The session I watched tonight from the summer Elon Teaching and Learning Conference was entitled “Exploring Course Content and Equity through Book Study.” Lisa Buchanan and Heidi Hollingsworth are professors in the School of Education. They presented with Josie Brothers and Liliana Kelson, Elon undergraduates. The session objectives focused on inviting participants to select books that met course objectives and facilitate discussions of equity with students. Buchanan explained that the course is a foundational course in education open to all Elon students. The book choices Buchanan and Hollingsworth made centered eductors and communities from BIPOC and women authors. The book titles were Pushout, We Want to Do More, An Indigenous People’s History of the United States, and Same as it Never Was. Students were offered choices, and the books were purchased with funding from Elon’s faculty development office. Students had roles that rotated (facilitator, reporter, time keeper), reporter logs (Google Docs), low-risk writing activities such as entrance/exit tickets to gather thoughts and pose questions, and takeaway presentations. The group size was rather large at first, and the presenters recommended a size of 3-4 members. Josie, the student presenter, described the presentation their group made for the group Pushout. It was nice to hear from students that the rotating roles was important and the topic of the book was personally motivating. Liliana’s perspective also highlighted that people in their group cared about the book and group meetings. Both students talked about learning and discussing difficult topic such as the school-to-prison ‘pipeline’, privilege, and pressing issues in society. Both students also emphasized how they were fully engaged with their team. The presenters then talked about the difference between in-person and virtual book clubs. I was amazed by how the students spoke about enjoying the book study even after being on Zoom 2-3 hours before the sessions! Students remembered facts and eloquently explained knowledge they found intriguing. Attendees mentioned using guiding questions and prompts. I attended an awesome Liquid Margins session today with the Hypothes.is team and questions were shared to prompt discussion. I had not thought about student-driven book studies, and this session helped motivate me to think about having groups work together to discuss papers… maybe for metagenomics!
Robert Duvall from Duke University and Shannon Duvall from Elon University (couple!) talked about Small Inclusive Teaching, paying homage to Dr. Lang, the keynote. Shannon Duvall defined diversity, equity, and inclusion (DEI) and how small inclusive teaching includes all three. Diversity is representing a variety of identities and viewpoints; equity is providing equitable access to the material to make sure every student gets what they need to be successful in the course; and inclusion is to let every voice and perspective be hear, explained Shannon Duvall. The first heading Shannon had was: “Do I belong?” She suggested examining our clipart, highlighting diverse role models, and using course materials by diverse authors. Shannon Duvall does “Famous Fridays” and shows famous computer scientists and what they have done, highlighting diverse trajectories and scientists. “Be transparent“, was the next section and Shannon Duvall emphasized clear learning objectives, rubrics, and also modeling what it looks like to fail well! This is so important and often forgotten. Duvall recommended challenging the assumptions we have about our students by using pain points to find your assumptions. Shannon created a graphic entitled “Should I ask the professor for help?” with three sections: Don’t ask…, proceed with caution…. ask now! Oh this is such a great idea! I can see a Canva graphic that explains this to ALL students. The next section Shannon Duvall explained was inclusive language and learning student names (and how to pronounce them and their pronouns!) and also explaining jargon. I do a poor job explaining jargon in my field! Shannon Duvall has a hand signal for students to alert her of jargon! Shannon mentioned that she believes that “equitable course management allows for learning at different paces” and this can be done with clear, easy, extensions; relaxed late policies; and allowing a “take-two.” To address bias, Shannon recommended grading anonymously, using random online student choosers, and challenging our own assumptions about individual student success. Tracking interactions with students was also discussed to make sure all are getting the appropriate resources. This resonates since I was just checking who has watched our lab overview videos. Shannon talked about “letting their voices be heard” by avoiding cold calling, using open-ended assignments, including reflections with assessments, asking for student feedback early and often, and providing several options for engaging with the content. This session had several useful tips and activities I had not considered! I will now create a “Should I ask the professor for help?” infographic and be more transparent about my take-two policies!
