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Posted on: #iteachmsu
ASSESSING LEARNING
Reflection and Regeneration
Finishing up the academic year isn’t the same flavor as past years. We’ve had a taste of a much different year and there’s no better time than the moment to reflect on what was accomplished, set aside, or re-imagined. With the spring sun comes a deep breath out, then pause, and inhale hope for the opportunities ahead.
Start with a 3 Breath Reset
At the start of each session of the Living in a Daring Way course, Lisa Laughman helps participants pause for a three breath reset. This practice is common in mindfulness-based stress reduction courses. Try this short technique to help you refocus and recenter yourself.
First breath: focus on your breath coming in and leaving your body.
Second breath: notice your tension in your body on the inhale. On the exhale take a more relaxed position.
Third breath: on the inhale try to connect to your deepest wisest self. On the exhale stay with your deepest wisest self and acknowledge that part of yourself.
Learn from Lisa Laughman, LMSW & ACSW in Health4U and the Employee Assistance Program.
Season with Gratitude
“Throughout my career, I have found myself committed to appreciating the contributions of my colleagues, and the communities we served. Whether it was uplifting the stories of others or building structures to support gratitude sharing, giving thanks and holding space to appreciate others has been a constant,” said learning designer Makena Neal in a recent piece, Gratitude and the Culture of Care.
There’s evidence to support the importance of gratitude in the workplace. Practicing gratitude has significant impacts on positive affective well-being, can also promote kindness and generosity, and highlights our connection to one another. Moreover, triggers that inspire state gratitude, such as letters of appreciation, as well as institutionalized gratitude have been found to be predictors of job satisfaction.
At MSU, you can formally Thank an Educator. You can also nominate your supervisor/administrator for this year’s Outstanding Supervisor Award by July 31, 2022. Anywhere you are you can send an email, verbally share your gratitude or send a token of appreciation. A small amount of gratitude can make a huge impact. So… who will you thank today?
Reflect on Accomplishments
Take a look at your personal accomplishments - not just the big hurray moments, but the moments of holding peace, wrapping up a long-tail project, and even finishing a very hard academic year. Sometimes survival is a success. Life isn’t just about reaching higher and higher peaks, sometimes it's about moving through the valleys, and just reaching a resting place is an endeavor worth honoring.
You can choose to track your professional success
Jaimie Hutchison of the WorkLife Office provided this insight:
Often, after speaking with people, I learn how much more they actually have to offer than what shows up on their resume or LinkedIn profile. Here in the WorkLife Office, I do career consultations for faculty and staff. I have worked with faculty, executives, and staff members of all levels. In the end, the same advice and encouragement comes out:
By thinking through your impact and accomplishments, you can have a better sense of your contribution to your workplace.
You can have a better sense of yourself.
You can reflect on things you have done where you used your skills to the best of your ability.
You can reflect on projects or positions where you felt “meh” and it wasn’t the best fit for you.
You can also reflect on what skills, experience, and abilities you have that are not getting utilized.
The Three Levels of Praxis: A Model for Reflection on Teaching
Written by E. Cuevas, educator in WRAC, the article draws on what Paulo Freire called praxis, or reflection and action. “A belief in praxis accepts that we are both instructors and learners; we have much to learn from our students. Engaging in reflection is an important part of figuring out how to align your goals, with your teaching, with your research, and your place in your institution. In this post, I will continue to reflect on my personal positioning to offer a model for reflection and I will do this by meditating on my positionality on three levels: the personal, the classroom, and the institutional,” wrote E. Cuevas
Give it Time
The Well-being at Work Guide sheds insights on taking time away from work, in the forms of breaks, vacation time, or strengthening boundaries around employees’ workdays, is important. Taking breaks throughout the workday has benefits for both the employee and the organization, but many employees often neglect to take them. Skipping breaks can lead to faster burnout and higher stress levels. Employees stepping away from work for a few minutes increases their productivity, job satisfaction, mental health and wellbeing, in addition to restoring their motivation (Kohll, 2018; Selig, 2017).
Taking a break from work increases focus when employees return to work, thus improving their productivity. Additionally, taking breaks relieves some stress, which helps employees’ mental health and wellbeing. These factors contribute to increased job satisfaction (Kohll, 2018).
Learn from Nature
Nature can positively affect employees. There is evidence that time spent outdoors boosts people's wellbeing, and even five minutes of time in nature can improve mental health. Spending time outside benefits people because breathing fresh air increases oxygen intake and allows the lungs to work at their full capacity (Sandborn, 2018). Exposure to vitamin D from the sun boosts people's moods, too. Time outside also can reduce employees’ chronic stress, physical and social stressors. These benefits are at their strongest when experiencing 21 to 30 minutes of nature time (Hunter, Gillespie, & Chen, 2019).
Beronda Montgomery talks "Lessons from Plants"
Watch the Replay
Beronda L. Montgomery explores the vigorous, creative lives of organisms often treated as static and predictable. In fact, plants are masters of adaptation. They “know” what and who they are, and they use this knowledge to make a way in the world. Plants experience a kind of sensation that does not require eyes or ears. They distinguish kin, friend, and foe, and they are able to respond to ecological competition despite lacking the capacity of fight-or-flight. Plants are even capable of transformative behaviors that allow them to maximize their chances of survival in a dynamic and sometimes unfriendly environment.
Grow in Your Own Way
However you reflect, disconnect, recharge and rejuvenate this summer; do it in the way that works best for you. Try new things or shut out the world for a few hours at a time. Explore new skills, areas, and ideas, or retreat to your own quiet place to let your mind wander. Plot your next year or reflect solidly on the past. Remember all the challenges you’ve overcome, the people you met, and the opportunities you’ve discovered.
Start with a 3 Breath Reset
At the start of each session of the Living in a Daring Way course, Lisa Laughman helps participants pause for a three breath reset. This practice is common in mindfulness-based stress reduction courses. Try this short technique to help you refocus and recenter yourself.
First breath: focus on your breath coming in and leaving your body.
Second breath: notice your tension in your body on the inhale. On the exhale take a more relaxed position.
Third breath: on the inhale try to connect to your deepest wisest self. On the exhale stay with your deepest wisest self and acknowledge that part of yourself.
Learn from Lisa Laughman, LMSW & ACSW in Health4U and the Employee Assistance Program.
Season with Gratitude
“Throughout my career, I have found myself committed to appreciating the contributions of my colleagues, and the communities we served. Whether it was uplifting the stories of others or building structures to support gratitude sharing, giving thanks and holding space to appreciate others has been a constant,” said learning designer Makena Neal in a recent piece, Gratitude and the Culture of Care.
There’s evidence to support the importance of gratitude in the workplace. Practicing gratitude has significant impacts on positive affective well-being, can also promote kindness and generosity, and highlights our connection to one another. Moreover, triggers that inspire state gratitude, such as letters of appreciation, as well as institutionalized gratitude have been found to be predictors of job satisfaction.
At MSU, you can formally Thank an Educator. You can also nominate your supervisor/administrator for this year’s Outstanding Supervisor Award by July 31, 2022. Anywhere you are you can send an email, verbally share your gratitude or send a token of appreciation. A small amount of gratitude can make a huge impact. So… who will you thank today?
Reflect on Accomplishments
Take a look at your personal accomplishments - not just the big hurray moments, but the moments of holding peace, wrapping up a long-tail project, and even finishing a very hard academic year. Sometimes survival is a success. Life isn’t just about reaching higher and higher peaks, sometimes it's about moving through the valleys, and just reaching a resting place is an endeavor worth honoring.
You can choose to track your professional success
Jaimie Hutchison of the WorkLife Office provided this insight:
Often, after speaking with people, I learn how much more they actually have to offer than what shows up on their resume or LinkedIn profile. Here in the WorkLife Office, I do career consultations for faculty and staff. I have worked with faculty, executives, and staff members of all levels. In the end, the same advice and encouragement comes out:
By thinking through your impact and accomplishments, you can have a better sense of your contribution to your workplace.
You can have a better sense of yourself.
You can reflect on things you have done where you used your skills to the best of your ability.
You can reflect on projects or positions where you felt “meh” and it wasn’t the best fit for you.
You can also reflect on what skills, experience, and abilities you have that are not getting utilized.
The Three Levels of Praxis: A Model for Reflection on Teaching
Written by E. Cuevas, educator in WRAC, the article draws on what Paulo Freire called praxis, or reflection and action. “A belief in praxis accepts that we are both instructors and learners; we have much to learn from our students. Engaging in reflection is an important part of figuring out how to align your goals, with your teaching, with your research, and your place in your institution. In this post, I will continue to reflect on my personal positioning to offer a model for reflection and I will do this by meditating on my positionality on three levels: the personal, the classroom, and the institutional,” wrote E. Cuevas
Give it Time
The Well-being at Work Guide sheds insights on taking time away from work, in the forms of breaks, vacation time, or strengthening boundaries around employees’ workdays, is important. Taking breaks throughout the workday has benefits for both the employee and the organization, but many employees often neglect to take them. Skipping breaks can lead to faster burnout and higher stress levels. Employees stepping away from work for a few minutes increases their productivity, job satisfaction, mental health and wellbeing, in addition to restoring their motivation (Kohll, 2018; Selig, 2017).
Taking a break from work increases focus when employees return to work, thus improving their productivity. Additionally, taking breaks relieves some stress, which helps employees’ mental health and wellbeing. These factors contribute to increased job satisfaction (Kohll, 2018).
Learn from Nature
Nature can positively affect employees. There is evidence that time spent outdoors boosts people's wellbeing, and even five minutes of time in nature can improve mental health. Spending time outside benefits people because breathing fresh air increases oxygen intake and allows the lungs to work at their full capacity (Sandborn, 2018). Exposure to vitamin D from the sun boosts people's moods, too. Time outside also can reduce employees’ chronic stress, physical and social stressors. These benefits are at their strongest when experiencing 21 to 30 minutes of nature time (Hunter, Gillespie, & Chen, 2019).
Beronda Montgomery talks "Lessons from Plants"
Watch the Replay
Beronda L. Montgomery explores the vigorous, creative lives of organisms often treated as static and predictable. In fact, plants are masters of adaptation. They “know” what and who they are, and they use this knowledge to make a way in the world. Plants experience a kind of sensation that does not require eyes or ears. They distinguish kin, friend, and foe, and they are able to respond to ecological competition despite lacking the capacity of fight-or-flight. Plants are even capable of transformative behaviors that allow them to maximize their chances of survival in a dynamic and sometimes unfriendly environment.
Grow in Your Own Way
However you reflect, disconnect, recharge and rejuvenate this summer; do it in the way that works best for you. Try new things or shut out the world for a few hours at a time. Explore new skills, areas, and ideas, or retreat to your own quiet place to let your mind wander. Plot your next year or reflect solidly on the past. Remember all the challenges you’ve overcome, the people you met, and the opportunities you’ve discovered.
Posted by:
Erica Venton
Posted on: #iteachmsu
Reflection and Regeneration
Finishing up the academic year isn’t the same flavor as past years....
Posted by:
ASSESSING LEARNING
Thursday, May 26, 2022
Posted on: #iteachmsu
NAVIGATING CONTEXT
What to Say: Strategies for Supporting Our Students (when returning to class)
As we contemplate re-entering the classroom, we are likely still grappling with our own reactions to this tragic event. At the same time, many of us are wondering how best to support students experiencing grief, trauma, and fear in the aftermath of violence. There is no perfect way to teach during a crisis, but it is important to explicitly acknowledge what has happened and adjust your teaching accordingly. How you adjust will depend on your relationships to students, the size and nature of your class, and the types of interventions you feel equipped to make. These might range from a simple moment of silence and a reduced workload to a more structured debrief and discussion. Specific pointers for such debriefs are offered by trauma therapist Carolyn Schuyler (LCSW, UVA Visiting Scholar) below, along with general strategies for signalizing compassion and care that are relevant for all of us.
While it is necessary to acknowledge the tragic gun violence and the devastating loss of classmates and to create space for connecting with the emotions and needs of students, we recognize not everyone feels equipped for this work or is inclined to go there for a variety of reasons. We hope this information provides enough suggestions to help you arrive at an approach that works for you.
To guide your decisions, consider asking for quick feedback from your students. Being prepared to meet students where they are is worth the time and thought. Points to consider:
In times of turmoil, predictability and structure are vitally important. Students will benefit from the structure and predictability you provide.
Sharing feelings and discussing the tragic events may be too overwhelming for some students, so it is important to make clear students have choice in how they participate. Opting out is perfectly acceptable. Welcome and invite direct feedback.
It may be wise to send an email to your students to let them know what to expect when they return to class. This Google Folder contains a "Post-crisis student feedback form" is one way to get a read on your students’ needs before sending a proposed class agenda. You may make clear that the plan is subject to change based on the evolving input and needs of the class.
This document outlines how you can make a copy of the form and customize for your setting.
please make sure you are logged into your MSU google drive to access.
You may be concerned students will be overwhelmed if every class includes processing, but it is better to err on the side of providing support than to overlook student needs. This is such a significant event. It is important to acknowledge the event at minimum even if others will do the same.
Below you will find a suggestion for the first class back and a list of alternative approaches for acknowledging the tragic event. All suggestions may be adapted for office hour meetings or for classes.
First Class Back: Normalize Feelings
It is natural to experience a wide range of fluctuating emotions in response to the events of the last few days. Some students may present as highly emotional and distressed, while others may appear shut down and numb. Many will question why they are not feeling strong emotion at all. Normalizing all reactions paves the way for open sharing and the healing power of community.
In greeting students when they come back to class, you might begin by naming and honoring those students lost by stating their names slowly with reverence.
"In honor of the beloved students we lost on Monday, I would like to take a moment to say their names. Please join me in honoring them and their loved ones. Brian Fraser, Alexandria Verner, Arielle Anderson" (Read the names slowly or invite a student to do so.)
After allowing for a moment of silence, briefly share how you have been processing the news. This gives permission for the students to reflect on their own experiences and shows that you have their needs in mind.
"I have been holding all of you in my thoughts in the last few days. I notice that I have deep concern about the rise of gun violence and its cost for your generation, and I find myself reflecting on how it may be impacting your worldview."
Secondly, take a moment to validate and normalize feelings. Make explicit your understanding of the wide range of reactions students may be experiencing.
"Whatever you are feeling, you can be sure you are not alone in that experience. There are others who are traveling this path right along with you. We can expect a range of reactions from outrage to anxiety to numbness. You may feel a wide range of feelings at different points and in different contexts. To process this experience, it is vital to connect with others and seek support as needed."
After this introduction, you may give the students the option for a 1) quiet moment of reflection or 2) time to journal for five minutes. Suggest a clear prompt such as: "I am _____." This sentence stem gives permission to go in any direction while centering the writing on the self.
Following the reflection time or journal writing, ask a few volunteers to read excerpts of their work or to share their thoughts. In large classes, you may invite students to share with a partner. Ask that comments not be made after reading or listening to each other, but rather suggest that gratitude be expressed for the opportunity to connect.
"Thank you for the gift of your words."
To wrap up the experience, speak to the power of sharing our stories to build strong networks of social support. Mention your hope that students will continue to share deeply with each other.
"Our ability to speak to our experience connects us in meaningful ways. Knowing and caring for each other is what makes healing possible."
Our job is simple but profound. It is to be present with what students are experiencing with genuine openness, concern, and curiosity. To do this, we may take a moment to ground ourselves and set an intention to be relaxed and open in our demeanor. There is deep cultural conditioning to try to move away from distress, but it is the ability to stay with feelings without judgment or agenda that offers the strongest emotional support.
To do this work, it is vital to have had the space and time to honor and attend to your own needs. Have you had the time to have your own voice heard? Have you given yourself the rest, nourishment, and space for the internal reflection you need in order to be present for others?
Additional Ways to Support Students
The shared purpose of all the strategies below is to honor the students’ emotional experience, provide a holding space for connecting on a deep level, and invite hope for moving forward. Gestures of connection and care restore a sense of safety and allow for a renewed sense of community to emerge.
Offer nurturance. Often the first step in assisting people in crisis is to offer a blanket, some water, and food to eat. While this is not the response called for in our circumstance, the ability to offer gestures of support and care for one another is essential. You might bring tea or coffee to class, flowers to share with each student, or an invitation for a meal at your home. Once the basic need for nurturance is met, healing truly begins. If none of these concrete suggestions fit, consider taking a moment to directly express you care for the students.
"I want to take a moment to say to you directly that I care deeply about what you have experienced since Monday evening. I have found myself imagining what your days have been like with a hope that you are finding the kindness, gentleness, and care we all need right now. I am hoping that you can feel this from me even though we don’t have adequate space and time to do all that is truly called for in this circumstance."
Name the feelings. Ask students to call out the feeling words and phrases that match their experience of the last few days.
“I want to honor each one of you and the experiences you have had in the last few days. To do that, I am going to ask you to share words or short phrases (popcorn style) that capture your feelings. Likely, you have had a wide range of emotional reactions, and I invite you to name them in all their complexity. I will be recording the words without comment on the white board*. I ask that we speak and listen to the words with a spirit of reverence for our shared humanity, recognizing the broad range of histories and experiences that inform our reactions. Once the words and phrases are up, we will take a moment of silence to acknowledge our variety of experience.”*In virtual spaces, a similar outcome can be acheived by using a chat water fall (prompting participants to share their words in the chat at the same time [countt down]) and pulling responses into a word cloud to visualize.
When the brainstorm is complete, validate the full range of human emotions that arise in times of tragedy. If the words and phrases shared do not capture a full range of emotion, you may mention to students some of the internal experiences that are expected in times of distress.
"I’d like to share with you some of the additional experiences you may notice in yourself and your friends. It is expected that you may have difficulty concentrating. You may experience waves of anger, sadness, fear, and anxiety. Some of you may notice a strong sense of compassion and tenderness and a desire to connect with others to honor the deceased or make your voice heard by lawmakers. At times, you may also notice a sense of disorientation and unease given the violent disruption of life on our campus. You may also notice painful associations from earlier in your life. Some of you may feel a need to 'move on' or a sense of unease with the feeling that violence has become expected and, in some ways, normalized."
To transition the conversation, take a moment to acknowledge their willingness to share.
"I want to thank you for your willingness to share the truth of your experience. I am now inviting all of us to take two minutes in silence to honor one another, the larger community, and those most impacted by the tragic loss on Monday. If you would like to reflect in writing, drawing, or movement, please feel free to do that."
If it feels right, you may move towards brainstorming ways of coping that promote mental wellness.
"There is wisdom in this room. This is not the first hardship you have faced, although it may feel very different. Many of you have found ways of coping and even thriving through challenging times. I want to invite a period of sharing concrete mindsets and strategies that are in your toolboxes or that you feel the need to create now. I will record the ideas on the white board. You’ll be invited to take a picture of the white board for further reflection. Sometimes we need a chance to reflect on unhelpful approaches that we want to discontinue and space to consider new strategies. I hope this time will give you that opportunity."
Again, thank the students.
Affirm community. Ask students how they want to affirm community at MSU in the days ahead.
"At some point in our processing of the events of the last few days, we may start to wonder what we can actually do that will be meaningful and genuinely helpful. Without a doubt, cultivating a strong sense of community is powerfully important. We are social beings and healing happens together, never alone. I want to invite you to reflect on what you believe builds community in your own life and on campus. Please find two other classmates to spend five minutes discussing what builds connectedness in this time and beyond. For example, you might point to the importance of slowing down to greet people when walking or having longer, leisurely meals with friends to intentionally check in with each other. You may have larger ideas having to do, for example, with how spaces are configured or how information is communicated. Once we have had time to talk in small groups, we will reconvene for idea sharing."
Please note: You may broaden this discussion to suggest reflection on actions on a societal level. This will open discourse on our political climate, on race, and other critical issues that students may have a pressing need to discuss. If you go this direction, it is critical to set ground rules (Agreements for Multicultural Interactions) or review already established expectations for difficult conversations.
Seek connection. Ask students to interview each other about works of art and literature (books, paintings, poems, music, and films) that have helped them in hard times before.
"Artists, musicians, writers, and poets have always been guides and supports in deepening our understanding of what it means to be human, particularly in times of suffering. As a means of coming together as a class today, I would like to invite you to gather in groups of three to discuss the art and literature that has been most nourishing to you. Please reflect on what it may mean to you now. To set the stage, I would like to briefly share with you (a piece of music, a painting, a short reading) that has been meaningful to me. I hope it will be of support to you as well."
Encourage students to plan times outside of class to share these sources of meaning and inspiration with each other. Remind them of the power of nature on campus to offer solace.
"Thank you for taking the time to share with each other the power of your experiences with art and literature. I encourage you to continue having these discussions and invite you to seek out new sources of beauty, wisdom, and understanding. The natural world on our campus, like a piece of art, may serve as a source of solace and strength as well. I hope you will have time to linger in spaces you enjoy."
Thank you again for your thoughtful work preparing to meet with students. As is often the case, your presence and genuine concern will be what the students remember, rather than the actual words spoken. Gratitude to our colleagues at UVA Center for Teaching Excellence for sharing the foundations of this resource.
While it is necessary to acknowledge the tragic gun violence and the devastating loss of classmates and to create space for connecting with the emotions and needs of students, we recognize not everyone feels equipped for this work or is inclined to go there for a variety of reasons. We hope this information provides enough suggestions to help you arrive at an approach that works for you.
To guide your decisions, consider asking for quick feedback from your students. Being prepared to meet students where they are is worth the time and thought. Points to consider:
In times of turmoil, predictability and structure are vitally important. Students will benefit from the structure and predictability you provide.
Sharing feelings and discussing the tragic events may be too overwhelming for some students, so it is important to make clear students have choice in how they participate. Opting out is perfectly acceptable. Welcome and invite direct feedback.
It may be wise to send an email to your students to let them know what to expect when they return to class. This Google Folder contains a "Post-crisis student feedback form" is one way to get a read on your students’ needs before sending a proposed class agenda. You may make clear that the plan is subject to change based on the evolving input and needs of the class.
This document outlines how you can make a copy of the form and customize for your setting.
please make sure you are logged into your MSU google drive to access.
You may be concerned students will be overwhelmed if every class includes processing, but it is better to err on the side of providing support than to overlook student needs. This is such a significant event. It is important to acknowledge the event at minimum even if others will do the same.
Below you will find a suggestion for the first class back and a list of alternative approaches for acknowledging the tragic event. All suggestions may be adapted for office hour meetings or for classes.
First Class Back: Normalize Feelings
It is natural to experience a wide range of fluctuating emotions in response to the events of the last few days. Some students may present as highly emotional and distressed, while others may appear shut down and numb. Many will question why they are not feeling strong emotion at all. Normalizing all reactions paves the way for open sharing and the healing power of community.
In greeting students when they come back to class, you might begin by naming and honoring those students lost by stating their names slowly with reverence.
"In honor of the beloved students we lost on Monday, I would like to take a moment to say their names. Please join me in honoring them and their loved ones. Brian Fraser, Alexandria Verner, Arielle Anderson" (Read the names slowly or invite a student to do so.)
After allowing for a moment of silence, briefly share how you have been processing the news. This gives permission for the students to reflect on their own experiences and shows that you have their needs in mind.
"I have been holding all of you in my thoughts in the last few days. I notice that I have deep concern about the rise of gun violence and its cost for your generation, and I find myself reflecting on how it may be impacting your worldview."
Secondly, take a moment to validate and normalize feelings. Make explicit your understanding of the wide range of reactions students may be experiencing.
"Whatever you are feeling, you can be sure you are not alone in that experience. There are others who are traveling this path right along with you. We can expect a range of reactions from outrage to anxiety to numbness. You may feel a wide range of feelings at different points and in different contexts. To process this experience, it is vital to connect with others and seek support as needed."
After this introduction, you may give the students the option for a 1) quiet moment of reflection or 2) time to journal for five minutes. Suggest a clear prompt such as: "I am _____." This sentence stem gives permission to go in any direction while centering the writing on the self.
Following the reflection time or journal writing, ask a few volunteers to read excerpts of their work or to share their thoughts. In large classes, you may invite students to share with a partner. Ask that comments not be made after reading or listening to each other, but rather suggest that gratitude be expressed for the opportunity to connect.
"Thank you for the gift of your words."
To wrap up the experience, speak to the power of sharing our stories to build strong networks of social support. Mention your hope that students will continue to share deeply with each other.
"Our ability to speak to our experience connects us in meaningful ways. Knowing and caring for each other is what makes healing possible."
Our job is simple but profound. It is to be present with what students are experiencing with genuine openness, concern, and curiosity. To do this, we may take a moment to ground ourselves and set an intention to be relaxed and open in our demeanor. There is deep cultural conditioning to try to move away from distress, but it is the ability to stay with feelings without judgment or agenda that offers the strongest emotional support.
To do this work, it is vital to have had the space and time to honor and attend to your own needs. Have you had the time to have your own voice heard? Have you given yourself the rest, nourishment, and space for the internal reflection you need in order to be present for others?
Additional Ways to Support Students
The shared purpose of all the strategies below is to honor the students’ emotional experience, provide a holding space for connecting on a deep level, and invite hope for moving forward. Gestures of connection and care restore a sense of safety and allow for a renewed sense of community to emerge.
Offer nurturance. Often the first step in assisting people in crisis is to offer a blanket, some water, and food to eat. While this is not the response called for in our circumstance, the ability to offer gestures of support and care for one another is essential. You might bring tea or coffee to class, flowers to share with each student, or an invitation for a meal at your home. Once the basic need for nurturance is met, healing truly begins. If none of these concrete suggestions fit, consider taking a moment to directly express you care for the students.
"I want to take a moment to say to you directly that I care deeply about what you have experienced since Monday evening. I have found myself imagining what your days have been like with a hope that you are finding the kindness, gentleness, and care we all need right now. I am hoping that you can feel this from me even though we don’t have adequate space and time to do all that is truly called for in this circumstance."
Name the feelings. Ask students to call out the feeling words and phrases that match their experience of the last few days.
“I want to honor each one of you and the experiences you have had in the last few days. To do that, I am going to ask you to share words or short phrases (popcorn style) that capture your feelings. Likely, you have had a wide range of emotional reactions, and I invite you to name them in all their complexity. I will be recording the words without comment on the white board*. I ask that we speak and listen to the words with a spirit of reverence for our shared humanity, recognizing the broad range of histories and experiences that inform our reactions. Once the words and phrases are up, we will take a moment of silence to acknowledge our variety of experience.”*In virtual spaces, a similar outcome can be acheived by using a chat water fall (prompting participants to share their words in the chat at the same time [countt down]) and pulling responses into a word cloud to visualize.
When the brainstorm is complete, validate the full range of human emotions that arise in times of tragedy. If the words and phrases shared do not capture a full range of emotion, you may mention to students some of the internal experiences that are expected in times of distress.
"I’d like to share with you some of the additional experiences you may notice in yourself and your friends. It is expected that you may have difficulty concentrating. You may experience waves of anger, sadness, fear, and anxiety. Some of you may notice a strong sense of compassion and tenderness and a desire to connect with others to honor the deceased or make your voice heard by lawmakers. At times, you may also notice a sense of disorientation and unease given the violent disruption of life on our campus. You may also notice painful associations from earlier in your life. Some of you may feel a need to 'move on' or a sense of unease with the feeling that violence has become expected and, in some ways, normalized."
To transition the conversation, take a moment to acknowledge their willingness to share.
"I want to thank you for your willingness to share the truth of your experience. I am now inviting all of us to take two minutes in silence to honor one another, the larger community, and those most impacted by the tragic loss on Monday. If you would like to reflect in writing, drawing, or movement, please feel free to do that."
If it feels right, you may move towards brainstorming ways of coping that promote mental wellness.
"There is wisdom in this room. This is not the first hardship you have faced, although it may feel very different. Many of you have found ways of coping and even thriving through challenging times. I want to invite a period of sharing concrete mindsets and strategies that are in your toolboxes or that you feel the need to create now. I will record the ideas on the white board. You’ll be invited to take a picture of the white board for further reflection. Sometimes we need a chance to reflect on unhelpful approaches that we want to discontinue and space to consider new strategies. I hope this time will give you that opportunity."
Again, thank the students.
Affirm community. Ask students how they want to affirm community at MSU in the days ahead.
"At some point in our processing of the events of the last few days, we may start to wonder what we can actually do that will be meaningful and genuinely helpful. Without a doubt, cultivating a strong sense of community is powerfully important. We are social beings and healing happens together, never alone. I want to invite you to reflect on what you believe builds community in your own life and on campus. Please find two other classmates to spend five minutes discussing what builds connectedness in this time and beyond. For example, you might point to the importance of slowing down to greet people when walking or having longer, leisurely meals with friends to intentionally check in with each other. You may have larger ideas having to do, for example, with how spaces are configured or how information is communicated. Once we have had time to talk in small groups, we will reconvene for idea sharing."
Please note: You may broaden this discussion to suggest reflection on actions on a societal level. This will open discourse on our political climate, on race, and other critical issues that students may have a pressing need to discuss. If you go this direction, it is critical to set ground rules (Agreements for Multicultural Interactions) or review already established expectations for difficult conversations.
Seek connection. Ask students to interview each other about works of art and literature (books, paintings, poems, music, and films) that have helped them in hard times before.
"Artists, musicians, writers, and poets have always been guides and supports in deepening our understanding of what it means to be human, particularly in times of suffering. As a means of coming together as a class today, I would like to invite you to gather in groups of three to discuss the art and literature that has been most nourishing to you. Please reflect on what it may mean to you now. To set the stage, I would like to briefly share with you (a piece of music, a painting, a short reading) that has been meaningful to me. I hope it will be of support to you as well."
Encourage students to plan times outside of class to share these sources of meaning and inspiration with each other. Remind them of the power of nature on campus to offer solace.
"Thank you for taking the time to share with each other the power of your experiences with art and literature. I encourage you to continue having these discussions and invite you to seek out new sources of beauty, wisdom, and understanding. The natural world on our campus, like a piece of art, may serve as a source of solace and strength as well. I hope you will have time to linger in spaces you enjoy."
Thank you again for your thoughtful work preparing to meet with students. As is often the case, your presence and genuine concern will be what the students remember, rather than the actual words spoken. Gratitude to our colleagues at UVA Center for Teaching Excellence for sharing the foundations of this resource.
Posted by:
Makena Neal
Posted on: #iteachmsu
What to Say: Strategies for Supporting Our Students (when returning to class)
As we contemplate re-entering the classroom, we are likely still gr...
Posted by:
NAVIGATING CONTEXT
Thursday, Feb 16, 2023
Posted on: MSU Online & Remote Teaching
PEDAGOGICAL DESIGN
Remote participation quick guide
click the image above to access a PDF file of the quick guideRemote Participation and Student Engagement
This document provides an introduction to maintaining student engagement as you move to remote teaching. It outlines key steps to Plan, Modify, and Implement when making this move to optimize student learning. As with any steps you take in moving to remote teaching, it’s important to anchor your decisions in course learning objectives and to be transparent, flexible, and generous with students.
Plan
In planning how you will continue to engage students in your course, remember that interaction can occur between the student and you, the student and other students, and the student and the course materials.
Modify
When modifying in-class activities to a remote offering, you can start by cataloguing all of the ways people typically interact in your classroom. This list can then be used to identify particular digital strategies or technologies for adapting your current approach and translating your methods to an online space. For example, you might draft a table like the one below:
Interactions
Class Activity
Modify
Implement
Teacher to students:
During lecture, I ask questions to check student understanding.
Ask a poll question in a live Zoom session or D2L discussion forum whereas students respond to a prompt.
How to create a poll in Zoom:
https://support.zoom.us/hc/en-us/articles/203749865-Polling-for-Webinars
How to manage D2L discussion forum:
https://documentation.brightspace.com/EN/le/discussions/learner/discussions_intro_1.htm
Student to material:
We watch and discuss a video.
Share a link with students in a variety of ways - i.e. post the link in a D2L discussion forum along with questions for response.
How to create a link in D2L: https://resources.depaul.edu/teaching-commons/teaching-guides/technology/desire2learn/tools/content/Pages/creating-links.aspx
Student to students:
I facilitate a classroom discussion and students respond to the prompt.
Create breakout rooms in a live Zoom session or a D2L discussion forum.
How to make and manage Zoom Breakout rooms: https://support.zoom.us/hc/en-us/articles/206476313-Managing-Video-Breakout-Rooms
How to manage D2L discussion forum:
https://documentation.brightspace.com/EN/le/discussions/learner/discussions_intro_1.htm
Student to students:
I put students in small groups for more active discussions.
Create breakout rooms in a live Zoom session or D2L discussion forum whereas students respond to a prompt.
How to manage D2L discussion forum:
https://documentation.brightspace.com/EN/le/discussions/learner/discussions_intro_1.htm
Teacher to student:
I hold office hours to meet 1:1 with my students.
Utilize a Zoom link or connect with students via telephone.
How to operate a telephone: https://tech.msu.edu/network/telecommunications/
Implement
The above are just a few options for participation and engagement so as to mirror similar approaches utilized in your classroom. Remember to start small and stick to the tools you’re comfortable with.
Additional Help
For additional help and support, please check out other remote teaching articles on iteach.msu.edu or contact the MSU IT Service Desk at local (517) 432-6200 or toll free (844) 678-6200.
Attribution 4.0 International (CC BY 4.0)
This document provides an introduction to maintaining student engagement as you move to remote teaching. It outlines key steps to Plan, Modify, and Implement when making this move to optimize student learning. As with any steps you take in moving to remote teaching, it’s important to anchor your decisions in course learning objectives and to be transparent, flexible, and generous with students.
Plan
In planning how you will continue to engage students in your course, remember that interaction can occur between the student and you, the student and other students, and the student and the course materials.
Modify
When modifying in-class activities to a remote offering, you can start by cataloguing all of the ways people typically interact in your classroom. This list can then be used to identify particular digital strategies or technologies for adapting your current approach and translating your methods to an online space. For example, you might draft a table like the one below:
Interactions
Class Activity
Modify
Implement
Teacher to students:
During lecture, I ask questions to check student understanding.
Ask a poll question in a live Zoom session or D2L discussion forum whereas students respond to a prompt.
How to create a poll in Zoom:
https://support.zoom.us/hc/en-us/articles/203749865-Polling-for-Webinars
How to manage D2L discussion forum:
https://documentation.brightspace.com/EN/le/discussions/learner/discussions_intro_1.htm
Student to material:
We watch and discuss a video.
Share a link with students in a variety of ways - i.e. post the link in a D2L discussion forum along with questions for response.
How to create a link in D2L: https://resources.depaul.edu/teaching-commons/teaching-guides/technology/desire2learn/tools/content/Pages/creating-links.aspx
Student to students:
I facilitate a classroom discussion and students respond to the prompt.
Create breakout rooms in a live Zoom session or a D2L discussion forum.
How to make and manage Zoom Breakout rooms: https://support.zoom.us/hc/en-us/articles/206476313-Managing-Video-Breakout-Rooms
How to manage D2L discussion forum:
https://documentation.brightspace.com/EN/le/discussions/learner/discussions_intro_1.htm
Student to students:
I put students in small groups for more active discussions.
Create breakout rooms in a live Zoom session or D2L discussion forum whereas students respond to a prompt.
How to manage D2L discussion forum:
https://documentation.brightspace.com/EN/le/discussions/learner/discussions_intro_1.htm
Teacher to student:
I hold office hours to meet 1:1 with my students.
Utilize a Zoom link or connect with students via telephone.
How to operate a telephone: https://tech.msu.edu/network/telecommunications/
Implement
The above are just a few options for participation and engagement so as to mirror similar approaches utilized in your classroom. Remember to start small and stick to the tools you’re comfortable with.
Additional Help
For additional help and support, please check out other remote teaching articles on iteach.msu.edu or contact the MSU IT Service Desk at local (517) 432-6200 or toll free (844) 678-6200.
Attribution 4.0 International (CC BY 4.0)
Authored by:
4.0 International (CC by 4.0)
Posted on: MSU Online & Remote Teaching
Remote participation quick guide
click the image above to access a PDF file of the quick guideRemote...
Authored by:
PEDAGOGICAL DESIGN
Monday, Oct 18, 2021
Posted on: #iteachmsu
ASSESSING LEARNING
Action planning with data: Checking in throughout the semester
If you’re wondering, “do I have to wait until end of semester evaluations to see if my changes improved student’s learning experience,” the answer is no! There are simple ways that you can check in with students in your course throughout the semester. Dr. Ashley Moore is an Assistant Professor in MSU’s Department of Teacher Education. Dr. Moore shared some of her approaches for “checking in” in this current remote learning environment.
Every two to three weeks, Ashley distributes a Google Form to her class. She discloses at the start of the semester here commitment to this practice and includes questions related to her instructional approaches, materials, and uses of technology. The survey is anonymous, so learners can share feedback without fear of retaliation (just like with the mid-semester feedback survey). As a part of this practice, Ashley compiles the results into key ideas and themes to share out with her students the next week. Her reasons for this are two fold: 1) it helps students feel heard, and 2) it reifies that students are often not alone in their feelings/feedback. Transparency in regards to decision making is key in Dr. Moore’s courses, and the data from these brief check-ins help her provide evidence for why decisions are being made and calling out changes in real time. Two samples from Dr. Moore’s TE 101 check-in surveys are included below:
In real time, Dr. Moore uses a few approaches to check in with her students. Ashley utilizes...
Zoom polling: (learn more about utilizing this Zoom feature here: Polling for meetings – Zoom Help Center)
to check in on how people are feeling after a reading or activity
Knowing where where students are emotionally influences how they engage and how as an instructor, Ashley considers structuring the remaining dialogue
Basics on course prep
Knowing whether or not students have purchased the course readings and whether or not they have arrived is good for level setting expectations.
“Exit ticket” in Zoom chat:
Directive: Drop one word or phrase about how you’re feelings as we wrap up class
Ashley used the chat from synchronous class to send synthesis email to students containing: overview of the meeting, highlights from the discussions, and reminders of expectations and upcoming deadlines
Class (verbal) dialogue:
Ashley uses Polleverywhere to allow students to send in questions and comments to the call anonymously and in real time. She then uses these comments/questions to continue driving and prompting class conversation.
If there is anything harmful, Ashley can identify it in the background and reframe before introducing to the class
Intro check in -
Ashley logs on 15 min early to her synchronous course meetings. She plays music and usually displays a meme or prompt - asking for responses as learners log in.
Example: What's one thing you're proud of yourself for doing in the past week?
She starts class officially with an overview of the day then addresses the comments from the intro check-ins generally.
Using tactics like these described by Dr. Moore can help you determine if the changes you’ve enacted based on mid-semester feedback are meeting the needs or if further adaptation is necessary; rather than waiting until end of year evaluations!
To read more about Ashley’s background and hear about her graduate experiences check out: https://grad.msu.edu/spotlights/ashley-moore
Every two to three weeks, Ashley distributes a Google Form to her class. She discloses at the start of the semester here commitment to this practice and includes questions related to her instructional approaches, materials, and uses of technology. The survey is anonymous, so learners can share feedback without fear of retaliation (just like with the mid-semester feedback survey). As a part of this practice, Ashley compiles the results into key ideas and themes to share out with her students the next week. Her reasons for this are two fold: 1) it helps students feel heard, and 2) it reifies that students are often not alone in their feelings/feedback. Transparency in regards to decision making is key in Dr. Moore’s courses, and the data from these brief check-ins help her provide evidence for why decisions are being made and calling out changes in real time. Two samples from Dr. Moore’s TE 101 check-in surveys are included below:
In real time, Dr. Moore uses a few approaches to check in with her students. Ashley utilizes...
Zoom polling: (learn more about utilizing this Zoom feature here: Polling for meetings – Zoom Help Center)
to check in on how people are feeling after a reading or activity
Knowing where where students are emotionally influences how they engage and how as an instructor, Ashley considers structuring the remaining dialogue
Basics on course prep
Knowing whether or not students have purchased the course readings and whether or not they have arrived is good for level setting expectations.
“Exit ticket” in Zoom chat:
Directive: Drop one word or phrase about how you’re feelings as we wrap up class
Ashley used the chat from synchronous class to send synthesis email to students containing: overview of the meeting, highlights from the discussions, and reminders of expectations and upcoming deadlines
Class (verbal) dialogue:
Ashley uses Polleverywhere to allow students to send in questions and comments to the call anonymously and in real time. She then uses these comments/questions to continue driving and prompting class conversation.
If there is anything harmful, Ashley can identify it in the background and reframe before introducing to the class
Intro check in -
Ashley logs on 15 min early to her synchronous course meetings. She plays music and usually displays a meme or prompt - asking for responses as learners log in.
Example: What's one thing you're proud of yourself for doing in the past week?
She starts class officially with an overview of the day then addresses the comments from the intro check-ins generally.
Using tactics like these described by Dr. Moore can help you determine if the changes you’ve enacted based on mid-semester feedback are meeting the needs or if further adaptation is necessary; rather than waiting until end of year evaluations!
To read more about Ashley’s background and hear about her graduate experiences check out: https://grad.msu.edu/spotlights/ashley-moore
Authored by:
Makena Neal & Ashley Moore
Posted on: #iteachmsu
Action planning with data: Checking in throughout the semester
If you’re wondering, “do I have to wait until end of semester evalu...
Authored by:
ASSESSING LEARNING
Wednesday, Mar 3, 2021
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Reimagining First-Year Writing for STEM Undergraduates as Inquiry-Based Learning in Science Studies
How can a first-year writing course help to create 21st century STEM students with foundations for interdisciplinary inquiry? Could such as curriculum engage STEM students in knowledge production in ways that help to acculturate them as collaborative, ethical, and empathetic learners? Bringing together insights from writing pedagogy, work on critical science literacy, and science studies, this round-table is hosted by the collaborative team leading an effort to rethink the first year writing course required of all students at Lyman Briggs College, MSU's residential college for STEM students. A major goal of the curriculum redesign is to develop science studies-inspired writing assignments that foster reflective experiential learning about the nature of science. The purpose of this approach is not only to demonstrate the value of inquiry in science studies (history, philosophy, and sociology of science) to STEM students as they pursue their careers, but to foster diverse inclusion in science by demystifying key aspects of scientific culture and its hidden curriculum for membership. Following the guidance of critical pedagogy (e.g. bell hooks), we aim to use the context of first-year writing instruction as an opportunity for critical reflection and empowerment. The roundtable describes how the instructional team designed the first-year curriculum and adapted it to teaching online during the pandemic, and shares data on lessons learned by both the instructor team and our students. We invite participants to think with us as we continue to iteratively develop and assess the curriculum.To access a PDF version of the "Reimagining First-Year Writing for STEM Undergraduates as Inquiry-Based Learning in Science Studies" poster, click here. Description of Poster:
Reimagining First-Year Writing for STEM Undergraduates as Inquiry-Based Learning in Science Studies
Marisa Brandt, HPS Lyman Briggs College & June Oh, English
Project Overview: Reimagining LB 133
Lyman Briggs College aims to provide a high quality science education to diverse students by teaching science in social, human, and global contexts. LB 133: Science & Culture fulfills the Tier 1 writing requirement for 80-85% of LBC students. Starting in F19, we implemented a new, collaboratively developed and taught cohort model of the LB 133 curriculum in order to take advantage of opportunity to foster a community of inquiry, inclusion, and curiosity.
First year college writing and literacy courses aim to give students skills to communicate and evaluate information in their own fields and beyond. While teaching important writing skills, LB 133 focuses on developing students’ science literacy by encouraging them to enact a subject position of a socially engaged science professional in training. LB 133 was designed based on ideas of HPS.
History, Philosophy, and Sociology (HPS) or “science studies” is an interdisciplinary field that studies science in context, often extended to include medicine, technology, and other sites of knowledge-production. LB 133 centers inquiry into relations of science and culture. One way HPS can help students succeed in STEM is by fostering inclusion. In LB 133, this occurs through demystifying scientific culture and hidden curriculum through authentic, project-based inquiry.
Like WRAC 110, LB 133 is organized around five writing projects. Each project entails a method of inquiry into science as a social, human practice and teaches them to write first as a form of sense-making about their data. (Column 2) Then, students develop writing projects to communicate what they have learned to non-scientific audiences.
Research Questions:
How did their conceptions of science change?[Text Wrapping Break] 2. Did their writing improve?[Text Wrapping Break] 3. What did they see as the most important ideas and skills they would take from the course?[Text Wrapping Break] 4. Did they want more HPS at LBC?
Data Collection:
[Text Wrapping Break]1. Analysis of the beginning and end of course Personal Writing assessments. [Text Wrapping Break]2. End of term survey. [Text Wrapping Break]3. Answers to course reflection questions.
Selected Results: See Column 3.
Conclusions: The new model seems successful! Students reported finding 133 surprisingly enjoyable and educational, for many reasons. Many felt motivated to write about science specifically, saw communication as valuable scientific skill. Most felt their writing improved and learned more than anticipated. Most learned and valued key HPS concepts and wanted to learn more about diversity in scientific cultures, and wanted to continue HPS education in LBC to do so.
Column 2 - Course Structure: Science & Culture
Assessment
Science Studies Content[Text Wrapping Break]Learning Goals
Literacy & Writing Skills Learning Goals
Part 1 - Cultures of Science
Personal Writing 1: Personal Statement [STEM Ed Op-ed][Text Wrapping Break]Short form writing from scientific subject position.
Reflect on evolving identity, role, and responsibilities in scientific culture.
Diagnostic for answering questions, supporting a claim, providing evidence, structure, and clear writing.
Scientific Sites Portfolio[Text Wrapping Break]Collaborative investigation of how a local lab produces knowledge.
Understand scientific practice, reasoning, and communication in its diverse social, material, and cultural contexts. Demystify labs and humanize scientists.
Making observational field notes. Reading scientific papers.
Peer review. Claim, evidence, reasoning. Writing analytical essays based on observation.
Part 2 - Science in Culture
Unpacking a Fact Poster
Partner project assessing validity of a public scientific claim.
Understand the mediation of science and how to evaluate scientific claims. Identify popular conceptions of science and contrast these with scientists’ practices.
Following sources upstream. Comparing sources.
APA citation style.
Visual display of info on a poster.
Perspectives Portfolio[Text Wrapping Break]Collaborative investigation of a debate concerning science in Michigan.
Identify and analyze how diverse stakeholders are included in and/or excluded from science. Recognize value of diverse perspective.
Find, use, and correctly cite primary and scholarly secondary sources from different stakeholder perspectives.
Learn communicating to a broader audience in an online platform.
Personal Writing 2: Letter + PS Revision[Text Wrapping Break]Sharing a course takeaway with someone.
Reflect again on evolving identity, role, and responsibilities in scientific culture.
Final assessment of answering questions, supporting a claim, providing evidence, structure, and clear writing.
Weekly Formative Assessments
Discussion Activities Pre-meeting writing about the readings
Reflect on prompted aspects of science and culture
Writing as critical inquiry.
Note-taking.
Preparation for discussion.
Curiosity Colloquium responses
200 words reflecting on weekly speaker series
Exposure to college, campus, and academic guests—including diverse science professionals— who share their curiosity and career story.
Writing as reflection on presentations and their personal value.
Some presenters share research and writing skills.
Column 3 - Results
Results from Personal Writing
Fall 19: There were largely six themes the op-ed assignments discussed. Majority of students chose to talk about the value of science in terms of its ubiquity, problem-solving skills and critical thinking skills, and the way it prompts technological innovation.
Fall 21: Students largely focused on 1. the nature of science as a product of human labor research embedded with many cultural issues, and 2. science as a communication and how scientists can gain public trust (e.g., transparency, collaboration, sharing failure.)
F19 & S20 Selected Survey Results
108 students responding.The full report here.
92.5% reported their overall college writing skills improved somewhat or a lot.
76% reported their writing skills improved somewhat or a lot more than they expected.
89% reported planning to say in LBC.
Selected Course Reflection Comments
The most impactful things students report learning at end of semester.
Science and Culture: Quotes: “how scientific knowledge is produced” “science is inherently social” “how different perspectives . . . impact science” “writing is integral to the scientific community as a method of sharing and documenting scientific research and discoveries”
Writing: Quotes: “a thesis must be specific and debatable” “claim, evidence, and reasoning” “it takes a long time to perfect.” Frequently mentioned skills: Thesis, research skill (citation, finding articles and proper sources), argument (evidence), structure and organization skills, writing as a (often long and arduous) process, using a mentor text, confidence.
What do you want to learn more about after this course?
“How culture(s) and science coexist, and . . . how different cultures view science”
“Gender and minority disparities in STEM” “minority groups in science and how their cultures impact how they conduct science” “different cultures in science instead of just the United States” “how to write scientific essays”
Reimagining First-Year Writing for STEM Undergraduates as Inquiry-Based Learning in Science Studies
Marisa Brandt, HPS Lyman Briggs College & June Oh, English
Project Overview: Reimagining LB 133
Lyman Briggs College aims to provide a high quality science education to diverse students by teaching science in social, human, and global contexts. LB 133: Science & Culture fulfills the Tier 1 writing requirement for 80-85% of LBC students. Starting in F19, we implemented a new, collaboratively developed and taught cohort model of the LB 133 curriculum in order to take advantage of opportunity to foster a community of inquiry, inclusion, and curiosity.
First year college writing and literacy courses aim to give students skills to communicate and evaluate information in their own fields and beyond. While teaching important writing skills, LB 133 focuses on developing students’ science literacy by encouraging them to enact a subject position of a socially engaged science professional in training. LB 133 was designed based on ideas of HPS.
History, Philosophy, and Sociology (HPS) or “science studies” is an interdisciplinary field that studies science in context, often extended to include medicine, technology, and other sites of knowledge-production. LB 133 centers inquiry into relations of science and culture. One way HPS can help students succeed in STEM is by fostering inclusion. In LB 133, this occurs through demystifying scientific culture and hidden curriculum through authentic, project-based inquiry.
Like WRAC 110, LB 133 is organized around five writing projects. Each project entails a method of inquiry into science as a social, human practice and teaches them to write first as a form of sense-making about their data. (Column 2) Then, students develop writing projects to communicate what they have learned to non-scientific audiences.
Research Questions:
How did their conceptions of science change?[Text Wrapping Break] 2. Did their writing improve?[Text Wrapping Break] 3. What did they see as the most important ideas and skills they would take from the course?[Text Wrapping Break] 4. Did they want more HPS at LBC?
Data Collection:
[Text Wrapping Break]1. Analysis of the beginning and end of course Personal Writing assessments. [Text Wrapping Break]2. End of term survey. [Text Wrapping Break]3. Answers to course reflection questions.
Selected Results: See Column 3.
Conclusions: The new model seems successful! Students reported finding 133 surprisingly enjoyable and educational, for many reasons. Many felt motivated to write about science specifically, saw communication as valuable scientific skill. Most felt their writing improved and learned more than anticipated. Most learned and valued key HPS concepts and wanted to learn more about diversity in scientific cultures, and wanted to continue HPS education in LBC to do so.
Column 2 - Course Structure: Science & Culture
Assessment
Science Studies Content[Text Wrapping Break]Learning Goals
Literacy & Writing Skills Learning Goals
Part 1 - Cultures of Science
Personal Writing 1: Personal Statement [STEM Ed Op-ed][Text Wrapping Break]Short form writing from scientific subject position.
Reflect on evolving identity, role, and responsibilities in scientific culture.
Diagnostic for answering questions, supporting a claim, providing evidence, structure, and clear writing.
Scientific Sites Portfolio[Text Wrapping Break]Collaborative investigation of how a local lab produces knowledge.
Understand scientific practice, reasoning, and communication in its diverse social, material, and cultural contexts. Demystify labs and humanize scientists.
Making observational field notes. Reading scientific papers.
Peer review. Claim, evidence, reasoning. Writing analytical essays based on observation.
Part 2 - Science in Culture
Unpacking a Fact Poster
Partner project assessing validity of a public scientific claim.
Understand the mediation of science and how to evaluate scientific claims. Identify popular conceptions of science and contrast these with scientists’ practices.
Following sources upstream. Comparing sources.
APA citation style.
Visual display of info on a poster.
Perspectives Portfolio[Text Wrapping Break]Collaborative investigation of a debate concerning science in Michigan.
Identify and analyze how diverse stakeholders are included in and/or excluded from science. Recognize value of diverse perspective.
Find, use, and correctly cite primary and scholarly secondary sources from different stakeholder perspectives.
Learn communicating to a broader audience in an online platform.
Personal Writing 2: Letter + PS Revision[Text Wrapping Break]Sharing a course takeaway with someone.
Reflect again on evolving identity, role, and responsibilities in scientific culture.
Final assessment of answering questions, supporting a claim, providing evidence, structure, and clear writing.
Weekly Formative Assessments
Discussion Activities Pre-meeting writing about the readings
Reflect on prompted aspects of science and culture
Writing as critical inquiry.
Note-taking.
Preparation for discussion.
Curiosity Colloquium responses
200 words reflecting on weekly speaker series
Exposure to college, campus, and academic guests—including diverse science professionals— who share their curiosity and career story.
Writing as reflection on presentations and their personal value.
Some presenters share research and writing skills.
Column 3 - Results
Results from Personal Writing
Fall 19: There were largely six themes the op-ed assignments discussed. Majority of students chose to talk about the value of science in terms of its ubiquity, problem-solving skills and critical thinking skills, and the way it prompts technological innovation.
Fall 21: Students largely focused on 1. the nature of science as a product of human labor research embedded with many cultural issues, and 2. science as a communication and how scientists can gain public trust (e.g., transparency, collaboration, sharing failure.)
F19 & S20 Selected Survey Results
108 students responding.The full report here.
92.5% reported their overall college writing skills improved somewhat or a lot.
76% reported their writing skills improved somewhat or a lot more than they expected.
89% reported planning to say in LBC.
Selected Course Reflection Comments
The most impactful things students report learning at end of semester.
Science and Culture: Quotes: “how scientific knowledge is produced” “science is inherently social” “how different perspectives . . . impact science” “writing is integral to the scientific community as a method of sharing and documenting scientific research and discoveries”
Writing: Quotes: “a thesis must be specific and debatable” “claim, evidence, and reasoning” “it takes a long time to perfect.” Frequently mentioned skills: Thesis, research skill (citation, finding articles and proper sources), argument (evidence), structure and organization skills, writing as a (often long and arduous) process, using a mentor text, confidence.
What do you want to learn more about after this course?
“How culture(s) and science coexist, and . . . how different cultures view science”
“Gender and minority disparities in STEM” “minority groups in science and how their cultures impact how they conduct science” “different cultures in science instead of just the United States” “how to write scientific essays”
Authored by:
Marisa Brandt & June Oh
Posted on: #iteachmsu
Reimagining First-Year Writing for STEM Undergraduates as Inquiry-Based Learning in Science Studies
How can a first-year writing course help to create 21st century STE...
Authored by:
PEDAGOGICAL DESIGN
Thursday, May 6, 2021
Posted on: Center for Teaching and Learning Innovation
JUSTICE AND BELONGING
Centering Intersectionality in Inclusive Pedagogy
This post provides an overview of intersectionality as part of the Inclusive Pedagogy playlist.
Intersectionality acknowledges that folks’ identities are multi-faceted and interconnected, influencing their experiences and interactions. Intersectionality is a framework to consider the ways that groups and individuals have unique combinations of privilege and discrimination. Within this, society has interlocking and overlapping systems of oppression. These systems create our institutions, which include education, banking, criminal justice and law, state welfare, media, housing, etc. (Kendall). Then, each of these systems not only interlock and overlap, but they create obstacles, harm, and oppression for anyone who does not have societally privileged identities (white, straight, cisgender, abled-bodied and able-minded, high socioeconomic status, thin body size, etc.). All identities (e.g., race, nationality, language use, gender, sexuality, religion, class, immigration status, trauma survivorship, etc.) are contextually specific to a place and time. These identities cannot be separated at that individual level. For instance, Crenshaw discusses how intersectionality helps to “account for multiple grounds of identity when considering how the social world is constructed” (1245). In other words, each identity interplays with one another to where they can’t be disentangled, such as a Black woman’s experiences may be an interplay of racism and sexism called misogynoir.
In considering these identity and institutional dimensions, there are many visual iterations of identities (Cabiness-Atkinson). The Northcentral University Diversity Wheel illustrates the various components of identity that are personal to self, such as gender, age, race, etc., to those that are developed by social influences and life as well as how that is affected by positionalities within institutions.
As educators, we must consider our own intersectional identities and how those interact with the systems of oppression and its institutions. To model this inclusive and intersectional pedagogy, it is recommended to (revised and adapted from Case 9):
Reflect and unpack on your own identities and biases and how that may “alter lived experiences of prejudice and discrimination, privilege and opportunities, and perspectives from particular social locations.” One way is to attend MSU’s Implicit Bias Certification course. Another avenue to reflect and unpack would be to engage with the University of Illinois' compilation of activities to raise awareness of biases.
Continue to unlearn and learn and continually strive to learn more about identities, privilege, and inclusive pedagogy. Some initial and/or continuing resources include Boston University’s Self-Guided Diversity and Inclusion Learning Toolkits.
Foster learner reflection and agency for their own un/learning. Some strategies for this are included later in this series’ Classroom Activities article.
Incorporate diverse social identities typically neglected in course curriculum, interdisciplinary ways of thinking, multiple pathways for learners, and an asset-based approach for thinking about learners.
In addition to the above, the next articles will continue to offer ways to become more inclusive and intersectional in education.
Continue to read more about inclusive pedagogy in the next article, “Unpacking Problematic Language” or return to the Inclusive Pedagogy playlist.
Intersectionality acknowledges that folks’ identities are multi-faceted and interconnected, influencing their experiences and interactions. Intersectionality is a framework to consider the ways that groups and individuals have unique combinations of privilege and discrimination. Within this, society has interlocking and overlapping systems of oppression. These systems create our institutions, which include education, banking, criminal justice and law, state welfare, media, housing, etc. (Kendall). Then, each of these systems not only interlock and overlap, but they create obstacles, harm, and oppression for anyone who does not have societally privileged identities (white, straight, cisgender, abled-bodied and able-minded, high socioeconomic status, thin body size, etc.). All identities (e.g., race, nationality, language use, gender, sexuality, religion, class, immigration status, trauma survivorship, etc.) are contextually specific to a place and time. These identities cannot be separated at that individual level. For instance, Crenshaw discusses how intersectionality helps to “account for multiple grounds of identity when considering how the social world is constructed” (1245). In other words, each identity interplays with one another to where they can’t be disentangled, such as a Black woman’s experiences may be an interplay of racism and sexism called misogynoir.
In considering these identity and institutional dimensions, there are many visual iterations of identities (Cabiness-Atkinson). The Northcentral University Diversity Wheel illustrates the various components of identity that are personal to self, such as gender, age, race, etc., to those that are developed by social influences and life as well as how that is affected by positionalities within institutions.
As educators, we must consider our own intersectional identities and how those interact with the systems of oppression and its institutions. To model this inclusive and intersectional pedagogy, it is recommended to (revised and adapted from Case 9):
Reflect and unpack on your own identities and biases and how that may “alter lived experiences of prejudice and discrimination, privilege and opportunities, and perspectives from particular social locations.” One way is to attend MSU’s Implicit Bias Certification course. Another avenue to reflect and unpack would be to engage with the University of Illinois' compilation of activities to raise awareness of biases.
Continue to unlearn and learn and continually strive to learn more about identities, privilege, and inclusive pedagogy. Some initial and/or continuing resources include Boston University’s Self-Guided Diversity and Inclusion Learning Toolkits.
Foster learner reflection and agency for their own un/learning. Some strategies for this are included later in this series’ Classroom Activities article.
Incorporate diverse social identities typically neglected in course curriculum, interdisciplinary ways of thinking, multiple pathways for learners, and an asset-based approach for thinking about learners.
In addition to the above, the next articles will continue to offer ways to become more inclusive and intersectional in education.
Continue to read more about inclusive pedagogy in the next article, “Unpacking Problematic Language” or return to the Inclusive Pedagogy playlist.
Authored by:
Bethany Meadows
Posted on: Center for Teaching and Learning Innovation
Centering Intersectionality in Inclusive Pedagogy
This post provides an overview of intersectionality as part of the ...
Authored by:
JUSTICE AND BELONGING
Monday, Jul 29, 2024
Posted on: #iteachmsu
NAVIGATING CONTEXT
Learning in the Time of COVID-19
In the wake of the COVID-19 pandemic, Michigan State University, like many universities, closed its on-campus offerings and hastily moved to remote learning in March 2020. In addition to moving all classes online, students were asked to leave on-campus housing if possible. As COVID-19 cases continued to increase through the summer, plans to reopen in the fall were halted and most institutions announced they would continue offering instruction through remote learning. At the start of the spring 2020 semester, we collected data from MSU students enrolled in introductory economics courses about their grade expectations and views of economics as a major. In order to understand how students responded to the disruption generated by the pandemic, we began collecting additional data about the direct effects of the pandemic on their learning environment, including changes to living arrangements, internet access, studying behavior, and general well-being. Survey data were collected at the beginning and end of the spring, summer, and fall terms of 2020. Supplementing this survey data with administrative data on demographic characteristics and actual grade outcomes, we investigate how the pandemic affects students and how students' final grades in their economics course relate to their responses to the pandemic and virtual learning. We find the effects vary with student background characteristics (including race, gender, GPA, and first-generation college status) and final grades are related to internet connectivity, stress, and anxiety. These unique data allow us to provide a descriptive analysis of students' reactions to an unprecedented disruption to their educational environment.
To access a PDF of the "Learning in the Time of COVID-19" poster, click here.Description of the Poster
Learning in the Time of COVID-19
Andrea Chambers, Stacy Dickert-Conlin, Steven J. Haider, and Scott A. Imberman
Introduction
This study provides a snapshot of how students were experiencing the COVID-19 pandemic in the month following the abrupt shift to online instruction and how students have adapted to the experience of remote learning more long term. It contributes to the concerns that the mental well-being and academic performance of students has been affected by the coronavirus pandemic.
Research Questions
What demographic and academic factors are associated with student responses to questions about internet access, ability to focus, feelings of anxiety, and their financial situation?
How are students’ final grades in their economics course related to their responses to the pandemic and virtual learning?
Methodology
Surveyed students enrolled in introductory economics courses from one large, public research university during three semesters (Spring, Summer, and Fall) of 2020.
Students completed surveys at the beginning and end of the semester.
Supplemented these data with administrative data on demographic characteristics and actual grade outcomes.
Conducted multiple regression analyses of student characteristics on student perceptions and final semester grades.
Survey
The Two Surveys:
Initial Survey – General information and grade students expected to earn in the class
Final Survey – Students’ reactions to the COVID-19 pandemic and remote learning
Response Rate:
Of the 6,665 eligible students, 3,445 students (52%) answered at least one of the COVID-related questions.
COVID-Related Statements:
My internet connectivity is sufficient to complete my economics coursework.
My final grade in my economics course will be unaffected.
My overall semester GPA will be unaffected.
My time available for studying has increased.
My ability to focus on my studies has declined.
My anxiety about my studies has increased.
My financial situation has worsened.
Sample Descriptives
Female: 47.3%, Male: 52.7%
White: 71.5%, Black: 4.2%, Hispanic/Latinx: 4.7%, Asian: 6.6%, 2 or more Races: 2.7%, Other or Not Reported: 1.5%, International: 8.7%
1st Year at MSU: 37.5%, 2nd year at MSU: 38.5%, 3rd Year at MSU: 16.5%, 4th Year or Later at MSU: 7.6%
First-Generation College Student: 18.5%
Results
Image: A stacked bar chart detailing the percent of students who strongly agree and agreed with each COVID-related statement on displayed on top of the percent of students who strongly disagreed, disagreed, or neither agreed nor disagreed with each COVID-related statement.
Title: Figure 1. Responses to COVID-Related Questions for Spring, Summer, and Fall 2020
Details of image:
My internet connectivity is sufficient: 83.3% strongly agree/agree and 16.7% strongly disagreed/disagreed/either agreed nor disagreed.
My econ course final grade will be unaffected: 36.0% strongly agree/agree and 64.1% strongly disagreed/disagreed/either agreed nor disagreed.
My overall semester GPA will be unaffected: 31.2% strongly agree/agree and 68.8% strongly disagreed/disagreed/either agreed nor disagreed.
My time available for studying has increased: 46.9% strongly agree/agree and 53.1% strongly disagreed/disagreed/either agreed nor disagreed.
My ability to focus on my studies has declined: 69.0% strongly agree/agree and 31.0% strongly disagreed/disagreed/either agreed nor disagreed.
My anxiety about my studies has increased: 74.0% strongly agree/agree and 26.0% strongly disagreed/disagreed/either agreed nor disagreed.
My financial situation has worsened: 36.3% strongly agree/agree and 63.7% strongly disagreed/disagreed/either agreed nor disagreed.
Research Question 1: What demographic and academic factors are associated with student responses to questions about internet access, ability to focus, feelings of anxiety, and their financial situation?
Empirical Strategy: where is an indicator for whether the student agrees or strongly agrees with the statement.
Ability to Focus
April 2020: 83% of students report their ability to focus on their studies has declined.
December 2020: 61.5% of students state feeling their ability to focus has declined.
During the initial reaction to the pandemic and remote instruction, we do not see statistically significant differences across student characteristics such as gender, race/ethnicity, or first-generation college status. However, when we look at the continued response in the summer and fall semesters, female students are more likely to state their ability to focus on their studies has declined relative to their male peers by 9 percentage points.
Anxiety about Studies
Over 70% of students in the sample report an increase in anxiety about their studies in April 2020 and through Summer and Fall 2020.
Female students are more likely to report an increase in anxiety relative to their male peers of around 8 percentage points in the Spring 2020 and 16 percentage points during Summer and Fall 2020.
Financial Situation
April 2020: 48.6% state that their financial situation has worsened.
This condition was felt more by first-generation college students, women, and lower performing students compared to their respective peers.
December 2020: 30% state their financial situation has worsened and first-generation college students during Summer and Fall 2020 are still more likely to experience a worsened condition.
Research Question 2: How are students’ final grades in their economics course related to their responses to the pandemic and virtual learning?
Empirical Strategy:
where is a vector of COVID-related questions and are the student background characteristics, year in college, GPA, and expected grade at the start of the semester.
Internet Connectivity: Students who did not have sufficient internet connection earned lower final grades.
COVID-Related Stress: In April 2020, students who strongly agree their ability to focus has decreased and students across all semesters who strongly agree their anxiety has increased earned lower final grades.
Financial: Students who state their financial situation has worsened earned lower final grades in the summer and fall semesters.
Discussion & Conclusions
As many students in this study report feeling their ability to focus has declined and anxiety has increased, findings suggest women, first-generation college students, and lower performing students may be particularly vulnerable to these feelings and experiences.
Survey results suggest financial situations worsened for first-generation college students, which could lead to food or housing insecurity for these students, issues which could lead to increased stress and anxiety, lower grades, and possibly prevent students from persisting in higher education.
Requiring access to instruction via online learning has showcased the need for quality internet access.
The coronavirus pandemic has raised a lot of questions about the future of online education, it is important to keep in mind the ways in which students are impacted by such a move.
To access a PDF of the "Learning in the Time of COVID-19" poster, click here.Description of the Poster
Learning in the Time of COVID-19
Andrea Chambers, Stacy Dickert-Conlin, Steven J. Haider, and Scott A. Imberman
Introduction
This study provides a snapshot of how students were experiencing the COVID-19 pandemic in the month following the abrupt shift to online instruction and how students have adapted to the experience of remote learning more long term. It contributes to the concerns that the mental well-being and academic performance of students has been affected by the coronavirus pandemic.
Research Questions
What demographic and academic factors are associated with student responses to questions about internet access, ability to focus, feelings of anxiety, and their financial situation?
How are students’ final grades in their economics course related to their responses to the pandemic and virtual learning?
Methodology
Surveyed students enrolled in introductory economics courses from one large, public research university during three semesters (Spring, Summer, and Fall) of 2020.
Students completed surveys at the beginning and end of the semester.
Supplemented these data with administrative data on demographic characteristics and actual grade outcomes.
Conducted multiple regression analyses of student characteristics on student perceptions and final semester grades.
Survey
The Two Surveys:
Initial Survey – General information and grade students expected to earn in the class
Final Survey – Students’ reactions to the COVID-19 pandemic and remote learning
Response Rate:
Of the 6,665 eligible students, 3,445 students (52%) answered at least one of the COVID-related questions.
COVID-Related Statements:
My internet connectivity is sufficient to complete my economics coursework.
My final grade in my economics course will be unaffected.
My overall semester GPA will be unaffected.
My time available for studying has increased.
My ability to focus on my studies has declined.
My anxiety about my studies has increased.
My financial situation has worsened.
Sample Descriptives
Female: 47.3%, Male: 52.7%
White: 71.5%, Black: 4.2%, Hispanic/Latinx: 4.7%, Asian: 6.6%, 2 or more Races: 2.7%, Other or Not Reported: 1.5%, International: 8.7%
1st Year at MSU: 37.5%, 2nd year at MSU: 38.5%, 3rd Year at MSU: 16.5%, 4th Year or Later at MSU: 7.6%
First-Generation College Student: 18.5%
Results
Image: A stacked bar chart detailing the percent of students who strongly agree and agreed with each COVID-related statement on displayed on top of the percent of students who strongly disagreed, disagreed, or neither agreed nor disagreed with each COVID-related statement.
Title: Figure 1. Responses to COVID-Related Questions for Spring, Summer, and Fall 2020
Details of image:
My internet connectivity is sufficient: 83.3% strongly agree/agree and 16.7% strongly disagreed/disagreed/either agreed nor disagreed.
My econ course final grade will be unaffected: 36.0% strongly agree/agree and 64.1% strongly disagreed/disagreed/either agreed nor disagreed.
My overall semester GPA will be unaffected: 31.2% strongly agree/agree and 68.8% strongly disagreed/disagreed/either agreed nor disagreed.
My time available for studying has increased: 46.9% strongly agree/agree and 53.1% strongly disagreed/disagreed/either agreed nor disagreed.
My ability to focus on my studies has declined: 69.0% strongly agree/agree and 31.0% strongly disagreed/disagreed/either agreed nor disagreed.
My anxiety about my studies has increased: 74.0% strongly agree/agree and 26.0% strongly disagreed/disagreed/either agreed nor disagreed.
My financial situation has worsened: 36.3% strongly agree/agree and 63.7% strongly disagreed/disagreed/either agreed nor disagreed.
Research Question 1: What demographic and academic factors are associated with student responses to questions about internet access, ability to focus, feelings of anxiety, and their financial situation?
Empirical Strategy: where is an indicator for whether the student agrees or strongly agrees with the statement.
Ability to Focus
April 2020: 83% of students report their ability to focus on their studies has declined.
December 2020: 61.5% of students state feeling their ability to focus has declined.
During the initial reaction to the pandemic and remote instruction, we do not see statistically significant differences across student characteristics such as gender, race/ethnicity, or first-generation college status. However, when we look at the continued response in the summer and fall semesters, female students are more likely to state their ability to focus on their studies has declined relative to their male peers by 9 percentage points.
Anxiety about Studies
Over 70% of students in the sample report an increase in anxiety about their studies in April 2020 and through Summer and Fall 2020.
Female students are more likely to report an increase in anxiety relative to their male peers of around 8 percentage points in the Spring 2020 and 16 percentage points during Summer and Fall 2020.
Financial Situation
April 2020: 48.6% state that their financial situation has worsened.
This condition was felt more by first-generation college students, women, and lower performing students compared to their respective peers.
December 2020: 30% state their financial situation has worsened and first-generation college students during Summer and Fall 2020 are still more likely to experience a worsened condition.
Research Question 2: How are students’ final grades in their economics course related to their responses to the pandemic and virtual learning?
Empirical Strategy:
where is a vector of COVID-related questions and are the student background characteristics, year in college, GPA, and expected grade at the start of the semester.
Internet Connectivity: Students who did not have sufficient internet connection earned lower final grades.
COVID-Related Stress: In April 2020, students who strongly agree their ability to focus has decreased and students across all semesters who strongly agree their anxiety has increased earned lower final grades.
Financial: Students who state their financial situation has worsened earned lower final grades in the summer and fall semesters.
Discussion & Conclusions
As many students in this study report feeling their ability to focus has declined and anxiety has increased, findings suggest women, first-generation college students, and lower performing students may be particularly vulnerable to these feelings and experiences.
Survey results suggest financial situations worsened for first-generation college students, which could lead to food or housing insecurity for these students, issues which could lead to increased stress and anxiety, lower grades, and possibly prevent students from persisting in higher education.
Requiring access to instruction via online learning has showcased the need for quality internet access.
The coronavirus pandemic has raised a lot of questions about the future of online education, it is important to keep in mind the ways in which students are impacted by such a move.
Authored by:
Andrea Chambers
Posted on: #iteachmsu
Learning in the Time of COVID-19
In the wake of the COVID-19 pandemic, Michigan State University, li...
Authored by:
NAVIGATING CONTEXT
Monday, Apr 26, 2021
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Creating a Collaborative Learning Environment in a Synchronous, Flipped Course
The move to online learning in response to COVID-19 brought both challenges and opportunities. An off-campus, flipped section of ANTR 350 has been offered in Grand Rapids during the summer since 2017. When Michigan State University moved to online learning for summer 2020, the class was adapted to a Zoom-based, synchronous model. Students were required to complete online learning modules as preparation for each class. During class, students worked in small groups to complete application activities in Zoom breakout rooms.
Groups were assigned and reconfigured for each unit. The instructor provided recommendations for working effectively in a group and students received feedback after the first and third units regarding their teamwork skills and class performance. Unit exams were two-stage examinations, consisting of an individual exam followed immediately by a group exam. These examinations were timed and proctored over Zoom by faculty and staff.
Students and faculty faced many technological, health, and personal challenges during the semester. However, students demonstrated tremendous resilience and flexibility. Overall, the course was a very positive experience; student performance and SIRS ratings were higher than during previous iterations of the course. The instructor observed improved group work skills, which was mirrored by student feedback. Overall, we were able to retain the flipped approach and emphasis on group work by using Zoom breakout rooms to simulate a collaborative learning environment comparable to that of the in-person experience.
To access a PDF of the "Creating a Collaborative Learning Environment in a Synchronous, Flipped Course" poster, click here.
Description of the Poster
Creating a Collaborative Learning Environment in a Synchronous, Flipped Course
Ryan Maureen Tubbs, Department of Radiology, Division of Human Anatomy, College of Human Medicine
Alexis Amos, Michigan State University, Psychology Major, Senior
ANTR 350 Goes Virtual
ANTR 350, Human Gross Anatomy for Pre-Health Professionalsis an undergraduate course traditionally offered as large, in-person lecture sections on main campus and as a flipped, in-person section in Grand Rapids during summer semesters.
When Michigan State University moved to online learning for summer 2020, the class was adapted to a Zoom-based, synchronous model. Students were required to complete online learning modules as preparation for each class. During class, students worked in small groups to complete application activities in Zoom breakout rooms. The move to online learning in response to COVID-19 brought both challenges and opportunities in terms of creating a collaborative learning environment.
An online preparatory assignment was due at start of each class
Readings interspersed with videos, interactive models, and questions
Guided by specific learning objectives
Variable number of questions but each assignment worth 2pts (total 11.2% of grade)
Image: screenshot of a portion of a Top Hat Assignment titled "Preparatory Reading June 9". Some of the learning objectives and headings are shown.
During class, students primarily collaborated in Zoom breakout rooms to review and apply the content covered in the preparatory assignment. The instructor moved between rooms to check on group progress and answer questions. Most in-class activities utilized Google docs or Top Hat, so the instructor could also observe group progress in real time. For most activities, keys were available during class so that groups did not end up stuck on any questions.
10:00-10:03 Application prompt while people logged in, answers entered in zoom chat
10:04-10:15 Synchronous, Top Hat-based Readiness Quiz, 5 questions
10:15-11:45 Groupwork and mini-lectures*
11:45-11:50 Post-class survey soliciting feedback on activities & overall session
Image: screenshot of example application exercise using Google Docs. A CT is shown on the right side of the image and a series of questions is shown on the left. Students answers to the questions are shown in blue.
Creating a Collaborative Learning Environment
The importance of developing teamwork skills was emphasized in the syllabus and during the course overview presentation. Students were given descriptions of five different group roles (leader, learner, time-keeper, recorder, and summarizer) and asked to try moving between the roles. Students were asked to read and agree to expectations for student interactions, including keeping camera on when possible, actively engaging with the group, agreeing not to take screenshots or record the session, and guidelines about private chats. The instructor acknowledged the awkwardness of working with strangers over zoom and asked all students to be generous of spirit with each other.
A brief ice-breaker activity was assigned at the start of each unit to give students an opportunity to develop their collaborative learning relationships. After each unit, students were asked to give honest feedback to the instructor about each of their groupmates’ collaborative learning skills. Students received feedback summaries and recommendations about how to improve their collaborative skills at the end of units 1 and 3. Groups were also asked to set ground rules and group goals at the start of units 2 and 3.
Image: screenshot of June 9 Top Hat In-Class Page. Activity 1 is an ice breaker for new groups. Activity 2 is an axial muscles google doc groupwork exercise. Activity 3 is the review of that google doc as a whole class and Activity 4 is setting Unit 2 goals.
The importance of collaborative learning was emphasized by the inclusion of collaborative testing. Unit exams consisted of an individual exam followed immediately by the same exam taken in their groups. The group exam contributed 16.67% to each unit exam score.
Student feedback was collected in SIRS, post-class, and post-course surveys
Student Feedback
Image: bar chart showing responses to "How many of your classmates that you did not know previously did you communicate with outside of class during the semester?"
Fall 2019 (in-person section): Average of 1.3125
Spring 2020 (Fall 2019 (in-person section until COVID moved asynchronous): Average of 1.2181
Summer 2020 (sychronous zoom) 1.5625
Fall 2020 (asynchronous online) 0.8082
Image: bar chart showing response to "Overall, did you have someone you could reach out to if you struggled with content during this course?"
Fall 2019 (in-person):
Yes for all units 79.2%
Yes, for 3 or 4 units 0%
Yes, for 1 or two units 12.5%
No, I never really did 8.3%
Spring 2020 (mostly in-person)
Yes for all units 67.3%
Yes, for 3 or 4 units 5.4%
Yes, for 1 or two units 16.3%
No, I never really did 10.9%
Summer 2020 (synchronous, virtual)
Yes for all units 81.3%
Yes, for 3 or 4 units 0%
Yes, for 1 or two units 6.2%
No, I never really did 12.5%
Fall 2020 (asychronous, virtual)
Yes for all units 60.8%
Yes, for 3 or 4 units 5.4%
Yes, for 1 or two units 14.9%
No, I never really did 18.9%
Spring 2021 (asychronous, current course)
Yes for all units 54.7%
Yes, for 3 or 4 units 4.7%
Yes, for 1 or two units 16.1%
No, I never really did 24.5%
Image: 100% Stacked Column Chart showing student responses to "How comfortable did you feel reaching out to a course instructor if you struggled with content?"
Fall 2019
Extremely Comfortable 54%
Somewhat comfortable 29%
Neither comfortable nor uncomfortable 8%
Somewhat uncomfortable 4%
Extremely uncomfortable 4%
Spring 2020
Extremely Comfortable 36%
Somewhat comfortable 29%
Neither comfortable nor uncomfortable 20%
Somewhat uncomfortable 15%
Extremely uncomfortable 0%
Summer 2020
Extremely Comfortable 87%
Somewhat comfortable 0%
Neither comfortable nor uncomfortable 13%
Somewhat uncomfortable 0%
Extremely uncomfortable 0%
Fall 2020
Extremely Comfortable 39%
Somewhat comfortable 32%
Neither comfortable nor uncomfortable 18%
Somewhat uncomfortable 8%
Extremely uncomfortable 3%
Spring 2021
Extremely Comfortable 35%
Somewhat comfortable 30%
Neither comfortable nor uncomfortable 30%
Somewhat uncomfortable 4%
Extremely uncomfortable 2%
Image: Pie Chart Titled "Overall, how supported did you feel during this course compared to other courses you have taken?” (Summer 2020)
Far above average is shown as 81%, Somewhat above average is shown as 13%, Average is shown as 6%. Somewhat below average and far below average are listed in the legend but not represented in the chart as they are 0%
Conclusions
Summer 2020 was a hard semester for everyone. We all faced many technological, health, and personal challenges during the semester. Despite these challenges, students demonstrated tremendous resilience and we were able to create a collaborative learning environment using Zoom breakout rooms. Overall, the course was a very positive experience; student performance and SIRS ratings were higher than during previous Summer iterations of the course. In addition, students felt more connected compared to the asynchronous Fall sections.
Image: Table “Student Performance”
Number of students enrolled in course:
Summer 2019: 22
Spring 2020: 338
Summer 2020: 52
Number of students withdrawn from course:
Summer 2019: 0
Spring 2020: 1
Summer 2020: 0
Mean percent score overall:
Summer 2019: 82.85%
Spring 2020: 90.19%
Summer 2020: 89.03%
Number of students with passing scores (2.0 or higher):
Summer 2019: 20
Spring 2020: 332
Summer 2020: 50
Number of students with failing scores (1.5 of lower):
Summer 2019: 2
Spring 2020: 4
Summer 2020: 2
Percentage of students with failing scores:
Summer 2019: 9%
Spring 2020: 1%
Summer 2020: 3.8%
Image: Results of MSU Student Instructional Rating System (SIRS)
Summer 2019 SIRS
Course Organization
Superior 33.3%
Above Average 55.5%
Average 11.1%
Below Average 0%
Inferior 0%
Adequacy of the outlined direction of the course
Superior 33.3%
Above Average 55.5%
Average 11.1%
Below Average 0%
Inferior 0%
Your general enjoyment of the course
Superior 33.3%
Above Average 44.4%
Average 22.2%
Below Average 0%
Inferior 0%
Summer 2020 SIRS
Course Organization
Superior 70.9%
Above Average 19.3%
Average 6.45%
Below Average 3.22%
Inferior 0%
Adequacy of the outlined direction of the course
Superior 77.4%
Above Average 16.1%
Average 6.45%
Below Average 0%
Inferior 0%
Your general enjoyment of the course
Superior 54.8%
Above Average 38.7%
Average 6.45%
Below Average 0%
Inferior 0%
References
Gaillard, Frank. “Acute Maxillary Sinusitis: Radiology Case.” Radiopaedia Blog RSS, radiopaedia.org/cases/acute-maxillary-sinusitis?lang=us.
ANTR 350 Top Hat Course. www.tophat.com
Acknowledgments
A giant thank you to the ANTR 350 Summer Class of 2020!
Groups were assigned and reconfigured for each unit. The instructor provided recommendations for working effectively in a group and students received feedback after the first and third units regarding their teamwork skills and class performance. Unit exams were two-stage examinations, consisting of an individual exam followed immediately by a group exam. These examinations were timed and proctored over Zoom by faculty and staff.
Students and faculty faced many technological, health, and personal challenges during the semester. However, students demonstrated tremendous resilience and flexibility. Overall, the course was a very positive experience; student performance and SIRS ratings were higher than during previous iterations of the course. The instructor observed improved group work skills, which was mirrored by student feedback. Overall, we were able to retain the flipped approach and emphasis on group work by using Zoom breakout rooms to simulate a collaborative learning environment comparable to that of the in-person experience.
To access a PDF of the "Creating a Collaborative Learning Environment in a Synchronous, Flipped Course" poster, click here.
Description of the Poster
Creating a Collaborative Learning Environment in a Synchronous, Flipped Course
Ryan Maureen Tubbs, Department of Radiology, Division of Human Anatomy, College of Human Medicine
Alexis Amos, Michigan State University, Psychology Major, Senior
ANTR 350 Goes Virtual
ANTR 350, Human Gross Anatomy for Pre-Health Professionalsis an undergraduate course traditionally offered as large, in-person lecture sections on main campus and as a flipped, in-person section in Grand Rapids during summer semesters.
When Michigan State University moved to online learning for summer 2020, the class was adapted to a Zoom-based, synchronous model. Students were required to complete online learning modules as preparation for each class. During class, students worked in small groups to complete application activities in Zoom breakout rooms. The move to online learning in response to COVID-19 brought both challenges and opportunities in terms of creating a collaborative learning environment.
An online preparatory assignment was due at start of each class
Readings interspersed with videos, interactive models, and questions
Guided by specific learning objectives
Variable number of questions but each assignment worth 2pts (total 11.2% of grade)
Image: screenshot of a portion of a Top Hat Assignment titled "Preparatory Reading June 9". Some of the learning objectives and headings are shown.
During class, students primarily collaborated in Zoom breakout rooms to review and apply the content covered in the preparatory assignment. The instructor moved between rooms to check on group progress and answer questions. Most in-class activities utilized Google docs or Top Hat, so the instructor could also observe group progress in real time. For most activities, keys were available during class so that groups did not end up stuck on any questions.
10:00-10:03 Application prompt while people logged in, answers entered in zoom chat
10:04-10:15 Synchronous, Top Hat-based Readiness Quiz, 5 questions
10:15-11:45 Groupwork and mini-lectures*
11:45-11:50 Post-class survey soliciting feedback on activities & overall session
Image: screenshot of example application exercise using Google Docs. A CT is shown on the right side of the image and a series of questions is shown on the left. Students answers to the questions are shown in blue.
Creating a Collaborative Learning Environment
The importance of developing teamwork skills was emphasized in the syllabus and during the course overview presentation. Students were given descriptions of five different group roles (leader, learner, time-keeper, recorder, and summarizer) and asked to try moving between the roles. Students were asked to read and agree to expectations for student interactions, including keeping camera on when possible, actively engaging with the group, agreeing not to take screenshots or record the session, and guidelines about private chats. The instructor acknowledged the awkwardness of working with strangers over zoom and asked all students to be generous of spirit with each other.
A brief ice-breaker activity was assigned at the start of each unit to give students an opportunity to develop their collaborative learning relationships. After each unit, students were asked to give honest feedback to the instructor about each of their groupmates’ collaborative learning skills. Students received feedback summaries and recommendations about how to improve their collaborative skills at the end of units 1 and 3. Groups were also asked to set ground rules and group goals at the start of units 2 and 3.
Image: screenshot of June 9 Top Hat In-Class Page. Activity 1 is an ice breaker for new groups. Activity 2 is an axial muscles google doc groupwork exercise. Activity 3 is the review of that google doc as a whole class and Activity 4 is setting Unit 2 goals.
The importance of collaborative learning was emphasized by the inclusion of collaborative testing. Unit exams consisted of an individual exam followed immediately by the same exam taken in their groups. The group exam contributed 16.67% to each unit exam score.
Student feedback was collected in SIRS, post-class, and post-course surveys
Student Feedback
Image: bar chart showing responses to "How many of your classmates that you did not know previously did you communicate with outside of class during the semester?"
Fall 2019 (in-person section): Average of 1.3125
Spring 2020 (Fall 2019 (in-person section until COVID moved asynchronous): Average of 1.2181
Summer 2020 (sychronous zoom) 1.5625
Fall 2020 (asynchronous online) 0.8082
Image: bar chart showing response to "Overall, did you have someone you could reach out to if you struggled with content during this course?"
Fall 2019 (in-person):
Yes for all units 79.2%
Yes, for 3 or 4 units 0%
Yes, for 1 or two units 12.5%
No, I never really did 8.3%
Spring 2020 (mostly in-person)
Yes for all units 67.3%
Yes, for 3 or 4 units 5.4%
Yes, for 1 or two units 16.3%
No, I never really did 10.9%
Summer 2020 (synchronous, virtual)
Yes for all units 81.3%
Yes, for 3 or 4 units 0%
Yes, for 1 or two units 6.2%
No, I never really did 12.5%
Fall 2020 (asychronous, virtual)
Yes for all units 60.8%
Yes, for 3 or 4 units 5.4%
Yes, for 1 or two units 14.9%
No, I never really did 18.9%
Spring 2021 (asychronous, current course)
Yes for all units 54.7%
Yes, for 3 or 4 units 4.7%
Yes, for 1 or two units 16.1%
No, I never really did 24.5%
Image: 100% Stacked Column Chart showing student responses to "How comfortable did you feel reaching out to a course instructor if you struggled with content?"
Fall 2019
Extremely Comfortable 54%
Somewhat comfortable 29%
Neither comfortable nor uncomfortable 8%
Somewhat uncomfortable 4%
Extremely uncomfortable 4%
Spring 2020
Extremely Comfortable 36%
Somewhat comfortable 29%
Neither comfortable nor uncomfortable 20%
Somewhat uncomfortable 15%
Extremely uncomfortable 0%
Summer 2020
Extremely Comfortable 87%
Somewhat comfortable 0%
Neither comfortable nor uncomfortable 13%
Somewhat uncomfortable 0%
Extremely uncomfortable 0%
Fall 2020
Extremely Comfortable 39%
Somewhat comfortable 32%
Neither comfortable nor uncomfortable 18%
Somewhat uncomfortable 8%
Extremely uncomfortable 3%
Spring 2021
Extremely Comfortable 35%
Somewhat comfortable 30%
Neither comfortable nor uncomfortable 30%
Somewhat uncomfortable 4%
Extremely uncomfortable 2%
Image: Pie Chart Titled "Overall, how supported did you feel during this course compared to other courses you have taken?” (Summer 2020)
Far above average is shown as 81%, Somewhat above average is shown as 13%, Average is shown as 6%. Somewhat below average and far below average are listed in the legend but not represented in the chart as they are 0%
Conclusions
Summer 2020 was a hard semester for everyone. We all faced many technological, health, and personal challenges during the semester. Despite these challenges, students demonstrated tremendous resilience and we were able to create a collaborative learning environment using Zoom breakout rooms. Overall, the course was a very positive experience; student performance and SIRS ratings were higher than during previous Summer iterations of the course. In addition, students felt more connected compared to the asynchronous Fall sections.
Image: Table “Student Performance”
Number of students enrolled in course:
Summer 2019: 22
Spring 2020: 338
Summer 2020: 52
Number of students withdrawn from course:
Summer 2019: 0
Spring 2020: 1
Summer 2020: 0
Mean percent score overall:
Summer 2019: 82.85%
Spring 2020: 90.19%
Summer 2020: 89.03%
Number of students with passing scores (2.0 or higher):
Summer 2019: 20
Spring 2020: 332
Summer 2020: 50
Number of students with failing scores (1.5 of lower):
Summer 2019: 2
Spring 2020: 4
Summer 2020: 2
Percentage of students with failing scores:
Summer 2019: 9%
Spring 2020: 1%
Summer 2020: 3.8%
Image: Results of MSU Student Instructional Rating System (SIRS)
Summer 2019 SIRS
Course Organization
Superior 33.3%
Above Average 55.5%
Average 11.1%
Below Average 0%
Inferior 0%
Adequacy of the outlined direction of the course
Superior 33.3%
Above Average 55.5%
Average 11.1%
Below Average 0%
Inferior 0%
Your general enjoyment of the course
Superior 33.3%
Above Average 44.4%
Average 22.2%
Below Average 0%
Inferior 0%
Summer 2020 SIRS
Course Organization
Superior 70.9%
Above Average 19.3%
Average 6.45%
Below Average 3.22%
Inferior 0%
Adequacy of the outlined direction of the course
Superior 77.4%
Above Average 16.1%
Average 6.45%
Below Average 0%
Inferior 0%
Your general enjoyment of the course
Superior 54.8%
Above Average 38.7%
Average 6.45%
Below Average 0%
Inferior 0%
References
Gaillard, Frank. “Acute Maxillary Sinusitis: Radiology Case.” Radiopaedia Blog RSS, radiopaedia.org/cases/acute-maxillary-sinusitis?lang=us.
ANTR 350 Top Hat Course. www.tophat.com
Acknowledgments
A giant thank you to the ANTR 350 Summer Class of 2020!
Authored by:
Ryan Tubbs, Alexis Amos
Posted on: #iteachmsu
Creating a Collaborative Learning Environment in a Synchronous, Flipped Course
The move to online learning in response to COVID-19 brought both ch...
Authored by:
PEDAGOGICAL DESIGN
Monday, Apr 26, 2021