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.
When I started this course, I did some things to humanize my course online. I used pictures (granted usually the professional ones), had a student "Get to Know You" survey, and provided links to office hours and important resources. I did things, but not necessarily with much thought to how these things worked and were viewed by students. I left word comments to students on assignments, but didn't use much video. My videos were embedded and used pages to help students move through material. I did everything at a basic level, but never allowed the students to get a sense of who I really am.
I've gained more confidence in allowing myself to be "human" and to allow the students to see that. Additionally, I learned more about tools that can be used to humanize the online experience. I had never used Adobe Express and enjoyed the experience of using it as a tool to humanize and engage students. I find that leaving video feedback isn't too bad, but still intimidating as I don't like doing video a lot. Generally when I am grading it is later in the day after I have gotten ready for bed. I feel exposed by not being professional looking in videos. This could be used as part of humanizing the course and allow students to see that you are human just like them. The tools/skills I have learned, I am already incorporating into courses.
Where I am going.
The Liquid Syllabus is a huge component of where I see lots of growth opportunity for me. I want to humanize myself to my students before the coures even starts in hopes that this will open the door of communication with them. Items used in this course can also be used for in-person courses especially in courses that have large number of students. This will allow you as a faculty member to have more personal interaction with students. In encouraging students to develop relationships not only with faculty, but with their peers we are helping them gain valuable life skills. Students today seem to have a hard time connecting if it isn't via text. Hopefully, in using video submission, it will open students up and allow them to communicate more effectively all the way around.
I have previously been introduced to liquid syllabi in a DISCOVERe course I took at Fresno State, but that was over 8 years ago. I honestly had forgotten about using that site. It was a great refresher to have it reintroduced to me.
In my course, I plan to use it as something to email students to look at prior to the start of the semester. It is a great place to put important information for students to have prior to the semester starting. It also allows you to introduce yourself to your students. I will use this in both my online as well as my in-person courses. I often wait until the day classes start to open Canvas as I've had issues when adding new students to Canvas. A liquid syllabus site allows a great way to have the communication with students without having to rely on Canvas. It also is a great reminder for students to log into Canvas and make sure they have access. I like how easy it is to update the site and could easily use it for multiple sections of the same course.
This is a food safety class that looks at food safety from farm to fork. I chose images of someone pasteurizing milk and the other is dairy cattle on a dairy. Hopefully showing that course encompasses many areas in the ag industry. These images I hope also allow students to see potential jobs for them and gets them thinking about their career after college.
My homepage is usually basic information. I like to make sure my contact information is there. I have a separate welcome video in the Important Course Information module that also includes office hour information. I like using pictures that are more personable vs the stock university professional photos we all have as it allows me to be a "real" person to my students. I want to show students that I am kind, I worry about them as people, I want them to succeed in my class, and most importantly I want them to know that I see them as people.
I like to use surveys in my class to get to know students. I have done this for over 8 years usually using a google form, but liked the idea of incorporating into Canvas using it as a quiz. This is something I typically have students do before the semester or the first week.
How do you learn best? What works for you? What doesn't? - For this question, I change review activities as well as the way I lecture. I try to switch it up so students feel that I listened to them. They may not always get the type of activity that works best for them, but hopefully within each exam's materials I have used a method that works for them.
What are your aspirations in life? - This question allows me to relate the material I am teaching in class to their current life or future selves. I want students to understand that learning this material is just not about a grade that it can lead to a career, but more importantly a way to prevent them and their families from getting a foodborne illness.
For my Ice Breaker, I have students evaluating their values. For my Wisdom Wall, I have students leaving tips/tricks/advice over exam 1 materials.
My hope with the ice breaks is that students will find common ground with students in their class. That this will aide in the development of relationships as well as give them someone to reach out to when they need a study buddy. By connecting with a fellow student basd on real life, it should help students feel like they belong.
For the wisdom wall, my hope is that students will gain perspective from previous students. It is less about communicating with currenlt students and more about how to help future owns. Creating a community larger than oneself.
This topic tends to be one students struggle with. My hope in having this short video is that students will be able to review the components of FATTOM with accurate information versus relying on notes only. My hope is students will use the video to make sure they grasp the concept of FATTOM and can pause the video throughout to check their understanding. The videos in the background I hope will aide as a visual cue of what each letter of FATTOM stands for.
This microlecture fits in the my course as this is a portion of a larger portion of material. It is the part students struggle with regardless of how many times it is reviewed. The microlecture can be listened to again and again as it is short. Additionally, it relates to an assignment that students will complete after the microlecture.
Objective: Identify and understand the government departments and agencies involved in food safety at various levels (federal, state, local).
I aspect this microlecture to help students understand how food safety is regulated in the U.S. It can be a complex topic as there are many hands involved. My hope is the microlecture will help students understand who is involved at a federal level more.
