Out of the Box
Reimagining the virtual classroom for Fall 2020!
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.)
(developed by Karin Gosselink, Yale University)
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.
Include time to REFLECT, for yourself and for students
Reflect on your teaching: How do you want to revise your course, accounting for the circumstances AND your own time limits?
Reflect on student feedback: Survey students before class about anticipated challenges with Remote Teaching.
Check in every week: What is working in this learning environment and what is not? For you and your students.
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).
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.
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.
|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:
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|
Please click a project outcome tab on the left to reveal more information.
|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/
|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|