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[av_heading heading=’Out of the Box’ tag=’h1′ link_apply=” link=’manually,http://’ link_target=” style=’blockquote modern-quote modern-centered’ size=’40’ subheading_active=’subheading_below’ subheading_size=’20’ margin=” padding=’10’ color=’custom-color-heading’ custom_font=’#ffffff’ custom_class=” id=” admin_preview_bg=” av-desktop-hide=” av-medium-hide=” av-small-hide=” av-mini-hide=” av-medium-font-size-title=” av-small-font-size-title=” av-mini-font-size-title=” av-medium-font-size=” av-small-font-size=” av-mini-font-size=” av_uid=’av-2vlr4f’]
Reimagining the virtual classroom for Fall 2020!
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Out of the Box is an educational initiative to provide resources and time to support you in rising to the occasion, to get from “good enough” teaching to deliberate and inclusive teaching tailored to the needs of your students. There is no single approach to adapting to remote teaching. Here you can find four evidence-based guiding principles that can be used to inform the many small decisions you’ll make.
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[av_heading heading=’How did this go in Fall 2020?’ tag=’h3′ link=’manually,http://’ link_target=” style=” size=” subheading_active=” subheading_size=’15’ margin=” padding=’10’ icon_padding=’10’ color=” custom_font=” icon_color=” show_icon=” icon=’ue800′ font=” icon_size=” custom_class=” id=” admin_preview_bg=” av-desktop-hide=” av-medium-hide=” av-small-hide=” av-mini-hide=” av-medium-font-size-title=” av-small-font-size-title=” av-mini-font-size-title=” av-medium-font-size=” av-small-font-size=” av-mini-font-size=” av-medium-font-size-1=” av-small-font-size-1=” av-mini-font-size-1=”][/av_heading]
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In the fall, 30 Life Sciences faculty completed Out of the Box and reimagined their courses by transforming them to be more equitable and inclusive!
Here’s what some of them said:
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“After a long lonely summer the teaching initiative felt like a great support like a fresh breeze. It inspired me to introduce a focus on Group Work for the Fall offering and enhance equitable learning modules. I was able to revisit strategies I already had implemented during summer and refine these. Furthermore I also learned about new strategies and tools, which I was able to adopt and try out for the fall offering.”
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“…attending….was an important time for self-reflection and forced me to confront some harsh truths about systemic racism and the nature of microaggressions. It was eye-opening and oftentimes uncomfortable. But it helped me understand and appreciate the significant challenges that under-privileged and minoritized groups face on a daily basis.”
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Due to support from HHMI, these funds are available to all Life Sciences faculty who teach a course of at least 30 students, or undergraduate laboratory courses with 10 or more students. The Division of Physical Sciences is piloting this opportunity for Physical Sciences faculty who teach a course of at least 100 students. (193-199 courses not included.)
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[av_heading heading=’Instructions’ tag=’h3′ link_apply=” link=’manually,http://’ link_target=” style=” size=” subheading_active=” subheading_size=’15’ margin=” margin_sync=’true’ padding=’10’ color=” custom_font=” av-medium-font-size-title=” av-small-font-size-title=” av-mini-font-size-title=” av-medium-font-size=” av-small-font-size=” av-mini-font-size=” id=” custom_class=” av_uid=’av-ketd6i6s’ admin_preview_bg=”][/av_heading]
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[av_heading heading=’Guiding Principles’ tag=’h1′ link_apply=” link=’manually,http://’ link_target=” style=’blockquote modern-quote modern-centered’ size=” subheading_active=’subheading_below’ subheading_size=’15’ margin=” padding=’10’ color=” custom_font=” custom_class=” id=” admin_preview_bg=” av-desktop-hide=” av-medium-hide=” av-small-hide=” av-mini-hide=” av-medium-font-size-title=” av-small-font-size-title=” av-mini-font-size-title=” av-medium-font-size=” av-small-font-size=” av-mini-font-size=” av_uid=’av-2a0d0f’]
(developed by Karin Gosselink, Yale University)
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Being reflective and flexible helps you adapt to your students’ needs; being transparent clarifies often unstated expectations; and building community fosters connection students are missing and the critical sense of belonging that students need to persist in STEM. Using all of these principles as an overarching guide will lead to the transformation of your curriculum to being more equitable and inclusive.
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Include time to REFLECT, for yourself and for studentsÂ
Reflect on your teaching: How do you want to revise your course, accounting for the circumstances AND your own time limits?Â
Reflect on student feedback: Survey students before class about anticipated challenges with Remote Teaching.Â
Check in every week: What is working in this learning environment and what is not? For you and your students.
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Be FLEXIBLE, especially about hardware, internet, timing, etc.
Be flexible with yourself: Remember that you have NOT gone through training to develop a perfect online course.
Be flexible with your students: Show them you understand there are many more uncertainties in many lives now. Provide multiple ways to participate and indicate contingency plans if something goes wrong (e.g. during an exam).
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Be TRANSPARENT and communicate expectationsÂ
Send out weekly (or more frequent) check-ins to update students on assignments, grades, resources etc.Â
Reach out to students who are not participating to find out if/how they need support.
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Explicitly build COMMUNITY among students
Foster in-person connections (with instructors + peers).
Assign groups that can meet up during class or on their own time. Provide resources or platforms where students can easily connect.
Connect material to students’ lives and society.
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We will support you in achieving four outcomes, with interactive workshops for you to spend time learning and implementing these outcomes in your own course. For any workshops you cannot attend, we’ve included relevant resources to provide you with the necessary knowledge and skills needed in order to make the requested revision and achieve the learning outcomes.Â
Each of the outcomes is aligned with one of the four guiding principles and an artifact that you will create or revise based on what you learned in the workshop.
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| Nov. 17, 2020 | |
| Nov. 18-Dec. 16, 2020 | CEILS Faculty Workshops: work with others to transform your courses
Use the workshops and resources to revise your syllabus to incorporate most of the outcomes indicated below. (This should take 10-20 hrs, including time for workshops and to implement.) Full workshop descriptions and schedule are here. Revise your assessments, rubrics, project descriptions, teaching statements and/or diversity statements to incorporate any other relevant outcomes. The intention is that any revisions you make are for your students or your future merit review – not just for this submission. |
| Dec. 21, 2021 | Share transformation: Submit cover letter, syllabus and other artifacts
In a 1pg cover letter, please do the following for each outcome:Â
For example: “To help my syllabus be a guide for students from all backgrounds on how to succeed in my course [Outcome 1b], I used ideas from the USC syllabus toolkit to add a “Tips for success” section on p. 3 of my syllabus; I will ensure students read this by including it in my Wk1 syllabus scavenger hunt assignment.” By addressing these ten outcomes, you are incorporating the four guiding principles to help make your course more equitable, inclusive and effective in a remote environment. Submit here: https://forms.gle/SUXpLqzjYnrLabPE7 |
| Jan. 18 – Feb. 5, 2021 | Mid-quarter check-in: Get support to troubleshoot challenges |
| Feb. 6, 2021 | Get $1000 big ones |
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Please click a project outcome tab on the left to reveal more information.
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[av_tab title=’1. Transform your syllabus to empower and foster belonging in your students’ icon_select=’no’ icon=’ue800′ font=’entypo-fontello’ custom_id=” av_uid=’av-7uc2xb’]
1a. Identify & apply ways to have a welcoming tone & inclusive language in your syllabus
1b. Create a syllabus that is a guide for students from all backgrounds on how to succeed in your class
Guiding Principle:Â Be Transparent
Artifact:Â Syllabus
Workshop:Â Equitable Syllabus Design
Resource: USC toolkit
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[av_tab title=’2. Adapt assessments and grading scheme to be more effective, authentic and flexible’ icon_select=’no’ icon=’ue800′ font=’entypo-fontello’ custom_id=” av_uid=’av-69e6mn’]
2a. Adapt grading scheme to distribute weight across more formative low-states assessments
2b. Adapt assessments to be more effective and equitable
Guiding Principle:Â Be Flexible
Artifacts: Syllabus/Assessments/Rubric
Workshop:Â Equity-minded Assessment
Resource: UCLA Assessment Recommendations
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[av_tab title=’3. Build community and belonging with strategic asynchronous and synchronous learning’ icon_select=’no’ icon=’ue800′ font=’entypo-fontello’ custom_id=” av_uid=’av-3kxbhb’]
3a. Consider how to shift learning to asynchronous instruction for those not able to attend most synchronous sessions
3b. Adapt inclusive practices to increase engagement in remote teaching
Guiding Principle:Â Be Flexible, Build Community
Artifacts: Syllabus/Teaching Statement
Workshop:Â Engaging Students Remotely & Equitably (Part I), Engaging Students Remotely & Equitably (Part II)
Resource: 1-pg summary: CEILS Remote Teaching Steps
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4a. Identify your privilege and how you can use it as a resource
4b. Identify racial inequalities and disparities inside and outside of academia
4c. Incorporate at least 7 approaches for creating a more inclusive classroom climate and using more inclusive pedagogical choices
4d. Identify racist policies that you personally can help shift, in your department or institution, and make a a concrete plan for next steps and accountability
Guiding Principles: Reflect, Build Community
Artifacts: Syllabus/Diversity/Teaching Statement
Workshop:Â Becoming an Anti-racist Education (Part I); Becoming an Anti-racist Educator (Part II)
Resource: Becoming an Anti-Racist Educator [Wheaton], Inclusive Teaching Guide + List
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| Outcome | Principle | Artifact | Workshop | Resource | |
| 1 | Identify & apply ways to have a welcoming tone & inclusive language in your syllabus | BE TRANSPARENT | Syllabus | Equitable Syllabus Design [2 hrs] | USC toolkit |
| 2 | Create a syllabus that is a guide for students from all backgrounds on how to succeed in your class | BE TRANSPARENT | |||
| 3 | Adapt grading scheme to distribute weight across more formative low-stakes assessments | BE FLEXIBLE | Syllabus/ Assessments/ Rubric | Equity- minded Assessment [2 hrs] | UCLA Assessment Recommend- ations |
| 4 | Adapt assessments to be more effective and equitable | BE FLEXIBLE | |||
| 5 | Consider how to shift learning to asynchronous instruction for those not able to attend most synchronous sessions | BE FLEXIBLE | Syllabus/
Teaching Statement |
Engaging Students Remotely & Equitably, Pt I [1 hr] | 1-pg summary: CEILS Remote Teaching Steps |
| 6 | Adapt inclusive practices to increase engagement in remote teaching | BUILD COMMUNITY | Engaging, Pt II [1 hr] | ||
| 7 | Identify your privilege and how you can use it as a resource | REFLECT | Diversity/ Teaching Statement | Becoming an Anti-racist Educator, Pt I [2 hr] | Becoming an Anti-Racist Educator [Wheaton] |
| 8 | Identify racial inequities and disparities inside and outside of academia | REFLECT | |||
| 9 | Incorporate at least 7 approaches for creating a more inclusive classroom climate and using more inclusive pedagogical choices | BUILD COMMUNITY | Syllabus/ Diversity/ Teaching Statement | Becoming an Anti-racist Educator, Part II [2 hrs] | Inclusive Teaching Guide + List |
| 10 | Identify racist policies that you personally can help shift, in your department or institution, and make a concrete plan for next steps and accountability | REFLECT | Becoming an Anti-Racist Educator |
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