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.
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.
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
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.
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.
In the wake of our pandemic, considering students' mental well being is critical. How can we better teach to the lonely - in a way that connects, or offers a space for solitude? In this workshop, we will explore the relationship between writing, connection-making, and wellness. We will explore ways educators of all disciplines can use creative writing to connect student needs (e.g. for belonging, for articulating a sense of purpose) with essential learning skills. Participants will: 1) examine various teaching artifacts; 2) design a creative-writing activity within any discipline; and, 3) consider a series of recommended writing exercises.
With increasingly interconnected global higher education, the shortcomings of dominant Anglo-American models of educational development are exposed when transposed upon emergent higher education communities and global First Nations' contexts. Moreover, as educational development becomes increasingly professionalized, harmful gaps and toxic cultures arise from blind spots created by disciplinary "best-practices". This experiential session examines our profession's limitations and the potentially detrimental constraints of faculty development modes we practice on our own campuses. This session encourages strategies for more critical reflexive practices that will benefit the profession and underserved populations of faculty and students.
Rapidly shifting to a remote teaching and learning environment brought questions about inclusive grading and assessment to the forefront: First, how did this transition reveal gaps and inequities in our current practices? Second, how did the shift encourage us to examine (and perhaps reset) our expectations about assessments? Third, after the immediate crisis has passed, how will we use this knowledge to inform our work to promote inclusive and equitable assessments and learning environments? This session will help participants examine ideas about assessment, discuss equitable grading practices, and plan for inclusive assessment practices in remote, hybrid, and face-to-face learning environments.
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).