Humanizing Online STEM Showcase
Shannon Condon, Associate Professor of Cuyamaca College
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.
Reflections
Where I was.
I have taken a few courses to be certified to teach online and make things accessible to my students. I already had in place a few of the humanized items that were implemented in this course such as a welcome video and discussion in which students introduced themselves. I soon realized how much learning I had to do. I realized that the online version of my syllabus was static rather than liquid and how much more welcoming it could be.
Where I am.
I feel as though I am better equipped now to insert myself through short videos into my classes as I already have with the bumper and micro-lecture videos created during the academy. Adobe Express and Flip were new to me. Though I had a few hiccups learning the restrictions of each, I am looking forward to using them to produce more meaningful, bite-sized videos for my students in the future. I am also hopeful that future students will feel more connected by way of the new welcome video and as they are asked to share about themselves through video and/or audio means in the new self-affirming ice breaker.
Where I am going.
I am looking forward to seeing how students respond to the new strategies that I will be implementing as a result of this course. I am hoping to include a Wisdom Wall before the end of this semester so that next semester's students can benefit from the advice of peers. I will be modifying the Canvas homepages of my in-person classes to include the essentials that students need to get started without overwhelming them. As I mentioned previously, I will make good use of my new Flip and Adobe Express accounts to help students see me and not become cognitively overloaded with too much information at once.
Liquid Syllabus
A liquid syllabus gives students the opportunity to see what they are getting themselves into should they decide to enroll in my course. As noted in the academy, they can also judge in the first 30 seconds of the welcome video what they think of me as an instructor. The best new addition to my syllabus if the "Coyote Pact" which includes what I expect of them and what they can expect from me. I included the why's as well as the what's so that students can understand that the pact is for their benefit. I feel as though the warm demander in me was more fully developed in the process of making the course agreement.
Course Card
The image used for the course card is one that depicts students of different ethnicities and genders. The mind map is colorful and includes some statistical images. Hopefully, it will make students question what the course is about and not be intimidating to those who may have math anxiety.
Homepage
My humanized homepage is simplified with links to most of the information students need the first week of class. In addition to being directed to start with the Orientation Unit, they are given links to the next unit, support resources, and a discussion board as well as my contact information. I want my students to know that I am accessible in a variety of ways so that they know that I am available to support them in their learning.
Getting to Know you Survey
The Getting to Know You Survey will be included in the Orientation Module as a means for me to get better acquainted with the students. First and foremost, I want to know what they prefer to be called and how to pronounce their name - even if I never have the opportunity to speak it. I use the survey as a means of gathering data about my students that could help determine if remediation may be necessary based on how long it has been since they had their last math course or how they feel about taking the course. I also ask them to consider what might interfere with their success in the course and how to lessen its effect as a means of helping them plan for success.
Ice Breaker
I entitled the ice breaker, "You Matter" as a means of letting students know that they are an important part of the class. They are asked to introduce themselves as well as share one thing (from a list of many) that is important to them explaining why using Flip. Students are to then listen and respond to two classmates with which they have something in common. This type of assignment helps students feel connected to others and builds a sense of belonging as well as possibly introducing different cultures and values shared by their classmates.
Bumper Video
The bumper video I chose to create for my linear regression unit warns students about a common mistake in assuming that a strong correlation indicates a causal relationship between variables. To facilitate their understanding of the misconception, an example is used in which the number of shark attacks and ice cream sales are shown to have a strong correlation. The introduction of a lurking variable is made to help them see why these unrelated incidents are associated.
Microlecture
The micro lesson I created explains the criteria for a matched pair design of hypothesis testing and walks students through an example. The student learning outcome this lesson aligns with is students will formulate hypothesis tests involving samples from one and two populations. Students can have difficulty with matched pair design because it requires finding the difference between two related data sets. Those difference must be the expression of the claim being tested. If not, the results and conclusion will be incorrect. This example makes the directionality and purpose for it clear to aid students in successfully setting up similar matched pairs tests.
This site is by Shannon Condon and is shared with a Creative Commons-Attribution-Non-Commercial 4.0 license. Creation of this content was made possible with funding from the California Education Learning Lab.