WEBVTT
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First of this week for our syllabus week
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here at the Center for Teaching and Learning
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and today's session is called,
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Inclusive Teaching: A Faculty Panel Of Lessons Learned.
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And I am pleased to welcome our panelists.
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We have four faculty
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who have agreed to share some of their lessons learned
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with us this morning.
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And I am going to set up
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what the questions were that I sent them to respond to.
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And then each of them is going to have a few moments to
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talk about some ideas that they've implemented.
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Some lessons that they've learned from participating
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in the Cornell online course on inclusive teaching.
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And then we will have time
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for everyone who's participating to ask them some questions.
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I just wanted to
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get us started off by welcoming you all
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and asking you to post your name your department,
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along with, if you're familiar with the little GIF
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or GIF button that is in the chat
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you should be able to post a little
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image of how you're feeling on this Monday morning
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(chuckles)
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the first of many of your weeks back
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into thinking about your courses for the spring semester.
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And that will just get us started off as far as
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to how everyone's doing this morning.
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And we're glad that you're here.
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Just a couple of housekeeping things.
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Please make sure your microphone is muted
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during the workshop.
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And if you want to ask the facilitators a question
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or have a comment,
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you can raise your hand which is on the little toolbar.
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And also you can post some comments
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or questions in the chat as we're going along.
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So we just wanna make sure when the panelists are speaking,
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that they're not interrupted with either background noise
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or questions right in the moment.
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So I will be curating the questions along with
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my colleague, Jen who is here to help out with tech support,
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making sure we're on track
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and that the technology is working for folks.
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So Jen, would you mind just introducing yourself real quick?
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I wouldn't mind at all.
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(Holly laughs)
Hi everybody.
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Glad to be here.
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Appreciating the GIFs that are coming in
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and yeah, looking forward to learning from our panelists.
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And feel free to type it to the chat,
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if you're having any tech problems,
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happy to troubleshoot for you.
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Thanks a lot, Jen.
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And we will be having each of our panelists,
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as I mentioned just talk briefly about their own experiences
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and because there are four of them
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I have to be a little bit careful
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with making sure folks have equal amount of time to be fair.
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So I will be timing them
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as far as letting them know
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if they've used up a little bit too much time
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and then we'll be able to go back to them
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after the fact for any questions that folks may have.
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So they each have about seven minutes
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to talk about their experiences.
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And so the questions that I put out to the panel
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and that there'll be responding to are
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related to an online experience that took place
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over four weeks time.
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Some of the participants too took this online course
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during the fall of 2019
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and some of them took this course during the spring of 2020.
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So two different groups of faculty who are represented here.
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And in each case we were all taking the same
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online course together.
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It was a free course through edX
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put together by Cornell.
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And the topic was,
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Teaching in a Diverse Classroom
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and inclusive teaching in particular.
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And so what I asked each of them to prepare
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was a little bit about the course context for you all.
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So they're each from different disciplines
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and they each taught different courses
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in either the spring of 2020
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or the fall of 2020.
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So they'll talk about that context.
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They'll talk about why they participated
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in this online learning experience, as well as participating
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in a faculty learning community that I was facilitating
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where we would come together three times over the course
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of the online work that we were doing together in the MOOC.
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And during these sessions,
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we would talk about what we were experiencing
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as part of the learning in the MOOC, as well as
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sharing some ideas that had come up in our group.
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So there is quite a lot of comradery
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that was developed as part of that experience
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and in the spring of 2019, excuse me, the fall of 2019
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the group of 18 faculty came together in person.
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And in the spring of 2020,
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we were able to, I believe meet one time in person.
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And then we had to do our followup meetings virtually.
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So just to give you a little context about how that worked.
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And then they'll also talk to you about
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the implementation of what they learned
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in the MOOC and any assessments
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that they changed as a result.
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And some of them did change some things
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some of them did not change assessments
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but we'll talk to you about the rationale as to why.
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So that's what we'll be covering this morning.
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And again, if you have questions as you're going through
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please feel free to either hold them to the question period
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or you can post it in the chat
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and I'll be looking for those as well as Jen.
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And we can try to interject at the appropriate time
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as each panelist is speaking.
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So we have Lisa is up first, Lisa Schnell
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from the department of English.
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And I'm gonna let Lisa
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turn on her video and introduce herself
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and just tell us a little bit about her experiences.
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Hi, Lisa.
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Thanks Holly.
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I just wanna make sure that I'm on the screen.
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I can see you.
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Okay, good.
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My computer's not happy on teams this morning.
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So thanks for inviting me, Holly.
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And this was a really meaningful
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workshop to do with the Cornell course.
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The Cornell course was excellent.
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And it couldn't have timed it better
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really because so many of the things that
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we thought about, explored, things that really forced me
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to think about my teaching were things that
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I drew on in very important ways this fall. (chuckles)
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I knew I would have drawn on many of those things anyway
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but I think the anti was really upped by
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the way that we were needed to teach this fall.
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So I did see all of my students
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except for my at-home students,
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in person, in some ways this fall
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I had a mixed class, not an in-person class.
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So, one of the things that I was aware of
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right from the beginning
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was just like incredible equity issues
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about who was in the class and who was not in the class.
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And I think I would have thought of that anyway,
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but again, the Cornell course made me think about
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rapport in particular,
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like how important it was to create
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rapport in my classes,
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in any situation but especially
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when some students were actually there with me
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and the other people were not
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and were never gonna be with me in the semester
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because they were at home students.
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And then also just rapport with masks on
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and with the inability to be in a circle
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and be closer together and do small group work
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and the sort of things
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that I would normally have done in class.
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It's like, what do I do and how do I do it?
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So, the Cornell course was very good
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at introducing both ideas
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and encouraging professors
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to work a little bit outside
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of their own kind of personal boundaries a little bit
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to share things with their students
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that they might not be used to sharing.
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And so I did that.
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I too was going through what the students
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were going through and I made it clear
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that I wasn't a person without a context (chuckles)
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the same context as they had
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in whatever way they were encountering me.
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I had to be silly at times.
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I had to find ways to lighten the mood and bring us back
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to the thing that we were supposed to be doing.
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I also just needed to be very honest
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again and again and again about
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how hard it was but how good it felt to be learning.
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And I think it was a way to keep things real
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all semester a bout who I was and what I was going through
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and hearing what they were going through as well.
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And so it allowed for,
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I think there was real rapport that was built
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in both my classes this semester,
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even with the students who were at home
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and there were ways I could have made it better, I'm sure
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but I think the Cornell course really helped me
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just give me the kind of confidence
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to do what I needed to do to step outside of boundaries
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that I have frequently put up when I teach my classes.
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In a syllabus way, the course was really important to me.
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I teach in English department
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I teach mainly early modern stuff, so 16th and 17th century.
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We tend not to think of that
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as being anything other than sort of dead white guys.
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And I was gonna be teaching Shakespeare this fall.
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So I really wanted to be...
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I wanted to kind of give myself a bit of a head start
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on thinking about how I could teach that course
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very differently from the way I've taught it before
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by bringing issues of particularly
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issues associated with race
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and also issues associated with gender and sexuality
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into the course in a very explicit way.
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The place invite that
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if I make the invitation.
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And so one of the things that the Cornell course
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taught me was, to think about,
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what invitation am I extending into my syllabus?
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What choices am I making that would make the course
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either inclusive of the issues that I think
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are tremendously important, not just to me,
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but especially to the students right now.
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And how can I shut that down or open it up
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based on the choices I make in my syllabus.
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So I went pretty far outside of the zone
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that I know really well
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into areas of content that I had not explored before.
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I sacrificed coverage for a really deep dive
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in issues that were pertinent
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and really relevant to our lives today.
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And that made a big difference.
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Normally I would have read about eight plays instead I read
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three Shakespeare plays and two non Shakespeare plays.
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I chose plays that were difficult,
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A Fellow, Merchant of Venice,
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and there were difficult conversations that came up
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as a result of that.
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And the course was also very good about sort of helping me
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through some of those hot button moments.
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So I'll stop there and let others
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talk about their own experiences
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as well, I'm happy to answer questions later on.
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Thank you so much, Lisa.
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I think you did a nice job
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of building the context that you were in
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as well as talking about specific things that you changed
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as a result of being in this learning experience together.
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So thank you for that.
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And we will look forward to questions in a little bit.
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And next up we have Krista Jones from the department
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of animal and veterinary sciences, Krista.
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Hi guys.
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So I am a lecture in animal health sciences
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and I actually took the MOOC or sort of had this discussion
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with everyone last fall, well, a year and a half now
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fall of 2019 when it was actually my first semester at UVM.
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And this is my first full-time teaching position.
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So I think a little bit different
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from some of the other folks.
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I knew that,
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that this was a topic that was very important to me,
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but I also, wasn't sort of entirely sure
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other than sort of my gut feeling how to sort of
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go about approaching, fostering inclusivity in my classes.
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And so for a little context,
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so these are the classes you can see
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that I taught in the spring and fall.
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So I had one class that was online
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and the other classes were remote.
268
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So mixture, actually that's not true
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two classes that would be sort of...
270
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one of my spring classes transitioned
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to being mostly online.
272
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And so a combination of online and remote
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but I was not doing any in-person teaching which obviously
274
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brings more challenges in terms of that
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rapport and connection.
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And I think that...
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So there are a few things that I sort of really gleaned
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from the MOOC.
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And some of them I knew that I feel it than others
280
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that were very successful and others I'm not really sure.
281
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So for instance,
282
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one of the things that kind of surprised me,
283
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I guess that came up was how important it is
284
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just to really have an explicit statement
285
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of inclusivity goals on your syllabus
286
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and how that really impacted some of the students at Cornell
287
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and some of the, sort of the research behind that.
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And so I certainly done that.
289
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I think I wouldn't have expected that
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it would have a major impact
291
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but I do think certainly I always wanted to talk about it
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on the first day and I think that's really important
293
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just to make it clear that sort of setting
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standards for a little bit around
295
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who I am and what kind of environment to create.
296
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But also then I had the students,
297
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at least when we were in person
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I had the students were talking more about class norms
299
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and also getting everyone on the same page in terms of
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wanting to have a very open
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and respectful, welcoming, and kind of class environment.
302
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I also think something I hadn't
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thought too much or I thought about in some ways,
304
00:15:31.500 --> 00:15:34.050
but not in others in terms of really trying to get diversity
305
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of our representation and perspectives in my classes.
306
00:15:37.440 --> 00:15:40.693
And I thought about that sort of culturally I think,
307
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I talk in a number of my classes
308
00:15:44.210 --> 00:15:47.570
about sort of big global conservation and health issues.
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And so it was very much on my mind to try and bring in
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perspectives from different parts of the world
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and different cultures.
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But I think I hadn't thought as much about trying to get
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diversity of representation in terms of for instance,
314
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just like the stock photos I might pull off
315
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I'm supposed to use on my slides.
316
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And also
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my field is quite dominated
318
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in the scientific literature, certainly by white people.
319
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And depending on whether you're looking at
320
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certainly further back it's very male dominated these days
321
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it's getting more female dominated,
322
00:16:30.890 --> 00:16:35.890
but they're trying to find ways that I could identify
323
00:16:36.330 --> 00:16:40.080
some of the people that maybe have a bit more diversity
324
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and trying to make sure I'm incorporating them
325
00:16:42.630 --> 00:16:44.693
into my syllabus as much as I can.
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So that was definitely something that was more
327
00:16:48.070 --> 00:16:50.373
of a challenge in some areas than others.
328
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And then the other thing is just really trying to
329
00:16:55.790 --> 00:16:58.380
touch base with the students as much as I could
330
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to see how things were going
331
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and I think was particularly important
332
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once we were not in person anymore.
333
00:17:04.700 --> 00:17:07.000
And so it's much harder when you're
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either just looking at a screen of icons
335
00:17:09.060 --> 00:17:12.463
or you're not synchronous at all.
336
00:17:13.660 --> 00:17:15.350
So there were a lot of,
337
00:17:15.350 --> 00:17:17.760
either some of the questions were weekly via Blackboard
338
00:17:17.760 --> 00:17:18.783
or I also used,
339
00:17:19.750 --> 00:17:21.340
when we're in class I used iClickers,
340
00:17:21.340 --> 00:17:24.380
but a lot of questions just about how students were doing,
341
00:17:24.380 --> 00:17:26.710
which things for instance,
342
00:17:26.710 --> 00:17:28.940
I thought one nice question was, what was the thing
343
00:17:28.940 --> 00:17:31.110
that was most confusing to you in today's lesson?
344
00:17:31.110 --> 00:17:33.570
Because that's not making anyone feel bad
345
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but if you are not understanding something,
346
00:17:35.080 --> 00:17:37.420
but sort of making everyone feel like it's okay
347
00:17:37.420 --> 00:17:39.640
to have something and then at the start of the next class
348
00:17:39.640 --> 00:17:42.010
I could go back and revisit the things that
349
00:17:42.010 --> 00:17:44.620
had been identified as being confusing without people having
350
00:17:44.620 --> 00:17:47.283
to sort of draw attention to themselves in class.
351
00:17:48.960 --> 00:17:50.910
And asking questions about,
352
00:17:50.910 --> 00:17:53.810
what might make you more comfortable speaking up in class
353
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or being able to share your perspective
354
00:17:55.710 --> 00:17:56.760
and things like that.
355
00:17:57.990 --> 00:18:00.150
And then I also tried to,
356
00:18:00.150 --> 00:18:01.530
I think I might be running a time here,
357
00:18:01.530 --> 00:18:04.230
but I also tried to give some choices
358
00:18:04.230 --> 00:18:05.780
in terms of assessments.
359
00:18:05.780 --> 00:18:10.040
So options, both in terms of how they gained
360
00:18:10.040 --> 00:18:11.480
some of their points during the semester
361
00:18:11.480 --> 00:18:13.170
or they could participate in discussions
362
00:18:13.170 --> 00:18:14.300
or do online quizzes
363
00:18:14.300 --> 00:18:17.260
or there are a number of different options there.
364
00:18:17.260 --> 00:18:19.280
They had some topical choices
365
00:18:19.280 --> 00:18:21.920
when they were doing either group projects or independent
366
00:18:21.920 --> 00:18:24.460
some different books they could read, for example.
367
00:18:24.460 --> 00:18:26.940
And then also giving them options
368
00:18:26.940 --> 00:18:28.070
when they were doing projects
369
00:18:28.070 --> 00:18:30.460
on how they wanted to present those in the end.
370
00:18:30.460 --> 00:18:33.510
So whether it is creating a website, writing a paper
371
00:18:33.510 --> 00:18:35.970
creating a video, or even a game
372
00:18:36.920 --> 00:18:38.520
they had different ways they could express
373
00:18:38.520 --> 00:18:39.770
on what they had learned.
374
00:18:43.794 --> 00:18:45.700
I think that's sort of...
375
00:18:47.470 --> 00:18:49.710
I think there's still a long ways to go
376
00:18:52.450 --> 00:18:53.873
but as sort of Lisa said
377
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I think it has been very helpful in this particular time
378
00:18:57.510 --> 00:18:59.640
to try and think about alternative ways of connecting
379
00:18:59.640 --> 00:19:02.170
with the students and how to support people who are learning
380
00:19:02.170 --> 00:19:03.660
in very different environments right now
381
00:19:03.660 --> 00:19:06.163
and dealing with different kinds of issues.
382
00:19:08.900 --> 00:19:10.610
Thank you, Krista.
383
00:19:10.610 --> 00:19:13.440
Do you have like a sentence or two that you might add
384
00:19:13.440 --> 00:19:15.280
just on how students responded
385
00:19:15.280 --> 00:19:17.380
to these choices for assessments?
386
00:19:17.380 --> 00:19:20.000
Yes, I think actually that in terms of the assessments
387
00:19:20.000 --> 00:19:21.210
I think that was very positive.
388
00:19:21.210 --> 00:19:24.030
I think a lot of students expressed it was really nice
389
00:19:24.030 --> 00:19:27.630
to be able to have some choices
390
00:19:27.630 --> 00:19:30.460
and to be able to...
391
00:19:30.460 --> 00:19:31.450
So both in terms of,
392
00:19:31.450 --> 00:19:33.420
for instance with the engagement and response points,
393
00:19:33.420 --> 00:19:34.940
it was nice if they had
394
00:19:34.940 --> 00:19:37.320
weeks that they had personal stuff going on
395
00:19:37.320 --> 00:19:39.770
or they had just a lot of crazy things in other classes
396
00:19:39.770 --> 00:19:41.440
they had some options where,
397
00:19:41.440 --> 00:19:42.990
maybe I wouldn't get as many points that week
398
00:19:42.990 --> 00:19:45.060
and I can make those up another time
399
00:19:45.060 --> 00:19:46.440
without having to worry as much
400
00:19:46.440 --> 00:19:49.990
about sort of missing assignments per se
401
00:19:49.990 --> 00:19:53.229
and also the ability to choose their topics,
402
00:19:53.229 --> 00:19:55.750
especially something they're more interested in.
403
00:19:55.750 --> 00:19:57.920
And also choose,
404
00:19:57.920 --> 00:20:00.590
how it was presented gave them some new skills
405
00:20:00.590 --> 00:20:01.860
for students who were interested in that.
406
00:20:01.860 --> 00:20:04.100
And it didn't have to, for students who just
407
00:20:04.100 --> 00:20:05.893
wanted to write a paper.
408
00:20:07.230 --> 00:20:09.500
And I think they also found it made it a bit
409
00:20:09.500 --> 00:20:10.680
more interesting when we were looking
410
00:20:10.680 --> 00:20:11.740
through all the projects at the end
411
00:20:11.740 --> 00:20:13.880
'cause there was such a diversity of options.
412
00:20:13.880 --> 00:20:16.453
So yeah, it was very positive response, I think.
413
00:20:17.510 --> 00:20:19.343
Thank you so much.
Yeah.
414
00:20:24.950 --> 00:20:27.443
Okay. Next step up we have Priyantha.
415
00:20:28.470 --> 00:20:31.280
Good morning everyone. (laughs)
416
00:20:31.280 --> 00:20:36.280
Okay, so I taught two classes that's in the spring
417
00:20:36.840 --> 00:20:39.250
and two classes in the fall
418
00:20:39.250 --> 00:20:41.740
and the spring classes
419
00:20:43.310 --> 00:20:48.210
actually one was senior graduate level class.
420
00:20:48.210 --> 00:20:51.770
The other one is a junior level class.
421
00:20:51.770 --> 00:20:55.240
And we had to move to remote instruction.
422
00:20:55.240 --> 00:20:58.380
So I had some plans at the very beginning of the semester
423
00:20:58.380 --> 00:21:01.023
how I wanted to incorporate the concepts
424
00:21:01.023 --> 00:21:02.767
that I learned from MOOC.
425
00:21:02.767 --> 00:21:06.910
And I had to adjust to the remote environment
426
00:21:06.910 --> 00:21:09.527
but I feel like it worked well.
427
00:21:09.527 --> 00:21:12.900
And in the fall I was more prepared because I knew
428
00:21:12.900 --> 00:21:14.770
this is the area I had to teach.
429
00:21:14.770 --> 00:21:16.870
So I think I did better in the fall
430
00:21:16.870 --> 00:21:20.420
in terms of incorporating
431
00:21:20.420 --> 00:21:22.433
these concepts I learned from MOOC.
432
00:21:23.390 --> 00:21:26.120
So why I wanted to participate in MOOC
433
00:21:27.515 --> 00:21:30.540
is I thought I was doing okay.
434
00:21:31.430 --> 00:21:34.850
I mean, my student evaluations were good
435
00:21:34.850 --> 00:21:36.360
and the students seem to
436
00:21:36.360 --> 00:21:40.270
learn the concepts content very well.
437
00:21:40.270 --> 00:21:43.660
But I noticed that some students
438
00:21:43.660 --> 00:21:46.360
especially the international students
439
00:21:46.360 --> 00:21:50.410
and female students are not very proactive
440
00:21:51.470 --> 00:21:53.750
and all this kind of
441
00:21:56.100 --> 00:21:58.030
behind sometimes
442
00:21:58.890 --> 00:22:01.860
in getting things done and working in their groups.
443
00:22:01.860 --> 00:22:04.960
So I wanted to find new ways, how to help them
444
00:22:04.960 --> 00:22:09.960
and the civil engineering, our discipline is male dominated.
445
00:22:10.195 --> 00:22:15.100
And you only see about less than 20% of female students
446
00:22:15.100 --> 00:22:16.840
in our classes.
447
00:22:16.840 --> 00:22:19.097
And in my senior class,
448
00:22:19.097 --> 00:22:22.333
I had only five female students.
449
00:22:23.260 --> 00:22:25.680
So it's kind of challenging.
450
00:22:25.680 --> 00:22:29.590
And also when I talk to the students who have graduated
451
00:22:29.590 --> 00:22:33.590
and the issues that they're facing in their workplaces
452
00:22:34.800 --> 00:22:38.220
sometimes that they have decided to quit their jobs
453
00:22:38.220 --> 00:22:39.980
because of the issues they are facing
454
00:22:39.980 --> 00:22:42.270
lack of diversity and all these things.
455
00:22:42.270 --> 00:22:47.090
So I wanted to tell my students,
456
00:22:47.090 --> 00:22:48.513
even before they graduate,
457
00:22:48.513 --> 00:22:52.410
this is how the world looks like when you graduate.
458
00:22:52.410 --> 00:22:57.410
So prepare and be strong and just give them some support
459
00:22:57.410 --> 00:23:00.410
and some additional resources
460
00:23:00.410 --> 00:23:03.083
that they can do well after they graduate.
461
00:23:04.500 --> 00:23:07.973
So that's one of my goals of taking MOOC.
462
00:23:09.670 --> 00:23:11.330
And the lessons learned,
463
00:23:11.330 --> 00:23:15.160
and I agree with Lisa,
464
00:23:15.160 --> 00:23:18.720
creating an interpersonal rapport is super important.
465
00:23:18.720 --> 00:23:20.053
And the first,
466
00:23:21.503 --> 00:23:23.870
even before I begin my classes
467
00:23:23.870 --> 00:23:28.450
I asked the students to post about their,
468
00:23:28.450 --> 00:23:31.660
I give them an assignment to post
469
00:23:31.660 --> 00:23:34.150
about themselves like introductory assignment.
470
00:23:34.150 --> 00:23:38.160
So they get to introduce themselves to the others.
471
00:23:38.160 --> 00:23:40.090
Talk a little bit about themselves
472
00:23:40.090 --> 00:23:44.100
their goals, career goals, and hobbies
473
00:23:44.100 --> 00:23:48.265
and their favorite songs, movies kind of,
474
00:23:48.265 --> 00:23:51.830
getting to know each other well, even before we meet.
475
00:23:51.830 --> 00:23:55.560
So I continue to use that even in the remote setting
476
00:23:55.560 --> 00:23:57.560
which I didn't have any issues.
477
00:23:57.560 --> 00:24:02.490
And I used a different kind of alternative platforms.
478
00:24:02.490 --> 00:24:05.020
I mean, a discussion platforms because Blackboard
479
00:24:05.020 --> 00:24:07.060
I created that didn't work really well.
480
00:24:07.060 --> 00:24:09.850
So in the summer I used (indistinct)
481
00:24:09.850 --> 00:24:11.510
for these kinds of discussions,
482
00:24:11.510 --> 00:24:15.090
which I saw like work really well.
483
00:24:15.090 --> 00:24:18.647
And the students were very comfortable sharing their ideas
484
00:24:18.647 --> 00:24:22.900
and we were chatting each other identifying their interests.
485
00:24:22.900 --> 00:24:27.210
So that kind of helped to create the community in class
486
00:24:27.210 --> 00:24:31.080
that helped actually in the long run.
487
00:24:31.080 --> 00:24:36.080
So students knew each other even before they met in class.
488
00:24:36.130 --> 00:24:39.850
And also the first day of class,
489
00:24:39.850 --> 00:24:43.260
I actually spend more than 10 minutes
490
00:24:43.260 --> 00:24:46.340
to talk about my expectations
491
00:24:47.813 --> 00:24:49.870
regarding diversity and inclusion.
492
00:24:49.870 --> 00:24:53.920
And I post this nice picture, two salads,
493
00:24:53.920 --> 00:24:55.770
one salad you have the ingredients,
494
00:24:55.770 --> 00:24:57.320
you probably have seen that.
495
00:24:57.320 --> 00:25:00.300
So the first salad dish has ingredients
496
00:25:00.300 --> 00:25:05.300
arranged in the dish but they are not incorporated.
497
00:25:07.590 --> 00:25:10.450
They're colorful nice but they are not incorporated.
498
00:25:10.450 --> 00:25:13.770
And the second center dish has the ingredients
499
00:25:13.770 --> 00:25:18.770
nicely incorporated balanced with the color and the size.
500
00:25:19.580 --> 00:25:23.840
So it's like different ingredients compliment each other.
501
00:25:23.840 --> 00:25:28.410
So I asked the students to identify which salad dish
502
00:25:28.410 --> 00:25:32.520
represents diversity, which one represents inclusion.
503
00:25:32.520 --> 00:25:36.491
And they would always pick the correct one.
504
00:25:36.491 --> 00:25:39.049
And that's how I start my conversation.
505
00:25:39.049 --> 00:25:43.250
And I tell them, this are my expectations.
506
00:25:43.250 --> 00:25:47.020
And I also talk about equity and equality.
507
00:25:47.020 --> 00:25:51.120
Why? Some students need the extra support and how,
508
00:25:51.120 --> 00:25:54.370
you know what I mean? It's okay to ask for extra support
509
00:25:54.370 --> 00:25:57.003
because eventually we all have the same goal.
510
00:25:58.176 --> 00:26:00.410
And also I talk a little bit about
511
00:26:00.410 --> 00:26:02.143
different learning styles,
512
00:26:03.660 --> 00:26:07.387
how they perceive information and how they kind of
513
00:26:10.000 --> 00:26:12.410
get the input and how they process.
514
00:26:12.410 --> 00:26:15.670
These are different from one students to another student.
515
00:26:15.670 --> 00:26:19.810
And I give them a quiz to identify their own learning style
516
00:26:19.810 --> 00:26:21.560
which kind of fun actually
517
00:26:21.560 --> 00:26:26.110
that was the first time some of them have heard
518
00:26:26.110 --> 00:26:29.960
there are something different learning styles.
519
00:26:29.960 --> 00:26:34.960
So they were kind of curious to learn their learning styles.
520
00:26:35.140 --> 00:26:38.100
So I set up the classroom in my Mondays.
521
00:26:38.100 --> 00:26:41.790
It's hard, it takes time and it's even harder
522
00:26:41.790 --> 00:26:43.560
to continue with that throughout the semester
523
00:26:43.560 --> 00:26:45.540
because when in the middle of the semester,
524
00:26:45.540 --> 00:26:48.210
they forget we made this commitment
525
00:26:48.210 --> 00:26:51.240
now we have going back to our old
526
00:26:51.240 --> 00:26:52.890
ways of handling things.
527
00:26:52.890 --> 00:26:55.640
So I had to remind them, no, no, you have to
528
00:26:55.640 --> 00:27:00.293
still commit to your goals.
529
00:27:02.025 --> 00:27:07.025
And again, like bringing the variety course content
530
00:27:07.450 --> 00:27:09.090
can go a long way.
531
00:27:09.090 --> 00:27:12.330
Like I tried to bring variety.
532
00:27:12.330 --> 00:27:15.680
Like, for example, if I teach a topic
533
00:27:15.680 --> 00:27:19.700
a civil engineering topic I would assign them a reading
534
00:27:19.700 --> 00:27:24.700
and post a video.
535
00:27:25.020 --> 00:27:27.160
And also like a demonstrations
536
00:27:27.160 --> 00:27:31.970
even in remote online teaching, I would show demonstrations.
537
00:27:31.970 --> 00:27:35.380
And I remember bringing my long beams and
538
00:27:36.470 --> 00:27:38.560
different types of trestles too. (chuckles)
539
00:27:38.560 --> 00:27:41.550
I was teaching in, what it that?
540
00:27:41.550 --> 00:27:43.250
The alumni center?
541
00:27:43.250 --> 00:27:45.350
So I was carrying that to the class
542
00:27:45.350 --> 00:27:47.170
and show to the remote group
543
00:27:47.170 --> 00:27:49.400
because my steel class was a mixed.
544
00:27:49.400 --> 00:27:51.680
So half of the students were watching remotely
545
00:27:51.680 --> 00:27:54.700
and half the class was with me.
546
00:27:54.700 --> 00:27:59.300
So I was sharing these demonstrations which was so much fun.
547
00:27:59.300 --> 00:28:03.780
And so in terms of delivering, I think that
548
00:28:03.780 --> 00:28:06.470
the variety can bring the students together
549
00:28:06.470 --> 00:28:09.923
because it caters their different learning styles.
550
00:28:12.310 --> 00:28:14.223
And in the assessment options,
551
00:28:16.080 --> 00:28:17.700
this is something I had to work on
552
00:28:17.700 --> 00:28:21.270
but I tried something new, which seemed to work.
553
00:28:21.270 --> 00:28:24.550
So I was seeing one of the book groups
554
00:28:24.550 --> 00:28:25.690
we started in the spring,
555
00:28:25.690 --> 00:28:27.900
teaching creativity book group.
556
00:28:29.900 --> 00:28:32.007
And we didn't, we actually met a few times
557
00:28:32.007 --> 00:28:34.920
and then everyone had to go remote.
558
00:28:34.920 --> 00:28:37.200
So we didn't get to meet after that
559
00:28:37.200 --> 00:28:39.410
but to be with trying different ways of
560
00:28:40.350 --> 00:28:44.083
how we can assign certain assessments,
561
00:28:45.560 --> 00:28:48.750
certain things to students.
562
00:28:48.750 --> 00:28:51.360
So what I did was in the spring
563
00:28:51.360 --> 00:28:55.530
after teaching a topic related to bridge design
564
00:28:55.530 --> 00:28:59.513
I asked the students to appreciate,
565
00:28:59.513 --> 00:29:03.900
pick a bridge of their interest and appreciated it's beauty
566
00:29:05.513 --> 00:29:08.490
as a structural engineer's perspective
567
00:29:08.490 --> 00:29:12.140
using whatever the method they wanted to choose.
568
00:29:12.140 --> 00:29:17.140
So I had like poems and videos, some students created music
569
00:29:18.600 --> 00:29:23.600
and the other nice drawings and letters.
570
00:29:24.706 --> 00:29:27.800
So I feel like they had fun
571
00:29:27.800 --> 00:29:31.660
because I think especially in online and remote contexts
572
00:29:31.660 --> 00:29:35.310
the variety we can bring to a assessment
573
00:29:35.310 --> 00:29:37.890
can be very effective.
574
00:29:37.890 --> 00:29:42.459
I mean, they're like from 8:00 AM until midnight
575
00:29:42.459 --> 00:29:45.990
in front of their (chuckles) laptop their computers
576
00:29:45.990 --> 00:29:47.640
and it can be very boring.
577
00:29:47.640 --> 00:29:50.337
So I sometimes will assign work
578
00:29:51.530 --> 00:29:53.850
that they're supposed to go outside
579
00:29:53.850 --> 00:29:56.690
because structure and take pictures and analyze.
580
00:29:56.690 --> 00:29:59.820
So they had to move out of their houses.
581
00:29:59.820 --> 00:30:03.430
So something like that, I try to incorporate.
582
00:30:03.430 --> 00:30:07.680
And then something I really wanted to share is that
583
00:30:07.680 --> 00:30:10.390
in my senior class last fall
584
00:30:11.760 --> 00:30:15.470
students do this presentation
585
00:30:15.470 --> 00:30:20.290
I call this my favorite structure and they work in groups.
586
00:30:20.290 --> 00:30:22.737
I pick actually two students
587
00:30:22.737 --> 00:30:26.080
because I had a smaller class with 20 students.
588
00:30:26.080 --> 00:30:29.410
So two students pick their favorite structure
589
00:30:29.410 --> 00:30:33.183
and talked about it at the beginning of every class.
590
00:30:34.070 --> 00:30:36.993
And so giving the students choice was really,
591
00:30:38.730 --> 00:30:41.210
helpful and they really enjoyed that.
592
00:30:41.210 --> 00:30:44.270
And something I noticed was that
593
00:30:44.270 --> 00:30:46.590
one student who is African-American
594
00:30:47.770 --> 00:30:50.990
the structure the bridge that student picked
595
00:30:50.990 --> 00:30:55.990
had a history tied to anti-slavery movement.
596
00:30:56.930 --> 00:30:58.670
So she talked about it.
597
00:30:58.670 --> 00:31:01.180
And she was passionate and she's an activist
598
00:31:01.180 --> 00:31:03.263
and has a passion of social justice.
599
00:31:03.263 --> 00:31:07.780
So she discussed that expressed her passion.
600
00:31:07.780 --> 00:31:10.960
And I thought, oh well this is great.
601
00:31:10.960 --> 00:31:15.140
So she's like bringing the content
602
00:31:15.140 --> 00:31:16.500
to her passion.
603
00:31:16.500 --> 00:31:18.690
So I kind of explained to everyone
604
00:31:18.690 --> 00:31:19.880
this is what you should be doing.
605
00:31:19.880 --> 00:31:24.680
You should not separate the topics and your passion.
606
00:31:24.680 --> 00:31:26.600
So if you can bring everything together
607
00:31:26.600 --> 00:31:28.475
that can make a huge difference.
608
00:31:28.475 --> 00:31:32.270
So I think some of the things I tried worked.
609
00:31:32.270 --> 00:31:33.690
I wanted to try more.
610
00:31:33.690 --> 00:31:35.950
It is challenging but it's fun.
611
00:31:35.950 --> 00:31:37.820
So that's what I wanted to share.
612
00:31:37.820 --> 00:31:40.943
Happy to answer any questions maybe later.
613
00:31:42.500 --> 00:31:43.780
Thanks so much Priyantha.
614
00:31:43.780 --> 00:31:46.610
I wanted to give you a heads up that there was
615
00:31:46.610 --> 00:31:48.350
a request to see
616
00:31:48.350 --> 00:31:51.860
the learning styles inventory
Yeah.
617
00:31:51.860 --> 00:31:54.230
that you used with your students.
618
00:31:54.230 --> 00:31:56.000
So perhaps you could find that
619
00:31:56.000 --> 00:31:58.430
if you have a moment and put it in the chat for us.
620
00:31:58.430 --> 00:32:00.281
I was expecting that question,
621
00:32:00.281 --> 00:32:01.744
(Holly laughs)
and I have that in the PDF.
622
00:32:01.744 --> 00:32:04.030
I will attach it to the chat.
623
00:32:04.030 --> 00:32:05.190
Okay, thank you.
624
00:32:05.190 --> 00:32:07.160
And we'll be back after Eric
625
00:32:07.160 --> 00:32:09.210
with probably some questions for you.
626
00:32:09.210 --> 00:32:10.043
Thank you.
627
00:32:14.800 --> 00:32:16.880
All right, Eric Ruggles from chemistry.
628
00:32:16.880 --> 00:32:18.570
How are you doing up there?
629
00:32:18.570 --> 00:32:19.510
(Holly laughs)
630
00:32:19.510 --> 00:32:20.730
I apologize for all the texts.
631
00:32:20.730 --> 00:32:22.480
This is more like the thoughts in my head.
632
00:32:22.480 --> 00:32:23.490
It's been a long time
633
00:32:23.490 --> 00:32:27.420
since I've actually done a PowerPoint presentation,
634
00:32:27.420 --> 00:32:30.623
I'm more of a chalk talk type of person.
635
00:32:31.740 --> 00:32:33.240
So my name's Eric Ruggles.
636
00:32:33.240 --> 00:32:35.690
I work in the chemistry department as a lecturer.
637
00:32:36.980 --> 00:32:38.930
Hopefully there's a promotion soon coming. (chuckles)
638
00:32:38.930 --> 00:32:42.823
We'll see, I did my green sheets the other day so.
639
00:32:45.870 --> 00:32:48.610
First off CTL is a great place.
640
00:32:48.610 --> 00:32:51.070
That's a great learning environment.
641
00:32:51.070 --> 00:32:52.500
Being a teacher.
642
00:32:52.500 --> 00:32:56.470
I think we are all academics, we all want to learn.
643
00:32:56.470 --> 00:32:58.180
We all wanna gain knowledge, right?
644
00:32:58.180 --> 00:33:02.070
And so that's why I see Holly a lot
645
00:33:02.070 --> 00:33:06.280
and we tend to talk a lot within these types of programs.
646
00:33:06.280 --> 00:33:08.610
I teach general chemistry.
647
00:33:08.610 --> 00:33:11.823
So we're talking about large service course,
648
00:33:12.890 --> 00:33:15.850
usually 200 students
649
00:33:15.850 --> 00:33:17.730
to 250 per section.
650
00:33:17.730 --> 00:33:20.020
This fall, we were lacking a little bit
651
00:33:20.020 --> 00:33:21.930
because of the COVID numbers,
652
00:33:21.930 --> 00:33:26.930
but still I had three sections of about 170 per section.
653
00:33:28.440 --> 00:33:33.160
The way I teach is something I implemented in the summer.
654
00:33:33.160 --> 00:33:37.070
I also teach general chemistry 31,
655
00:33:37.070 --> 00:33:40.023
as well as the second half 32 in the summer.
656
00:33:41.230 --> 00:33:43.510
And that was when COVID was rampant
657
00:33:45.150 --> 00:33:46.820
and everyone was freaking out, right?
658
00:33:46.820 --> 00:33:50.110
So that was when everything went completely virtual.
659
00:33:50.110 --> 00:33:53.500
So not only did I do this program but I also did
660
00:33:53.500 --> 00:33:57.740
the crash course in online teaching through CTL
661
00:33:57.740 --> 00:34:00.410
which is another fantastic program.
662
00:34:00.410 --> 00:34:05.410
And so the way I've taught 31 and 32 this fall,
663
00:34:05.470 --> 00:34:08.800
as well as in the past summer is completely online.
664
00:34:08.800 --> 00:34:13.630
So I've videoed all of my lectures that I've done.
665
00:34:13.630 --> 00:34:17.150
These are chalk talks that are done on notability
666
00:34:18.290 --> 00:34:20.593
as well as being able to incorporate,
667
00:34:21.990 --> 00:34:24.110
demo videos, demos as well.
668
00:34:24.110 --> 00:34:25.810
I mean, I hear a lot of great things
669
00:34:25.810 --> 00:34:28.590
from other teachers that have been talking here,
670
00:34:28.590 --> 00:34:32.470
especially I like the demos of the trestles
671
00:34:32.470 --> 00:34:34.050
and the bridges and things like that,
672
00:34:34.050 --> 00:34:35.470
'cause I think that's so important
673
00:34:35.470 --> 00:34:37.610
especially for the science community.
674
00:34:37.610 --> 00:34:41.160
So incorporating what I would usually give
675
00:34:41.160 --> 00:34:45.380
in an in classroom presentation, but doing that completely
676
00:34:45.380 --> 00:34:47.880
through the virtual network.
677
00:34:47.880 --> 00:34:51.570
So I recorded all of my lectures in that way.
678
00:34:51.570 --> 00:34:55.030
And when I tried in the summer and as well as in the fall
679
00:34:55.030 --> 00:34:58.890
and going forward in the spring is flipping the classroom.
680
00:34:58.890 --> 00:35:03.481
So now what I do is I assign as homework,
681
00:35:03.481 --> 00:35:05.390
my video lectures
682
00:35:05.390 --> 00:35:09.290
as well as homework problems, tie to those videos lectures
683
00:35:09.290 --> 00:35:13.630
and then every class time when we meet it's total Q and A.
684
00:35:13.630 --> 00:35:14.610
The students can hit me
685
00:35:14.610 --> 00:35:17.920
well, from any direction as far as questions they have.
686
00:35:17.920 --> 00:35:19.971
And then we go into discussion.
687
00:35:19.971 --> 00:35:21.930
This can be based off the lecture.
688
00:35:21.930 --> 00:35:23.534
This could be based off of homework
689
00:35:23.534 --> 00:35:25.543
which is typically what it is.
690
00:35:26.800 --> 00:35:29.760
But also I found that that's allowed me to break out
691
00:35:29.760 --> 00:35:31.430
and be more inclusive,
692
00:35:31.430 --> 00:35:34.080
which is really...
693
00:35:34.080 --> 00:35:38.030
What fostered this was part of this Cornell program.
694
00:35:38.030 --> 00:35:40.760
So why did I join this program?
695
00:35:40.760 --> 00:35:43.160
Because while I feel I'm inclusive
696
00:35:43.160 --> 00:35:46.690
and I'm trying to hit all the nails on the table
697
00:35:46.690 --> 00:35:50.150
on the head, I'm not sure, right?
698
00:35:50.150 --> 00:35:51.700
We always had that question, right?
699
00:35:51.700 --> 00:35:53.650
Like, what am I missing?
700
00:35:53.650 --> 00:35:58.390
And while I think all of us have a lot of it already,
701
00:35:58.390 --> 00:36:02.210
it's the little bits that we then pick up, right?
702
00:36:02.210 --> 00:36:04.200
And that we incorporate
703
00:36:04.200 --> 00:36:08.160
and it makes so much more for an inclusive environment.
704
00:36:08.160 --> 00:36:11.330
So, that's the reason why I entered the program,
705
00:36:11.330 --> 00:36:15.580
was to make sure like, okay, am I doing everything I can?
706
00:36:15.580 --> 00:36:17.440
And also it's a great sounding board.
707
00:36:17.440 --> 00:36:18.900
I mean, the conversations I had
708
00:36:18.900 --> 00:36:21.700
with the other people within the program,
709
00:36:21.700 --> 00:36:25.290
the ideas that this kind of spawned in my head,
710
00:36:25.290 --> 00:36:28.140
I'm gonna take it in a different direction,
711
00:36:28.140 --> 00:36:29.580
was invaluable.
712
00:36:29.580 --> 00:36:32.140
And that's why I'll probably will continue to
713
00:36:32.140 --> 00:36:33.930
join these CTL meetings. (laughs)
714
00:36:33.930 --> 00:36:35.870
So I find them very enjoyable.
715
00:36:35.870 --> 00:36:39.760
So as you can say I'm a little bit more specific with
716
00:36:39.760 --> 00:36:42.370
the two lessons learned.
717
00:36:42.370 --> 00:36:43.960
I actually went into the lessons right?
718
00:36:43.960 --> 00:36:46.800
Actually, Kylie, I apologize
719
00:36:46.800 --> 00:36:49.100
but like, I was so much going on
720
00:36:49.100 --> 00:36:50.710
in the spring and the summer
721
00:36:50.710 --> 00:36:52.980
and just all the online stuff I had to like go back
722
00:36:52.980 --> 00:36:56.410
and be like, okay, what was that particular lesson?
723
00:36:56.410 --> 00:36:58.740
What was that particular lesson describing?
724
00:36:58.740 --> 00:37:02.380
There was about five modules I believe, within the program.
725
00:37:02.380 --> 00:37:06.030
And I found module two to be really important to me
726
00:37:06.030 --> 00:37:07.760
as far as social identity,
727
00:37:07.760 --> 00:37:12.620
dealing with students and something that's new to me,
728
00:37:12.620 --> 00:37:15.820
which is gender, gender specific.
729
00:37:15.820 --> 00:37:19.980
How can I deal with gender orientation within the classroom?
730
00:37:19.980 --> 00:37:23.120
Because I wanna make sure that everyone is included
731
00:37:23.120 --> 00:37:27.160
in our conversations and they can feel safe and secure
732
00:37:27.160 --> 00:37:30.393
to have those conversations online virtually with me.
733
00:37:31.270 --> 00:37:34.610
And so I found the, he, she, him her thing
734
00:37:34.610 --> 00:37:37.100
is just a thing to completely avoid, right?
735
00:37:37.100 --> 00:37:39.790
I found in conversations that,
736
00:37:39.790 --> 00:37:41.767
that is an assumption by my part
737
00:37:41.767 --> 00:37:44.590
on that person's orientation.
738
00:37:44.590 --> 00:37:48.620
And I found that those pronouns, oh sorry pronouns
739
00:37:48.620 --> 00:37:53.620
pronouns are an easy way to exclude someone
740
00:37:54.180 --> 00:37:56.670
as opposed to include someone.
741
00:37:56.670 --> 00:37:58.870
So in conversations I found
742
00:37:58.870 --> 00:38:01.090
the student's first name is the best way to go,
743
00:38:01.090 --> 00:38:02.840
making sure you have their first names
744
00:38:02.840 --> 00:38:04.830
making sure you know their first name.
745
00:38:04.830 --> 00:38:07.080
It's a little bit easier in the virtual environment
746
00:38:07.080 --> 00:38:09.460
because they all have your names tag at the bottom,
747
00:38:09.460 --> 00:38:11.150
which is nice, right?
748
00:38:11.150 --> 00:38:13.933
A little bit harder sometimes in the actual office,
749
00:38:14.800 --> 00:38:19.040
but making sure you have an inclusive statement
750
00:38:19.040 --> 00:38:21.560
which I already have in the syllabus,
751
00:38:21.560 --> 00:38:24.370
but it's not only just having that inclusive statement
752
00:38:24.370 --> 00:38:27.960
within the syllabus, it's also about following up in person
753
00:38:27.960 --> 00:38:32.030
or virtually with what you've said in the syllabus, right?
754
00:38:32.030 --> 00:38:36.053
As far as gender non specificity et cetera.
755
00:38:37.320 --> 00:38:40.913
The other would be second module four.
756
00:38:41.780 --> 00:38:44.420
And basically that's representation
757
00:38:44.420 --> 00:38:46.700
of diversity within the actual course.
758
00:38:46.700 --> 00:38:49.740
And I hear these other comments
759
00:38:49.740 --> 00:38:51.360
dead old white people, right?
760
00:38:51.360 --> 00:38:55.005
That's general chemistry too, (laughs) right?
761
00:38:55.005 --> 00:38:56.920
I mean, I teach a lot of
762
00:38:56.920 --> 00:38:58.380
the principles of chemistry of course
763
00:38:58.380 --> 00:39:02.580
but this was all created by a lot of, yes,
764
00:39:02.580 --> 00:39:04.250
dead old white men, right?
765
00:39:04.250 --> 00:39:09.250
So how can I create that in that inclusiveness?
766
00:39:09.540 --> 00:39:13.110
And I found simply very easy to do in my case
767
00:39:13.110 --> 00:39:15.960
is just a little bit of research on my part, right?
768
00:39:15.960 --> 00:39:18.100
Going to the base concepts, but now going
769
00:39:18.100 --> 00:39:22.970
to something more current within the scientific community.
770
00:39:22.970 --> 00:39:27.259
Our scientific community isn't as diverse as we would like
771
00:39:27.259 --> 00:39:30.870
but female chemists are on the rise as well as
772
00:39:30.870 --> 00:39:34.160
African-American, people of color is on the rise as well.
773
00:39:34.160 --> 00:39:37.100
And so trying to find and articulate
774
00:39:37.100 --> 00:39:40.290
how the base general chemistry concept
775
00:39:40.290 --> 00:39:43.930
while it was discovered by this old white male
776
00:39:43.930 --> 00:39:47.180
now relates to the current chemistry
777
00:39:47.180 --> 00:39:49.670
and how someone of color or someone
778
00:39:49.670 --> 00:39:52.770
or a female person has taken that to the next level, right?
779
00:39:52.770 --> 00:39:54.853
Is a great way to incorporate it.
780
00:39:55.880 --> 00:39:57.640
The other thing I found is
781
00:39:57.640 --> 00:40:00.360
in the way I did the virtual class,
782
00:40:00.360 --> 00:40:04.110
meaning that class time was just Q and A,
783
00:40:05.160 --> 00:40:08.630
sometimes there weren't any questions, right?
784
00:40:08.630 --> 00:40:12.080
Sometimes the homework assignment was kind of light
785
00:40:12.080 --> 00:40:14.500
and everyone could do it and it was easy.
786
00:40:14.500 --> 00:40:16.810
And so people still showed up
787
00:40:16.810 --> 00:40:19.032
but they didn't have questions.
788
00:40:19.032 --> 00:40:20.900
And that's when I started to divert
789
00:40:20.900 --> 00:40:22.360
and make sure that,
790
00:40:22.360 --> 00:40:25.380
especially if there was an incident like nationally
791
00:40:25.380 --> 00:40:30.030
is to bring in the national atmosphere to it.
792
00:40:30.030 --> 00:40:32.080
Obviously we had a lot of Black Lives Matter
793
00:40:32.080 --> 00:40:34.143
back in the spring and the summer,
794
00:40:34.143 --> 00:40:36.780
that was really coming to a head.
795
00:40:36.780 --> 00:40:40.570
And so it allowed actually for class time to be used
796
00:40:40.570 --> 00:40:44.240
as a way as a medium, for other people to talk
797
00:40:44.240 --> 00:40:46.750
about what was going on.
798
00:40:46.750 --> 00:40:50.530
This fall it wasn't so much about Black Lives Matter.
799
00:40:50.530 --> 00:40:54.970
It was more about COVID right?
800
00:40:54.970 --> 00:40:59.720
And I was asking, what are your frustrations?
801
00:40:59.720 --> 00:41:01.910
How are you doing in the room?
802
00:41:01.910 --> 00:41:03.940
It gave me a really good angle
803
00:41:03.940 --> 00:41:08.160
of like meeting my class, where I could take 15 minutes
804
00:41:08.160 --> 00:41:10.890
and talk about their concerns and problems
805
00:41:10.890 --> 00:41:13.570
and then divert the rest of the class to Q&A.
806
00:41:15.540 --> 00:41:18.960
I had a chat room going along in teams
807
00:41:18.960 --> 00:41:21.460
where the students would ask their questions.
808
00:41:21.460 --> 00:41:23.350
So sometimes it'd be a vocal question,
809
00:41:23.350 --> 00:41:26.640
sometimes the student might not be vocal.
810
00:41:26.640 --> 00:41:29.130
So they could put it in the chat
811
00:41:29.130 --> 00:41:30.120
which is kind of interesting.
812
00:41:30.120 --> 00:41:31.450
I would bounce back and forth.
813
00:41:31.450 --> 00:41:33.140
I had like three different devices
814
00:41:33.140 --> 00:41:35.483
like going to try to monitor everything.
815
00:41:37.028 --> 00:41:40.520
And I found that that was a great way.
816
00:41:40.520 --> 00:41:44.350
So, if everyone's question that was asked
817
00:41:44.350 --> 00:41:46.040
I would actually answer it.
818
00:41:46.040 --> 00:41:50.160
So sometimes my lecture actually went for like two hours
819
00:41:50.160 --> 00:41:52.080
even though class time would end,
820
00:41:52.080 --> 00:41:54.690
I would still make sure I answered everyone's question.
821
00:41:54.690 --> 00:41:57.180
And I'm also videoing all those class sessions as well.
822
00:41:57.180 --> 00:42:00.643
So the students have ample access to access all of them.
823
00:42:01.490 --> 00:42:04.680
So I found that in a weird way
824
00:42:04.680 --> 00:42:06.790
the virtual environment gave me a better way
825
00:42:06.790 --> 00:42:09.570
to actually be more inclusive with everybody.
826
00:42:09.570 --> 00:42:10.840
And for some reason,
827
00:42:10.840 --> 00:42:13.490
maybe it's the student classes that we deal with nowadays,
828
00:42:13.490 --> 00:42:15.430
they feel more comfortable online
829
00:42:15.430 --> 00:42:17.868
or they feel more comfortable with
830
00:42:17.868 --> 00:42:20.530
this type of communication.
831
00:42:20.530 --> 00:42:23.812
Obviously not all, I ran into some people that weren't
832
00:42:23.812 --> 00:42:25.837
but I thought that was great.
833
00:42:25.837 --> 00:42:30.837
So, I think, using examples within your texts and as far as
834
00:42:30.880 --> 00:42:35.216
like Lisa with the Shakespeare
835
00:42:35.216 --> 00:42:37.480
it was exactly the same idea, right?
836
00:42:37.480 --> 00:42:40.323
Like you're trying to bring those topics within.
837
00:42:41.850 --> 00:42:43.660
So as far as the third
838
00:42:43.660 --> 00:42:48.100
I don't know if I'm running over assessment options.
839
00:42:48.100 --> 00:42:49.930
The problem with general chemistry
840
00:42:49.930 --> 00:42:52.230
is we have four different instructors
841
00:42:52.230 --> 00:42:56.723
teaching five sections of roughly 1200 students.
842
00:42:57.720 --> 00:42:59.710
I've recently pulled us all together
843
00:42:59.710 --> 00:43:02.920
and so now we actually work as one unit.
844
00:43:02.920 --> 00:43:06.300
We give the same exams, we give the same quizzes
845
00:43:06.300 --> 00:43:08.260
we assign the same homework.
846
00:43:08.260 --> 00:43:10.810
We follow the same schedule with lab.
847
00:43:10.810 --> 00:43:15.570
And so it's been nice to see it change
848
00:43:15.570 --> 00:43:19.400
from the lecture is kind of doing whatever they want
849
00:43:19.400 --> 00:43:22.390
to now it being really one class.
850
00:43:22.390 --> 00:43:25.710
And so any student from any section can
851
00:43:25.710 --> 00:43:29.720
talk to any other student and they get the same information.
852
00:43:29.720 --> 00:43:32.740
So the problem with assessment is that, right?
853
00:43:32.740 --> 00:43:36.690
That it is a huge thing and to bring in new assessment,
854
00:43:36.690 --> 00:43:38.150
it takes a little bit time.
855
00:43:38.150 --> 00:43:40.220
So, I didn't do that.
856
00:43:40.220 --> 00:43:43.370
But what I really got involved with
857
00:43:43.370 --> 00:43:48.370
is discussion boards try to communicate in that way.
858
00:43:48.420 --> 00:43:52.590
I found an introductory video is an easy thing to do.
859
00:43:52.590 --> 00:43:56.120
I did it on my iPhone, it was about five minutes.
860
00:43:56.120 --> 00:43:58.470
I talked about like how I love to ski.
861
00:43:58.470 --> 00:44:01.063
I put my dog Greta on it.
862
00:44:02.040 --> 00:44:05.780
And I asked students to do a discussion board introduction.
863
00:44:05.780 --> 00:44:07.710
And I would say
864
00:44:07.710 --> 00:44:11.500
a very, very large percentage actually responded
865
00:44:11.500 --> 00:44:13.330
and not all of a book pictures
866
00:44:13.330 --> 00:44:16.935
but it was a way like Priyantha was saying
867
00:44:16.935 --> 00:44:19.270
it was a way to develop a community
868
00:44:19.270 --> 00:44:22.020
before the class actually begun, right?
869
00:44:22.020 --> 00:44:24.100
And so there was discussion going back and forth.
870
00:44:24.100 --> 00:44:26.410
So I thought that was a really good idea
871
00:44:26.410 --> 00:44:29.613
for inclusion just try to create this environment.
872
00:44:32.790 --> 00:44:33.623
Again, the other thing
873
00:44:33.623 --> 00:44:35.890
that I thought was really really good
874
00:44:35.890 --> 00:44:39.340
in including and making students feel more comfortable
875
00:44:39.340 --> 00:44:41.610
was the idea of taking time out of the class,
876
00:44:41.610 --> 00:44:43.263
just to say how are you doing?
877
00:44:45.080 --> 00:44:46.603
All right, as simple as that.
878
00:44:48.470 --> 00:44:49.580
I mean, as I'm seeing here
879
00:44:49.580 --> 00:44:51.160
I see Holly's beautiful face, right?
880
00:44:51.160 --> 00:44:55.080
But everyone else has like these little bullets, right?
881
00:44:55.080 --> 00:44:57.720
And I would actually ask students to share videos,
882
00:44:57.720 --> 00:44:59.470
I mean, share their face.
883
00:44:59.470 --> 00:45:01.520
And it took a little bit of time,
884
00:45:01.520 --> 00:45:05.720
but eventually students started to catch on with that.
885
00:45:05.720 --> 00:45:08.730
And I thought that was really something good too
886
00:45:08.730 --> 00:45:11.420
as far as these inclusive nature where they now
887
00:45:11.420 --> 00:45:14.363
start to see other people.
888
00:45:15.250 --> 00:45:17.950
I don't know if anyone else has had interesting problems
889
00:45:17.950 --> 00:45:21.970
with students online with their camera.
890
00:45:21.970 --> 00:45:24.120
I think one thing to make sure we tell all of our students
891
00:45:24.120 --> 00:45:28.370
is make sure your camera is on or off (laughs)
892
00:45:28.370 --> 00:45:32.130
depending on what you're doing in the background.
893
00:45:32.130 --> 00:45:33.960
So because of that
894
00:45:33.960 --> 00:45:38.120
I saw some interesting things happening in the background.
895
00:45:38.120 --> 00:45:41.310
So be wary of that.
896
00:45:41.310 --> 00:45:43.310
But some of them we actually joked about
897
00:45:44.250 --> 00:45:47.671
some of my other colleagues had more interesting things.
898
00:45:47.671 --> 00:45:52.520
(laughs) So be wary of that.
899
00:45:52.520 --> 00:45:55.550
But I thought it was fine 'cause in the beginning
900
00:45:55.550 --> 00:45:57.690
there was maybe two people online
901
00:45:57.690 --> 00:46:01.011
and I was worried about bandwidth and things dropping out.
902
00:46:01.011 --> 00:46:06.011
But at the end I would have a full screen of faces
903
00:46:06.250 --> 00:46:08.550
and they would pipe in with their questions
904
00:46:08.550 --> 00:46:10.480
and it really was a great experience.
905
00:46:10.480 --> 00:46:15.360
So I highly recommend this program as well as
906
00:46:15.360 --> 00:46:18.490
most of the stuff that CTL offers.
907
00:46:18.490 --> 00:46:20.530
So I hope that's enough, right?
908
00:46:20.530 --> 00:46:21.940
I don't know, questions?
909
00:46:21.940 --> 00:46:24.470
Thank you Eric, that's awesome.
910
00:46:24.470 --> 00:46:27.960
I also wanted to just make a pitch
911
00:46:27.960 --> 00:46:30.590
for the virtual backgrounds are really helpful.
912
00:46:30.590 --> 00:46:32.490
Like the one I have right now.
913
00:46:32.490 --> 00:46:34.970
So if something strange goes on behind me
914
00:46:35.940 --> 00:46:38.051
most of the time it's cloaked. (laughs)
915
00:46:38.051 --> 00:46:40.301
Yeah, yeah, yeah, Oh yeah, yeah, yes, yeah.
916
00:46:41.502 --> 00:46:44.370
But I was surprised...
917
00:46:44.370 --> 00:46:45.840
Hey I was kind of surprised sometimes
918
00:46:45.840 --> 00:46:47.660
by the student just letting you in right?
919
00:46:47.660 --> 00:46:49.950
To, their room.
Definitely, definitely.
920
00:46:49.950 --> 00:46:50.783
Right?
Yes.
921
00:46:50.783 --> 00:46:52.580
So that's the room they've been hanging out,
922
00:46:52.580 --> 00:46:53.760
for God knows how long
923
00:46:54.880 --> 00:46:56.720
and as you're looking at them
924
00:46:56.720 --> 00:46:58.900
it's just like a window, right?
925
00:46:58.900 --> 00:47:01.960
Because now I'm looking at you, Holly, but yes I can look
926
00:47:01.960 --> 00:47:05.020
to the left and to the right and behind you
927
00:47:05.020 --> 00:47:08.070
and be like, Oh, there's a poster on the wall.
928
00:47:08.070 --> 00:47:09.210
Okay, what is that poster?
929
00:47:09.210 --> 00:47:10.320
Oh, that's the grateful dead.
930
00:47:10.320 --> 00:47:11.660
Oh, you like the grateful dead?
931
00:47:11.660 --> 00:47:12.728
I'll be like--
Yes.
932
00:47:12.728 --> 00:47:14.465
So there's another way of connecting,
933
00:47:14.465 --> 00:47:18.740
but there was a couple interesting points
934
00:47:18.740 --> 00:47:21.728
where I was like turn off your video.
935
00:47:21.728 --> 00:47:23.510
(both laughs)
936
00:47:23.510 --> 00:47:25.750
I'm not sure your video is appropriate.
937
00:47:25.750 --> 00:47:27.320
Yes.
938
00:47:27.320 --> 00:47:28.780
But nothing vulgar.
939
00:47:28.780 --> 00:47:30.969
So at least that was good.
940
00:47:30.969 --> 00:47:33.280
Yes. Well, thank you for sharing Eric.
941
00:47:33.280 --> 00:47:37.700
I see there is a hand up, I think it's Kate.
942
00:47:37.700 --> 00:47:39.060
Would you like to unmute
943
00:47:39.060 --> 00:47:42.590
and you can choose to show your video if you'd like Kate.
944
00:47:42.590 --> 00:47:45.440
And if you have a question that's directed
945
00:47:45.440 --> 00:47:49.470
at particular panelists, you can say that
946
00:47:49.470 --> 00:47:53.680
if it's just for everyone, you can say that as well.
947
00:47:53.680 --> 00:47:58.130
Yeah, I actually have two questions so maybe I'll ask one
948
00:47:58.130 --> 00:48:00.067
and then see if other people have questions.
949
00:48:00.067 --> 00:48:03.480
And then if there's time, I'll ask my second one.
950
00:48:03.480 --> 00:48:07.420
And I would just love sort of brainstorming help
951
00:48:07.420 --> 00:48:12.420
from all of the panelists on this one.
952
00:48:12.720 --> 00:48:16.040
So I'm in the philosophy department but I teach
953
00:48:17.472 --> 00:48:21.620
the logic course that we offer.
954
00:48:21.620 --> 00:48:24.850
So the logic course fills the QR requirements.
955
00:48:24.850 --> 00:48:27.250
So it really feels much more like
956
00:48:27.250 --> 00:48:29.760
a math course than a philosophy course.
957
00:48:29.760 --> 00:48:33.240
They're problem sets and exams rather
958
00:48:33.240 --> 00:48:34.943
than like readings and papers.
959
00:48:36.560 --> 00:48:40.420
And a lot of students take that course
960
00:48:41.320 --> 00:48:46.320
because they feel maybe not so confident with math
961
00:48:46.390 --> 00:48:48.930
and are trying to figure out
962
00:48:48.930 --> 00:48:51.620
how they're going to fulfill the QR requirement
963
00:48:51.620 --> 00:48:54.750
given that they don't think of themselves
964
00:48:54.750 --> 00:48:58.640
as like math people and predictably, of course
965
00:48:58.640 --> 00:49:02.963
that splits across gender lines pretty dramatically.
966
00:49:03.830 --> 00:49:08.830
Although not exclusively by any means.
967
00:49:10.622 --> 00:49:12.260
And one thing I really struggle with
968
00:49:12.260 --> 00:49:16.450
when I teach this course is creating
969
00:49:19.090 --> 00:49:24.010
right at the beginning, the kind of inclusive atmosphere
970
00:49:24.010 --> 00:49:26.450
in the course that makes a student who thinks
971
00:49:26.450 --> 00:49:29.250
of themselves as not good at math,
972
00:49:29.250 --> 00:49:33.360
feel like this is something I can do
973
00:49:33.360 --> 00:49:34.610
and I'm gonna be successful.
974
00:49:34.610 --> 00:49:37.460
So I frequently get a lot of drops within
975
00:49:37.460 --> 00:49:39.600
the first week or two of the class
976
00:49:39.600 --> 00:49:43.630
and disproportionately
977
00:49:46.450 --> 00:49:48.673
women drop the course.
978
00:49:49.537 --> 00:49:54.537
And so I would like to find a way to sort of ameliorate that
979
00:49:54.860 --> 00:49:58.913
I have tried a number of different strategies.
980
00:50:00.340 --> 00:50:05.340
One thing that is sort of
981
00:50:05.490 --> 00:50:06.840
complicating factor here
982
00:50:06.840 --> 00:50:11.840
is that the course is actually quite difficult.
983
00:50:11.940 --> 00:50:14.113
The content is difficult.
984
00:50:15.785 --> 00:50:16.618
And so
985
00:50:21.730 --> 00:50:25.450
students have to work really hard
986
00:50:25.450 --> 00:50:28.440
and some students fail.
987
00:50:28.440 --> 00:50:31.287
And I don't want to kind of...
988
00:50:31.287 --> 00:50:34.080
I don't want to fix this problem
989
00:50:34.080 --> 00:50:39.080
by sort of hiding the difficulty of the course.
990
00:50:39.270 --> 00:50:40.103
Right.
991
00:50:40.950 --> 00:50:45.950
And I think it's important to be upfront
992
00:50:46.020 --> 00:50:49.150
about what the course material is going to be like
993
00:50:49.150 --> 00:50:49.983
and kind of,
994
00:50:51.710 --> 00:50:56.440
I have the students get their hands dirty right away.
995
00:50:56.440 --> 00:50:59.260
There's not a big sort of lead in,
996
00:50:59.260 --> 00:51:02.130
which is I think part of why I get a lot of drops
997
00:51:02.130 --> 00:51:04.090
because they get to the first problem set
998
00:51:04.090 --> 00:51:06.160
which is still during add drop period.
999
00:51:06.160 --> 00:51:09.510
And they go I'm out, (chuckles)
1000
00:51:09.510 --> 00:51:13.133
but I'm hesitant to sort of change that,
1001
00:51:15.410 --> 00:51:16.530
change that timeline,
1002
00:51:16.530 --> 00:51:19.460
because I do want students to know what they're getting into
1003
00:51:19.460 --> 00:51:23.680
and I think it can be perfectly appropriate or reasonable
1004
00:51:23.680 --> 00:51:25.090
for a student to be like, you know what
1005
00:51:25.090 --> 00:51:28.220
this semester is just not the time
1006
00:51:28.220 --> 00:51:29.460
for me to take this course.
1007
00:51:29.460 --> 00:51:30.890
Sure.
That should
1008
00:51:30.890 --> 00:51:33.460
take too much bandwidth
1009
00:51:33.460 --> 00:51:36.600
that I need to be able to devote to other things.
1010
00:51:36.600 --> 00:51:38.545
Okay, so that's kind of the situation I'm in
1011
00:51:38.545 --> 00:51:42.480
And I would just love help thinking about
1012
00:51:42.480 --> 00:51:46.773
how to brainstorm on that front.
1013
00:51:47.880 --> 00:51:51.730
Great, and I think our panelists all teach
1014
00:51:51.730 --> 00:51:53.210
challenging courses as well.
1015
00:51:53.210 --> 00:51:56.350
So if any of them
1016
00:51:56.350 --> 00:51:59.020
want to unmute and chime in
1017
00:51:59.020 --> 00:52:00.460
that would be super helpful.
1018
00:52:00.460 --> 00:52:03.410
I see Jen has also put something in the chat for you, Kate.
1019
00:52:10.860 --> 00:52:11.803
Hey, Kate.
1020
00:52:12.690 --> 00:52:16.519
Yes, it happens.
1021
00:52:16.519 --> 00:52:18.211
(laughs)
1022
00:52:18.211 --> 00:52:20.160
you got first problem set.
1023
00:52:20.160 --> 00:52:23.640
I've tried to do is not sugarcoat it
1024
00:52:23.640 --> 00:52:26.500
sounds like you're doing the same.
1025
00:52:26.500 --> 00:52:27.964
You have to come out and say, look,
1026
00:52:27.964 --> 00:52:30.760
this is a course that requires A, B and C,
1027
00:52:30.760 --> 00:52:33.153
and it's going to be demanding.
1028
00:52:36.680 --> 00:52:38.950
Teaching general chemistry the concepts are great.
1029
00:52:38.950 --> 00:52:40.340
Everyone loves the concepts.
1030
00:52:40.340 --> 00:52:43.900
Explain why do you add salt to the roads?
1031
00:52:43.900 --> 00:52:46.977
Why do you add salt to your pasta when you're cooking?
1032
00:52:46.977 --> 00:52:50.250
The physical things are really interesting to students
1033
00:52:50.250 --> 00:52:51.930
but this is a math course
1034
00:52:51.930 --> 00:52:54.610
general chemistry is a algebra course.
1035
00:52:54.610 --> 00:52:55.920
It's physical chemistry, really.
1036
00:52:55.920 --> 00:52:57.750
So, I feel like we're talking
1037
00:52:57.750 --> 00:52:59.360
about sort of the same thing, right?
1038
00:52:59.360 --> 00:53:02.130
That you're gonna find students that are engaged
1039
00:53:02.130 --> 00:53:05.110
in the topic and they like the idea of it
1040
00:53:05.110 --> 00:53:08.533
but the math is somewhat holding them back.
1041
00:53:09.504 --> 00:53:12.840
So I try to give basically like preemptive
1042
00:53:12.840 --> 00:53:14.987
like little study quizzes
1043
00:53:17.420 --> 00:53:18.253
I guess you could say,
1044
00:53:18.253 --> 00:53:19.780
they're not really quizzes
1045
00:53:19.780 --> 00:53:23.030
just like in the beginning of the course
1046
00:53:23.030 --> 00:53:26.190
I'll talk about within an announcement,
1047
00:53:26.190 --> 00:53:29.990
if you're feeling that your math skills, aren't up to par
1048
00:53:29.990 --> 00:53:32.540
here is a great review, right?
1049
00:53:32.540 --> 00:53:35.733
These are all the skills that you're gonna need to know,
1050
00:53:36.800 --> 00:53:38.100
going forward.
1051
00:53:38.100 --> 00:53:41.990
And so it allows those students to possibly
1052
00:53:41.990 --> 00:53:44.290
have that like support system, right?
1053
00:53:44.290 --> 00:53:45.950
In going forward.
1054
00:53:45.950 --> 00:53:47.630
The other thing I mentioned too,
1055
00:53:47.630 --> 00:53:50.685
like you talked about the first problem set being
1056
00:53:50.685 --> 00:53:52.963
during the add drop period,
1057
00:53:54.774 --> 00:53:58.150
I reach out to every student that's dropping
1058
00:53:58.150 --> 00:54:01.160
and say, do you wanna talk about your drop?
1059
00:54:01.160 --> 00:54:04.660
Do you realize everything that's within the course, right?
1060
00:54:04.660 --> 00:54:07.330
That we still have quite a bit of time
1061
00:54:07.330 --> 00:54:09.500
before the withdrawal date.
1062
00:54:09.500 --> 00:54:11.960
So, obviously this is something
1063
00:54:11.960 --> 00:54:13.570
that's either part of your major possibly
1064
00:54:13.570 --> 00:54:15.020
at least with Gen Chem it is,
1065
00:54:16.216 --> 00:54:17.170
let's talk about it.
1066
00:54:17.170 --> 00:54:20.630
And I think that beginning part of communication might,
1067
00:54:20.630 --> 00:54:21.920
I don't know if you do that or not Kate,
1068
00:54:21.920 --> 00:54:26.463
but might help in some of that retention.
1069
00:54:26.463 --> 00:54:29.163
But those are some ideas that I've implemented.
1070
00:54:30.450 --> 00:54:31.733
Thanks so much Eric.
1071
00:54:34.840 --> 00:54:36.933
Are there questions that folks have.
1072
00:54:53.950 --> 00:54:56.120
And I see that John has also put
1073
00:54:56.120 --> 00:54:59.763
a suggestion for Kate in the chat.
1074
00:55:12.780 --> 00:55:14.480
We only have a few moments left.
1075
00:55:14.480 --> 00:55:16.150
So I wanna make sure
1076
00:55:16.150 --> 00:55:19.310
if anyone has a question for the panelists,
1077
00:55:19.310 --> 00:55:22.950
either raise your hand or put it in the chat.
1078
00:55:22.950 --> 00:55:27.750
And I am going to also
1079
00:55:27.750 --> 00:55:32.340
share with you a survey for this session.
1080
00:55:32.340 --> 00:55:36.443
And if you could take a few moments now
1081
00:55:37.600 --> 00:55:40.173
and fill it out that would be so helpful.
1082
00:55:41.490 --> 00:55:44.330
And I'm just gonna grab that for you momentarily.
1083
00:55:44.330 --> 00:55:46.890
I had it on the slide but I stopped sharing the side
1084
00:55:46.890 --> 00:55:48.490
so that we could see each other.
1085
00:55:53.270 --> 00:55:58.170
So here in the chat, I've put a URL to a Qualtrics survey
1086
00:55:58.170 --> 00:56:00.760
and just make sure as you fill that out,
1087
00:56:00.760 --> 00:56:05.020
that you select this session for inclusive teaching.
1088
00:56:05.020 --> 00:56:09.070
And then I see Lisa has her hand up and then Kate,
1089
00:56:09.070 --> 00:56:10.023
go ahead Lisa.
1090
00:56:11.040 --> 00:56:12.140
Just really quick.
1091
00:56:12.140 --> 00:56:13.800
Something that I did last semester
1092
00:56:13.800 --> 00:56:17.300
that I was inspired by the Cornell course to do
1093
00:56:17.300 --> 00:56:20.540
but I don't think it was a particular suggestion
1094
00:56:20.540 --> 00:56:21.373
of that course.
1095
00:56:21.373 --> 00:56:22.206
It was just the course really
1096
00:56:22.206 --> 00:56:23.970
sort of inspired me think about
1097
00:56:23.970 --> 00:56:26.450
ways to bring students in from the very beginning.
1098
00:56:26.450 --> 00:56:31.270
This doesn't specifically answer Kate's question,
1099
00:56:31.270 --> 00:56:35.870
but what I did was instead of...
1100
00:56:35.870 --> 00:56:38.980
I did have my own course objectives,
1101
00:56:38.980 --> 00:56:41.850
but actually left them off of the syllabus
1102
00:56:41.850 --> 00:56:45.800
until the students could contribute their own
1103
00:56:45.800 --> 00:56:48.130
learning objectives for the semester.
1104
00:56:48.130 --> 00:56:51.690
So I had a blank on my syllabus and then on teams,
1105
00:56:51.690 --> 00:56:54.410
I just created a document and ask them
1106
00:56:54.410 --> 00:56:57.060
to add their own learning objectives for the semester
1107
00:56:57.060 --> 00:56:58.523
or their course objectives.
1108
00:56:59.481 --> 00:57:02.490
And they did and they were really, really thoughtful.
1109
00:57:02.490 --> 00:57:05.660
And then I added my own, but I didn't wanna start
1110
00:57:05.660 --> 00:57:09.485
with my own and sort of supersede theirs.
1111
00:57:09.485 --> 00:57:14.485
And I acknowledged their course objectives
1112
00:57:16.020 --> 00:57:17.920
by putting them right in the syllabus.
1113
00:57:17.920 --> 00:57:20.120
And also by talking about them
1114
00:57:20.120 --> 00:57:23.070
with them about how thoughtful they were.
1115
00:57:23.070 --> 00:57:25.340
And I came back to them again and again in the course
1116
00:57:25.340 --> 00:57:28.083
actually and just sort of reminded them that,
1117
00:57:29.190 --> 00:57:31.160
that we were getting somewhere
1118
00:57:31.160 --> 00:57:33.360
with the very objectives that they had written.
1119
00:57:33.360 --> 00:57:36.610
So I felt that was really a helpful
1120
00:57:37.452 --> 00:57:39.752
invitationals sort of thing to do.
1121
00:57:39.752 --> 00:57:42.700
it's not as easy to do that with
1122
00:57:42.700 --> 00:57:45.570
introduction to logic class
1123
00:57:45.570 --> 00:57:48.770
but it is a way to sort of like give them some agency
1124
00:57:48.770 --> 00:57:50.483
in the class from the beginning.
1125
00:57:54.690 --> 00:57:57.313
That can allow them to kind of stick in the class.
1126
00:57:58.360 --> 00:58:01.650
Thanks so much for sharing that, Lisa, it's important.
1127
00:58:01.650 --> 00:58:05.000
And Kate, did you have something that you'd like to say
1128
00:58:05.000 --> 00:58:05.973
before we leave?
1129
00:58:13.310 --> 00:58:16.810
Yeah, I guess I can just put my other question
1130
00:58:16.810 --> 00:58:17.643
on the table--
Okay.
1131
00:58:17.643 --> 00:58:18.890
and then maybe if people have thought
1132
00:58:18.890 --> 00:58:21.810
they could put them in the chat or something.
1133
00:58:21.810 --> 00:58:24.310
One thing that I have
1134
00:58:29.180 --> 00:58:33.030
struggled with in my more typical philosophy classes is
1135
00:58:34.340 --> 00:58:39.340
thinking about assessment and trying to create
1136
00:58:39.560 --> 00:58:43.160
multiple pathways for assessment
1137
00:58:43.160 --> 00:58:46.320
and kind of how to balance that with
1138
00:58:46.320 --> 00:58:49.230
skills related learning objectives for the course
1139
00:58:49.230 --> 00:58:52.549
like learning how to write a philosophy paper.
1140
00:58:52.549 --> 00:58:53.382
That's right.
1141
00:58:53.382 --> 00:58:58.382
And so I would love ideas especially...
1142
00:58:59.250 --> 00:59:02.160
Well I guess maybe even thinking more generally
1143
00:59:02.160 --> 00:59:04.610
about how to kind of balance
1144
00:59:04.610 --> 00:59:09.610
kind of offering students multiple pathways for assessment
1145
00:59:10.030 --> 00:59:15.030
with sort of skills based learning objectives
1146
00:59:15.100 --> 00:59:17.570
that require students to sort of do
1147
00:59:17.570 --> 00:59:21.875
a certain kind of--
1148
00:59:21.875 --> 00:59:24.060
Thing (laughs)
Thing.
1149
00:59:24.060 --> 00:59:25.302
Yeah, yeah.
1150
00:59:25.302 --> 00:59:28.360
And so that was kind of my other question.
1151
00:59:28.360 --> 00:59:30.950
And maybe if people have
1152
00:59:30.950 --> 00:59:34.760
any ideas they wanna put in the chat, that would be great.
1153
00:59:34.760 --> 00:59:37.850
Okay, I mean I'll just say something real quick--
1154
00:59:37.850 --> 00:59:39.850
Yeah.
about that question Kate is
1155
00:59:39.850 --> 00:59:44.850
what I've experimented with faculty getting them to do is
1156
00:59:44.870 --> 00:59:47.860
if there's ways building up to the final paper,
1157
00:59:47.860 --> 00:59:49.410
that there can be options.
1158
00:59:49.410 --> 00:59:53.163
So can they sketch out in a more,
1159
00:59:54.257 --> 00:59:57.880
loose way, some of the ideas they have for the paper,
1160
00:59:57.880 --> 01:00:02.040
if there's a way to draw something
1161
01:00:02.040 --> 01:00:04.210
that they're thinking about related to the paper,
1162
01:00:04.210 --> 01:00:06.550
whether it's an outline or
1163
01:00:06.550 --> 01:00:09.510
also breaking it up into scaffolded pieces,
1164
01:00:09.510 --> 01:00:13.090
so it doesn't seem like such a ginormous
1165
01:00:13.090 --> 01:00:15.960
task for some people who are
1166
01:00:15.960 --> 01:00:18.440
feeling really hesitant about it.
1167
01:00:18.440 --> 01:00:20.948
So can you offer ways to
1168
01:00:20.948 --> 01:00:24.550
put it into slightly more manageable pieces
1169
01:00:24.550 --> 01:00:26.160
where they have a chance to practice.
1170
01:00:26.160 --> 01:00:29.240
And maybe those are the places where they could practice
1171
01:00:29.240 --> 01:00:31.900
some things in different ways
1172
01:00:31.900 --> 01:00:33.420
as they're planning out the paper
1173
01:00:33.420 --> 01:00:36.697
versus the final actual paper has to be a certain thing.
1174
01:00:36.697 --> 01:00:38.403
And that makes sense that it does.
1175
01:00:39.727 --> 01:00:43.800
But I welcome any other people to put things in the chat.
1176
01:00:43.800 --> 01:00:48.790
I want to make sure that we respect everybody's time.
1177
01:00:48.790 --> 01:00:50.870
I realized that it's 10:O3 three right now,
1178
01:00:50.870 --> 01:00:53.000
so if you need to
1179
01:00:54.285 --> 01:00:56.170
go to the next thing
1180
01:00:56.170 --> 01:00:59.120
that is on your agenda, that is perfectly fine.
1181
01:00:59.120 --> 01:01:01.160
I thank you all for being here
1182
01:01:01.160 --> 01:01:04.850
and a special thank you to each one of our panelists.
1183
01:01:04.850 --> 01:01:07.450
It was wonderful to hear your lessons learned
1184
01:01:07.450 --> 01:01:09.390
and that you shared all your experiences
1185
01:01:09.390 --> 01:01:10.570
that you've had with us.
1186
01:01:10.570 --> 01:01:14.320
And we really value those stories
1187
01:01:14.320 --> 01:01:17.750
that you each were able to communicate with us this morning.
1188
01:01:17.750 --> 01:01:18.983
Thank you so much.