Late last quarter I had the opportunity to chat with EvCC’s Penny Perka about a series of short, informal introductory videos she had created for her College Success courses. Penny’s goal was to increase what is sometimes called “instructor presence” or “social presence” in online class environments, where students can sometimes feel less connected to each other and their instructor than they do in face-to-face classroom settings.
Penny was kind (and brave!) enough to let me film our conversation, a few highlights of which are included in this short video, along with a few clips from some of the videos Penny created:
Although we covered a number of topics, Penny’s emphasis on trying new things and putting herself in the position of her students was particularly inspiring to me.
Though not included in the video, Penny also shared a few important lessons she had learned when creating short videos for her course:
I was hired as a radio announcer when I was 15. I had to wait two months until I turned 16 before I could start my training and go on air. It was an incredible job, and a difficult position to give up nearly eight years later. The debut of the Teaching & Tools Podcast feels like my triumphant return to the airwaves, even though the topical scope and technology have changed dramatically. Differences aside, I’m happy to report the first episode of the Teaching & Tools podcast, Discussion Boards, is now available!
The first episode is a recap of a workshop offered on campus. If you prefer reading to listening to me, check out the Discussion Boards transcript. Either way, you can catch the essence of the workshop and its question and answer session.
Watch this space for future episodes. I will be creating and posting an episode for each of the workshops from the winter/spring series. I may even get fancy and add music and other creative embellishments. It’s safe to say the radio bug has bit again…
In her recent post about EvCC’s Annual Teaching and Learning Retreat, Peg suggested we might consider it an “advance” rather than a retreat. I like that idea. Instead of withdrawing from the world, we seek to engage with and advance into it. It might not stick as part of the event’s name in the future (I’m not sure what I think of “16th Annual Teaching and Learning Advance”) but I can definitely get behind the principle.
Since this was my first year attending the retreat advance, I didn’t really know what to expect. Would it be one of those events that “strike intense malaise into the hearts of people across higher education”? (Credit to Peg for sharing that as well. Some cautionary tales for anyone involved in planning!) Or would it instead be an opportunity to learn about what my EvCC colleagues are doing, thinking about, and inspired by — and to draw inspiration from them in turn?
I’m happy to say the our retreat clearly belongs in the latter category. No malaise here! I enjoyed myself and learned a great deal. A week later I’m still thinking about a number of the sessions. I could go on about them at great length, but if I had to pick just three personal highlights from the weekend I’d choose these:
This year marks the 15th annual Teaching and Learning Retreat. Everett Community College has supported this amazing weekend at the beautiful Rosario Beach Marine Science Center at Deception Pass for faculty and staff to come together for a weekend of conversation and community. This structured time is an institutional priority, important to faculty and staff who are overwhelmed with information and by lack of time. The weekend gives us the chance to come together to reflect on the past, do some in the moment reflection, and look to the future.
RETREAT 1: an act or process of withdrawing especially from what is difficult, dangerous, or disagreeable 2: a place of privacy or safety
Our mission statement says that the annual retreat provides opportunities to share big ideas and best practices by creating meaningful interactions among the campus community. If we look at the first definition of the word retreat (from https://www.merriam-webster.com/), it suggests that a retreat is a “withdrawal, especially from what is difficult…” Many of you will agree that the work we do, supporting students on their journey to a successful and meaningful life, is indeed difficult. So let’s look at the second definition of retreat: “a place of privacy or safety.” The Teaching and Learning Retreat is a time and place where ideas, both new and old, can be discussed without fear of push back, a time and place to explore new ways to support our students as well as ourselves, a time and place for powerful experiences, all in a safe environment. In The Slow Professor, the authors Maggie Berg and Barbara Seeber write that “when we are rushed, we’re simply not the people we’re capable of being.” The retreat is a time and place for being our best selves. Maybe instead of retreat, we should call it an “advance.”
ADVANCE 1. to move or bring forward 2. to bring into consideration or notice; suggest; propose 3. to improve; further
The retreat offers time and space to improve our relationships with our colleagues, to propose new ideas, and to move forward with ideas that we’ve been thinking about but have not had the time to discuss with anyone in a meaningful way. Want to know more about the retreat, and why these colleagues are smiling?
I was recently asked for recommendations on simple, easy, real-time polling applications that could be used in a classroom or lecture setting to prompt discussion. I made a couple recommendations based on what I’ve observed faculty using recently, but in doing so I realized it had been some time since I’d looked at the current crop of contenders in the classroom polling realm. These types of tools come and go–what was popular last year is always in danger of being supplanted by some new contender–and so I spent a little time investigating a couple current options.
A topic that’s very much on people’s minds these days, here at EvCC and at many other colleges, is the concept of inclusive learning environments: spaces (conceptual as well as physical) that are truly conducive to learning. One of the basic foundations of inclusive pedagogy is the conviction that people learn best when they don’t feel overlooked, marginalized, or threatened — or, to put that in more positive terms, when they perceive that they are acknowledged, included, and respected.
I imagine almost everyone who chooses to teach or work at a college or university shares this view, in large part because we all understand that a person who feels ostracized and excluded is unlikely to be able to make the most of opportunities to learn. That’s one of the reasons that many colleges (ours included) publicly announce their commitment to establishing inclusive campus communities.
When it comes to moving from a broad principle to the specific circumstances of an individual course, though, it can be hard to know exactly what concrete steps to take as an instructor so that all students see the classroom as a space that includes them. Fortunately, there are now many excellent resources available that provide specific suggestions to help you do exactly that. Best of all, many of them also include references to research on inclusive pedagogy and its effects, so that you can pursue the topic in much greater depth if desired.
A recent article in the Chronicle of Higher Education, Helping Professors Find Time to Think (Allison Adams, 12/05/16) made me remember some of the professors I had in my undergraduate and graduate years. My degrees are in math, so very few of them looked like John Houseman from “The Paper Chase,” but several of my Social Science professors were the classic bow tie, suede elbow patch on tweed jackets pipe smoking types who for me represented what I believed a professor’s professional life must be like – sitting in their book lined office (and of course the office is in an ivy covered neoclassical building), having coffee while reading academic tomes, contemplating the universe and then having a port in the faculty club at the end of the day. Later, as I began my own academic career, I realized that this was far from the truth. Even after teaching for two decades I found that with course preparation, grading, teaching, committee work, new initiatives, curriculum review, office hours, and other commitments (now add email to this list) there never seems to be enough hours in the day.
Adams argues for taking time to think and reflect. “I am always on the lookout for antidotes to that counterproductive frenzy;” “it sounds luxurious, doesn’t it? Time to think.” To which I say yes, it sounds amazing and impossible…and yet isn’t that exactly what we need to do in order to be effective at our work of helping students be successful?
The larger question in this article is how those of us in the professional development world can help faculty cope and “cultivate times and places for deep deliberation and care…” Enter The Slow Professor by Maggie Berg and Barbara Seeber. I am a proponent of the Slow Food movement; you should read their manifesto which includes “We are enslaved by speed and have all succumbed to the same insidious virus: Fast Life, which disrupts our habits, pervades the privacy of our homes and forces us to eat Fast Foods.” If any profession is “enslaved by speed”, it surely is academia, and as Berg and Seebe write, “when we are rushed, we’re simply not the people we’re capable of being.” How do we become that person when the stress level of academics exceeds that of the general population? How do we cultivate reflection and intellectual inquiry in our lives (and in the lives of our students)? What ideas do you have for finding time to think? #cultivatereflection #slowprofessor #timetothink
If you have 10 minutes to spare and feel like stretching your mind a bit by thinking about possible connections between studio learning practices, peer-to-peer instruction, and online education, this short presentation by Scott Klemmer might be just what you’re looking for.
Klemmer teaches at UC San Diego and has, in recent years, been conducting fascinating research on methods for bringing peer learning into online course environments. Many of his projects in this area have focused on massive open online courses (the so-called MOOCs you’ve no doubt heard about or perhaps even participated in). As a result, one of his interests is in “scaling” peer learning opportunities to tens of thousands of students, as he discusses here. But I think many of the concepts he’s developing have interesting implications for small-scale online and hybrid courses as well.
My personal highlights from this short talk are:
The idea that “studio learning”–the collection of collaborative and frequently critique-based methods that are common in disciplines like the visual arts–can be productively integrated into online courses in many other disciplines
The emphasis on self-assessment as a crucial skill that courses can be designed to help students master
The idea of peer feedback “fortune cookies”: a simple method for providing structure and guidance for students first learning to perform effective peer evaluations
Which ideas stand out for you? How might you consider applying them in your teaching, whether online or in person?
Though the name sounds vaguely like it could be the latest dance/exercise craze, Zotero is actually a nifty research organizer and citation manager with several features that make it worth considering for use in teaching.
The tagline for the CTT’s blog is “Exploring innovations in teaching and learning,” so I’ve been a bit reluctant to post anything about Canvas, a system that–whatever its virtues–isn’t really the first thing that comes to mind when I think about teaching innovation. I tend to see genuine innovation as something that involves changes in outlook, understanding, or methods, not simply using software to accomplish a task.
Every now and then, though, I stumble across some feature of an online platform or an application that makes me sit up and say, “I can’t believe I didn’t know about that!” That’s what happened to me yesterday when I learned about the “undelete” feature in Canvas, a mostly undocumented method for seeing the 25 most recent changes you’ve made to a Canvas course–and then restoring content from any of them.