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.
Before taking this class, I considered myself a caring and confident teacher but I also had personal insecurities about my ability to connect with my students. I felt that I either came across as too intimidating to my students or that I was too nice and relaxed and I wouldn't set rigid expectations and boundaries. I didn't want my students to hate their time learning with me and I struggled with being too stern about class expectations. Although I have had a very diverse scientific career (bench research, industry, clinical care), full-time teaching is a rather new career endeavor for me. Many of my insecurities come from being new to the profession and having a more traditional lecture-style education background where the student experience wasn't emphasized.
After taking this class, I feel more confident in my teaching and my approach with students. I learned how to be a warm demander, how to set expectations and rigors in the course while demonstrating empathy and understanding. I also learned that some of the techniques I was already doing in the classroom to be a more approachable Instructor to my students such as sharing my Armenian culture and my personal work and student life experiences were excellent techniques to connect with students. I felt validated in my teaching philosophy and that gave me the confidence I was needing.
I am so incredibly grateful I was able to take this course. I learned so much about how to be an approachable instructor, how to be a warm demander, how to show more presence in my canvas page with the use of welcome videos and images, and how to display empathy while maintaining rigor in the classroom. I am going to apply these techniques in my future courses and continually grow and develop this new skillset. Ultimately this course has helped me appreciate my authentic self.
A liquid syllabus was a relatively new concept for me. I had heard about it but had never created one of my own. I honestly went into the exercise with reservations because I didn't want to create another syllabus "like" document that my students would dread reading and create more "work" for them. However, as I started to work on it, I realized that the liquid syllabus is a way to add warmth, my personality, my culture, and a way to connect with my students before class. I can set expectations for the class through the pact section of the liquid syllabus and provide important information I want students to know prior to the first day. I loved that the focus of the liquid syllabus was to celebrate diversity, engagement, and connectivity through a warm and friendly platform.
For my course card, I wanted to use an image that was warm, friendly, visually simple, and clean in design. I didn't want the course card to be overwhelming to students but I also wanted students to see in a visually friendly way the diversity of microbes and topics discussed in this microbiology class. This image is a good representation of the material we will cover but isn't intimidating and appears friendly. I use course cards often in my canvas page and sometimes I will also use images my own students have generated in the lab to excite students about the wonderful visuals they will see with a microscope.
For my homepage I selected a banner design that was the same as the banner I have in my liquid syllabus. I did that strategically so that there was a sense of familiarity when students looked at the liquid syllabus and canvas. I also included a warm and inviting photo of myself and information on the best way to reach me. I like using accordion tabs that break the information into individual sections because it's more mobile friendly and it also keeps the home page from looking cluttered. I personally prefer keeping my canvas shell as short and concise as possible so that it's easy to navigate. There is a "Start Here" link since the class is broken into 4 exam blocks which will then take you to the lecture and lab material specific to each exam block.
When creating my Getting to Know you Survey, I wanted to ask students questions that allowed me to better understand the type of learner they were, what type of previous biology background they had coming into the class, what the best way to reach them was, what concerns or barriers they may have coming into the class, and what type of access to technology they have. My class requires upload of many labs and assignments and so I want to make sure my students have access to the necessary technology they will need. I think asking students for their opinion gives them a sense of autonomy and voice. It helps them understand that I am here to learn from them, just as much as they are here to learn from me. It's a two-way dialog between us. It also shows them that their Professor cares to know something about them and their learning style.
For my ice breaker I wanted to create an activity where students would first think of a few words that best described who they are, what is important to them, or a passion that they have. Then I asked the students to find an object that best represents those words and to submit an audio or video describing the object and themselves. I think by linking student words to a physical object, they can better convey a part of who they are to their peers (auditory & visual sensory cues). Students would also need to leave comments on 2 responses as part of the exercise which promotes engagement. I created an "example" by leaving a video of my own where I chose my Ipods as my object since I am energetic and like to eat healthy and workout. Leaving my icebreaker response helps students connect with me and also have an example to use when making their own audio/video response. These ice-breakers are good ways for students to connect with each other and discuss something that is valuable to them. I will definitely incorporate it into my future courses.
This bumper video will be an introduction video for an end of semester assignment called the Microproject. In this assignment, students have the opportunity to be teachers and either create a 3D model or a medical information pamphlet on a microbe of their choice. I loved using the Adobe software to create this video. We learned how to do voice overs, insert icons, slide transitions, images, and movement into the videos. The software was user friendly and allowed me to have more artistic creativity. Using bumper videos like this help students familiarize with the assignment requirements in a format that is more warm and engaging. It's a great tool!
This micro-lecture serves as an introduction to understanding bacteria cell shape and cell wall structure. It's an important concept to grasp since it sets the foundation for different laboratory techniques students will perform such as the Gram Stain reaction. It is also an important concept when we build on the material and discuss how bacteria cause disease through the release of the LPS Endotoxin. Research shows that students best grasp lecture material when it's delivered in short 10-minute or less increments. Although it seems daunting as a professor to create these micro-lectures, I completely understand its value. Even when making this micro-lecture I found myself zoning out and getting distracted after 10 minutes. By doing this exercise and putting myself in the mindset of my students, I was able to better appreciate this assignment.
