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.
I have been teaching for several years, and in the face-to-face courses, I had a good amount of success connecting with students. However, I struggled to create the same type of connections with my online students.
Although I have participated in numerous conferences, workshops, trainings and other meetings focused on student success and closing the equity gap, none provided me with the extensive, comprehensive, research backed, successful methodologies presented in this Academy.
Participation in the Academy has been life-changing!
Two key takeaways for me are the following:
1) Being a student in the Academy sensitized me further as to what my students may be experiencing. Even when I think my instructions and content are clear, and my approach welcoming, they may not be for all students.
2) The power of video and voice is huge. When used appropriately, they are much more engaging and effective in terms of "humanizing" the online learning community.
Overall, I learned a tremendous amount during the Academy.
Such as:
· Specific challenges faced by students (examples: Imposter Syndrome, Stereotype Threat, Belonging, etc.)
· Research backed methods to address these and other challenges
· "Exposure to" and "instruction in" utilizing several technology tools
· Increased awareness of the significant need for instructors to be adequately trained in the humanizing practices to increase the success rates of all students
As a result of my participation in the Academy, I have been re-energized about teaching in ALL modalities – online, hybrid, and face-to-face. The tools I have been introduced to are truly amazing. I have already developed materials and incorporated some of them into one of my current courses. Students have found this quite helpful.
I plan to implement the “humanizing” policies and practices into EACH of my courses. I am currently in the process of developing a Liquid Syllabus for each, and I plan to incorporate micro-lectures and bumper videos as well. In addition, I will continue to explore the additional features available within the various tech tools shared, and practice utilizing them to their fullest potential.
I remain SO grateful to have had this opportunity. The Academy exceeded all my expectations. The facilitators were outstanding, the content enlightening, and the contributions of other faculty - inspiring. I would love to receive additional training in these "humanizing" concepts, perhaps the "Humanizing Academy 2.0".
Ideally, one day I'd like be part of a “Humanizing Team” and assist other instructors in attaining similar skills and knowledge to effectively deliver online instruction to all students in STEM and other disciplines.
The Liquid Syllabus will first be used prior to the start of the term. It serves a s a way of introducing the student to the instructor and to the course.
The objective is to convey a warm, approachable image of the instructor that demonstrates I care about their learning. It includes the following:
Welcome message
Communication Essentials
Course Basics
Student Learning Outcomes
My Teaching Philosophy
Expectations -
What they can expect from me
What I expect from them
Support Resources
My Advice for Success
Week One Requirements
By providing this basic information ahead of time, students have a good idea as to what they can expect in the course and can prepare accordingly. They also have a way to contact me and have any questions addressed right away. As a result, any reservations or insecurities a student may have about the course will be minimized.
The "Course Card" provides the first visual impression of my course. Research has shown that a warm, inclusive image fosters a welcoming environment and can have a dramatic effect on which students decide to enroll and/or remain in a course. With this in mind, I selected an image that includes a diverse group of happy, smiling students. I want all students to know they are welcome and their opinions are valued here.
The Homepage of my humanized course includes several key elements that serve as "kindness cues" of social inclusion for students.
Welcome Banner shows a diverse group of smiling students; and the printed welcome message acknowledges the importance of the contributions the students will make that will enrich the course for all. These elements signal that all are valued and welcome here.
Orientation video provides additional guidance and "walks" the student through the content visually to ensure the instructions and process are clear.
"Start Here" button links the student to the first module students are expected to complete for easy progression through the Orientation materials.
Essential Information needed to successfully navigate the course site, access basic course resources, and communicate with the instructor is also provided.
The inclusion of the "Getting To Know You Survey" demonstrates to the students that they are more than just "a name on a screen" to me. I want to know more about them as individuals - their likes, dislikes, aspirations, family traditions, how they learn best, and how they feel about this course.
A variety of questions are asked. Most are easy to answer quickly but some require more thought. The answers to each will convey important details about who they are and how I might best support them. Most importantly, these questions demonstrate that I see them as unique individuals with varying backgrounds, tastes, traditions, and needs, and that I care about providing a learning environment that will contribute to their success.
My "Pearls of Wisdom" Wall benefits two sets of students - those contributing to the "Wall" and future students who will hear the information shared.
Metacognition in both groups is improved. The contributors reflect on their experience in the course - challenges, growth, strategies used to be successful, mistakes made, and what they learned from the overall experience.
Future students benefit because they recognize that it is alright to struggle in a course - they are not alone in that regard; and, by receiving tips and strategies from their peers, this may help them to be more successful.
I love the Bumper Video concept and the tools used to create it. While I typically provide module introductions, they were always written - never recorded. The "Bumper Video" is much more engaging and relatable than "words alone".
The Bumper Video shared here is used to introduce the Payroll module. It provides an overview of the payroll process and identifies the key learning objectives. It will improve the students' learning experience by giving them a visual overview of the chapter's content and demonstrate how the subtopics fit into the larger picture, as well as help them answer questions many want to understand such as:
How is my "take-home pay" calculated? and
How can I determine whether or not it is accurate?
The payroll unit can be challenging for several reasons. There are many variables to consider, multiple steps involved, and each employee's situation is unique. Students often error by not considering these differences, not reading the IRS tax schedules correctly, or by using the wrong tables.
This Microlecture is designed to improve student learning by reviewing the proper use and application of these schedules in a step-by-step format.
The learning objectives include:
Correctly determine an employee's taxable income
Correctly calculate the employee's Federal Income Tax using the "percentage method".
This site is by Sandra Spencer 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.