I am starting the section of recorded sessions about Universal Design and Design Equity from the 2021 Lilly Conference Online. The first session is by Stephanie Foote from the John N. Gardner Institute for Excellence in Undergraduate Education. I have been able to watch Foote present on similar topics at previous Lilly Conferences. This session is entitled “A Return to Humanity in Teaching” and focused on teaching and identity. Foote reflected on the year and “better understanding ourselves and our students… to create inclusive and responsive learning environments.” After thanking participants for taking the time to watch the session, Foote reviewed the learning outcomes of the session. Understanding ourselves and who we are as an individual influences how we teach, mentioned Foote. Examples included revisiting the syllabus to promote a classroom that will be more open and human. Citing Pacansky-Brock, Smedshammer, and Vincent-Layton, Foote explained that learning environments are not neutral. Foote showed an infographic from Pacansky-Brock entitled “How and Why to Humanize Your Online Class” that I would like to find! The presence of the instructor should be acknowledged. Stephen Brookfield’s reflective teaching “engages instructors in a process of self-evaluation with the goal of continuous improvement.” The interaction between the environment and our identities is just the first step. Understanding our students, explained Foote, is critical. A first-day survey example from Kilpack published in JMBE was shared by Foote as a way of learning about students early on to get to know their needs and how we can take action on these data. Foote also described how the survey has helped them revisit the syllabus. Foote showed examples of how to communicate belonging with a statement of inclusion and teaching tips (during the pandemic). Foote urged us to revisit the language and tone of the syllabus. A document with what to expect from me and what I will expect from you in two columns was discussed by Foote as a way to engage the class in the creation of course common guidelines. Foote talked about the UDL guidelines and multiple means of engagement, representation, and action & expression and how these have driven the creation of new assignments. Foote tries to provide multiple options for engagement. A liquid syllabus was described as a rich and dynamic syllabus that humanizes the information and makes resources such as video available even from outside the learning management system (LMS). The example Foote showed was from Fabiola Torres from Glendale Community College. We have been using GoogleDocuments for syllabi and guidelines though we have not posted them publicly.
Next, Foote talked about TILT: Transparency in Learning and Teaching framework that I have been trying to use more often. The TILT framework focuses on having a purpose, task, and criteria. I have noticed that it has been easier to use TILT for some guidelines and courses whereas others are more challenging. Foote has an infographic with different student strategies and approximate times for successfully completing an asynchronous course. Foote ended by discussing the importance of reflection and making connections. I am trying to promote this as part of synchronous sessions and weekly note documents. While no grades are associated with the reflections, I am trying to encourage completion by emphasizing the importance of this activity.
