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 poster describes Pivotal Pedagogy, a two-week online seminar for faculty developed in response to COVID-19. Pivotal Pedagogy encourages faculty to anticipate change and provides approaches for a quick pivot in response. Drawing on crisis communication theory, trauma-informed pedagogy and research on blended, flipped, and hybrid instruction, Pivotal Pedagogy advocates for content and strategies that complement face-to-face instruction and promote meaningful learning, while providing intellectual challenge and support for students. The poster describes outcomes, modules, assessment procedures, and assessment data collected from over 160 full-time faculty participants attending the seminar.
MENGES AWARD RECIPIENT. This session presents faculty development strategies to transform instructors' perceptions and practices of online course design and teaching. We explore: Which methods utilized in a blended faculty learning community, categorized by the presences of the Community of Inquiry framework, had the most impact on participants' perceptions and practices of online course design and teaching? Why were these methods impactful? The answers speak to the roles that community engagement and a reflexive process of "looking inward" play in navigating personal and institutional change. Learn research-tested, practical techniques that establish Teaching, Cognitive, and Social presence to inspire teaching transformation.
The aim of this session is to present research findings on the short and potential long-term effects of COVID-19 on faculty and academic administrators' perceptions, actions, and decision-making processes regarding pedagogical and curricular choices. The scope of our research included mixed-method university-wide surveys and in-person focus groups and interviews with faculty and academic administrators. We will present preliminary results and discuss how data may be used to inform best practices concerning decision-making about academic leadership, pedagogy, and resource allocation if ever we must endure and overcome another unforeseen crisis, but also for future directions of our institution and higher education.
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.
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.
With the move to a remote teaching and learning environment, instructor development has also moved remote. In this roundtable, participants will consider a case study of a well established future faculty pedagogy course that was adapted to a remote learning experience, including a discussion of challenges faced in creating and sustaining community, and the impact of making previously implicit teaching methods more explicit, both on the students and the course. This roundtable aims to create a space for sharing experiences and collaborating on plans to translate lessons learned into lasting impacts on future pedagogy courses and the future faculty participants.
The COVID-19 pandemic has elucidated the need to improve the quality of online education, especially considering existing equity gaps. The University of California, Irvine, a large research-intensive institution, and Santa Ana College, a small community college, were awarded the California Learning Lab Grant to create a three-part STEM faculty development program. The aim of this program is to reduce equity gaps in STEM online education by teaching faculty how to create a sense of community and facilitate active learning in online introductory STEM courses. In this roundtable discussion, we will explore program components, best practices, and assessment strategies.
This poster presents a large public, research-intensive university's approach to supporting faculty in the move to remote teaching via a weekly online discussion series on Zoom. The series' goals were to support faculty use of evidence-based practices in remote teaching while providing a space for faculty to create community in a time of social distancing. Each session featured a faculty guest speaker, an article providing evidence-based online teaching practices, and opportunities for faculty to discuss online learning in small groups using Zoom breakout rooms. The poster features multimedia to demonstrate program development and lessons learned.
Scholars have documented how relationships with peers, faculty, and staff profoundly influence learning, belonging, and achievement for all students, and particularly for new majority students. Educational development typically focuses on building strong faculty-faculty and faculty-developer relationships, and also supporting active learning pedagogies that encourage constructive student-student interactions. This discussion will concentrate on the important but perhaps under-addressed area of faculty-student relationships, drawing on participant experiences and new research to consider how educational developers can - and should - enable faculty-student relationships that enhance learning and belonging.