Tonight Amada and I watched another session from the Teaching and Learning Conference entitled “A Return to Humanity in Teaching” by Stephanie M. Foote, Associate Vice President, Teaching, Learning, and Evidence-Based Practices, John N. Gardner Institute for Excellence in Undergraduate Education and Stony Brook University. I have watched sessions by Foote at the Lilly Conference before and enjoyed them. The title of this session seemed like a new topic for Foote so I was intrigued. Foote makes sessions interactive and started by asking participants to share words that resonated with how they feel. Using a quote from Parker Palmer 1998, Foote talked about how teaching involves vulnerability and humanity. Foote also created a handout and Wakelet with resources. Foote has been thinking about the influence of our identities and values on classroom dynamics and teaching. Several reflection questions were shared to reflect on our identities and how some aspects of course design may privilege some student identities over others. How can we humanize our courses? Was the prompt that Foote shared.
How can we humanize our courses?
Stephanie M. Foote, Elon Teaching and Learning Conference 2021
Michelle Pacansky-Brock’s “How and Why to Humanize Your Online Class” tool was shared, and I want to check it out. The website Pacansky-Brock created centers trust, presence, awareness, and empathy. Foote has been recording reflections and taking into consideration Brookfield’s advice on reflective teaching. Foote uses a reflective teaching plan that allows space for reflection. I consider this blog an opportunity to reflect on the great work others are presenting and connect it to the courses I teach and develop. Foote uses a welcome survey to gauge preparedness and interests of students. Kilpack and Melon’s JMBE article has helped Foote guide and think about student needs. Foote spoke about using the syllabus to communicate a sense of belonging and revisiting the language used. Foote’s syllabus has a statement of inclusion and a statement about teaching and learning during a pandemic. I think this is important and will keep in mind for the metagenomics course that starts in a couple of weeks. Foote shared the liquid syllabus example from Fabiola Torres. This was mentioned in the Lilly recorded presentation Foote did earlier this year. Torres has two lists: what you can expect from me (the instructor) and what I will expect from you. Foote reflects on how students experience the courses and how they can further engage. In the introduction in the liquid syllabus, Foote links to a short and personal video. TILT: the transparency in learning and teaching framework helps you can the students recognize the purpose, task, and criteria for each assignment. Foote mentioned the TILT database and infographics for courses created with Canva. I have been trying to use the TILT framework in courses, though several guidelines need additional edits. I appreciate the ideas Foote shares and tools that can be implemented in a variety of courses. As one participant mentioned, these strategies can be implemented in professional development activities too.
