department (or school)

After you've sent them an email, they'll send you a ticket, then after a couple of days you'll receive a confirmation email which will ask you to activate your Zoom account.
* Follow the instructions in this email to create a Zoom account
** '''Note''': your Zoom account is not tied to your UBC CWL, so don't reuse your passwords!
* This will then prompt you to also download and install the Zoom Client (a local application to help schedule and run meetings); do this
** If it doesn't prompt you to do so, you can download [www.zoom.us/download the latest Zoom client here].
* Log into the Zoom Client using your email and password.

You're now set-up with a UBC Zoom account; the next step is to configure your account and your settings.

=== Configure your Zoom Account ===

There are two ways to do this, either via the Zoom Client application or the Web Portal. We recommend using the Web Portal, since it offers you a more complete set of options than the application. You can access the Web Portal by visting [https://zoom.us/profile zoom.us/profile] and logging in with your password and email.

* First, make sure you change your profile picture and name, so that people will be able to recognize you even if your camera is not on.
* Next, configure your account by clicking on settings. We recommend enabling or choosing the following settings:

Under the ''Security'' and ''Schedule Meeting'' settings:
* Require a password when scheduling new meetings: ''on''
* Require a password for participants joining by phone: ''on''
* Embed password in invite link for on-click join: ''on''
** You may want to turn this off if you circulate your Zoom invitation publicly, or believe it may be.
* Enable personal meeting ID: ''on''
* Mute participants upon entry: ''on''

Under the ''In Meeting (Basic)'' settings:
* Chat: ''on''
* Private chat: ''on''
** You may also want to enable "auto-saving chats" if you rely on the chat for judging participation
* Co-host: ''on''
* Polling: ''on''
* Always show meeting control toolbar: ''on''
* Screen sharing: ''on'' but set to ''Host only''
* Whiteboard: ''on'' and ''allow saving of whiteboard content''
* Non-verbal feedback: ''on''
* Allow participants to rename themselves: ''on''

Under ''In Meeting (Advanced)'':
* Breakout room: ''on'' and check ''allow host to..."
* Closed captioning: ''on''
* Save captions: ''on''
* Virtual background: ''on'' and ''allow use of videos'' enabled
* Identify guest participants in the meeting/webinar: ''on''
* Use HTML format email for Outlook plugin: ''on''

Under email notifications, you can choose in which cases you'd like to receive emails; I usually enable all of these. Finally, under ''Other'', enable "Blur snapshot on iOS task switcher."

As you can see, there are a very large number of settings in Zoom. You can tweak some of them, to help you manage your course as you would like, but this should be a good basis for getting started. You can also change many of these within your Zoom Client or within a meeting itself; but it's best to arrange this ahead of time.

=== Schedule a Zoom Meeting ===

You can create Zoom meeting either by using the Web Portal, or the Zoom Client; the only real difference is that the Web Portal allows you to add polls directly, while the Client does not.

'''Using the Web Portal''':
* On the sidebar, select "Meetings" then "Schedule a New Meeting"
* This will bring up a window where you can add details about your meeting (including date and time), and tweak any settings.
** '''Note''': the setting will default to the choice made above, but you can also change them individually for each meeting
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Save" and your meeting will be scheduled.

This will then bring you to the Meeting management page, where you can see all the details of your meeting. The most important part is the invitation link: you provide this to individuals in order to join your meeting.
* If you scroll to the bottom, there is a section which says "Add polls"; this is where you can create iClicker-like polls (see below for details).

'''Using the Zoom Client''':
If you're using the desktop Zoom client, the process is a little different.
* Open the Zoom Client application, then click "Schedule"
* This will bring up a window where you can add your details, like in the Web Portal, and tweak settings (under Advanced Options)
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Schedule" and your meeting will be scheduled.

This will then bring up a Zoom invitation window, where you can see all your meeting details. You can also now see this meeting in the Zoom Web Portal (and add polls, as above).

Regardless of which method you used, once you're happy with your meeting, you're ready to go. Click on the invitation link, or hit "start Meeting" to begin your Zoom meeting.

== How do I broadcast using Zoom? ==

Once you have joined the meeting, the main meeting window will open in the Zoom application. In Zoom, all of the meeting controls (called "Host Controls") are located along the bottom of your window. You can find [https://support.zoom.us/hc/en-us/articles/201362603-Host-Controls-in-a-Meeting Zoom's guide to host controls here], which has a video walkthrough. Going from left-to-right:

* Mute/unmute audio: which enables or disables your microphone.
** The small arrow lets you select a microphone, test your microphone, and configure other microphone-related settings.
* Show/hide video: which enables or disables your webcam
** The small arrows lets you change webcams, configure video settings, and display a virtual background (which hides your background).
* Security: which allows you to enable or disable different security features, such as allowing participant to share their screen.
* Participants: which shows or hides the participants sidebar, which lists all of the individuals in a meeting (see below).
** This also shows non-verbal communication tools, which appear in this tabe
* Chat: which shows or hides the chat tab (this nests with the participants tab if both are open).
* Share Screen: which allows you to share an application or screen on your computer
** The small arrows allows you to configure screen sharing settings
* Record: which allows you to record a copy of the meeting to your PC.
* Reactions: which allows students (or you!) to display non-verbal reactions on their profile card
* More: which includes breakout rooms and polls (see below)

The most important are the audio and video controls, and then the "share screen" options. Enabling audio and video will allow you to chat with students (and see you!), while the share screen options will allow you to share content (like slides, etc.) with students.

== How do I Share Content Using Zoom? ==

All content sharing in Zoom is done using the "Share Screen" button; this allows you to share an application or monitor attached to your computer to your Zoom meeting, like a video feed. For example, if you wanted to share some slides, you would open the the slides on your PC, then share the screen with the slide output with your students. When you click "Share Screen" it will bring up a set of options, both basic and advanced. On the basic tab, you will see (i) all of the screens attached to your PC, (ii) a whiteboard option, (iii) an iPhone/iPad option, and (iv) a lot of all the windows you currently have option on your PC. On the advanced tab, you will see options for a portion of your screen, a secondary camera, and audio only.

* The screen options will share your entire screen, including your PC user interface and any applications open on this PC. This is similar to connecting to a projector, in a second.
* ('''Recommended''') The window options (for each window) will ONLY share that window, and your mouse pointer interacting with it
* We will discuss the Whiteboard and iPhone/iPad options below

We recommend the window option, since you're less likely to accidentally share something you didn't want to, but a second screen works very well too. Once you've chosen what you want to share, hit "Share". You will see the content being display on your PC in a green outline, and a red "stop sharing" icon above. The main Zoom interface may become smaller (if you've enabled that feature). Your students can now see the different content.

=== Using the Zoom Whiteboard ===

Zoom has an integrated "drawing" whiteboard, which allows you (and/or your students) to draw and annotate on a white screen. This can be used as a tool for student engagement, or for sketching (if you have a PC or tablet that supports drawing). Basic drawing controls are at the top of the whiteboard, including the option to save the results and erase material.

=== iPad/iPhone Sharing ===

One excellent feature of Zoom is integrated iPad/iPhone screen sharing, without requiring either an adapter or an external application.
* Make sure your iPhone/iPad is on the same WiFi network as your PC, and neither is behind a VPN
* Select "iPhone/iPad" sharing; this will bring up a screen with instructions
** '''Note''': the first time you launch this, it may prompt you to install a plugin.
* On your iPhone/iPad, select screen mirroring from the control center, and then your Zoom device as the target

This will display exactly what is on your iPhone/iPad to the audience as content; you can use this with an Apple pencil like a document camera, or annotate slides using your favourite application.

=== Advanced Sharing ===

The main use for advanced sharing is the "secondary camera" option - which is designed for a document camera. If you've got a document camera, or have rigged up a homemade one using a basic web camera, this is the way to share this content without replacing your main video feed.

== Who do I Interact with Students Using Zoom? ==

== Overall ==

Zoom is a powerful webconferencing tool, which strikes a good balance between ease-of-use, flexibility, and teaching tools. Feel free to contact me if you have any questions or would like some help.
* You can email questions to ''jonathan.graves@ubc.ca'' or we can arrange an online or in-person tutorial. Let me know!

== Frequently Asked Questions ==

===Can my TAs use Zoom for office hours, labs, or tutorials?===
Yes, but you will have to schedule the meetings for your TAs unless they have your own Zoom account. In order to let them host the meetings, add them as "Alternative Hosts" when you set up your account.

===When I try to set up a camera (or microphone), it doesn't work===
For example, if you get a grey screen with a crossed out camera (or microphone) symbol. This indicates that Zoom can't detect or manage the device properly. First, try to restart your computer. If you have another camera (or microphone) you can use, try that instead. Finally, try uninstalling the device drivers, then reinstalling them. You might want to contact Arts ISIT for help with this!

===Can I use Zoom on an iPad?===
Yes! The interface is a little different, but you can do it. Try checking out Zoom's guide to host controls for iPad. For lecturing, iPads work best as a secondary device (where you draw or share slides) rather than as a main device.

===How can I test my set-up?===
Just schedule an individual meeting and test it out yourself. You can even join the meeting on another device (e.g. your phone) to test it out from a student's perspective as well.

== Other Links and Guides ==
* [https://lthub.ubc.ca/guides/web-conferencing/ UBC LT Hub Collaborate Guide]
* [https://isit.arts.ubc.ca/blackboard-collaborate/ Arts ISIT Collaborate Guide]
* [https://www.youtube.com/watch?v=1W4sGpVmJaY&feature=youtu.be Blackboard UI Guide]
* [https://help.blackboard.com/Collaborate/Ultra/Moderator Blackboard Help Guide]

Documentation:VSE Zoom

2020-06-30T20:51:55Z

JonathanGraves: /* Frequently Asked Questions */ edit for Zoom

== What is Zoom? ==

[https://zoom.us/ Zoom] is a lightweight browser or application-based video-conferencing tool, designed for online lectures, meetings, and other kinds of learning environments. It allows an instructor to create a live broadcast session, in which they can share content, audio, and video with large numbers of students using a simple web link. It also has tools which allow for video, audio, or text chat, iClicker-like pollings, and breakout groups. It is very similar to Skype, or Collaborate Ultra, but has a few key differences.

== What do I need to use Zoom? ==

[[File:Desksetup.png|thumb|Figure 0: A good desk set-up for broadcasting using Zoom]]

Since Zoom can run through a web browser or a small application, you can give an effective lecture with only a microphone and a reliable internet connection and computer. This is can be accomplished with just a regular laptop, if it has a decent quality webcam - for example, a Microsoft Surfacebook, or MacBook work well.
*'''Note:''' The browser-based Zoom works best in Google Chrome. If you are having browser issues (particularly using Safari on Mac), try switching browsers.

However, to most closely match the experience of lecturing in person (and get the most out of Zoom) I recommend having a set-up that includes (see Figure 0):

* A reliable internet connection (Item 2, in Figure 0: a wired connection is more reliable than WiFi)
* A microphone and headphones (Items 3 and 5: a set of headphones (Item 5), to minimize audio feedback, and a microphone built-into a webcam (Item 3))
* A good quality webcam (Item 3: a webcam with both audio and video).
* A computer set up with two monitors (Items 1 and 4, in Figure 0: Item 1 is a Microsoft Surfacebook, which allows for pen annotation using a stylus. Item 4 is a regular monitor, for the webcast controls.)

This is especially useful if your set-up includes a tablet-like display, such as an iPad, Microsoft Surface, document camera, or Wacom tablet which allows you to make free-hand annotations. This will allow you to use the primary monitor to control the webcast, and the secondary monitor to display and annotate content.

As an alternative to annotating slides, you can also point your webcam at a whiteboard or use it like a document camera by pointing it at a pad of paper.

== What are the major differences between Zoom and Collaborate Ultra? ==

If you're already familiar with Collaborate Ultra, you will probably find Zoom very similar. There are a few differences, which are both pros and cons:

* Zoom has a different layout for the controls than Collaborate Ultra (but most of the same controls and tools; see below)
* Zoom does not support uploading and sharing files, only screen sharing; Collaborate Ultra supports both.
* Zoom has better bandwidth and can support more concurrent video feeds (and higher resolution) than Collaborate Ultra.
* Zoom is not currently integrated into Canvas, while Collaborate has a Canvas integration
** '''Note''': this is likely to change by September 2020, but nothing is confirmed yet.
* Zoom allows you to track in-app iClicker polls (for example, to use in grading), while Collaborate Ultra does not
* Collaborate Ultra automatically uploads recordings to your Canvas course, while Zoom does not.
* Zoom allows you to save or store the "whiteboard" while Collaborate Ultra does not
* You can pre-define breakout groups in Zoom, while you cannot do so in Collaborate Ultra
* You can meet with people outside a class context using Zoom, while you cannot do so in Collaborate Ultra.

There are few other differences, but for most teaching activities the above are the most important. As you can probably see, there's no clear "best" option; both have their pros and cons. You can find a very detailed comparison of the two systems [https://skylight.science.ubc.ca/lt/online-lectures on Science Skylight's AV support page].
* '''Note''': if you're using Zoom prior to the weekend of July 4th, note that Zoom is not yet on Canadian servers (and so is not FIPPA compliant) but will be shortly.

== How do I set up Zoom? ==

Zoom is set-up (currently) as a stand-alone product, which runs through a web portal and/or an application. The process to set up your Zoom account is as follows:

# Have UBC IT set up a UBC Zoom account for you
** '''Tip''': don't use a personal or free Zoom account; the UBC version has more features, and is supported by UBC IT.
# Configure your Zoom account using the Zoom Web Portal
# Create or schedule a meeting
# Broadcast

It's also a good idea to run some test sessions, and get used to the user interface so you feel more comfortable using Zoom.

=== Create a UBC Zoom Account ===

You can't sign up for a UBC Zoom account on your own; you need to have the AV helpdesk do it for you.
* Send them an email at [mailto:av.helpdesk@ubc.ca av.helpdesk@ubc.ca] with and include:
** The name of the course (or courses) you want to use Zoom with (and if they are larger than 300 students)
** Your UBC email address (your.name@ubc.ca)
** Your faculty
** Your department (or school)

After you've sent them an email, they'll send you a ticket, then after a couple of days you'll receive a confirmation email which will ask you to activate your Zoom account.
* Follow the instructions in this email to create a Zoom account
** '''Note''': your Zoom account is not tied to your UBC CWL, so don't reuse your passwords!
* This will then prompt you to also download and install the Zoom Client (a local application to help schedule and run meetings); do this
** If it doesn't prompt you to do so, you can download [www.zoom.us/download the latest Zoom client here].
* Log into the Zoom Client using your email and password.

You're now set-up with a UBC Zoom account; the next step is to configure your account and your settings.

=== Configure your Zoom Account ===

There are two ways to do this, either via the Zoom Client application or the Web Portal. We recommend using the Web Portal, since it offers you a more complete set of options than the application. You can access the Web Portal by visting [https://zoom.us/profile zoom.us/profile] and logging in with your password and email.

* First, make sure you change your profile picture and name, so that people will be able to recognize you even if your camera is not on.
* Next, configure your account by clicking on settings. We recommend enabling or choosing the following settings:

Under the ''Security'' and ''Schedule Meeting'' settings:
* Require a password when scheduling new meetings: ''on''
* Require a password for participants joining by phone: ''on''
* Embed password in invite link for on-click join: ''on''
** You may want to turn this off if you circulate your Zoom invitation publicly, or believe it may be.
* Enable personal meeting ID: ''on''
* Mute participants upon entry: ''on''

Under the ''In Meeting (Basic)'' settings:
* Chat: ''on''
* Private chat: ''on''
** You may also want to enable "auto-saving chats" if you rely on the chat for judging participation
* Co-host: ''on''
* Polling: ''on''
* Always show meeting control toolbar: ''on''
* Screen sharing: ''on'' but set to ''Host only''
* Whiteboard: ''on'' and ''allow saving of whiteboard content''
* Non-verbal feedback: ''on''
* Allow participants to rename themselves: ''on''

Under ''In Meeting (Advanced)'':
* Breakout room: ''on'' and check ''allow host to..."
* Closed captioning: ''on''
* Save captions: ''on''
* Virtual background: ''on'' and ''allow use of videos'' enabled
* Identify guest participants in the meeting/webinar: ''on''
* Use HTML format email for Outlook plugin: ''on''

Under email notifications, you can choose in which cases you'd like to receive emails; I usually enable all of these. Finally, under ''Other'', enable "Blur snapshot on iOS task switcher."

As you can see, there are a very large number of settings in Zoom. You can tweak some of them, to help you manage your course as you would like, but this should be a good basis for getting started. You can also change many of these within your Zoom Client or within a meeting itself; but it's best to arrange this ahead of time.

=== Schedule a Zoom Meeting ===

You can create Zoom meeting either by using the Web Portal, or the Zoom Client; the only real difference is that the Web Portal allows you to add polls directly, while the Client does not.

'''Using the Web Portal''':
* On the sidebar, select "Meetings" then "Schedule a New Meeting"
* This will bring up a window where you can add details about your meeting (including date and time), and tweak any settings.
** '''Note''': the setting will default to the choice made above, but you can also change them individually for each meeting
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Save" and your meeting will be scheduled.

This will then bring you to the Meeting management page, where you can see all the details of your meeting. The most important part is the invitation link: you provide this to individuals in order to join your meeting.
* If you scroll to the bottom, there is a section which says "Add polls"; this is where you can create iClicker-like polls (see below for details).

'''Using the Zoom Client''':
If you're using the desktop Zoom client, the process is a little different.
* Open the Zoom Client application, then click "Schedule"
* This will bring up a window where you can add your details, like in the Web Portal, and tweak settings (under Advanced Options)
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Schedule" and your meeting will be scheduled.

This will then bring up a Zoom invitation window, where you can see all your meeting details. You can also now see this meeting in the Zoom Web Portal (and add polls, as above).

Regardless of which method you used, once you're happy with your meeting, you're ready to go. Click on the invitation link, or hit "start Meeting" to begin your Zoom meeting.

== How do I broadcast using Zoom? ==

Once you have joined the meeting, the main meeting window will open in the Zoom application. In Zoom, all of the meeting controls (called "Host Controls") are located along the bottom of your window. You can find [https://support.zoom.us/hc/en-us/articles/201362603-Host-Controls-in-a-Meeting Zoom's guide to host controls here], which has a video walkthrough. Going from left-to-right:

* Mute/unmute audio: which enables or disables your microphone.
** The small arrow lets you select a microphone, test your microphone, and configure other microphone-related settings.
* Show/hide video: which enables or disables your webcam
** The small arrows lets you change webcams, configure video settings, and display a virtual background (which hides your background).
* Security: which allows you to enable or disable different security features, such as allowing participant to share their screen.
* Participants: which shows or hides the participants sidebar, which lists all of the individuals in a meeting (see below).
** This also shows non-verbal communication tools, which appear in this tabe
* Chat: which shows or hides the chat tab (this nests with the participants tab if both are open).
* Share Screen: which allows you to share an application or screen on your computer
** The small arrows allows you to configure screen sharing settings
* Record: which allows you to record a copy of the meeting to your PC.
* Reactions: which allows students (or you!) to display non-verbal reactions on their profile card
* More: which includes breakout rooms and polls (see below)

The most important are the audio and video controls, and then the "share screen" options. Enabling audio and video will allow you to chat with students (and see you!), while the share screen options will allow you to share content (like slides, etc.) with students.

== How do I Share Content Using Zoom? ==

All content sharing in Zoom is done using the "Share Screen" button; this allows you to share an application or monitor attached to your computer to your Zoom meeting, like a video feed. For example, if you wanted to share some slides, you would open the the slides on your PC, then share the screen with the slide output with your students. When you click "Share Screen" it will bring up a set of options, both basic and advanced. On the basic tab, you will see (i) all of the screens attached to your PC, (ii) a whiteboard option, (iii) an iPhone/iPad option, and (iv) a lot of all the windows you currently have option on your PC. On the advanced tab, you will see options for a portion of your screen, a secondary camera, and audio only.

* The screen options will share your entire screen, including your PC user interface and any applications open on this PC. This is similar to connecting to a projector, in a second.
* ('''Recommended''') The window options (for each window) will ONLY share that window, and your mouse pointer interacting with it
* We will discuss the Whiteboard and iPhone/iPad options below

We recommend the window option, since you're less likely to accidentally share something you didn't want to, but a second screen works very well too. Once you've chosen what you want to share, hit "Share". You will see the content being display on your PC in a green outline, and a red "stop sharing" icon above. The main Zoom interface may become smaller (if you've enabled that feature). Your students can now see the different content.

=== Using the Zoom Whiteboard ===

Zoom has an integrated "drawing" whiteboard, which allows you (and/or your students) to draw and annotate on a white screen. This can be used as a tool for student engagement, or for sketching (if you have a PC or tablet that supports drawing). Basic drawing controls are at the top of the whiteboard, including the option to save the results and erase material.

=== iPad/iPhone Sharing ===

One excellent feature of Zoom is integrated iPad/iPhone screen sharing, without requiring either an adapter or an external application.
* Make sure your iPhone/iPad is on the same WiFi network as your PC, and neither is behind a VPN
* Select "iPhone/iPad" sharing; this will bring up a screen with instructions
** '''Note''': the first time you launch this, it may prompt you to install a plugin.
* On your iPhone/iPad, select screen mirroring from the control center, and then your Zoom device as the target

This will display exactly what is on your iPhone/iPad to the audience as content; you can use this with an Apple pencil like a document camera, or annotate slides using your favourite application.

=== Advanced Sharing ===

The main use for advanced sharing is the "secondary camera" option - which is designed for a document camera. If you've got a document camera, or have rigged up a homemade one using a basic web camera, this is the way to share this content without replacing your main video feed.

== Who do I Interact with Students Using Zoom? ==

== Overall ==

Collaborate is a powerful webconferencing tool, which strikes a good balance between ease-of-use, flexibility, and teaching tools. It does not require any extra software or set-up, and closely mimics a traditional classroom lecture. Feel free to contact me if you have any questions or would like some help.
* You can email questions to ''jonathan.graves@ubc.ca'' or we can arrange an online or in-person tutorial. Let me know!

== Frequently Asked Questions ==

===Can my TAs use Zoom for office hours, labs, or tutorials?===
Yes, but you will have to schedule the meetings for your TAs unless they have your own Zoom account. In order to let them host the meetings, add them as "Alternative Hosts" when you set up your account.

===When I try to set up a camera (or microphone), it doesn't work===
For example, if you get a grey screen with a crossed out camera (or microphone) symbol. This indicates that Zoom can't detect or manage the device properly. First, try to restart your computer. If you have another camera (or microphone) you can use, try that instead. Finally, try uninstalling the device drivers, then reinstalling them. You might want to contact Arts ISIT for help with this!

===Can I use Zoom on an iPad?===
Yes! The interface is a little different, but you can do it. Try checking out Zoom's guide to host controls for iPad. For lecturing, iPads work best as a secondary device (where you draw or share slides) rather than as a main device.

===How can I test my set-up?===
Just schedule an individual meeting and test it out yourself. You can even join the meeting on another device (e.g. your phone) to test it out from a student's perspective as well.

== Other Links and Guides ==
* [https://lthub.ubc.ca/guides/web-conferencing/ UBC LT Hub Collaborate Guide]
* [https://isit.arts.ubc.ca/blackboard-collaborate/ Arts ISIT Collaborate Guide]
* [https://www.youtube.com/watch?v=1W4sGpVmJaY&feature=youtu.be Blackboard UI Guide]
* [https://help.blackboard.com/Collaborate/Ultra/Moderator Blackboard Help Guide]

Documentation:VSE Zoom

2020-06-30T20:47:21Z

JonathanGraves: /* How do I Share Content Using Zoom? */

== What is Zoom? ==

[https://zoom.us/ Zoom] is a lightweight browser or application-based video-conferencing tool, designed for online lectures, meetings, and other kinds of learning environments. It allows an instructor to create a live broadcast session, in which they can share content, audio, and video with large numbers of students using a simple web link. It also has tools which allow for video, audio, or text chat, iClicker-like pollings, and breakout groups. It is very similar to Skype, or Collaborate Ultra, but has a few key differences.

== What do I need to use Zoom? ==

[[File:Desksetup.png|thumb|Figure 0: A good desk set-up for broadcasting using Zoom]]

Since Zoom can run through a web browser or a small application, you can give an effective lecture with only a microphone and a reliable internet connection and computer. This is can be accomplished with just a regular laptop, if it has a decent quality webcam - for example, a Microsoft Surfacebook, or MacBook work well.
*'''Note:''' The browser-based Zoom works best in Google Chrome. If you are having browser issues (particularly using Safari on Mac), try switching browsers.

However, to most closely match the experience of lecturing in person (and get the most out of Zoom) I recommend having a set-up that includes (see Figure 0):

* A reliable internet connection (Item 2, in Figure 0: a wired connection is more reliable than WiFi)
* A microphone and headphones (Items 3 and 5: a set of headphones (Item 5), to minimize audio feedback, and a microphone built-into a webcam (Item 3))
* A good quality webcam (Item 3: a webcam with both audio and video).
* A computer set up with two monitors (Items 1 and 4, in Figure 0: Item 1 is a Microsoft Surfacebook, which allows for pen annotation using a stylus. Item 4 is a regular monitor, for the webcast controls.)

This is especially useful if your set-up includes a tablet-like display, such as an iPad, Microsoft Surface, document camera, or Wacom tablet which allows you to make free-hand annotations. This will allow you to use the primary monitor to control the webcast, and the secondary monitor to display and annotate content.

As an alternative to annotating slides, you can also point your webcam at a whiteboard or use it like a document camera by pointing it at a pad of paper.

== What are the major differences between Zoom and Collaborate Ultra? ==

If you're already familiar with Collaborate Ultra, you will probably find Zoom very similar. There are a few differences, which are both pros and cons:

* Zoom has a different layout for the controls than Collaborate Ultra (but most of the same controls and tools; see below)
* Zoom does not support uploading and sharing files, only screen sharing; Collaborate Ultra supports both.
* Zoom has better bandwidth and can support more concurrent video feeds (and higher resolution) than Collaborate Ultra.
* Zoom is not currently integrated into Canvas, while Collaborate has a Canvas integration
** '''Note''': this is likely to change by September 2020, but nothing is confirmed yet.
* Zoom allows you to track in-app iClicker polls (for example, to use in grading), while Collaborate Ultra does not
* Collaborate Ultra automatically uploads recordings to your Canvas course, while Zoom does not.
* Zoom allows you to save or store the "whiteboard" while Collaborate Ultra does not
* You can pre-define breakout groups in Zoom, while you cannot do so in Collaborate Ultra
* You can meet with people outside a class context using Zoom, while you cannot do so in Collaborate Ultra.

There are few other differences, but for most teaching activities the above are the most important. As you can probably see, there's no clear "best" option; both have their pros and cons. You can find a very detailed comparison of the two systems [https://skylight.science.ubc.ca/lt/online-lectures on Science Skylight's AV support page].
* '''Note''': if you're using Zoom prior to the weekend of July 4th, note that Zoom is not yet on Canadian servers (and so is not FIPPA compliant) but will be shortly.

== How do I set up Zoom? ==

Zoom is set-up (currently) as a stand-alone product, which runs through a web portal and/or an application. The process to set up your Zoom account is as follows:

# Have UBC IT set up a UBC Zoom account for you
** '''Tip''': don't use a personal or free Zoom account; the UBC version has more features, and is supported by UBC IT.
# Configure your Zoom account using the Zoom Web Portal
# Create or schedule a meeting
# Broadcast

It's also a good idea to run some test sessions, and get used to the user interface so you feel more comfortable using Zoom.

=== Create a UBC Zoom Account ===

You can't sign up for a UBC Zoom account on your own; you need to have the AV helpdesk do it for you.
* Send them an email at [mailto:av.helpdesk@ubc.ca av.helpdesk@ubc.ca] with and include:
** The name of the course (or courses) you want to use Zoom with (and if they are larger than 300 students)
** Your UBC email address (your.name@ubc.ca)
** Your faculty
** Your department (or school)

After you've sent them an email, they'll send you a ticket, then after a couple of days you'll receive a confirmation email which will ask you to activate your Zoom account.
* Follow the instructions in this email to create a Zoom account
** '''Note''': your Zoom account is not tied to your UBC CWL, so don't reuse your passwords!
* This will then prompt you to also download and install the Zoom Client (a local application to help schedule and run meetings); do this
** If it doesn't prompt you to do so, you can download [www.zoom.us/download the latest Zoom client here].
* Log into the Zoom Client using your email and password.

You're now set-up with a UBC Zoom account; the next step is to configure your account and your settings.

=== Configure your Zoom Account ===

There are two ways to do this, either via the Zoom Client application or the Web Portal. We recommend using the Web Portal, since it offers you a more complete set of options than the application. You can access the Web Portal by visting [https://zoom.us/profile zoom.us/profile] and logging in with your password and email.

* First, make sure you change your profile picture and name, so that people will be able to recognize you even if your camera is not on.
* Next, configure your account by clicking on settings. We recommend enabling or choosing the following settings:

Under the ''Security'' and ''Schedule Meeting'' settings:
* Require a password when scheduling new meetings: ''on''
* Require a password for participants joining by phone: ''on''
* Embed password in invite link for on-click join: ''on''
** You may want to turn this off if you circulate your Zoom invitation publicly, or believe it may be.
* Enable personal meeting ID: ''on''
* Mute participants upon entry: ''on''

Under the ''In Meeting (Basic)'' settings:
* Chat: ''on''
* Private chat: ''on''
** You may also want to enable "auto-saving chats" if you rely on the chat for judging participation
* Co-host: ''on''
* Polling: ''on''
* Always show meeting control toolbar: ''on''
* Screen sharing: ''on'' but set to ''Host only''
* Whiteboard: ''on'' and ''allow saving of whiteboard content''
* Non-verbal feedback: ''on''
* Allow participants to rename themselves: ''on''

Under ''In Meeting (Advanced)'':
* Breakout room: ''on'' and check ''allow host to..."
* Closed captioning: ''on''
* Save captions: ''on''
* Virtual background: ''on'' and ''allow use of videos'' enabled
* Identify guest participants in the meeting/webinar: ''on''
* Use HTML format email for Outlook plugin: ''on''

Under email notifications, you can choose in which cases you'd like to receive emails; I usually enable all of these. Finally, under ''Other'', enable "Blur snapshot on iOS task switcher."

As you can see, there are a very large number of settings in Zoom. You can tweak some of them, to help you manage your course as you would like, but this should be a good basis for getting started. You can also change many of these within your Zoom Client or within a meeting itself; but it's best to arrange this ahead of time.

=== Schedule a Zoom Meeting ===

You can create Zoom meeting either by using the Web Portal, or the Zoom Client; the only real difference is that the Web Portal allows you to add polls directly, while the Client does not.

'''Using the Web Portal''':
* On the sidebar, select "Meetings" then "Schedule a New Meeting"
* This will bring up a window where you can add details about your meeting (including date and time), and tweak any settings.
** '''Note''': the setting will default to the choice made above, but you can also change them individually for each meeting
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Save" and your meeting will be scheduled.

This will then bring you to the Meeting management page, where you can see all the details of your meeting. The most important part is the invitation link: you provide this to individuals in order to join your meeting.
* If you scroll to the bottom, there is a section which says "Add polls"; this is where you can create iClicker-like polls (see below for details).

'''Using the Zoom Client''':
If you're using the desktop Zoom client, the process is a little different.
* Open the Zoom Client application, then click "Schedule"
* This will bring up a window where you can add your details, like in the Web Portal, and tweak settings (under Advanced Options)
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Schedule" and your meeting will be scheduled.

This will then bring up a Zoom invitation window, where you can see all your meeting details. You can also now see this meeting in the Zoom Web Portal (and add polls, as above).

Regardless of which method you used, once you're happy with your meeting, you're ready to go. Click on the invitation link, or hit "start Meeting" to begin your Zoom meeting.

== How do I broadcast using Zoom? ==

Once you have joined the meeting, the main meeting window will open in the Zoom application. In Zoom, all of the meeting controls (called "Host Controls") are located along the bottom of your window. You can find [https://support.zoom.us/hc/en-us/articles/201362603-Host-Controls-in-a-Meeting Zoom's guide to host controls here], which has a video walkthrough. Going from left-to-right:

* Mute/unmute audio: which enables or disables your microphone.
** The small arrow lets you select a microphone, test your microphone, and configure other microphone-related settings.
* Show/hide video: which enables or disables your webcam
** The small arrows lets you change webcams, configure video settings, and display a virtual background (which hides your background).
* Security: which allows you to enable or disable different security features, such as allowing participant to share their screen.
* Participants: which shows or hides the participants sidebar, which lists all of the individuals in a meeting (see below).
** This also shows non-verbal communication tools, which appear in this tabe
* Chat: which shows or hides the chat tab (this nests with the participants tab if both are open).
* Share Screen: which allows you to share an application or screen on your computer
** The small arrows allows you to configure screen sharing settings
* Record: which allows you to record a copy of the meeting to your PC.
* Reactions: which allows students (or you!) to display non-verbal reactions on their profile card
* More: which includes breakout rooms and polls (see below)

The most important are the audio and video controls, and then the "share screen" options. Enabling audio and video will allow you to chat with students (and see you!), while the share screen options will allow you to share content (like slides, etc.) with students.

== How do I Share Content Using Zoom? ==

All content sharing in Zoom is done using the "Share Screen" button; this allows you to share an application or monitor attached to your computer to your Zoom meeting, like a video feed. For example, if you wanted to share some slides, you would open the the slides on your PC, then share the screen with the slide output with your students. When you click "Share Screen" it will bring up a set of options, both basic and advanced. On the basic tab, you will see (i) all of the screens attached to your PC, (ii) a whiteboard option, (iii) an iPhone/iPad option, and (iv) a lot of all the windows you currently have option on your PC. On the advanced tab, you will see options for a portion of your screen, a secondary camera, and audio only.

* The screen options will share your entire screen, including your PC user interface and any applications open on this PC. This is similar to connecting to a projector, in a second.
* ('''Recommended''') The window options (for each window) will ONLY share that window, and your mouse pointer interacting with it
* We will discuss the Whiteboard and iPhone/iPad options below

We recommend the window option, since you're less likely to accidentally share something you didn't want to, but a second screen works very well too. Once you've chosen what you want to share, hit "Share". You will see the content being display on your PC in a green outline, and a red "stop sharing" icon above. The main Zoom interface may become smaller (if you've enabled that feature). Your students can now see the different content.

=== Using the Zoom Whiteboard ===

Zoom has an integrated "drawing" whiteboard, which allows you (and/or your students) to draw and annotate on a white screen. This can be used as a tool for student engagement, or for sketching (if you have a PC or tablet that supports drawing). Basic drawing controls are at the top of the whiteboard, including the option to save the results and erase material.

=== iPad/iPhone Sharing ===

One excellent feature of Zoom is integrated iPad/iPhone screen sharing, without requiring either an adapter or an external application.
* Make sure your iPhone/iPad is on the same WiFi network as your PC, and neither is behind a VPN
* Select "iPhone/iPad" sharing; this will bring up a screen with instructions
** '''Note''': the first time you launch this, it may prompt you to install a plugin.
* On your iPhone/iPad, select screen mirroring from the control center, and then your Zoom device as the target

This will display exactly what is on your iPhone/iPad to the audience as content; you can use this with an Apple pencil like a document camera, or annotate slides using your favourite application.

=== Advanced Sharing ===

The main use for advanced sharing is the "secondary camera" option - which is designed for a document camera. If you've got a document camera, or have rigged up a homemade one using a basic web camera, this is the way to share this content without replacing your main video feed.

== Who do I Interact with Students Using Zoom? ==

== Overall ==

Collaborate is a powerful webconferencing tool, which strikes a good balance between ease-of-use, flexibility, and teaching tools. It does not require any extra software or set-up, and closely mimics a traditional classroom lecture. Feel free to contact me if you have any questions or would like some help.
* You can email questions to ''jonathan.graves@ubc.ca'' or we can arrange an online or in-person tutorial. Let me know!

== Frequently Asked Questions ==

===Can my TAs use Collaborate for office hours, labs, or tutorials?===
Yes, anyone who is set up as a TA in your Canvas course can create and administer sessions, just like the instructor can. They automatically have the "Moderator" permission status, which is same as you do.

===I've made some recordings; where are they saved?===
Recordings in Collaborate are saved online initially, and can be found from the same page where you administer and create sessions. Click the three bars (menu) symbol in the black bar at the top, then select recordings. From here you can view and manage past recordings; if you'd like to download them, click on the three dots beside the recording you want to download. These download in MP4 format.

===When I try to set up a camera (or microphone), it doesn't work===
For example, if you get a grey screen with a crossed out camera (or microphone) symbol. This indicates that Collaborate can't detect or manage the device properly. First, try to restart your computer. If you have another camera (or microphone) you can use, try that instead. Finally, try uninstalling the device drivers, then reinstalling them. You might want to contact Arts ISIT for help with this!

===Can I use Collaborate on an iPad?===
Yes; it works best running via Chrome, but iPad is supported. Make sure you have enabled microphone and camera for your browser on your iPad, or it won't be able to connect.

===How can I test my set-up?===
If you run a Collaborate sessions as normal, then open a new browser window and then Canvas, select "Student View". Then, join the currently open Collaborate session as the test student. You'll now be able to see it from the student's perspective, and you can see what a session with students look like from the presenter's point of view.

== Other Links and Guides ==
* [https://lthub.ubc.ca/guides/web-conferencing/ UBC LT Hub Collaborate Guide]
* [https://isit.arts.ubc.ca/blackboard-collaborate/ Arts ISIT Collaborate Guide]
* [https://www.youtube.com/watch?v=1W4sGpVmJaY&feature=youtu.be Blackboard UI Guide]
* [https://help.blackboard.com/Collaborate/Ultra/Moderator Blackboard Help Guide]

Documentation:VSE Zoom

2020-06-30T20:46:34Z

JonathanGraves: /* How do I Share Content on Collaborate? */ add content sharing

== What is Zoom? ==

[https://zoom.us/ Zoom] is a lightweight browser or application-based video-conferencing tool, designed for online lectures, meetings, and other kinds of learning environments. It allows an instructor to create a live broadcast session, in which they can share content, audio, and video with large numbers of students using a simple web link. It also has tools which allow for video, audio, or text chat, iClicker-like pollings, and breakout groups. It is very similar to Skype, or Collaborate Ultra, but has a few key differences.

== What do I need to use Zoom? ==

[[File:Desksetup.png|thumb|Figure 0: A good desk set-up for broadcasting using Zoom]]

Since Zoom can run through a web browser or a small application, you can give an effective lecture with only a microphone and a reliable internet connection and computer. This is can be accomplished with just a regular laptop, if it has a decent quality webcam - for example, a Microsoft Surfacebook, or MacBook work well.
*'''Note:''' The browser-based Zoom works best in Google Chrome. If you are having browser issues (particularly using Safari on Mac), try switching browsers.

However, to most closely match the experience of lecturing in person (and get the most out of Zoom) I recommend having a set-up that includes (see Figure 0):

* A reliable internet connection (Item 2, in Figure 0: a wired connection is more reliable than WiFi)
* A microphone and headphones (Items 3 and 5: a set of headphones (Item 5), to minimize audio feedback, and a microphone built-into a webcam (Item 3))
* A good quality webcam (Item 3: a webcam with both audio and video).
* A computer set up with two monitors (Items 1 and 4, in Figure 0: Item 1 is a Microsoft Surfacebook, which allows for pen annotation using a stylus. Item 4 is a regular monitor, for the webcast controls.)

This is especially useful if your set-up includes a tablet-like display, such as an iPad, Microsoft Surface, document camera, or Wacom tablet which allows you to make free-hand annotations. This will allow you to use the primary monitor to control the webcast, and the secondary monitor to display and annotate content.

As an alternative to annotating slides, you can also point your webcam at a whiteboard or use it like a document camera by pointing it at a pad of paper.

== What are the major differences between Zoom and Collaborate Ultra? ==

If you're already familiar with Collaborate Ultra, you will probably find Zoom very similar. There are a few differences, which are both pros and cons:

* Zoom has a different layout for the controls than Collaborate Ultra (but most of the same controls and tools; see below)
* Zoom does not support uploading and sharing files, only screen sharing; Collaborate Ultra supports both.
* Zoom has better bandwidth and can support more concurrent video feeds (and higher resolution) than Collaborate Ultra.
* Zoom is not currently integrated into Canvas, while Collaborate has a Canvas integration
** '''Note''': this is likely to change by September 2020, but nothing is confirmed yet.
* Zoom allows you to track in-app iClicker polls (for example, to use in grading), while Collaborate Ultra does not
* Collaborate Ultra automatically uploads recordings to your Canvas course, while Zoom does not.
* Zoom allows you to save or store the "whiteboard" while Collaborate Ultra does not
* You can pre-define breakout groups in Zoom, while you cannot do so in Collaborate Ultra
* You can meet with people outside a class context using Zoom, while you cannot do so in Collaborate Ultra.

There are few other differences, but for most teaching activities the above are the most important. As you can probably see, there's no clear "best" option; both have their pros and cons. You can find a very detailed comparison of the two systems [https://skylight.science.ubc.ca/lt/online-lectures on Science Skylight's AV support page].
* '''Note''': if you're using Zoom prior to the weekend of July 4th, note that Zoom is not yet on Canadian servers (and so is not FIPPA compliant) but will be shortly.

== How do I set up Zoom? ==

Zoom is set-up (currently) as a stand-alone product, which runs through a web portal and/or an application. The process to set up your Zoom account is as follows:

# Have UBC IT set up a UBC Zoom account for you
** '''Tip''': don't use a personal or free Zoom account; the UBC version has more features, and is supported by UBC IT.
# Configure your Zoom account using the Zoom Web Portal
# Create or schedule a meeting
# Broadcast

It's also a good idea to run some test sessions, and get used to the user interface so you feel more comfortable using Zoom.

=== Create a UBC Zoom Account ===

You can't sign up for a UBC Zoom account on your own; you need to have the AV helpdesk do it for you.
* Send them an email at [mailto:av.helpdesk@ubc.ca av.helpdesk@ubc.ca] with and include:
** The name of the course (or courses) you want to use Zoom with (and if they are larger than 300 students)
** Your UBC email address (your.name@ubc.ca)
** Your faculty
** Your department (or school)

After you've sent them an email, they'll send you a ticket, then after a couple of days you'll receive a confirmation email which will ask you to activate your Zoom account.
* Follow the instructions in this email to create a Zoom account
** '''Note''': your Zoom account is not tied to your UBC CWL, so don't reuse your passwords!
* This will then prompt you to also download and install the Zoom Client (a local application to help schedule and run meetings); do this
** If it doesn't prompt you to do so, you can download [www.zoom.us/download the latest Zoom client here].
* Log into the Zoom Client using your email and password.

You're now set-up with a UBC Zoom account; the next step is to configure your account and your settings.

=== Configure your Zoom Account ===

There are two ways to do this, either via the Zoom Client application or the Web Portal. We recommend using the Web Portal, since it offers you a more complete set of options than the application. You can access the Web Portal by visting [https://zoom.us/profile zoom.us/profile] and logging in with your password and email.

* First, make sure you change your profile picture and name, so that people will be able to recognize you even if your camera is not on.
* Next, configure your account by clicking on settings. We recommend enabling or choosing the following settings:

Under the ''Security'' and ''Schedule Meeting'' settings:
* Require a password when scheduling new meetings: ''on''
* Require a password for participants joining by phone: ''on''
* Embed password in invite link for on-click join: ''on''
** You may want to turn this off if you circulate your Zoom invitation publicly, or believe it may be.
* Enable personal meeting ID: ''on''
* Mute participants upon entry: ''on''

Under the ''In Meeting (Basic)'' settings:
* Chat: ''on''
* Private chat: ''on''
** You may also want to enable "auto-saving chats" if you rely on the chat for judging participation
* Co-host: ''on''
* Polling: ''on''
* Always show meeting control toolbar: ''on''
* Screen sharing: ''on'' but set to ''Host only''
* Whiteboard: ''on'' and ''allow saving of whiteboard content''
* Non-verbal feedback: ''on''
* Allow participants to rename themselves: ''on''

Under ''In Meeting (Advanced)'':
* Breakout room: ''on'' and check ''allow host to..."
* Closed captioning: ''on''
* Save captions: ''on''
* Virtual background: ''on'' and ''allow use of videos'' enabled
* Identify guest participants in the meeting/webinar: ''on''
* Use HTML format email for Outlook plugin: ''on''

Under email notifications, you can choose in which cases you'd like to receive emails; I usually enable all of these. Finally, under ''Other'', enable "Blur snapshot on iOS task switcher."

As you can see, there are a very large number of settings in Zoom. You can tweak some of them, to help you manage your course as you would like, but this should be a good basis for getting started. You can also change many of these within your Zoom Client or within a meeting itself; but it's best to arrange this ahead of time.

=== Schedule a Zoom Meeting ===

You can create Zoom meeting either by using the Web Portal, or the Zoom Client; the only real difference is that the Web Portal allows you to add polls directly, while the Client does not.

'''Using the Web Portal''':
* On the sidebar, select "Meetings" then "Schedule a New Meeting"
* This will bring up a window where you can add details about your meeting (including date and time), and tweak any settings.
** '''Note''': the setting will default to the choice made above, but you can also change them individually for each meeting
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Save" and your meeting will be scheduled.

This will then bring you to the Meeting management page, where you can see all the details of your meeting. The most important part is the invitation link: you provide this to individuals in order to join your meeting.
* If you scroll to the bottom, there is a section which says "Add polls"; this is where you can create iClicker-like polls (see below for details).

'''Using the Zoom Client''':
If you're using the desktop Zoom client, the process is a little different.
* Open the Zoom Client application, then click "Schedule"
* This will bring up a window where you can add your details, like in the Web Portal, and tweak settings (under Advanced Options)
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Schedule" and your meeting will be scheduled.

This will then bring up a Zoom invitation window, where you can see all your meeting details. You can also now see this meeting in the Zoom Web Portal (and add polls, as above).

Regardless of which method you used, once you're happy with your meeting, you're ready to go. Click on the invitation link, or hit "start Meeting" to begin your Zoom meeting.

== How do I broadcast using Zoom? ==

Once you have joined the meeting, the main meeting window will open in the Zoom application. In Zoom, all of the meeting controls (called "Host Controls") are located along the bottom of your window. You can find [https://support.zoom.us/hc/en-us/articles/201362603-Host-Controls-in-a-Meeting Zoom's guide to host controls here], which has a video walkthrough. Going from left-to-right:

* Mute/unmute audio: which enables or disables your microphone.
** The small arrow lets you select a microphone, test your microphone, and configure other microphone-related settings.
* Show/hide video: which enables or disables your webcam
** The small arrows lets you change webcams, configure video settings, and display a virtual background (which hides your background).
* Security: which allows you to enable or disable different security features, such as allowing participant to share their screen.
* Participants: which shows or hides the participants sidebar, which lists all of the individuals in a meeting (see below).
** This also shows non-verbal communication tools, which appear in this tabe
* Chat: which shows or hides the chat tab (this nests with the participants tab if both are open).
* Share Screen: which allows you to share an application or screen on your computer
** The small arrows allows you to configure screen sharing settings
* Record: which allows you to record a copy of the meeting to your PC.
* Reactions: which allows students (or you!) to display non-verbal reactions on their profile card
* More: which includes breakout rooms and polls (see below)

The most important are the audio and video controls, and then the "share screen" options. Enabling audio and video will allow you to chat with students (and see you!), while the share screen options will allow you to share content (like slides, etc.) with students.

== How do I Share Content Using Zoom? ==

All content sharing in Zoom is done using the "Share Screen" button; this allows you to share an application or monitor attached to your computer to your Zoom meeting, like a video feed. For example, if you wanted to share some slides, you would open the the slides on your PC, then share the screen with the slide output with your students. When you click "Share Screen" it will bring up a set of options, both basic and advanced. On the basic tab, you will see (i) all of the screens attached to your PC, (ii) a whiteboard option, (iii) an iPhone/iPad option, and (iv) a lot of all the windows you currently have option on your PC. On the advanced tab, you will see options for a portion of your screen, a secondary camera, and audio only.

* The screen options will share your entire screen, including your PC user interface and any applications open on this PC. This is similar to connecting to a projector, in a second.
* (*)The window options (for each window) will ONLY share that window, and your mouse pointer interacting with it
* We will discuss the Whiteboard and iPhone/iPad options below

We recommend the window option! Once you've chosen what you want to share, hit "Share". You will see the content being display on your PC in a green outline, and a red "stop sharing" icon above. The main Zoom interface may become smaller (if you've enabled that feature). Your students can now see the different content.

=== Using the Zoom Whiteboard ===

Zoom has an integrated "drawing" whiteboard, which allows you (and/or your students) to draw and annotate on a white screen. This can be used as a tool for student engagement, or for sketching (if you have a PC or tablet that supports drawing). Basic drawing controls are at the top of the whiteboard, including the option to save the results and erase material.

=== iPad/iPhone Sharing ===

One excellent feature of Zoom is integrated iPad/iPhone screen sharing, without requiring either an adapter or an external application.
* Make sure your iPhone/iPad is on the same WiFi network as your PC, and neither is behind a VPN
* Select "iPhone/iPad" sharing; this will bring up a screen with instructions
** '''Note''': the first time you launch this, it may prompt you to install a plugin.
* On your iPhone/iPad, select screen mirroring from the control center, and then your Zoom device as the target

This will display exactly what is on your iPhone/iPad to the audience as content; you can use this with an Apple pencil like a document camera, or annotate slides using your favourite application.

=== Advanced Sharing ===

The main use for advanced sharing is the "secondary camera" option - which is designed for a document camera. If you've got a document camera, or have rigged up a homemade one using a basic web camera, this is the way to share this content without replacing your main video feed.

== Who do I Interact with Students Using Zoom? ==

== Overall ==

Collaborate is a powerful webconferencing tool, which strikes a good balance between ease-of-use, flexibility, and teaching tools. It does not require any extra software or set-up, and closely mimics a traditional classroom lecture. Feel free to contact me if you have any questions or would like some help.
* You can email questions to ''jonathan.graves@ubc.ca'' or we can arrange an online or in-person tutorial. Let me know!

== Frequently Asked Questions ==

===Can my TAs use Collaborate for office hours, labs, or tutorials?===
Yes, anyone who is set up as a TA in your Canvas course can create and administer sessions, just like the instructor can. They automatically have the "Moderator" permission status, which is same as you do.

===I've made some recordings; where are they saved?===
Recordings in Collaborate are saved online initially, and can be found from the same page where you administer and create sessions. Click the three bars (menu) symbol in the black bar at the top, then select recordings. From here you can view and manage past recordings; if you'd like to download them, click on the three dots beside the recording you want to download. These download in MP4 format.

===When I try to set up a camera (or microphone), it doesn't work===
For example, if you get a grey screen with a crossed out camera (or microphone) symbol. This indicates that Collaborate can't detect or manage the device properly. First, try to restart your computer. If you have another camera (or microphone) you can use, try that instead. Finally, try uninstalling the device drivers, then reinstalling them. You might want to contact Arts ISIT for help with this!

===Can I use Collaborate on an iPad?===
Yes; it works best running via Chrome, but iPad is supported. Make sure you have enabled microphone and camera for your browser on your iPad, or it won't be able to connect.

===How can I test my set-up?===
If you run a Collaborate sessions as normal, then open a new browser window and then Canvas, select "Student View". Then, join the currently open Collaborate session as the test student. You'll now be able to see it from the student's perspective, and you can see what a session with students look like from the presenter's point of view.

== Other Links and Guides ==
* [https://lthub.ubc.ca/guides/web-conferencing/ UBC LT Hub Collaborate Guide]
* [https://isit.arts.ubc.ca/blackboard-collaborate/ Arts ISIT Collaborate Guide]
* [https://www.youtube.com/watch?v=1W4sGpVmJaY&feature=youtu.be Blackboard UI Guide]
* [https://help.blackboard.com/Collaborate/Ultra/Moderator Blackboard Help Guide]

Documentation:VSE Zoom

2020-06-30T20:26:53Z

JonathanGraves: /* How do I broadcast and record using Collaborate? */

== What is Zoom? ==

[https://zoom.us/ Zoom] is a lightweight browser or application-based video-conferencing tool, designed for online lectures, meetings, and other kinds of learning environments. It allows an instructor to create a live broadcast session, in which they can share content, audio, and video with large numbers of students using a simple web link. It also has tools which allow for video, audio, or text chat, iClicker-like pollings, and breakout groups. It is very similar to Skype, or Collaborate Ultra, but has a few key differences.

== What do I need to use Zoom? ==

[[File:Desksetup.png|thumb|Figure 0: A good desk set-up for broadcasting using Zoom]]

Since Zoom can run through a web browser or a small application, you can give an effective lecture with only a microphone and a reliable internet connection and computer. This is can be accomplished with just a regular laptop, if it has a decent quality webcam - for example, a Microsoft Surfacebook, or MacBook work well.
*'''Note:''' The browser-based Zoom works best in Google Chrome. If you are having browser issues (particularly using Safari on Mac), try switching browsers.

However, to most closely match the experience of lecturing in person (and get the most out of Zoom) I recommend having a set-up that includes (see Figure 0):

* A reliable internet connection (Item 2, in Figure 0: a wired connection is more reliable than WiFi)
* A microphone and headphones (Items 3 and 5: a set of headphones (Item 5), to minimize audio feedback, and a microphone built-into a webcam (Item 3))
* A good quality webcam (Item 3: a webcam with both audio and video).
* A computer set up with two monitors (Items 1 and 4, in Figure 0: Item 1 is a Microsoft Surfacebook, which allows for pen annotation using a stylus. Item 4 is a regular monitor, for the webcast controls.)

This is especially useful if your set-up includes a tablet-like display, such as an iPad, Microsoft Surface, document camera, or Wacom tablet which allows you to make free-hand annotations. This will allow you to use the primary monitor to control the webcast, and the secondary monitor to display and annotate content.

As an alternative to annotating slides, you can also point your webcam at a whiteboard or use it like a document camera by pointing it at a pad of paper.

== What are the major differences between Zoom and Collaborate Ultra? ==

If you're already familiar with Collaborate Ultra, you will probably find Zoom very similar. There are a few differences, which are both pros and cons:

* Zoom has a different layout for the controls than Collaborate Ultra (but most of the same controls and tools; see below)
* Zoom does not support uploading and sharing files, only screen sharing; Collaborate Ultra supports both.
* Zoom has better bandwidth and can support more concurrent video feeds (and higher resolution) than Collaborate Ultra.
* Zoom is not currently integrated into Canvas, while Collaborate has a Canvas integration
** '''Note''': this is likely to change by September 2020, but nothing is confirmed yet.
* Zoom allows you to track in-app iClicker polls (for example, to use in grading), while Collaborate Ultra does not
* Collaborate Ultra automatically uploads recordings to your Canvas course, while Zoom does not.
* Zoom allows you to save or store the "whiteboard" while Collaborate Ultra does not
* You can pre-define breakout groups in Zoom, while you cannot do so in Collaborate Ultra
* You can meet with people outside a class context using Zoom, while you cannot do so in Collaborate Ultra.

There are few other differences, but for most teaching activities the above are the most important. As you can probably see, there's no clear "best" option; both have their pros and cons. You can find a very detailed comparison of the two systems [https://skylight.science.ubc.ca/lt/online-lectures on Science Skylight's AV support page].
* '''Note''': if you're using Zoom prior to the weekend of July 4th, note that Zoom is not yet on Canadian servers (and so is not FIPPA compliant) but will be shortly.

== How do I set up Zoom? ==

Zoom is set-up (currently) as a stand-alone product, which runs through a web portal and/or an application. The process to set up your Zoom account is as follows:

# Have UBC IT set up a UBC Zoom account for you
** '''Tip''': don't use a personal or free Zoom account; the UBC version has more features, and is supported by UBC IT.
# Configure your Zoom account using the Zoom Web Portal
# Create or schedule a meeting
# Broadcast

It's also a good idea to run some test sessions, and get used to the user interface so you feel more comfortable using Zoom.

=== Create a UBC Zoom Account ===

You can't sign up for a UBC Zoom account on your own; you need to have the AV helpdesk do it for you.
* Send them an email at [mailto:av.helpdesk@ubc.ca av.helpdesk@ubc.ca] with and include:
** The name of the course (or courses) you want to use Zoom with (and if they are larger than 300 students)
** Your UBC email address (your.name@ubc.ca)
** Your faculty
** Your department (or school)

After you've sent them an email, they'll send you a ticket, then after a couple of days you'll receive a confirmation email which will ask you to activate your Zoom account.
* Follow the instructions in this email to create a Zoom account
** '''Note''': your Zoom account is not tied to your UBC CWL, so don't reuse your passwords!
* This will then prompt you to also download and install the Zoom Client (a local application to help schedule and run meetings); do this
** If it doesn't prompt you to do so, you can download [www.zoom.us/download the latest Zoom client here].
* Log into the Zoom Client using your email and password.

You're now set-up with a UBC Zoom account; the next step is to configure your account and your settings.

=== Configure your Zoom Account ===

There are two ways to do this, either via the Zoom Client application or the Web Portal. We recommend using the Web Portal, since it offers you a more complete set of options than the application. You can access the Web Portal by visting [https://zoom.us/profile zoom.us/profile] and logging in with your password and email.

* First, make sure you change your profile picture and name, so that people will be able to recognize you even if your camera is not on.
* Next, configure your account by clicking on settings. We recommend enabling or choosing the following settings:

Under the ''Security'' and ''Schedule Meeting'' settings:
* Require a password when scheduling new meetings: ''on''
* Require a password for participants joining by phone: ''on''
* Embed password in invite link for on-click join: ''on''
** You may want to turn this off if you circulate your Zoom invitation publicly, or believe it may be.
* Enable personal meeting ID: ''on''
* Mute participants upon entry: ''on''

Under the ''In Meeting (Basic)'' settings:
* Chat: ''on''
* Private chat: ''on''
** You may also want to enable "auto-saving chats" if you rely on the chat for judging participation
* Co-host: ''on''
* Polling: ''on''
* Always show meeting control toolbar: ''on''
* Screen sharing: ''on'' but set to ''Host only''
* Whiteboard: ''on'' and ''allow saving of whiteboard content''
* Non-verbal feedback: ''on''
* Allow participants to rename themselves: ''on''

Under ''In Meeting (Advanced)'':
* Breakout room: ''on'' and check ''allow host to..."
* Closed captioning: ''on''
* Save captions: ''on''
* Virtual background: ''on'' and ''allow use of videos'' enabled
* Identify guest participants in the meeting/webinar: ''on''
* Use HTML format email for Outlook plugin: ''on''

Under email notifications, you can choose in which cases you'd like to receive emails; I usually enable all of these. Finally, under ''Other'', enable "Blur snapshot on iOS task switcher."

As you can see, there are a very large number of settings in Zoom. You can tweak some of them, to help you manage your course as you would like, but this should be a good basis for getting started. You can also change many of these within your Zoom Client or within a meeting itself; but it's best to arrange this ahead of time.

=== Schedule a Zoom Meeting ===

You can create Zoom meeting either by using the Web Portal, or the Zoom Client; the only real difference is that the Web Portal allows you to add polls directly, while the Client does not.

'''Using the Web Portal''':
* On the sidebar, select "Meetings" then "Schedule a New Meeting"
* This will bring up a window where you can add details about your meeting (including date and time), and tweak any settings.
** '''Note''': the setting will default to the choice made above, but you can also change them individually for each meeting
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Save" and your meeting will be scheduled.

This will then bring you to the Meeting management page, where you can see all the details of your meeting. The most important part is the invitation link: you provide this to individuals in order to join your meeting.
* If you scroll to the bottom, there is a section which says "Add polls"; this is where you can create iClicker-like polls (see below for details).

'''Using the Zoom Client''':
If you're using the desktop Zoom client, the process is a little different.
* Open the Zoom Client application, then click "Schedule"
* This will bring up a window where you can add your details, like in the Web Portal, and tweak settings (under Advanced Options)
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Schedule" and your meeting will be scheduled.

This will then bring up a Zoom invitation window, where you can see all your meeting details. You can also now see this meeting in the Zoom Web Portal (and add polls, as above).

Regardless of which method you used, once you're happy with your meeting, you're ready to go. Click on the invitation link, or hit "start Meeting" to begin your Zoom meeting.

== How do I broadcast using Zoom? ==

Once you have joined the meeting, the main meeting window will open in the Zoom application. In Zoom, all of the meeting controls (called "Host Controls") are located along the bottom of your window. You can find [https://support.zoom.us/hc/en-us/articles/201362603-Host-Controls-in-a-Meeting Zoom's guide to host controls here], which has a video walkthrough. Going from left-to-right:

* Mute/unmute audio: which enables or disables your microphone.
** The small arrow lets you select a microphone, test your microphone, and configure other microphone-related settings.
* Show/hide video: which enables or disables your webcam
** The small arrows lets you change webcams, configure video settings, and display a virtual background (which hides your background).
* Security: which allows you to enable or disable different security features, such as allowing participant to share their screen.
* Participants: which shows or hides the participants sidebar, which lists all of the individuals in a meeting (see below).
** This also shows non-verbal communication tools, which appear in this tabe
* Chat: which shows or hides the chat tab (this nests with the participants tab if both are open).
* Share Screen: which allows you to share an application or screen on your computer
** The small arrows allows you to configure screen sharing settings
* Record: which allows you to record a copy of the meeting to your PC.
* Reactions: which allows students (or you!) to display non-verbal reactions on their profile card
* More: which includes breakout rooms and polls (see below)

The most important are the audio and video controls, and then the "share screen" options. Enabling audio and video will allow you to chat with students (and see you!), while the share screen options will allow you to share content (like slides, etc.) with students.

== How do I Share Content on Collaborate? ==

All content sharing is done via the "Share Content" tab. There are three different types of content: primary content (what you share), secondary content (student interaction), and group content (students chatting in groups).

=== Primary Content ===

<gallery>
Whiteboard-Collan.png| Figure 6a: The Whiteboard
Secondscreen-Collab.png|Figure 6b: A second monitor in use
Slides1-Collab.png|Figure 6c: Sharing files
Slides2-Collab.png|Slides 6d: Sharing files - in use
Groups-Collab.png|Figure 6e: Groups
</gallery>

Primary content allows you to share different types of content with students:
* The first option is a blank "whiteboard" which is just a white page which you can edit and annotate like a PDF or PowerPoint slide using the tools at the top.
* The second option to share an application or screen. For example, if you have your slides open in PowerPoint, you can share the PowerPoint window.
* The third option is to share files, which you can then display or students can download. If you upload a PowerPoint, PDF, or Image, blackboard will convert them into a whiteboard format, which you can annotate (but again, annotations are not saved!).
** This can take a little while to upload, so do this ahead of time, if you choose this option.

You can stop sharing content by click the "stop" square in the primary content menu. I will discuss each of these in turn.

==== Option 1: Whiteboard Sharing ====

When you select "Share Blank Whiteboard" this brings up a white page (See Figure 6a), upon which you can add (i) text annotations, (ii) freehand (pencil) annotations, and (iii) shapes. You can also erase, move/resize objects, and change colours. All of this is done via the buttons at the top of the whiteboard screen .
* These function very similarly to markup in Powerpoint, Canvas Speedgrader, or PDF readers.
* Unfortunately, you cannot save this whiteboard and if your erase, there's no way to undo. It's really just like a whiteboard in class!

One good alternative, if you want to save your annotations or simply have a more powerful "whiteboard-like" experience, is to use an application like OneNote and share the application instead (see below).

==== Option 2: Application and Screen Sharing ====

If you would like to share other content, you can instead choose to share either an application currently open on your PC (e.g. PDF Reader, Powerpoint, OneNote, STATA), or your monitor. You can select which option you want using the different tabs, which display a preview of what each content currently looks like. For example, in Figure 6b, you can see an example of content from a second monitor being displayed.
* You should always test what you want to share before you try it "live", to make sure it appears properly.
* You may also experience instability (e.g. browser crashing) with certain applications; try to work around this issue if it occurs.

'''Tip:''' This is my most preferred option if you have a secondary monitor, particularly one that you can annotate easily. I simply place all my content on the second screen when broadcasting. This is more flexible than the other options, and allows me to save annotations easily. You can use blank slides in PowerPoint, or Microsoft OneNote for free-form content like the whiteboard. It's a good idea to practice a few times to get the hang of how you prefer to present - but I find this option is the most similar to an ordinary classroom lecture, requires the least set-up, and is the most reliable

==== Option 3: Share a File ====

Collaborate also allows you to upload and share files (of specific formats: images (JPG, TIFF, etc), PDFs, and PowerPoint presentations).
* To begin, upload your files by clicking on "Add Files" then selecting the files you want. (See Figure 6c)
* Once they have uploaded and been coverted, you can now click on the file, and hit "Share Now" at the bottom.
** If you want to remove or rename a file, click on the three dots "..."
* This will bring up the "Navigate slides" panel for your presentation; selecting a slide will display it (See Figure 6d)
* You can stop sharing slides by clicking the "<" by Navigate slides, then hitting the stop button (or hitting the stop button at the top of the screen).

Slides and images basically serve as static backgrounds - you can mark them up just like the whiteboard (above). However, the same caveats apply: if you change slides, your annotations will disappear.

=== Secondary Content ===

Secondary content allows you to do iClicker-like things:
* You can set a timer, for example for a timed discussion or a break
* You can create a multiple choice poll, which can allow you to ask a question and get responses from students. Note, however, that there's (currently) no way to get information on who responded, so you can't use it for participation marks as you would use iClicker - but it still serves the same teaching role.

This is currently fairly limited, but allows you to do some things similar to the way you would in a classroom.
* '''Tip''': remember also the status options at the bottom; this can get quick "Yes/No" questions as you go, without stopping for a poll.

=== Advanced: Group Content ===

The most complicated type of content is "Breakout Groups" (See Figure 6e). This creates several different "Rooms" which you can assign students to (either manually, or automatically). Rooms function like mini-versions of the main Session, but where students can share content and chat. You can then visit the different group session, and monitor them using the sidebar.
* You should test this carefully, since it can be complicated to use, and students may not be familiar with it.
* This can be useful for exercises like Think-Share-Pair, having small-group office hours in a larger class, or simply working in groups.

You can end the group sessions and return to the main session using the sidebar (click the stop button).

== Overall ==

Collaborate is a powerful webconferencing tool, which strikes a good balance between ease-of-use, flexibility, and teaching tools. It does not require any extra software or set-up, and closely mimics a traditional classroom lecture. Feel free to contact me if you have any questions or would like some help.
* You can email questions to ''jonathan.graves@ubc.ca'' or we can arrange an online or in-person tutorial. Let me know!

== Frequently Asked Questions ==

===Can my TAs use Collaborate for office hours, labs, or tutorials?===
Yes, anyone who is set up as a TA in your Canvas course can create and administer sessions, just like the instructor can. They automatically have the "Moderator" permission status, which is same as you do.

===I've made some recordings; where are they saved?===
Recordings in Collaborate are saved online initially, and can be found from the same page where you administer and create sessions. Click the three bars (menu) symbol in the black bar at the top, then select recordings. From here you can view and manage past recordings; if you'd like to download them, click on the three dots beside the recording you want to download. These download in MP4 format.

===When I try to set up a camera (or microphone), it doesn't work===
For example, if you get a grey screen with a crossed out camera (or microphone) symbol. This indicates that Collaborate can't detect or manage the device properly. First, try to restart your computer. If you have another camera (or microphone) you can use, try that instead. Finally, try uninstalling the device drivers, then reinstalling them. You might want to contact Arts ISIT for help with this!

===Can I use Collaborate on an iPad?===
Yes; it works best running via Chrome, but iPad is supported. Make sure you have enabled microphone and camera for your browser on your iPad, or it won't be able to connect.

===How can I test my set-up?===
If you run a Collaborate sessions as normal, then open a new browser window and then Canvas, select "Student View". Then, join the currently open Collaborate session as the test student. You'll now be able to see it from the student's perspective, and you can see what a session with students look like from the presenter's point of view.

== Other Links and Guides ==
* [https://lthub.ubc.ca/guides/web-conferencing/ UBC LT Hub Collaborate Guide]
* [https://isit.arts.ubc.ca/blackboard-collaborate/ Arts ISIT Collaborate Guide]
* [https://www.youtube.com/watch?v=1W4sGpVmJaY&feature=youtu.be Blackboard UI Guide]
* [https://help.blackboard.com/Collaborate/Ultra/Moderator Blackboard Help Guide]

Documentation:VSE Zoom

2020-06-30T19:34:56Z

JonathanGraves: /* Schedule a Zoom Meeting */ add zoom client details

== What is Zoom? ==

[https://zoom.us/ Zoom] is a lightweight browser or application-based video-conferencing tool, designed for online lectures, meetings, and other kinds of learning environments. It allows an instructor to create a live broadcast session, in which they can share content, audio, and video with large numbers of students using a simple web link. It also has tools which allow for video, audio, or text chat, iClicker-like pollings, and breakout groups. It is very similar to Skype, or Collaborate Ultra, but has a few key differences.

== What do I need to use Zoom? ==

[[File:Desksetup.png|thumb|Figure 0: A good desk set-up for broadcasting using Zoom]]

Since Zoom can run through a web browser or a small application, you can give an effective lecture with only a microphone and a reliable internet connection and computer. This is can be accomplished with just a regular laptop, if it has a decent quality webcam - for example, a Microsoft Surfacebook, or MacBook work well.
*'''Note:''' The browser-based Zoom works best in Google Chrome. If you are having browser issues (particularly using Safari on Mac), try switching browsers.

However, to most closely match the experience of lecturing in person (and get the most out of Zoom) I recommend having a set-up that includes (see Figure 0):

* A reliable internet connection (Item 2, in Figure 0: a wired connection is more reliable than WiFi)
* A microphone and headphones (Items 3 and 5: a set of headphones (Item 5), to minimize audio feedback, and a microphone built-into a webcam (Item 3))
* A good quality webcam (Item 3: a webcam with both audio and video).
* A computer set up with two monitors (Items 1 and 4, in Figure 0: Item 1 is a Microsoft Surfacebook, which allows for pen annotation using a stylus. Item 4 is a regular monitor, for the webcast controls.)

This is especially useful if your set-up includes a tablet-like display, such as an iPad, Microsoft Surface, document camera, or Wacom tablet which allows you to make free-hand annotations. This will allow you to use the primary monitor to control the webcast, and the secondary monitor to display and annotate content.

As an alternative to annotating slides, you can also point your webcam at a whiteboard or use it like a document camera by pointing it at a pad of paper.

== What are the major differences between Zoom and Collaborate Ultra? ==

If you're already familiar with Collaborate Ultra, you will probably find Zoom very similar. There are a few differences, which are both pros and cons:

* Zoom has a different layout for the controls than Collaborate Ultra (but most of the same controls and tools; see below)
* Zoom does not support uploading and sharing files, only screen sharing; Collaborate Ultra supports both.
* Zoom has better bandwidth and can support more concurrent video feeds (and higher resolution) than Collaborate Ultra.
* Zoom is not currently integrated into Canvas, while Collaborate has a Canvas integration
** '''Note''': this is likely to change by September 2020, but nothing is confirmed yet.
* Zoom allows you to track in-app iClicker polls (for example, to use in grading), while Collaborate Ultra does not
* Collaborate Ultra automatically uploads recordings to your Canvas course, while Zoom does not.
* Zoom allows you to save or store the "whiteboard" while Collaborate Ultra does not
* You can pre-define breakout groups in Zoom, while you cannot do so in Collaborate Ultra
* You can meet with people outside a class context using Zoom, while you cannot do so in Collaborate Ultra.

There are few other differences, but for most teaching activities the above are the most important. As you can probably see, there's no clear "best" option; both have their pros and cons. You can find a very detailed comparison of the two systems [https://skylight.science.ubc.ca/lt/online-lectures on Science Skylight's AV support page].
* '''Note''': if you're using Zoom prior to the weekend of July 4th, note that Zoom is not yet on Canadian servers (and so is not FIPPA compliant) but will be shortly.

== How do I set up Zoom? ==

Zoom is set-up (currently) as a stand-alone product, which runs through a web portal and/or an application. The process to set up your Zoom account is as follows:

# Have UBC IT set up a UBC Zoom account for you
** '''Tip''': don't use a personal or free Zoom account; the UBC version has more features, and is supported by UBC IT.
# Configure your Zoom account using the Zoom Web Portal
# Create or schedule a meeting
# Broadcast

It's also a good idea to run some test sessions, and get used to the user interface so you feel more comfortable using Zoom.

=== Create a UBC Zoom Account ===

You can't sign up for a UBC Zoom account on your own; you need to have the AV helpdesk do it for you.
* Send them an email at [mailto:av.helpdesk@ubc.ca av.helpdesk@ubc.ca] with and include:
** The name of the course (or courses) you want to use Zoom with (and if they are larger than 300 students)
** Your UBC email address (your.name@ubc.ca)
** Your faculty
** Your department (or school)

After you've sent them an email, they'll send you a ticket, then after a couple of days you'll receive a confirmation email which will ask you to activate your Zoom account.
* Follow the instructions in this email to create a Zoom account
** '''Note''': your Zoom account is not tied to your UBC CWL, so don't reuse your passwords!
* This will then prompt you to also download and install the Zoom Client (a local application to help schedule and run meetings); do this
** If it doesn't prompt you to do so, you can download [www.zoom.us/download the latest Zoom client here].
* Log into the Zoom Client using your email and password.

You're now set-up with a UBC Zoom account; the next step is to configure your account and your settings.

=== Configure your Zoom Account ===

There are two ways to do this, either via the Zoom Client application or the Web Portal. We recommend using the Web Portal, since it offers you a more complete set of options than the application. You can access the Web Portal by visting [https://zoom.us/profile zoom.us/profile] and logging in with your password and email.

* First, make sure you change your profile picture and name, so that people will be able to recognize you even if your camera is not on.
* Next, configure your account by clicking on settings. We recommend enabling or choosing the following settings:

Under the ''Security'' and ''Schedule Meeting'' settings:
* Require a password when scheduling new meetings: ''on''
* Require a password for participants joining by phone: ''on''
* Embed password in invite link for on-click join: ''on''
** You may want to turn this off if you circulate your Zoom invitation publicly, or believe it may be.
* Enable personal meeting ID: ''on''
* Mute participants upon entry: ''on''

Under the ''In Meeting (Basic)'' settings:
* Chat: ''on''
* Private chat: ''on''
** You may also want to enable "auto-saving chats" if you rely on the chat for judging participation
* Co-host: ''on''
* Polling: ''on''
* Always show meeting control toolbar: ''on''
* Screen sharing: ''on'' but set to ''Host only''
* Whiteboard: ''on'' and ''allow saving of whiteboard content''
* Non-verbal feedback: ''on''
* Allow participants to rename themselves: ''on''

Under ''In Meeting (Advanced)'':
* Breakout room: ''on'' and check ''allow host to..."
* Closed captioning: ''on''
* Save captions: ''on''
* Virtual background: ''on'' and ''allow use of videos'' enabled
* Identify guest participants in the meeting/webinar: ''on''
* Use HTML format email for Outlook plugin: ''on''

Under email notifications, you can choose in which cases you'd like to receive emails; I usually enable all of these. Finally, under ''Other'', enable "Blur snapshot on iOS task switcher."

As you can see, there are a very large number of settings in Zoom. You can tweak some of them, to help you manage your course as you would like, but this should be a good basis for getting started. You can also change many of these within your Zoom Client or within a meeting itself; but it's best to arrange this ahead of time.

=== Schedule a Zoom Meeting ===

You can create Zoom meeting either by using the Web Portal, or the Zoom Client; the only real difference is that the Web Portal allows you to add polls directly, while the Client does not.

'''Using the Web Portal''':
* On the sidebar, select "Meetings" then "Schedule a New Meeting"
* This will bring up a window where you can add details about your meeting (including date and time), and tweak any settings.
** '''Note''': the setting will default to the choice made above, but you can also change them individually for each meeting
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Save" and your meeting will be scheduled.

This will then bring you to the Meeting management page, where you can see all the details of your meeting. The most important part is the invitation link: you provide this to individuals in order to join your meeting.
* If you scroll to the bottom, there is a section which says "Add polls"; this is where you can create iClicker-like polls (see below for details).

'''Using the Zoom Client''':
If you're using the desktop Zoom client, the process is a little different.
* Open the Zoom Client application, then click "Schedule"
* This will bring up a window where you can add your details, like in the Web Portal, and tweak settings (under Advanced Options)
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Schedule" and your meeting will be scheduled.

This will then bring up a Zoom invitation window, where you can see all your meeting details. You can also now see this meeting in the Zoom Web Portal (and add polls, as above).

Regardless of which method you used, once you're happy with your meeting, you're ready to go. Click on the invitation link, or hit "start Meeting" to begin your Zoom meeting.

== How do I broadcast and record using Collaborate? ==

Once you have joined the session, the main Collaborate window will open in your browser (Figure 4). This has a variety of tools and tabs - you can watch a video tour [https://www.youtube.com/watch?v=1W4sGpVmJaY&feature=youtu.be here]. This will initially be empty (mostly black), and has three sets of tools:
* A set of personal controls at the bottom, which are similar to Skype or Facetime:
** Your status (person symbol), which allows you to indicate you are away (mostly useful for students) or your "status" which can be used for quick feedback of what students think (this shows up in the Attendees tab, outlined below).
** Microphone, which mutes/unmutes audio - which is muted initially
** Camera, which enables/disables your webcam
** The "Raise hand" button, which is only really useful for students; when clicked, it notifies the presenter(s) that you have "raised your hand".

[[File:collab8.png|thumb|Figure 4: The main Collaborate window, with tools and tabs]]

The other two buttons are the the black session menu on the top left, and the purple content button on the bottom right, which controls content and interaction.
* The session menu allows you to leave the session, and '''record'''. The department has given guidance that recording on Collaborate is not problematic, so recording lectures can be done through this menu, although you should still not allow students to download them.
* After recording, you can access the recordings from the main session page; see the FAQ below. Note that recordings can take time to process before they show up on this menu; roughly twice as long as the recording took plus about a half hour.

The purple content button is the most important tool for controlling your sessions, and has four different parts, indicated by the tabs at the bottom (Figure 5a, at the bottom).
* When you click on it, it automatically brings up the "Chat" window (Figure 5a), where you (and students) can text chat with one another.
* The second tab (crowd) is the "Attendees" tab (Figure 4b), which allows you to see all of the attendees, their roles, their connection strength, and their audio/video settings. You can mute them, kick them, and change their role using the three dots on the side.
** It also shows the statuses of the students, and who has raised their hand. This can let you keep tabs on how the class is going, and address questions or problems.
* The third tab (box with arrow) is the "Content tab" which we will discuss below; this is how you share content with attendees
* The final tab (gear) is the "Settings" tab, which allows you to change the session settings (as discussed above), as well as when notifications about student events appear; these are relatively straightforward - a small message will appear at the top of your window or an audio cue will play when these events occur.
** The most important part of this tab are the audio-visual settings, which allow you to select a microphone and camera, and test your set up. I strongly recommend doing this before '''every''' session, even if you've tested your set-up before.

<gallery>
collab7.png|Figure 5a: Chat window
collab9.png|Figure 5b: Attendee window, with options shown
</gallery>

== How do I Share Content on Collaborate? ==

All content sharing is done via the "Share Content" tab. There are three different types of content: primary content (what you share), secondary content (student interaction), and group content (students chatting in groups).

=== Primary Content ===

<gallery>
Whiteboard-Collan.png| Figure 6a: The Whiteboard
Secondscreen-Collab.png|Figure 6b: A second monitor in use
Slides1-Collab.png|Figure 6c: Sharing files
Slides2-Collab.png|Slides 6d: Sharing files - in use
Groups-Collab.png|Figure 6e: Groups
</gallery>

Primary content allows you to share different types of content with students:
* The first option is a blank "whiteboard" which is just a white page which you can edit and annotate like a PDF or PowerPoint slide using the tools at the top.
* The second option to share an application or screen. For example, if you have your slides open in PowerPoint, you can share the PowerPoint window.
* The third option is to share files, which you can then display or students can download. If you upload a PowerPoint, PDF, or Image, blackboard will convert them into a whiteboard format, which you can annotate (but again, annotations are not saved!).
** This can take a little while to upload, so do this ahead of time, if you choose this option.

You can stop sharing content by click the "stop" square in the primary content menu. I will discuss each of these in turn.

==== Option 1: Whiteboard Sharing ====

When you select "Share Blank Whiteboard" this brings up a white page (See Figure 6a), upon which you can add (i) text annotations, (ii) freehand (pencil) annotations, and (iii) shapes. You can also erase, move/resize objects, and change colours. All of this is done via the buttons at the top of the whiteboard screen .
* These function very similarly to markup in Powerpoint, Canvas Speedgrader, or PDF readers.
* Unfortunately, you cannot save this whiteboard and if your erase, there's no way to undo. It's really just like a whiteboard in class!

One good alternative, if you want to save your annotations or simply have a more powerful "whiteboard-like" experience, is to use an application like OneNote and share the application instead (see below).

==== Option 2: Application and Screen Sharing ====

If you would like to share other content, you can instead choose to share either an application currently open on your PC (e.g. PDF Reader, Powerpoint, OneNote, STATA), or your monitor. You can select which option you want using the different tabs, which display a preview of what each content currently looks like. For example, in Figure 6b, you can see an example of content from a second monitor being displayed.
* You should always test what you want to share before you try it "live", to make sure it appears properly.
* You may also experience instability (e.g. browser crashing) with certain applications; try to work around this issue if it occurs.

'''Tip:''' This is my most preferred option if you have a secondary monitor, particularly one that you can annotate easily. I simply place all my content on the second screen when broadcasting. This is more flexible than the other options, and allows me to save annotations easily. You can use blank slides in PowerPoint, or Microsoft OneNote for free-form content like the whiteboard. It's a good idea to practice a few times to get the hang of how you prefer to present - but I find this option is the most similar to an ordinary classroom lecture, requires the least set-up, and is the most reliable

==== Option 3: Share a File ====

Collaborate also allows you to upload and share files (of specific formats: images (JPG, TIFF, etc), PDFs, and PowerPoint presentations).
* To begin, upload your files by clicking on "Add Files" then selecting the files you want. (See Figure 6c)
* Once they have uploaded and been coverted, you can now click on the file, and hit "Share Now" at the bottom.
** If you want to remove or rename a file, click on the three dots "..."
* This will bring up the "Navigate slides" panel for your presentation; selecting a slide will display it (See Figure 6d)
* You can stop sharing slides by clicking the "<" by Navigate slides, then hitting the stop button (or hitting the stop button at the top of the screen).

Slides and images basically serve as static backgrounds - you can mark them up just like the whiteboard (above). However, the same caveats apply: if you change slides, your annotations will disappear.

=== Secondary Content ===

Secondary content allows you to do iClicker-like things:
* You can set a timer, for example for a timed discussion or a break
* You can create a multiple choice poll, which can allow you to ask a question and get responses from students. Note, however, that there's (currently) no way to get information on who responded, so you can't use it for participation marks as you would use iClicker - but it still serves the same teaching role.

This is currently fairly limited, but allows you to do some things similar to the way you would in a classroom.
* '''Tip''': remember also the status options at the bottom; this can get quick "Yes/No" questions as you go, without stopping for a poll.

=== Advanced: Group Content ===

The most complicated type of content is "Breakout Groups" (See Figure 6e). This creates several different "Rooms" which you can assign students to (either manually, or automatically). Rooms function like mini-versions of the main Session, but where students can share content and chat. You can then visit the different group session, and monitor them using the sidebar.
* You should test this carefully, since it can be complicated to use, and students may not be familiar with it.
* This can be useful for exercises like Think-Share-Pair, having small-group office hours in a larger class, or simply working in groups.

You can end the group sessions and return to the main session using the sidebar (click the stop button).

== Overall ==

Collaborate is a powerful webconferencing tool, which strikes a good balance between ease-of-use, flexibility, and teaching tools. It does not require any extra software or set-up, and closely mimics a traditional classroom lecture. Feel free to contact me if you have any questions or would like some help.
* You can email questions to ''jonathan.graves@ubc.ca'' or we can arrange an online or in-person tutorial. Let me know!

== Frequently Asked Questions ==

===Can my TAs use Collaborate for office hours, labs, or tutorials?===
Yes, anyone who is set up as a TA in your Canvas course can create and administer sessions, just like the instructor can. They automatically have the "Moderator" permission status, which is same as you do.

===I've made some recordings; where are they saved?===
Recordings in Collaborate are saved online initially, and can be found from the same page where you administer and create sessions. Click the three bars (menu) symbol in the black bar at the top, then select recordings. From here you can view and manage past recordings; if you'd like to download them, click on the three dots beside the recording you want to download. These download in MP4 format.

===When I try to set up a camera (or microphone), it doesn't work===
For example, if you get a grey screen with a crossed out camera (or microphone) symbol. This indicates that Collaborate can't detect or manage the device properly. First, try to restart your computer. If you have another camera (or microphone) you can use, try that instead. Finally, try uninstalling the device drivers, then reinstalling them. You might want to contact Arts ISIT for help with this!

===Can I use Collaborate on an iPad?===
Yes; it works best running via Chrome, but iPad is supported. Make sure you have enabled microphone and camera for your browser on your iPad, or it won't be able to connect.

===How can I test my set-up?===
If you run a Collaborate sessions as normal, then open a new browser window and then Canvas, select "Student View". Then, join the currently open Collaborate session as the test student. You'll now be able to see it from the student's perspective, and you can see what a session with students look like from the presenter's point of view.

== Other Links and Guides ==
* [https://lthub.ubc.ca/guides/web-conferencing/ UBC LT Hub Collaborate Guide]
* [https://isit.arts.ubc.ca/blackboard-collaborate/ Arts ISIT Collaborate Guide]
* [https://www.youtube.com/watch?v=1W4sGpVmJaY&feature=youtu.be Blackboard UI Guide]
* [https://help.blackboard.com/Collaborate/Ultra/Moderator Blackboard Help Guide]

Documentation:VSE Zoom

2020-06-30T19:31:12Z

JonathanGraves: /* How do I set up Zoom? */ scheduling

== What is Zoom? ==

[https://zoom.us/ Zoom] is a lightweight browser or application-based video-conferencing tool, designed for online lectures, meetings, and other kinds of learning environments. It allows an instructor to create a live broadcast session, in which they can share content, audio, and video with large numbers of students using a simple web link. It also has tools which allow for video, audio, or text chat, iClicker-like pollings, and breakout groups. It is very similar to Skype, or Collaborate Ultra, but has a few key differences.

== What do I need to use Zoom? ==

[[File:Desksetup.png|thumb|Figure 0: A good desk set-up for broadcasting using Zoom]]

Since Zoom can run through a web browser or a small application, you can give an effective lecture with only a microphone and a reliable internet connection and computer. This is can be accomplished with just a regular laptop, if it has a decent quality webcam - for example, a Microsoft Surfacebook, or MacBook work well.
*'''Note:''' The browser-based Zoom works best in Google Chrome. If you are having browser issues (particularly using Safari on Mac), try switching browsers.

However, to most closely match the experience of lecturing in person (and get the most out of Zoom) I recommend having a set-up that includes (see Figure 0):

* A reliable internet connection (Item 2, in Figure 0: a wired connection is more reliable than WiFi)
* A microphone and headphones (Items 3 and 5: a set of headphones (Item 5), to minimize audio feedback, and a microphone built-into a webcam (Item 3))
* A good quality webcam (Item 3: a webcam with both audio and video).
* A computer set up with two monitors (Items 1 and 4, in Figure 0: Item 1 is a Microsoft Surfacebook, which allows for pen annotation using a stylus. Item 4 is a regular monitor, for the webcast controls.)

This is especially useful if your set-up includes a tablet-like display, such as an iPad, Microsoft Surface, document camera, or Wacom tablet which allows you to make free-hand annotations. This will allow you to use the primary monitor to control the webcast, and the secondary monitor to display and annotate content.

As an alternative to annotating slides, you can also point your webcam at a whiteboard or use it like a document camera by pointing it at a pad of paper.

== What are the major differences between Zoom and Collaborate Ultra? ==

If you're already familiar with Collaborate Ultra, you will probably find Zoom very similar. There are a few differences, which are both pros and cons:

* Zoom has a different layout for the controls than Collaborate Ultra (but most of the same controls and tools; see below)
* Zoom does not support uploading and sharing files, only screen sharing; Collaborate Ultra supports both.
* Zoom has better bandwidth and can support more concurrent video feeds (and higher resolution) than Collaborate Ultra.
* Zoom is not currently integrated into Canvas, while Collaborate has a Canvas integration
** '''Note''': this is likely to change by September 2020, but nothing is confirmed yet.
* Zoom allows you to track in-app iClicker polls (for example, to use in grading), while Collaborate Ultra does not
* Collaborate Ultra automatically uploads recordings to your Canvas course, while Zoom does not.
* Zoom allows you to save or store the "whiteboard" while Collaborate Ultra does not
* You can pre-define breakout groups in Zoom, while you cannot do so in Collaborate Ultra
* You can meet with people outside a class context using Zoom, while you cannot do so in Collaborate Ultra.

There are few other differences, but for most teaching activities the above are the most important. As you can probably see, there's no clear "best" option; both have their pros and cons. You can find a very detailed comparison of the two systems [https://skylight.science.ubc.ca/lt/online-lectures on Science Skylight's AV support page].
* '''Note''': if you're using Zoom prior to the weekend of July 4th, note that Zoom is not yet on Canadian servers (and so is not FIPPA compliant) but will be shortly.

== How do I set up Zoom? ==

Zoom is set-up (currently) as a stand-alone product, which runs through a web portal and/or an application. The process to set up your Zoom account is as follows:

# Have UBC IT set up a UBC Zoom account for you
** '''Tip''': don't use a personal or free Zoom account; the UBC version has more features, and is supported by UBC IT.
# Configure your Zoom account using the Zoom Web Portal
# Create or schedule a meeting
# Broadcast

It's also a good idea to run some test sessions, and get used to the user interface so you feel more comfortable using Zoom.

=== Create a UBC Zoom Account ===

You can't sign up for a UBC Zoom account on your own; you need to have the AV helpdesk do it for you.
* Send them an email at [mailto:av.helpdesk@ubc.ca av.helpdesk@ubc.ca] with and include:
** The name of the course (or courses) you want to use Zoom with (and if they are larger than 300 students)
** Your UBC email address (your.name@ubc.ca)
** Your faculty
** Your department (or school)

After you've sent them an email, they'll send you a ticket, then after a couple of days you'll receive a confirmation email which will ask you to activate your Zoom account.
* Follow the instructions in this email to create a Zoom account
** '''Note''': your Zoom account is not tied to your UBC CWL, so don't reuse your passwords!
* This will then prompt you to also download and install the Zoom Client (a local application to help schedule and run meetings); do this
** If it doesn't prompt you to do so, you can download [www.zoom.us/download the latest Zoom client here].
* Log into the Zoom Client using your email and password.

You're now set-up with a UBC Zoom account; the next step is to configure your account and your settings.

=== Configure your Zoom Account ===

There are two ways to do this, either via the Zoom Client application or the Web Portal. We recommend using the Web Portal, since it offers you a more complete set of options than the application. You can access the Web Portal by visting [https://zoom.us/profile zoom.us/profile] and logging in with your password and email.

* First, make sure you change your profile picture and name, so that people will be able to recognize you even if your camera is not on.
* Next, configure your account by clicking on settings. We recommend enabling or choosing the following settings:

Under the ''Security'' and ''Schedule Meeting'' settings:
* Require a password when scheduling new meetings: ''on''
* Require a password for participants joining by phone: ''on''
* Embed password in invite link for on-click join: ''on''
** You may want to turn this off if you circulate your Zoom invitation publicly, or believe it may be.
* Enable personal meeting ID: ''on''
* Mute participants upon entry: ''on''

Under the ''In Meeting (Basic)'' settings:
* Chat: ''on''
* Private chat: ''on''
** You may also want to enable "auto-saving chats" if you rely on the chat for judging participation
* Co-host: ''on''
* Polling: ''on''
* Always show meeting control toolbar: ''on''
* Screen sharing: ''on'' but set to ''Host only''
* Whiteboard: ''on'' and ''allow saving of whiteboard content''
* Non-verbal feedback: ''on''
* Allow participants to rename themselves: ''on''

Under ''In Meeting (Advanced)'':
* Breakout room: ''on'' and check ''allow host to..."
* Closed captioning: ''on''
* Save captions: ''on''
* Virtual background: ''on'' and ''allow use of videos'' enabled
* Identify guest participants in the meeting/webinar: ''on''
* Use HTML format email for Outlook plugin: ''on''

Under email notifications, you can choose in which cases you'd like to receive emails; I usually enable all of these. Finally, under ''Other'', enable "Blur snapshot on iOS task switcher."

As you can see, there are a very large number of settings in Zoom. You can tweak some of them, to help you manage your course as you would like, but this should be a good basis for getting started. You can also change many of these within your Zoom Client or within a meeting itself; but it's best to arrange this ahead of time.

=== Schedule a Zoom Meeting ===

You can create Zoom meeting either by using the Web Portal, or the Zoom Client; the only real difference is that the Web Portal allows you to add polls directly, while the Client does not.

Using the Web Portal:
* On the sidebar, select "Meetings" then "Schedule a New Meeting"
* This will bring up a window where you can add details about your meeting (including date and time), and tweak any settings.
** '''Note''': the setting will default to the choice made above, but you can also change them individually for each meeting
* You can also create a recurring meeting (for example, a lecture) which will use the same invitation link and password
* You can also designate alternative hosts, you can control the meeting if you're not present (e.g. a TA or colleague)
* Once you're happy with your meeting, hit "Save" and your meeting will be scheduled.

This will then bring you to the Meeting management page, where you can see all the details of your meeting. The most important part is the invitation link: you provide this to individuals in order to join your meeting.
* If you scroll to the bottom, there is a section which says "Add polls"; this is where you can create iClicker-like polls (see below for details).

Once you're happy with this, you're ready to go. Click on the invitation link, or hit "start Meeting" to begin your Zoom meeting.

== How do I broadcast and record using Collaborate? ==

Once you have joined the session, the main Collaborate window will open in your browser (Figure 4). This has a variety of tools and tabs - you can watch a video tour [https://www.youtube.com/watch?v=1W4sGpVmJaY&feature=youtu.be here]. This will initially be empty (mostly black), and has three sets of tools:
* A set of personal controls at the bottom, which are similar to Skype or Facetime:
** Your status (person symbol), which allows you to indicate you are away (mostly useful for students) or your "status" which can be used for quick feedback of what students think (this shows up in the Attendees tab, outlined below).
** Microphone, which mutes/unmutes audio - which is muted initially
** Camera, which enables/disables your webcam
** The "Raise hand" button, which is only really useful for students; when clicked, it notifies the presenter(s) that you have "raised your hand".

[[File:collab8.png|thumb|Figure 4: The main Collaborate window, with tools and tabs]]

The other two buttons are the the black session menu on the top left, and the purple content button on the bottom right, which controls content and interaction.
* The session menu allows you to leave the session, and '''record'''. The department has given guidance that recording on Collaborate is not problematic, so recording lectures can be done through this menu, although you should still not allow students to download them.
* After recording, you can access the recordings from the main session page; see the FAQ below. Note that recordings can take time to process before they show up on this menu; roughly twice as long as the recording took plus about a half hour.

The purple content button is the most important tool for controlling your sessions, and has four different parts, indicated by the tabs at the bottom (Figure 5a, at the bottom).
* When you click on it, it automatically brings up the "Chat" window (Figure 5a), where you (and students) can text chat with one another.
* The second tab (crowd) is the "Attendees" tab (Figure 4b), which allows you to see all of the attendees, their roles, their connection strength, and their audio/video settings. You can mute them, kick them, and change their role using the three dots on the side.
** It also shows the statuses of the students, and who has raised their hand. This can let you keep tabs on how the class is going, and address questions or problems.
* The third tab (box with arrow) is the "Content tab" which we will discuss below; this is how you share content with attendees
* The final tab (gear) is the "Settings" tab, which allows you to change the session settings (as discussed above), as well as when notifications about student events appear; these are relatively straightforward - a small message will appear at the top of your window or an audio cue will play when these events occur.
** The most important part of this tab are the audio-visual settings, which allow you to select a microphone and camera, and test your set up. I strongly recommend doing this before '''every''' session, even if you've tested your set-up before.

<gallery>
collab7.png|Figure 5a: Chat window
collab9.png|Figure 5b: Attendee window, with options shown
</gallery>

== How do I Share Content on Collaborate? ==

All content sharing is done via the "Share Content" tab. There are three different types of content: primary content (what you share), secondary content (student interaction), and group content (students chatting in groups).

=== Primary Content ===

<gallery>
Whiteboard-Collan.png| Figure 6a: The Whiteboard
Secondscreen-Collab.png|Figure 6b: A second monitor in use
Slides1-Collab.png|Figure 6c: Sharing files
Slides2-Collab.png|Slides 6d: Sharing files - in use
Groups-Collab.png|Figure 6e: Groups
</gallery>

Primary content allows you to share different types of content with students:
* The first option is a blank "whiteboard" which is just a white page which you can edit and annotate like a PDF or PowerPoint slide using the tools at the top.
* The second option to share an application or screen. For example, if you have your slides open in PowerPoint, you can share the PowerPoint window.
* The third option is to share files, which you can then display or students can download. If you upload a PowerPoint, PDF, or Image, blackboard will convert them into a whiteboard format, which you can annotate (but again, annotations are not saved!).
** This can take a little while to upload, so do this ahead of time, if you choose this option.

You can stop sharing content by click the "stop" square in the primary content menu. I will discuss each of these in turn.

==== Option 1: Whiteboard Sharing ====

When you select "Share Blank Whiteboard" this brings up a white page (See Figure 6a), upon which you can add (i) text annotations, (ii) freehand (pencil) annotations, and (iii) shapes. You can also erase, move/resize objects, and change colours. All of this is done via the buttons at the top of the whiteboard screen .
* These function very similarly to markup in Powerpoint, Canvas Speedgrader, or PDF readers.
* Unfortunately, you cannot save this whiteboard and if your erase, there's no way to undo. It's really just like a whiteboard in class!

One good alternative, if you want to save your annotations or simply have a more powerful "whiteboard-like" experience, is to use an application like OneNote and share the application instead (see below).

==== Option 2: Application and Screen Sharing ====

If you would like to share other content, you can instead choose to share either an application currently open on your PC (e.g. PDF Reader, Powerpoint, OneNote, STATA), or your monitor. You can select which option you want using the different tabs, which display a preview of what each content currently looks like. For example, in Figure 6b, you can see an example of content from a second monitor being displayed.
* You should always test what you want to share before you try it "live", to make sure it appears properly.
* You may also experience instability (e.g. browser crashing) with certain applications; try to work around this issue if it occurs.

'''Tip:''' This is my most preferred option if you have a secondary monitor, particularly one that you can annotate easily. I simply place all my content on the second screen when broadcasting. This is more flexible than the other options, and allows me to save annotations easily. You can use blank slides in PowerPoint, or Microsoft OneNote for free-form content like the whiteboard. It's a good idea to practice a few times to get the hang of how you prefer to present - but I find this option is the most similar to an ordinary classroom lecture, requires the least set-up, and is the most reliable

==== Option 3: Share a File ====

Collaborate also allows you to upload and share files (of specific formats: images (JPG, TIFF, etc), PDFs, and PowerPoint presentations).
* To begin, upload your files by clicking on "Add Files" then selecting the files you want. (See Figure 6c)
* Once they have uploaded and been coverted, you can now click on the file, and hit "Share Now" at the bottom.
** If you want to remove or rename a file, click on the three dots "..."
* This will bring up the "Navigate slides" panel for your presentation; selecting a slide will display it (See Figure 6d)
* You can stop sharing slides by clicking the "<" by Navigate slides, then hitting the stop button (or hitting the stop button at the top of the screen).

Slides and images basically serve as static backgrounds - you can mark them up just like the whiteboard (above). However, the same caveats apply: if you change slides, your annotations will disappear.

=== Secondary Content ===

Secondary content allows you to do iClicker-like things:
* You can set a timer, for example for a timed discussion or a break
* You can create a multiple choice poll, which can allow you to ask a question and get responses from students. Note, however, that there's (currently) no way to get information on who responded, so you can't use it for participation marks as you would use iClicker - but it still serves the same teaching role.

This is currently fairly limited, but allows you to do some things similar to the way you would in a classroom.
* '''Tip''': remember also the status options at the bottom; this can get quick "Yes/No" questions as you go, without stopping for a poll.

=== Advanced: Group Content ===

The most complicated type of content is "Breakout Groups" (See Figure 6e). This creates several different "Rooms" which you can assign students to (either manually, or automatically). Rooms function like mini-versions of the main Session, but where students can share content and chat. You can then visit the different group session, and monitor them using the sidebar.
* You should test this carefully, since it can be complicated to use, and students may not be familiar with it.
* This can be useful for exercises like Think-Share-Pair, having small-group office hours in a larger class, or simply working in groups.

You can end the group sessions and return to the main session using the sidebar (click the stop button).

== Overall ==

Collaborate is a powerful webconferencing tool, which strikes a good balance between ease-of-use, flexibility, and teaching tools. It does not require any extra software or set-up, and closely mimics a traditional classroom lecture. Feel free to contact me if you have any questions or would like some help.
* You can email questions to ''jonathan.graves@ubc.ca'' or we can arrange an online or in-person tutorial. Let me know!

== Frequently Asked Questions ==

===Can my TAs use Collaborate for office hours, labs, or tutorials?===
Yes, anyone who is set up as a TA in your Canvas course can create and administer sessions, just like the instructor can. They automatically have the "Moderator" permission status, which is same as you do.

===I've made some recordings; where are they saved?===
Recordings in Collaborate are saved online initially, and can be found from the same page where you administer and create sessions. Click the three bars (menu) symbol in the black bar at the top, then select recordings. From here you can view and manage past recordings; if you'd like to download them, click on the three dots beside the recording you want to download. These download in MP4 format.

===When I try to set up a camera (or microphone), it doesn't work===
For example, if you get a grey screen with a crossed out camera (or microphone) symbol. This indicates that Collaborate can't detect or manage the device properly. First, try to restart your computer. If you have another camera (or microphone) you can use, try that instead. Finally, try uninstalling the device drivers, then reinstalling them. You might want to contact Arts ISIT for help with this!

===Can I use Collaborate on an iPad?===
Yes; it works best running via Chrome, but iPad is supported. Make sure you have enabled microphone and camera for your browser on your iPad, or it won't be able to connect.

===How can I test my set-up?===
If you run a Collaborate sessions as normal, then open a new browser window and then Canvas, select "Student View". Then, join the currently open Collaborate session as the test student. You'll now be able to see it from the student's perspective, and you can see what a session with students look like from the presenter's point of view.

== Other Links and Guides ==
* [https://lthub.ubc.ca/guides/web-conferencing/ UBC LT Hub Collaborate Guide]
* [https://isit.arts.ubc.ca/blackboard-collaborate/ Arts ISIT Collaborate Guide]
* [https://www.youtube.com/watch?v=1W4sGpVmJaY&feature=youtu.be Blackboard UI Guide]
* [https://help.blackboard.com/Collaborate/Ultra/Moderator Blackboard Help Guide]

Documentation:VSE Zoom

2020-06-30T19:16:47Z

JonathanGraves: /* How do I set up Collaborate Ultra? */ set up information part 1

== What is Zoom? ==

[https://zoom.us/ Zoom] is a lightweight browser or application-based video-conferencing tool, designed for online lectures, meetings, and other kinds of learning environments. It allows an instructor to create a live broadcast session, in which they can share content, audio, and video with large numbers of students using a simple web link. It also has tools which allow for video, audio, or text chat, iClicker-like pollings, and breakout groups. It is very similar to Skype, or Collaborate Ultra, but has a few key differences.

== What do I need to use Zoom? ==

[[File:Desksetup.png|thumb|Figure 0: A good desk set-up for broadcasting using Zoom]]

Since Zoom can run through a web browser or a small application, you can give an effective lecture with only a microphone and a reliable internet connection and computer. This is can be accomplished with just a regular laptop, if it has a decent quality webcam - for example, a Microsoft Surfacebook, or MacBook work well.
*'''Note:''' The browser-based Zoom works best in Google Chrome. If you are having browser issues (particularly using Safari on Mac), try switching browsers.

However, to most closely match the experience of lecturing in person (and get the most out of Zoom) I recommend having a set-up that includes (see Figure 0):

* A reliable internet connection (Item 2, in Figure 0: a wired connection is more reliable than WiFi)
* A microphone and headphones (Items 3 and 5: a set of headphones (Item 5), to minimize audio feedback, and a microphone built-into a webcam (Item 3))
* A good quality webcam (Item 3: a webcam with both audio and video).
* A computer set up with two monitors (Items 1 and 4, in Figure 0: Item 1 is a Microsoft Surfacebook, which allows for pen annotation using a stylus. Item 4 is a regular monitor, for the webcast controls.)

This is especially useful if your set-up includes a tablet-like display, such as an iPad, Microsoft Surface, document camera, or Wacom tablet which allows you to make free-hand annotations. This will allow you to use the primary monitor to control the webcast, and the secondary monitor to display and annotate content.

As an alternative to annotating slides, you can also point your webcam at a whiteboard or use it like a document camera by pointing it at a pad of paper.

== What are the major differences between Zoom and Collaborate Ultra? ==

If you're already familiar with Collaborate Ultra, you will probably find Zoom very similar. There are a few differences, which are both pros and cons:

* Zoom has a different layout for the controls than Collaborate Ultra (but most of the same controls and tools; see below)
* Zoom does not support uploading and sharing files, only screen sharing; Collaborate Ultra supports both.
* Zoom has better bandwidth and can support more concurrent video feeds (and higher resolution) than Collaborate Ultra.
* Zoom is not currently integrated into Canvas, while Collaborate has a Canvas integration
** '''Note''': this is likely to change by September 2020, but nothing is confirmed yet.
* Zoom allows you to track in-app iClicker polls (for example, to use in grading), while Collaborate Ultra does not
* Collaborate Ultra automatically uploads recordings to your Canvas course, while Zoom does not.
* Zoom allows you to save or store the "whiteboard" while Collaborate Ultra does not
* You can pre-define breakout groups in Zoom, while you cannot do so in Collaborate Ultra
* You can meet with people outside a class context using Zoom, while you cannot do so in Collaborate Ultra.

There are few other differences, but for most teaching activities the above are the most important. As you can probably see, there's no clear "best" option; both have their pros and cons. You can find a very detailed comparison of the two systems [https://skylight.science.ubc.ca/lt/online-lectures on Science Skylight's AV support page].
* '''Note''': if you're using Zoom prior to the weekend of July 4th, note that Zoom is not yet on Canadian servers (and so is not FIPPA compliant) but will be shortly.

== How do I set up Zoom? ==

Zoom is set-up (currently) as a stand-alone product, which runs through a web portal and/or an application. The process to set up your Zoom account is as follows:

# Have UBC IT set up a UBC Zoom account for you
** '''Tip''': don't use a personal or free Zoom account; the UBC version has more features, and is supported by UBC IT.
# Configure your Zoom account using the Zoom Web Portal
# Create or schedule a meeting
# Broadcast

It's also a good idea to run some test sessions, and get used to the user interface so you feel more comfortable using Zoom.

=== Create a UBC Zoom Account ===

You can't sign up for a UBC Zoom account on your own; you need to have the AV helpdesk do it for you.
* Send them an email at [mailto:av.helpdesk@ubc.ca av.helpdesk@ubc.ca] with and include:
** The name of the course (or courses) you want to use Zoom with (and if they are larger than 300 students)
** Your UBC email address (your.name@ubc.ca)
** Your faculty
** Your department (or school)

After you've sent them an email, they'll send you a ticket, then after a couple of days you'll receive a confirmation email which will ask you to activate your Zoom account.
* Follow the instructions in this email to create a Zoom account
** '''Note''': your Zoom account is not tied to your UBC CWL, so don't reuse your passwords!
* This will then prompt you to also download and install the Zoom Client (a local application to help schedule and run meetings); do this
** If it doesn't prompt you to do so, you can download [www.zoom.us/download the latest Zoom client here].
* Log into the Zoom Client using your email and password.

You're now set-up with a UBC Zoom account; the next step is to configure your account and your settings.

=== Configure your Zoom Account ===

There are two ways to do this, either via the Zoom Client application or the Web Portal. We recommend using the Web Portal, since it offers you a more complete set of options than the application. You can access the Web Portal by visting [https://zoom.us/profile zoom.us/profile] and logging in with your password and email.

* First, make sure you change your profile picture and name, so that people will be able to recognize you even if your camera is not on.
* Next, configure your account by clicking on settings. We recommend enabling or choosing the following settings:

Under the ''Security'' and ''Schedule Meeting'' settings:
* Require a password when scheduling new meetings: ''on''
* Require a password for participants joining by phone: ''on''
* Embed password in invite link for on-click join: ''on''
** You may want to turn this off if you circulate your Zoom invitation publicly, or believe it may be.
* Enable personal meeting ID: ''on''
* Mute participants upon entry: ''on''

Under the ''In Meeting (Basic)'' settings:
* Chat: ''on''
* Private chat: ''on''
** You may also want to enable "auto-saving chats" if you rely on the chat for judging participation
* Co-host: ''on''
* Polling: ''on''
* Always show meeting control toolbar: ''on''
* Screen sharing: ''on'' but set to ''Host only''
* Whiteboard: ''on'' and ''allow saving of whiteboard content''
* Non-verbal feedback: ''on''
* Allow participants to rename themselves: ''on''

Under ''In Meeting (Advanced)'':
* Breakout room: ''on'' and check ''allow host to..."
* Closed captioning: ''on''
* Save captions: ''on''
* Virtual background: ''on'' and ''allow use of videos'' enabled
* Identify guest participatns in the meeting/webinar: ''on''
* Use HTML format email for Outlook plugin: ''on''

Under email notifications, you can choose in which cases you'd like to receive emails; I usually enable all of these. Finally, under ''Other'', enable "Blur snapshot on iOS task switcher."

As you can see, there are a very large number of settings in Zoom. You can tweak some of them, to help you manage your course as you would like, but this should be a good basis for getting started. You can also change many of these within your Zoom Client or within a meeting itself; but it's best to arrange this ahead of time.

=== Configuring your session settings ===

When you create a new session, or click on a previously created session in Collaborate, it will bring up the session configuration. This allows you to change the rules which apply to your session. There are three sections: Session Information, Event Details, and Session Settings
* ''Session Information'' (Figure 3a) allows you to change the name of the session, join the session (i.e. start the broadcast), and gives details for teleconferencing
** Teleconferencing allows someone to join the session as audio-only, via telephone. This can be disabled in the Session Settings. The only other way to the join the session is via Canvas, using their Canvas course identification.
* ''Event Details'' (Figure 3b) allows you to set the times for the session, provide a description (e.g. provide an overview of the session or link to key files), and set an early entry cut-off where students can join before the session starts.
** Most sources recommend allowing early entry, so students can settle in and fix technical issues before you start.
* ''Session Settings'' (Figure 3c) allows you to configure the session, and is the most important. Through this, you can
** Set the attendee role, which defines what students who join the session can do
** Allow anonymous chat and recordings (but see below)
** Define what participants can do in the session (e.g. draw on whiteboard, share audio)
** Enable or disable teleconferencing
** Enable or disable private chats between students

For most lecture sessions, I use the following settings (Figure 3d):
* I set default role to participant
* I do not allow recordings or anonymous chat
* I show profile pictures only for moderators
* I disable participant drawing on whiteboard and files
* I disable session telephony and anonymous chat

Note that I ''do'' allow video and audio chat - you can silence and mute participants during the session, but if your class is very large, you may not want to enable these. You can also promote students to "presenter" if they want to share a file or make annotations.

You are now ready to begin a Collaborate broadcast - click "Join Session" to get started.

<gallery>
Collab3.png|Figure 3a: Session Information
Collab4.png|Figure 3b: Event Details
Collab5.png|Figure 3c: Session Settings
Collab6.png|Figure 3d: My preferred options
</gallery>

== How do I broadcast and record using Collaborate? ==

Once you have joined the session, the main Collaborate window will open in your browser (Figure 4). This has a variety of tools and tabs - you can watch a video tour [https://www.youtube.com/watch?v=1W4sGpVmJaY&feature=youtu.be here]. This will initially be empty (mostly black), and has three sets of tools:
* A set of personal controls at the bottom, which are similar to Skype or Facetime:
** Your status (person symbol), which allows you to indicate you are away (mostly useful for students) or your "status" which can be used for quick feedback of what students think (this shows up in the Attendees tab, outlined below).
** Microphone, which mutes/unmutes audio - which is muted initially
** Camera, which enables/disables your webcam
** The "Raise hand" button, which is only really useful for students; when clicked, it notifies the presenter(s) that you have "raised your hand".

[[File:collab8.png|thumb|Figure 4: The main Collaborate window, with tools and tabs]]

The other two buttons are the the black session menu on the top left, and the purple content button on the bottom right, which controls content and interaction.
* The session menu allows you to leave the session, and '''record'''. The department has given guidance that recording on Collaborate is not problematic, so recording lectures can be done through this menu, although you should still not allow students to download them.
* After recording, you can access the recordings from the main session page; see the FAQ below. Note that recordings can take time to process before they show up on this menu; roughly twice as long as the recording took plus about a half hour.

The purple content button is the most important tool for controlling your sessions, and has four different parts, indicated by the tabs at the bottom (Figure 5a, at the bottom).
* When you click on it, it automatically brings up the "Chat" window (Figure 5a), where you (and students) can text chat with one another.
* The second tab (crowd) is the "Attendees" tab (Figure 4b), which allows you to see all of the attendees, their roles, their connection strength, and their audio/video settings. You can mute them, kick them, and change their role using the three dots on the side.
** It also shows the statuses of the students, and who has raised their hand. This can let you keep tabs on how the class is going, and address questions or problems.
* The third tab (box with arrow) is the "Content tab" which we will discuss below; this is how you share content with attendees
* The final tab (gear) is the "Settings" tab, which allows you to change the session settings (as discussed above), as well as when notifications about student events appear; these are relatively straightforward - a small message will appear at the top of your window or an audio cue will play when these events occur.
** The most important part of this tab are the audio-visual settings, which allow you to select a microphone and camera, and test your set up. I strongly recommend doing this before '''every''' session, even if you've tested your set-up before.

<gallery>
collab7.png|Figure 5a: Chat window
collab9.png|Figure 5b: Attendee window, with options shown
</gallery>

== How do I Share Content on Collaborate? ==

All content sharing is done via the "Share Content" tab. There are three different types of content: primary content (what you share), secondary content (student interaction), and group content (students chatting in groups).

=== Primary Content ===

<gallery>
Whiteboard-Collan.png| Figure 6a: The Whiteboard
Secondscreen-Collab.png|Figure 6b: A second monitor in use
Slides1-Collab.png|Figure 6c: Sharing files
Slides2-Collab.png|Slides 6d: Sharing files - in use
Groups-Collab.png|Figure 6e: Groups
</gallery>

Primary content allows you to share different types of content with students:
* The first option is a blank "whiteboard" which is just a white page which you can edit and annotate like a PDF or PowerPoint slide using the tools at the top.
* The second option to share an application or screen. For example, if you have your slides open in PowerPoint, you can share the PowerPoint window.
* The third option is to share files, which you can then display or students can download. If you upload a PowerPoint, PDF, or Image, blackboard will convert them into a whiteboard format, which you can annotate (but again, annotations are not saved!).
** This can take a little while to upload, so do this ahead of time, if you choose this option.

You can stop sharing content by click the "stop" square in the primary content menu. I will discuss each of these in turn.

==== Option 1: Whiteboard Sharing ====

When you select "Share Blank Whiteboard" this brings up a white page (See Figure 6a), upon which you can add (i) text annotations, (ii) freehand (pencil) annotations, and (iii) shapes. You can also erase, move/resize objects, and change colours. All of this is done via the buttons at the top of the whiteboard screen .
* These function very similarly to markup in Powerpoint, Canvas Speedgrader, or PDF readers.
* Unfortunately, you cannot save this whiteboard and if your erase, there's no way to undo. It's really just like a whiteboard in class!

One good alternative, if you want to save your annotations or simply have a more powerful "whiteboard-like" experience, is to use an application like OneNote and share the application instead (see below).

==== Option 2: Application and Screen Sharing ====

If you would like to share other content, you can instead choose to share either an application currently open on your PC (e.g. PDF Reader, Powerpoint, OneNote, STATA), or your monitor. You can select which option you want using the different tabs, which display a preview of what each content currently looks like. For example, in Figure 6b, you can see an example of content from a second monitor being displayed.
* You should always test what you want to share before you try it "live", to make sure it appears properly.
* You may also experience instability (e.g. browser crashing) with certain applications; try to work around this issue if it occurs.

'''Tip:''' This is my most preferred option if you have a secondary monitor, particularly one that you can annotate easily. I simply place all my content on the second screen when broadcasting. This is more flexible than the other options, and allows me to save annotations easily. You can use blank slides in PowerPoint, or Microsoft OneNote for free-form content like the whiteboard. It's a good idea to practice a few times to get the hang of how you prefer to present - but I find this option is the most similar to an ordinary classroom lecture, requires the least set-up, and is the most reliable

==== Option 3: Share a File ====

Collaborate also allows you to upload and share files (of specific formats: images (JPG, TIFF, etc), PDFs, and PowerPoint presentations).
* To begin, upload your files by clicking on "Add Files" then selecting the files you want. (See Figure 6c)
* Once they have uploaded and been coverted, you can now click on the file, and hit "Share Now" at the bottom.
** If you want to remove or rename a file, click on the three dots "..."
* This will bring up the "Navigate slides" panel for your presentation; selecting a slide will display it (See Figure 6d)
* You can stop sharing slides by clicking the "<" by Navigate slides, then hitting the stop button (or hitting the stop button at the top of the screen).

Slides and images basically serve as static backgrounds - you can mark them up just like the whiteboard (above). However, the same caveats apply: if you change slides, your annotations will disappear.

=== Secondary Content ===

Secondary content allows you to do iClicker-like things:
* You can set a timer, for example for a timed discussion or a break
* You can create a multiple choice poll, which can allow you to ask a question and get responses from students. Note, however, that there's (currently) no way to get information on who responded, so you can't use it for participation marks as you would use iClicker - but it still serves the same teaching role.

This is currently fairly limited, but allows you to do some things similar to the way you would in a classroom.
* '''Tip''': remember also the status options at the bottom; this can get quick "Yes/No" questions as you go, without stopping for a poll.

=== Advanced: Group Content ===

The most complicated type of content is "Breakout Groups" (See Figure 6e). This creates several different "Rooms" which you can assign students to (either manually, or automatically). Rooms function like mini-versions of the main Session, but where students can share content and chat. You can then visit the different group session, and monitor them using the sidebar.
* You should test this carefully, since it can be complicated to use, and students may not be familiar with it.
* This can be useful for exercises like Think-Share-Pair, having small-group office hours in a larger class, or simply working in groups.

You can end the group sessions and return to the main session using the sidebar (click the stop button).

== Overall ==

Collaborate is a powerful webconferencing tool, which strikes a good balance between ease-of-use, flexibility, and teaching tools. It does not require any extra software or set-up, and closely mimics a traditional classroom lecture. Feel free to contact me if you have any questions or would like some help.
* You can email questions to ''jonathan.graves@ubc.ca'' or we can arrange an online or in-person tutorial. Let me know!

== Frequently Asked Questions ==

===Can my TAs use Collaborate for office hours, labs, or tutorials?===
Yes, anyone who is set up as a TA in your Canvas course can create and administer sessions, just like the instructor can. They automatically have the "Moderator" permission status, which is same as you do.

===I've made some recordings; where are they saved?===
Recordings in Collaborate are saved online initially, and can be found from the same page where you administer and create sessions. Click the three bars (menu) symbol in the black bar at the top, then select recordings. From here you can view and manage past recordings; if you'd like to download them, click on the three dots beside the recording you want to download. These download in MP4 format.

===When I try to set up a camera (or microphone), it doesn't work===
For example, if you get a grey screen with a crossed out camera (or microphone) symbol. This indicates that Collaborate can't detect or manage the device properly. First, try to restart your computer. If you have another camera (or microphone) you can use, try that instead. Finally, try uninstalling the device drivers, then reinstalling them. You might want to contact Arts ISIT for help with this!

===Can I use Collaborate on an iPad?===
Yes; it works best running via Chrome, but iPad is supported. Make sure you have enabled microphone and camera for your browser on your iPad, or it won't be able to connect.

===How can I test my set-up?===
If you run a Collaborate sessions as normal, then open a new browser window and then Canvas, select "Student View". Then, join the currently open Collaborate session as the test student. You'll now be able to see it from the student's perspective, and you can see what a session with students look like from the presenter's point of view.

== Other Links and Guides ==
* [https://lthub.ubc.ca/guides/web-conferencing/ UBC LT Hub Collaborate Guide]
* [https://isit.arts.ubc.ca/blackboard-collaborate/ Arts ISIT Collaborate Guide]
* [https://www.youtube.com/watch?v=1W4sGpVmJaY&feature=youtu.be Blackboard UI Guide]
* [https://help.blackboard.com/Collaborate/Ultra/Moderator Blackboard Help Guide]

Documentation:VSE Zoom

2020-06-30T18:41:48Z

JonathanGraves: /* What are the major differences between Zoom and Collaborate Ultra? */ add link

== What is Zoom? ==

[https://zoom.us/ Zoom] is a lightweight browser or application-based video-conferencing tool, designed for online lectures, meetings, and other kinds of learning environments. It allows an instructor to create a live broadcast session, in which they can share content, audio, and video with large numbers of students using a simple web link. It also has tools which allow for video, audio, or text chat, iClicker-like pollings, and breakout groups. It is very similar to Skype, or Collaborate Ultra, but has a few key differences.

== What do I need to use Zoom? ==

[[File:Desksetup.png|thumb|Figure 0: A good desk set-up for broadcasting using Zoom]]

Since Zoom can run through a web browser or a small application, you can give an effective lecture with only a microphone and a reliable internet connection and computer. This is can be accomplished with just a regular laptop, if it has a decent quality webcam - for example, a Microsoft Surfacebook, or MacBook work well.
*'''Note:''' The browser-based Zoom works best in Google Chrome. If you are having browser issues (particularly using Safari on Mac), try switching browsers.

However, to most closely match the experience of lecturing in person (and get the most out of Zoom) I recommend having a set-up that includes (see Figure 0):

* A reliable internet connection (Item 2, in Figure 0: a wired connection is more reliable than WiFi)
* A microphone and headphones (Items 3 and 5: a set of headphones (Item 5), to minimize audio feedback, and a microphone built-into a webcam (Item 3))
* A good quality webcam (Item 3: a webcam with both audio and video).
* A computer set up with two monitors (Items 1 and 4, in Figure 0: Item 1 is a Microsoft Surfacebook, which allows for pen annotation using a stylus. Item 4 is a regular monitor, for the webcast controls.)

This is especially useful if your set-up includes a tablet-like display, such as an iPad, Microsoft Surface, document camera, or Wacom tablet which allows you to make free-hand annotations. This will allow you to use the primary monitor to control the webcast, and the secondary monitor to display and annotate content.

As an alternative to annotating slides, you can also point your webcam at a whiteboard or use it like a document camera by pointing it at a pad of paper.

== What are the major differences between Zoom and Collaborate Ultra? ==

If you're already familiar with Collaborate Ultra, you will probably find Zoom very similar. There are a few differences, which are both pros and cons:

* Zoom has a different layout for the controls than Collaborate Ultra (but most of the same controls and tools; see below)
* Zoom does not support uploading and sharing files, only screen sharing; Collaborate Ultra supports both.
* Zoom has better bandwidth and can support more concurrent video feeds (and higher resolution) than Collaborate Ultra.
* Zoom is not currently integrated into Canvas, while Collaborate has a Canvas integration
** '''Note''': this is likely to change by September 2020, but nothing is confirmed yet.
* Zoom allows you to track in-app iClicker polls (for example, to use in grading), while Collaborate Ultra does not
* Collaborate Ultra automatically uploads recordings to your Canvas course, while Zoom does not.
* Zoom allows you to save or store the "whiteboard" while Collaborate Ultra does not
* You can pre-define breakout groups in Zoom, while you cannot do so in Collaborate Ultra
* You can meet with people outside a class context using Zoom, while you cannot do so in Collaborate Ultra.

There are few other differences, but for most teaching activities the above are the most important. As you can probably see, there's no clear "best" option; both have their pros and cons. You can find a very detailed comparison of the two systems [https://skylight.science.ubc.ca/lt/online-lectures on Science Skylight's AV support page].
* '''Note''': if you're using Zoom prior to the weekend of July 4th, note that Zoom is not yet on Canadian servers (and so is not FIPPA compliant) but will be shortly.

== How do I set up Collaborate Ultra? ==

Collaborate is integrated directly into Canvas (but can also be set-up as a stand-alone, if you need it for something other than a Canvas course; [https://lthub.ubc.ca/guides/web-conferencing/ contact UBC IT to set this up]), so the process to set it up is relatively simple:

# Enable Collaborate Ultra in your Canvas Course
# Create a session in Collaborate
# Configure your session settings
# Broadcast

I will discuss each of these below; you may also find [https://lthub.ubc.ca/guides/web-conferencing/ UBC IT's guide] and [https://isit.arts.ubc.ca/blackboard-collaborate/ Arts ISIT's guides] helpful.

=== Enable Collaborate Ultra in your Canvas Course ===

[[File:Collaborate-Canvas-LTI.png|thumb|Figure 1: Enabling Collaborate in Canvas from the [https://lthub.ubc.ca/guides/web-conferencing/ LT Hub Guide]]]

To to this, you need to add Collaborate to your course navigation menu (See Figure 1):
# In your Canvas course, click on "Settings" in the sidebar
# Select the "Navigation" tab at the top of the page
# Scroll to the bottom and find the item "Collaborate Ultra" in the list
# Drag and drop the "Collaborate Ultra" into the top part of the list to enable it
# Scroll to the very bottom of the page and hit "Save".

You should now see "Collaborate Ultra" in the Canvas course sidebar, and you're ready to go.

=== Create a session in Collaborate ===

Web-broadcasts in Collaborate are referred to as "Sessions." These can be scheduled in advanced, or created as needed, and joined before the broadcast begins. When you click on the Collaborate Ultra link in the course sidebar, you will come to a page with a list of sessions (See Figure 2a). From this page you can create new sessions using the "Create Session" button, and edit existing sessions using the three dots on the left-hand side of the screen.
* '''Note''': every Canvas courses has a default, pre-created session called "Course Room" which cannot be deleted. I recommend locking this session (Figure 2b), since it can confuse students who are not used to Collaborate and might join this session accidentally. You can lock a session by click on the three dots, then selecting "Lock Session". Alternatively, you may want to leave it open as a "drop-in" session.
You can create a new session by hitting "Create Session" which will bring up a sidebar with the session options. You can now configure the session, as I will outline below.

<gallery>
Collab1.png|Figure 2a: Collaborate Session list
Collab2.png|Figure 2b: Locking a Collaborate session
</gallery>

=== Configuring your session settings ===

When you create a new session, or click on a previously created session in Collaborate, it will bring up the session configuration. This allows you to change the rules which apply to your session. There are three sections: Session Information, Event Details, and Session Settings
* ''Session Information'' (Figure 3a) allows you to change the name of the session, join the session (i.e. start the broadcast), and gives details for teleconferencing
** Teleconferencing allows someone to join the session as audio-only, via telephone. This can be disabled in the Session Settings. The only other way to the join the session is via Canvas, using their Canvas course identification.
* ''Event Details'' (Figure 3b) allows you to set the times for the session, provide a description (e.g. provide an overview of the session or link to key files), and set an early entry cut-off where students can join before the session starts.
** Most sources recommend allowing early entry, so students can settle in and fix technical issues before you start.
* ''Session Settings'' (Figure 3c) allows you to configure the session, and is the most important. Through this, you can
** Set the attendee role, which defines what students who join the session can do
** Allow anonymous chat and recordings (but see below)
** Define what participants can do in the session (e.g. draw on whiteboard, share audio)
** Enable or disable teleconferencing
** Enable or disable private chats between students

For most lecture sessions, I use the following settings (Figure 3d):
* I set default role to participant
* I do not allow recordings or anonymous chat
* I show profile pictures only for moderators
* I disable participant drawing on whiteboard and files
* I disable session telephony and anonymous chat

Note that I ''do'' allow video and audio chat - you can silence and mute participants during the session, but if your class is very large, you may not want to enable these. You can also promote students to "presenter" if they want to share a file or make annotations.

You are now ready to begin a Collaborate broadcast - click "Join Session" to get started.

<gallery>
Collab3.png|Figure 3a: Session Information
Collab4.png|Figure 3b: Event Details
Collab5.png|Figure 3c: Session Settings
Collab6.png|Figure 3d: My preferred options
</gallery>

== How do I broadcast and record using Collaborate? ==

Once you have joined the session, the main Collaborate window will open in your browser (Figure 4). This has a variety of tools and tabs - you can watch a video tour [https://www.youtube.com/watch?v=1W4sGpVmJaY&feature=youtu.be here]. This will initially be empty (mostly black), and has three sets of tools:
* A set of personal controls at the bottom, which are similar to Skype or Facetime:
** Your status (person symbol), which allows you to indicate you are away (mostly useful for students) or your "status" which can be used for quick feedback of what students think (this shows up in the Attendees tab, outlined below).
** Microphone, which mutes/unmutes audio - which is muted initially
** Camera, which enables/disables your webcam
** The "Raise hand" button, which is only really useful for students; when clicked, it notifies the presenter(s) that you have "raised your hand".

[[File:collab8.png|thumb|Figure 4: The main Collaborate window, with tools and tabs]]

The other two buttons are the the black session menu on the top left, and the purple content button on the bottom right, which controls content and interaction.
* The session menu allows you to leave the session, and '''record'''. The department has given guidance that recording on Collaborate is not problematic, so recording lectures can be done through this menu, although you should still not allow students to download them.
* After recording, you can access the recordings from the main session page; see the FAQ below. Note that recordings can take time to process before they show up on this menu; roughly twice as long as the recording took plus about a half hour.

The purple content button is the most important tool for controlling your sessions, and has four different parts, indicated by the tabs at the bottom (Figure 5a, at the bottom).
* When you click on it, it automatically brings up the "Chat" window (Figure 5a), where you (and students) can text chat with one another.
* The second tab (crowd) is the "Attendees" tab (Figure 4b), which allows you to see all of the attendees, their roles, their connection strength, and their audio/video settings. You can mute them, kick them, and change their role using the three dots on the side.
** It also shows the statuses of the students, and who has raised their hand. This can let you keep tabs on how the class is going, and address questions or problems.
* The third tab (box with arrow) is the "Content tab" which we will discuss below; this is how you share content with attendees
* The final tab (gear) is the "Settings" tab, which allows you to change the session settings (as discussed above), as well as when notifications about student events appear; these are relatively straightforward - a small message will appear at the top of your window or an audio cue will play when these events occur.
** The most important part of this tab are the audio-visual settings, which allow you to select a microphone and camera, and test your set up. I strongly recommend doing this before '''every''' session, even if you've tested your set-up before.

<gallery>
collab7.png|Figure 5a: Chat window
collab9.png|Figure 5b: Attendee window, with options shown
</gallery>

== How do I Share Content on Collaborate? ==

All content sharing is done via the "Share Content" tab. There are three different types of content: primary content (what you share), secondary content (student interaction), and group content (students chatting in groups).

=== Primary Content ===

<gallery>
Whiteboard-Collan.png| Figure 6a: The Whiteboard
Secondscreen-Collab.png|Figure 6b: A second monitor in use
Slides1-Collab.png|Figure 6c: Sharing files
Slides2-Collab.png|Slides 6d: Sharing files - in use
Groups-Collab.png|Figure 6e: Groups
</gallery>

Primary content allows you to share different types of content with students:
* The first option is a blank "whiteboard" which is just a white page which you can edit and annotate like a PDF or PowerPoint slide using the tools at the top.
* The second option to share an application or screen. For example, if you have your slides open in PowerPoint, you can share the PowerPoint window.
* The third option is to share files, which you can then display or students can download. If you upload a PowerPoint, PDF, or Image, blackboard will convert them into a whiteboard format, which you can annotate (but again, annotations are not saved!).
** This can take a little while to upload, so do this ahead of time, if you choose this option.

You can stop sharing content by click the "stop" square in the primary content menu. I will discuss each of these in turn.

==== Option 1: Whiteboard Sharing ====

When you select "Share Blank Whiteboard" this brings up a white page (See Figure 6a), upon which you can add (i) text annotations, (ii) freehand (pencil) annotations, and (iii) shapes. You can also erase, move/resize objects, and change colours. All of this is done via the buttons at the top of the whiteboard screen .
* These function very similarly to markup in Powerpoint, Canvas Speedgrader, or PDF readers.
* Unfortunately, you cannot save this whiteboard and if your erase, there's no way to undo. It's really just like a whiteboard in class!

One good alternative, if you want to save your annotations or simply have a more powerful "whiteboard-like" experience, is to use an application like OneNote and share the application instead (see below).

==== Option 2: Application and Screen Sharing ====

If you would like to share other content, you can instead choose to share either an application currently open on your PC (e.g. PDF Reader, Powerpoint, OneNote, STATA), or your monitor. You can select which option you want using the different tabs, which display a preview of what each content currently looks like. For example, in Figure 6b, you can see an example of content from a second monitor being displayed.
* You should always test what you want to share before you try it "live", to make sure it appears properly.
* You may also experience instability (e.g. browser crashing) with certain applications; try to work around this issue if it occurs.

'''Tip:''' This is my most preferred option if you have a secondary monitor, particularly one that you can annotate easily. I simply place all my content on the second screen when broadcasting. This is more flexible than the other options, and allows me to save annotations easily. You can use blank slides in PowerPoint, or Microsoft OneNote for free-form content like the whiteboard. It's a good idea to practice a few times to get the hang of how you prefer to present - but I find this option is the most similar to an ordinary classroom lecture, requires the least set-up, and is the most reliable

==== Option 3: Share a File ====

Collaborate also allows you to upload and share files (of specific formats: images (JPG, TIFF, etc), PDFs, and PowerPoint presentations).
* To begin, upload your files by clicking on "Add Files" then selecting the files you want. (See Figure 6c)
* Once they have uploaded and been coverted, you can now click on the file, and hit "Share Now" at the bottom.
** If you want to remove or rename a file, click on the three dots "..."
* This will bring up the "Navigate slides" panel for your presentation; selecting a slide will display it (See Figure 6d)
* You can stop sharing slides by clicking the "<" by Navigate slides, then hitting the stop button (or hitting the stop button at the top of the screen).

Slides and images basically serve as static backgrounds - you can mark them up just like the whiteboard (above). However, the same caveats apply: if you change slides, your annotations will disappear.

=== Secondary Content ===

Secondary content allows you to do iClicker-like things:
* You can set a timer, for example for a timed discussion or a break
* You can create a multiple choice poll, which can allow you to ask a question and get responses from students. Note, however, that there's (currently) no way to get information on who responded, so you can't use it for participation marks as you would use iClicker - but it still serves the same teaching role.

This is currently fairly limited, but allows you to do some things similar to the way you would in a classroom.
* '''Tip''': remember also the status options at the bottom; this can get quick "Yes/No" questions as you go, without stopping for a poll.

=== Advanced: Group Content ===

The most complicated type of content is "Breakout Groups" (See Figure 6e). This creates several different "Rooms" which you can assign students to (either manually, or automatically). Rooms function like mini-versions of the main Session, but where students can share content and chat. You can then visit the different group session, and monitor them using the sidebar.
* You should test this carefully, since it can be complicated to use, and students may not be familiar with it.
* This can be useful for exercises like Think-Share-Pair, having small-group office hours in a larger class, or simply working in groups.

You can end the group sessions and return to the main session using the sidebar (click the stop button).

== Overall ==

Collaborate is a powerful webconferencing tool, which strikes a good balance between ease-of-use, flexibility, and teaching tools. It does not require any extra software or set-up, and closely mimics a traditional classroom lecture. Feel free to contact me if you have any questions or would like some help.
* You can email questions to ''jonathan.graves@ubc.ca'' or we can arrange an online or in-person tutorial. Let me know!

== Frequently Asked Questions ==

===Can my TAs use Collaborate for office hours, labs, or tutorials?===
Yes, anyone who is set up as a TA in your Canvas course can create and administer sessions, just like the instructor can. They automatically have the "Moderator" permission status, which is same as you do.

===I've made some recordings; where are they saved?===
Recordings in Collaborate are saved online initially, and can be found from the same page where you administer and create sessions. Click the three bars (menu) symbol in the black bar at the top, then select recordings. From here you can view and manage past recordings; if you'd like to download them, click on the three dots beside the recording you want to download. These download in MP4 format.

===When I try to set up a camera (or microphone), it doesn't work===
For example, if you get a grey screen with a crossed out camera (or microphone) symbol. This indicates that Collaborate can't detect or manage the device properly. First, try to restart your computer. If you have another camera (or microphone) you can use, try that instead. Finally, try uninstalling the device drivers, then reinstalling them. You might want to contact Arts ISIT for help with this!

===Can I use Collaborate on an iPad?===
Yes; it works best running via Chrome, but iPad is supported. Make sure you have enabled microphone and camera for your browser on your iPad, or it won't be able to connect.

===How can I test my set-up?===
If you run a Collaborate sessions as normal, then open a new browser window and then Canvas, select "Student View". Then, join the currently open Collaborate session as the test student. You'll now be able to see it from the student's perspective, and you can see what a session with students look like from the presenter's point of view.

== Other Links and Guides ==
* [https://lthub.ubc.ca/guides/web-conferencing/ UBC LT Hub Collaborate Guide]
* [https://isit.arts.ubc.ca/blackboard-collaborate/ Arts ISIT Collaborate Guide]
* [https://www.youtube.com/watch?v=1W4sGpVmJaY&feature=youtu.be Blackboard UI Guide]
* [https://help.blackboard.com/Collaborate/Ultra/Moderator Blackboard Help Guide]