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.
Prior to COVID, I had only taught face-to-face classes. Once we transitioned into an online world, I decided to take some "How to Teach Online" classes. I am a student centered instructor and the success of my students is my priority. I approached it with the mindset of "how can I expect my students to be willing to learn in this type of environment, if I am not willing to learn and grown myself".
As I moved through the Humanizing STEM course, I was surprised to find that I already incorporated a lot of the techniques in my online and face-to-face courses. I always felt comfortable with learning new technology and implementing it in my class. What I really wanted to learn was how to make the online environment more caring and welcoming, like my face-to-face classes are. The tools I have learned in this class, like the course card and bumper video will definitely help my students feel more welcome in my class, and add a personalized element to the courses.
Now that I have impletemented a lot of these humanizing features into one of my biology classes, my plan is to go through my other classes and include them there. I do not currently have any online courses, but so many of the tools I have learned in this course are applicable in face-to-face classes. I will continue to include them in all delivery methods.
The liquid syllaus provides students with a brief overview of the course before the first class session. It includes a number of informative areas such as: class location and meetings times, instructor contact info, week 1 success kit, learning expectations, and helpful links to resources.
This image was selected for my course card for a couple of reasons, all of which I believe extend a welcoming invitation to my students.
It should people working in a lab, doing an activity that students will have to do themselves.
It shows multiple ethnicities, as to show that biology is for everyone
It shows people working together, implying teamwork is important
They are smiling. Biology is fun.
The first thing that my students see when they log on to the homepage is a large banner that ways "Welcome to Biology" with photos that are centered on topics in the class. As they scroll down, they are greeted by a picture of me and a welcome video. They also get to view a wisdom wall from previous students giving them advice on how to be successful in the class. The tone of the homepage is very welcoming and supportive.
My getting to know you survey is available a week before the first class, and during the first week of classes. It covers a number of questions from, "What name do you like to be called?" to "Please select from the list below, any services that you would like to be referred to". This serves as a kindness cue to students, by letting them know that their success and well being matter to their instructor. It helps to remove any barriers to learning.
I have been using a wisdom wall for years. My students really like it. I teach a class that is the last pre-requisite for entry into nursing school. It has a reputation as being a difficult class. I find that having a location where current students can read words of advice from past students is inspiring. It also lets them know that they can be successful and helps to remove some of the stigma surrounding the course.
This bumper video covers study techniques and addresses how to tackle short answer (free response) questions on tests. This is an important skill to learn in this class. Students have free response questions on all exams in my class (also in nursing school, med school, etc). Historically, this type of question is where students struggle. Hopefully this video serves as a useful tool is helping them prepare.
This microlecture is on the organelles of the animal cell, and the functions of those organelles. My classes have both a lecture and lab component. This microlecture is for one model in the lab. It addresses the learning objective of "identify the structural components of the animal cell, and differentiate the functions of each of their organelles". This will improve the students learning because it shows how they should be taking material we cover in lab, bringing it home, and making study tools to prepare for evaluations.
