My Liquid Syllabus is designed to welcome students and establish a foundation of trust, transparency, and support even before our course officially begins. By making the syllabus available online and accessible without needing to log into Canvas, I aim to reduce barriers and ensure that every student can preview what to expect in my course. The tone of the Liquid Syllabus is intentionally warm, student-centered, and inclusive—it's not just about listing policies and assignments, but about creating a first impression that conveys that all students are welcome and supported. From the course overview to instructor contact information, I want students to feel reassured that I am here to support them and that I genuinely care about their success.

The Liquid Syllabus also helps me communicate my teaching philosophy and priorities early on. By highlighting flexible support options, providing a video introduction, and emphasizing kindness, growth, and communication, I hope to create a sense of psychological safety that encourages students to engage and reach out when they need help. Sharing this resource in advance allows students to ease into the course with greater confidence, knowing what to expect and who will be guiding them. Ultimately, the Liquid Syllabus is one of the first steps I take in building a positive, respectful, and connected learning community from day one.

The image I selected for the course card, featuring the title Infancy and Early Childhood Development alongside a silhouette of a baby crawling, was intentionally chosen to reflect both the content and tone of the course. The crawling baby is a universal and recognizable symbol of early development, immediately signaling the course’s focus on the earliest stages of human growth. The simplicity and warmth of the silhouette help create an inviting and approachable feel, which is important for setting a positive tone from the outset. This image serves as a welcoming visual introduction, encouraging students to step into the journey of exploring how children grow, learn, and change during these foundational years.

The homepage for CFS 138 – Infancy and Early Childhood Development is designed create a sense of social inclusion for all students. I wanted to make sure that from the very first click, students feel welcomed, supported, and confident about starting this course. The “Start Here” module, course walkthrough video, and clearly labeled navigation links are all meant to make things easier to understand and help students feel comfortable exploring the class. My goal is to reduce any stress or confusion about where to begin, and to show students that they're not on their own—this course is structured to support them every step of the way.

I also included a personal introduction so students can get to know me a bit better—not just as their instructor, but as someone who is genuinely excited to learn with you and support their journey. I share a bit about my background, how I got here, and how you can connect with me throughout the semester. I want students to know that I’m approachable, available, and here to help. I believe that learning happens best in a space where everyone feels seen, respected, and encouraged to participate, and that’s the kind of environment I hope this homepage helps create.

The "Getting to Know You" survey is one of the very first steps students take as they begin the semester. This survey is designed not only to help me learn more about each student as a unique individual, but also to set the tone for a course grounded in respect, inclusion, and responsiveness. For example, I ask, “What would you like me to call you?” and “Do you have any pronunciation tips for saying your name?” to ensure that I address each student correctly and respectfully. These questions help build a sense of belonging and show students that their identities and preferences matter in this learning space.

I also include questions like “How do you learn best? What works for you? What doesn't?” and “What can I do to support you?” because I want to shape my teaching in ways that truly support student success. By reviewing these responses, I can better understand how students prefer to receive feedback, what technology they’re using to access the course, and any challenges they anticipate that might impact their learning. Whether it’s offering more video feedback, being flexible with deadlines, or providing alternative formats for course materials, I use this information to make intentional, student-centered decisions throughout the semester. This survey isn’t just about gathering information—it’s about building a classroom community that values voice, accessibility, and support from day one.

The Wisdom Wall assignment is a reflective, end-of-semester activity designed to foster connection, community, and a sense of belonging among students. By inviting students to share their personal experiences, challenges, and advice, the Wisdom Wall becomes a living archive of support, encouragement, and insight. It gives current students the opportunity to look back on their journey and recognize how much they’ve grown, while also contributing meaningfully to the experience of those who will follow in their footsteps. The emphasis on authentic reflection—what they wish they had known earlier, what strategies helped them succeed, and how they overcame challenges—creates a space that honors both struggle and success.

This assignment helps build a bridge between past, present, and future students, allowing them to connect through shared experience even if they never meet face-to-face. It tells students, "You're not alone—others have walked this path and are here to guide you." Whether through video or audio, each reflection adds a unique voice to our learning community, creating a powerful sense of inclusion and continuity. The Wisdom Wall reminds students that their stories matter, that their insights have value, and that learning is not just about content—it's about relationships, growth, and shared humanity.

Creating and sharing my self-affirming ice breaker was a powerful experience that reminded me of the importance of vulnerability and connection in online learning. By telling my story, I wasn't just introducing myself—I was modeling authenticity and signaling to my students that their stories matter too. This kind of storytelling helps humanize the course by shifting the focus from just delivering content to creating a space where students feel seen and valued. Watching other participants’ videos also reinforced how diverse, rich, and complex our lives are, and how those lived experiences shape how we learn. This assignment really helped me understand how early, intentional acts of storytelling can foster empathy, build community, and establish identity safety from the very first week of class. It’s a small but meaningful way to lay the groundwork for an inclusive, emotionally supportive learning environment.-

My course bumper video introducing Piaget’s theory of cognitive development serves as a dynamic entry point into one of the foundational concepts in my course. This short, visually engaging video is designed to spark curiosity, set the stage for deeper exploration, and provide students with a memorable overview of Piaget’s stages. By combining clear visuals, key concepts, and narration, the video makes the material more accessible—especially for students who benefit from multimodal learning. Rather than encountering Piaget's theory as dense textbook content, students are invited into the topic through a narrative format that highlights its relevance and structure in a more digestible, engaging way.

The instructional purpose of the video is to introduce key terminology, provide a broad conceptual map, and create an early framework that students can build on as they dive into readings, discussions, and activities. It also supports diverse learners by incorporating both visual and auditory elements, helping to reinforce understanding and retention. Ultimately, the video aims to make learning feel approachable and connected to real-world child development—enhancing student engagement and fostering a more meaningful connection to the course content right from the start.

The microlecture on the germinal stage of prenatal development provides a focused, content-rich overview of one of the earliest and most foundational periods in human development. Aligned with the learning objective "Describe the key milestones and developmental processes that occur during the germinal stage of prenatal development," this short video delivers essential information in a clear and accessible format. By breaking down complex biological processes into manageable segments with visuals and narration, the microlecture supports student understanding and retention—especially for those who benefit from auditory and visual learning.

To prevent cognitive overload and make the material more approachable, I’ve broken the stages of prenatal development into smaller, focused microlectures. Rather than presenting the germinal, embryonic, and fetal stages all at once, each is explored individually, allowing students to engage deeply with one stage at a time. This format helps reduce feelings of being overwhelmed and promotes better comprehension of each developmental phase. Strategically placed within the course, this microlecture not only diversifies the learning experience but also provides a solid, revisitable foundation that prepares students to move confidently into more complex topics in prenatal and early childhood development.