This site provides examples of instructional resources created in the Humanizing Online STEM Academy, a professional development program funded by the California Education Learning Lab and administered by the Foothill DeAnza Community College District.
My approach to online teaching was primarily focused on delivering content efficiently. My course structure heavily relied on standard syllabus formats, pre-recorded lectures, and text-based discussions. I understood the importance of student engagement but had not yet fully explored ways to create a more inclusive and personalized learning environment. My interactions with students were mostly reactive, responding to questions as they arose rather than proactively fostering connections from the beginning.
Through this program, I have gained a deeper understanding of how to humanize my online course. I have incorporated strategies to make my course more welcoming, such as using a Liquid Syllabus, personalized video messages, and more interactive discussions. I now prioritize building a sense of community from day one, ensuring students feel seen and supported. My communication style has become more intentional, emphasizing encouragement and accessibility.
Moving forward, I plan to continue refining my approach to humanizing online learning. I will explore more ways to incorporate student voices, such as co-creating discussion guidelines and offering flexible participation options. I aim to integrate more storytelling and real-world applications to make learning meaningful and relevant. Additionally, I will seek ongoing feedback from students to improve their experience and ensure that my course remains dynamic and inclusive. My goal is to create an online space where students feel valued, motivated, and empowered to succeed.
My Liquid Syllabus will be a friendly welcome for students before the course even starts. I’ll include a short, warm introduction to show that I care about their learning and success. The syllabus will clearly explain what to expect in class, using simple language to make everything easy to understand.
I’ll also share helpful resources and ways to ask questions so students feel supported from day one. By creating an inviting and encouraging space, I want students to know that they belong here and that I’m here to help them every step of the way.
This image reflects the core of my course—community-based STEM learning and real-world engagement. Just like the students in the image, my course encourages future educators to design hands-on, inquiry-driven experiences that connect STEM with everyday life. The use of tablets and notebooks highlights the role of technology and active learning. This welcoming visual reinforces that STEM education should be engaging, collaborative, and meaningful for all learners.
My homepage is designed to be welcoming and easy to navigate, with clear links to essential course materials and resources. I include my photo and my response time to show that I am approachable and here to help. This organization ensures that no student feels lost or unsure where to start. Ultimately, my goal is to create a supportive space that encourages students to engage confidently.
The survey is designed to help me understand my students' backgrounds, interests, and learning preferences, which will allow me to tailor my teaching. For example, the question “Please share three fun facts about yourself” helps me connect with students on a personal level, while “Describe your experiences in STEM” gives insight into their prior knowledge and areas of interest. I will use the responses to create a more personalized, engaging, and effective learning experience for all students.
The Self-Affirming Ice Breaker will help students get to know each other and discover common interests with their peers.
This reflective activity invites you to think about and share your personal experiences with STEM. You will identify one high moment and one low moment from your STEM learning journey. The purpose of this activity is to help you reflect on your growth, recognize that everyone encounters challenges, and build a supportive learning community. Detailed instructions are given in the Canvas.
The Wisdom Wall in my course is a space where students can share their thoughts, lessons learned, and helpful advice. It allows everyone to learn from each other by posting key ideas, reflections, or tips that might help their peers. By adding to the Wisdom Wall, students can strengthen their own understanding while also building a sense of community. Over time, this collection of shared knowledge creates a supportive and engaging learning environment for everyone.
This 2-minute video will introduce this week's topic, learning goals, and the activities you will be completing in the module. It serves the purpose of clearly outlining expectations and providing students with a roadmap for the week. By presenting the content visually, it ensures that students are oriented and prepared to engage with the material. I expect the video to enhance their learning experience by making the course more accessible, reducing confusion, and helping them stay focused on the key concepts and activities.
This lesson is part of a larger project where students will design, build, and test a device powered by solar energy. Before beginning the engineering design process, this microlecture helps students understand why renewable energy is important by exploring the causes and effects of climate change on the environment and human life, as well as the difference between renewable and non-renewable energy sources.
