Together, we will explore the COVID-19 global pandemic as a type of macro trauma, exploring how it impacts our day-to-day lived experiences, examining trauma-informed pedagogies that support the health and well-being of students and those who teach them. Throughout the conference, participants are encouraged to utilize a trauma-informed lens to understand the content of the sessions they attend. The final wrap-up session will provide the opportunity to debrief and share our learning with one another about how a trauma-informed lens is helpful - both in the current context of COVID-19 and more broadly in the context of higher ed teaching and learning.
IA: Undergraduate Students Partnering with Faculty to Develop Trauma-informed, Anti-racist Pedagogical ApproachNovember 10, 2020
Finalist for POD Innovation Award: Prompted by the intersection of the pandemic and Black Lives Matter movement uprisings, the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges developed a Summer Pedagogical Partnership program through which undergraduate student partners created a publicly accessible webpage featuring trauma-informed, anti-racist, and equitable approaches to teaching and learning presented from students' perspectives and drew on this resource to consult with faculty cohorts on their home campuses and facilitate conversations across a ten-college collaborative.
IA: Teaching & Learning in the Diverse Classroom Online Professional Development Course for InstructorsNovember 10, 2020
Finalist for POD Innovation Award: Cornell University Center for Teaching Innovation's Teaching & Learning in the Diverse Classroom course is a professional development opportunity to increase instructor confidence to engage diversity in any learning environment. The brief online, asynchronous course has two iterations: at Cornell in Canvas and for a global audience on edX.org as a Massive Open Online Course. To-date, the course has run six times, with 7291 participants. The course is free, with a low-cost certificate option
Finalist for POD Innovation Award: The Write Track virtual initiative offers an array of writing and scholarship workshops, programs, and events for faculty and graduate students. Both COVID-19 and the 2020 uprising for racial justice resulted in underrepresented faculty and students, including women and Black scholars, expressing concerns about their declining time for scholarship and writing. The Write Track was launched to support our scholars through virtual writing retreats, drop-in accountability groups, writing challenges, and workshops on scholarship and writing.
As institutions swiftly converted to remote learning in Spring 2020 due to the COVID-19 pandemic, the integration of equitable practices for student learning may have been overlooked. In this session, the presenters will share how they used course-level enrollment data, such as student access to technology, and the four dimensions of readiness for online learning to inform and align course design to create equitable student learning outcomes in a high-enrollment (450+ students) online course. The session will feature multiple, practical examples to foster equity and promote access for all learners in high-enrollment online courses at large, public, research-intensive universities.
The COVID-19 crisis brought about shift demands for innovative and multi-faceted approaches to faculty support at the? University of Denver's Office of Teaching and Learning. This required an 'all hands on deck' approach to train faculty in online course design and appropriate technologies. As graduate assistants, our dual perspectives as faculty developers and students provided unique insights into both elements of teaching and learning during a pandemic.?This project is a narrative case study which describes the culture and processes of honoring our perspectives while utilizing and developing our skills based on Wenger's (1998) community of practice model.
In culturally responsive classrooms, faculty regard students' cultural identity as an asset by making course material relevant to them, their identities and experiences. Culturally responsive pedagogies; however, are about more than teaching. These methods support students to maintain their cultural integrity and succeed academically as they work to understand and critique the existing social order. Geneva Gay's (2011) model of culturally responsive pedagogy informs this presentation. Her model focuses on genuine caring (accountability with support); relevant communication (language as social and cultural constructs), a culturally appropriate curriculum (non-biased, robust and critical), and teaching congruity (aligned procedures and methods for teaching).
Female instructors are sometimes rated lower by students than their male counterparts. To examine whether this pattern is also evident for graduate teaching assistants (TAs), we analyzed evaluation data from five recent semesters, investigating whether students ascribe different values to TA behaviors based on gender of the TA. We explored correlation strength between survey questions and overall TA rating, and differences due to TA gender. Females' scores were slightly but significantly lower than for males. Student comments included more words associated with nurturing behaviors for female TAs, and fewer terms of 'general approval' as compared to male TAs .
Grading has become a prominent topic in our field (specifications grading, ungrading, most recently, pass/fail grading), noting its limits with respect to student motivation, accuracy, rigor, etc. Grades themselves serve as powerful levers for student learning and success. Symbols of academic performance, they often close doors of opportunity for underserved students. Yet educational developers are often wary of discussing grading with faculty, which can elicit defensiveness and angst. Participants will reflect on the challenges and opportunities associated with supporting faculty in grading for equity and generate strategies, guided by Feldman's (2019) pillars of equitable grading: accuracy, bias-resistance, and motivation.
The STEP-UP program at the University of Washington trains cohorts of late-stage STEM PhD students in the best practices of inclusive and active teaching. By mentoring these trainees through practice sessions, in pedagogical theory, and while they are Instructors of Record, we help build capacity for new instructors to treat diverse student populations more effectively and with greater respect. We use design-based research to investigate and improve on the impact of our training curriculum and for trainees' undergraduate students. We will show data on our successes and challenges in training next-generation instructors to be equitable and inclusive.