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Traditional grading systems can encourage students to focus on their grades rather than on their learning, and favor continuing generation students who are more familiar with the hidden curriculum of higher ed. In this episode, Kristen Blinne discusses grading strategies that promote equity and encourage learning.

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Traditional grading systems can encourage students to focus on their grades rather than on their learning, and favor continuing generation students who are more familiar with the hidden curriculum of higher ed. In this episode, Kristen Blinne discusses grading strategies that promote equity and encourage learning.

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I want to plug the U Va Motivate Lab's GPS Mindset Workshop which has been offered at CUNY and hopefully will be again.  Most people know about growth mindset, but GPS Mindset encompasses three mindsets:
1. Growth Mindset (intelligence and skills can be developed)
2. Purpose and Relevance (connecting learning to bigger purpose/to students’ current and future lives)
3. Sense of Belonging (students are connected to, supported by others socially and academically, and can share their background, experiences, and ideas)

I found these all intuitive and familiar and yet it helped to learn more about the research on how these three mindsets all help our students thrive, and to think about how we as instructors can help foster these in our classes.  If the workshop is offered again at CUNY, I highly recommend it!

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My nephew, Jase-my guiding light in ensuring that my teaching content and interactions with students are universally-designed, equitable, diverse, and inclusive!

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"What the latest science of learning tells us about inspiring, effective, and inclusive teaching at the college level."

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Forthcoming in Summer from the Graduate Center's Cathy Davidson and Christina Katopodis (from Elizabeth)

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Forthcoming in Summer from the Graduate Center's Cathy Davidson and Christina Katopodis (from Elizabeth)

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College instruction is stuck in the past. If a time traveler from a century ago arrived on today's campuses, they would recognize only too well the listlessness of the lecture hall and the awkward silence of the seminar room. Yet we know how to do better. Cathy N. Davidson and Christina Katopodis, two of the world's foremost innovators in higher education, turn to the latest research and methods to show how teachers at every kind of institution can help students become independent, creative, and active learners.

Extensive evidence shows that active-learning tools are more effective than conventional methods of instruction. Davidson and Katopodis explain how and why their approach works and provide detailed case studies of educators successfully applying active-learning techniques in their courses every day, ensuring that their students are better prepared for the world after college.
The New College Classroom

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The New College Classroom [Davidson, Cathy N., Katopodis, Christina] on Amazon.com. *FREE* shipping on qualifying offers. The New College Classroom

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(from Michelle)

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What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching

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Amazon.com: What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching: 9781642671933: Addy, Tracie Marcella, Dube, Derek, Mitchell, Khadijah A., SoRelle, Mallory E., Longmire-Avital, Buffie, Felten, Peter: Books

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Incorporating an opportunity for students to say their name, as they wish it to be heard/pronounced. For example, this tool:

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Incorporating an opportunity for students to say their name, as they wish it to be heard/pronounced. For example, this tool:

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https://www.name-coach.com/

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Namecoach stands against racial violence and injustice. Access public audio resources to help raise awareness.

Accurate audio name pronunciations in the tools you use every day, to promote inclusion, belonging, and rapport in every interaction.

In just 3 simple steps:
Listen, learn, say it right!

Trusted by 300+ delighted partners

"A person's name is to them the sweetest,

most important sound in any language."
Dale Carnegie

Promote diversity, inclusion and belonging

Ensure everyone feels respected from the first interaction with your brand or organization

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The ultimate personalization tool

Let your customers feel like you really know who they are

How it works

Accurate Audio Name Pronunciations

Name pronunciations can be either user-generated or drawn from the world's largest database of accurate audio name pronunciations, based on proprietary data and linguistic expertise worldwide.

AI and Data Driven

Many names have several pronunciations. Namecoach's algorithmic recommendation model surfaces the most likely pronunciation based on factors like nationality, ethnicity, gender, and location.

Pronunciations Where You Need Them

Namecoach seamlessly integrates into the tools your organization uses every day.

Testimonials

"Of all the tech tools rolled out in my 10+ years at CSUN, Namecoach has to be the best-received one I've seen. Faculty and staff 'just get it' and they love it!"

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"Turns out I was pronouncing an important prospect's name wrong, but incrediby, Namecoach got it right. We now use it in Hubspot and LinkedIn to make sure we connect the right way on every outbound."

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"Trying to figure out name pronunciation ourselves was a nightmare. We were blown away and told our leadership that you guys are magicians, like Penn & Teller."

CX Services Project Manager

Request a Demo

Request a Demo

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Namecoach - Personalized Naming Solutions for Your Business and Brand

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Namecoach offers personalized naming solutions for your business and brand. Our expert team will help you find the perfect name that resonates with your target audience and sets you apart from the competition. Contact us today to get started.

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A book I'm looking forward to reading (from Elizabeth A, sorry, I can't sign in!)  

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A book I'm looking forward to reading (from Elizabeth A, sorry, I can't sign in!)  

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No Study Without Struggle: Confronting Settler Colonialism in Higher Education

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No Study Without Struggle: Confronting Settler Colonialism in Higher Education [Patel, Leigh] on Amazon.com. *FREE* shipping on qualifying offers. No Study Without Struggle: Confronting Settler Colonialism in Higher Education

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https://www.cuny-nysieb.org/

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Our Mission

Bilingualism and biliteracy are assets that all students in New York State should possess to meet the demands of the 21st century. Students who speak languages other than English and who are learning English at school are commonly referred to as "English Language Learners." We prefer the terms "emergent bilinguals" and "multilingual learners" because they acknowledge the ways these students draw on rich home language practices as they learn. We believe the education of these students must go beyond simply English language learning, to incorporate a challenging curriculum in the content areas taught through their home languages and English, which also meets their social and emotional needs.

From 2011 to 2016, we worked to support educators and administrators from partner schools across New York State as they became champions for emergent bilingual students. For more information on CUNY-NYSIEB's non-negotiable principles, and how we apply our vision of dynamic bilingualism to work with schools, please visit Our Vision page.

CUNY-NYSIEB is continuing until the 2019 school year with a focus on supporting and sustaining bilingual programs across New York State.

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Our Mission Bilingualism and biliteracy are assets that all students in New York State should possess to meet the demands of the 21st century. Students who speak languages other than English and who are learning English at school are commonly referred to as "English Language Learners."

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What I learned from Trauma-Informed Pedagogy

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What I learned from Trauma-Informed Pedagogy

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In the first few months of the pandemic, I was fortunate enough to attend a session on Trauma-Informed Pedagogy led by Jean Amaral of BMCC for our Online Teaching Essentials workshop. These principles of TIP have stayed with me since, and I use them as a guideline for my teaching!
1. PHYSICAL, EMOTIONAL, SOCIAL, AND ACADEMIC SAFETY
Efforts are made to create an atmosphere that is respectful of the need for safety, respect, and acceptance for in both individual and group interactions, including feeling safe to make and learn from mistakes.
2. TRUSTWORTHINESS AND TRANSPARENCY
Trust and transparency are enhanced by making expectations clear, ensuring consistency in practice, maintaining appropriate boundaries, and minimizing disappointment.
3. SUPPORT AND CONNECTION Individuals and groups are connected with appropriate peer and professional resources to help them succeed academically, personally, and professionally.
4. COLLABORATION AND MUTUALITY
Opportunities exist to provide input, share power, and make decisions. Individuals and groups act as allies rather than as adversaries to reach common goals.
5. EMPOWERMENT, VOICE, AND CHOICE Individuals and groups are empowered to make choices and to develop confidence and competence.
6. SOCIAL JUSTICE
Individuals and groups strive to be aware of and responsive to forms of privilege and oppression in order to respect one another’s diverse experiences and identities.
7. RESILIENCE, GROWTH, AND CHANGE Strengths and resilience are emphasized over deficiencies and pathology. Feedback is provided to convey optimism and to facilitate growth and change.

This self-assessment for educators has specifics: https://traumainformedteachingblog.files.wordpress.com/2020/03/titl-self-assessment-for-educators-3.20-1.pdf

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THE SIX PRINCIPLES OF ANDRAGOGY BY KNOWLES

Andragogy found its leading spokesperson in Malcolm Knowles, who develops its principles with progressive modifications between the Seventies and the Nineties, ending up with the six ones we know today.

1. Need to Know

To adults, it is crucial to know why it is necessary for him to learn something. Be aware of the advantages of learning, in fact, seems to be a highly motivating factor, both when those reasons are related to an improvement in the quality of life and when they lead to better work performances.

2. Experience

Compared to younger learners, adults have more experience and, in most cases, they gather their own identity from this background. This implies, on one side that adults training can reach better results if lies on previous knowledge and competences, with programs customised in terms of strategies and modalities. On the other hand, experience can lead to mental rigidity: therefore, adapting programs to real needs of learners becomes even more important.

3. Self-concept

Growing up, learners acquired more self awareness and move from being dependent – typical of children – to more and more autonomy. In training settings, then, it is crucial for the adult to perceive this independence, being able to make choices in relation to the learning process.

4. Readiness

As we said, adult learning need to be related to contingent needs: motivation thrives from being aware that acquired information are useful to solve daily problems, both in the personal and work life.

5. Problem Orientation

Adults training should not be focused on content itself, but rather on its practical uses. About this, it is fundamental to present competences, knowledge and abilities in this perspective, so that an adult is more willing to learn.

6. Intrinsic Motivation

The last but not least of Andragogy’s principles is about motivation to learn. Specifically talking about adults, in fact, it is proved that intrinsic motivations are in any case stronger than external ones, such as prizes and incentives. This is related to self-determination (Deci and Ryan, 1985): according to this theory, people are led to change and grow by innate needs, competence autonomy and relatedness. Exploiting these mechanisms, the instructor can therefore act as a facilitator and let the student motivate himself.

From

ELearning in adults training: six principles of Andragogy

https://www.quiddis.com/en/elearning-adults-training-six-principles-andragogy/

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ELearning in adults training: six principles of Andragogy - Quiddis

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In the instructional design of training programs targeting adults, eLearning seems to comply with the six principles of Andragogy. Find out why!

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At the ATD Institute on Being an Equity-Minded Educator last week, in the student panel, one of the students described the experience of reading authors from her home state, “It was the first time in any of my courses that I related to the content, I knew the places that were being discussed…” This reminded me that place is an important part of identity and asking students to bring their own places into the classroom is another way of creating belonging. Story Map is an interesting tool for place-based projects. Take a look at how it's been used at Brooklyn College to create renewable assignments.

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This story map requires JavaScript, but running JavaScript is not currently allowed by your web browser. If you wish to view this story, please enable JavaScript in this browser or try a different browser.

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This story map requires JavaScript, but running JavaScript is not currently allowed by your web browser. If you wish to view this story, please enable JavaScript in this browser or try a different browser.

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This video does a great job of breaking down what Universal Design for Learning is and how it can be utilized in your courses.

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What is Universal Design for Learning (UDL)?

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During my undergrad, I distinctly remember taking a class titled Writing through Literature in which a professor asked us to search for a poem in our native language and contribute a verse to the topic of the week. It really brought our group closer when we were able to identify similarities in the chosen text and in our own native cultures. It's a class I always remember quite dearly. -Karen Gonzalez

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Great introduction to Universal Design in Learning (UDL) with many practical examples for your teaching practice.

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Project MUSE - Reach Everyone, Teach Everyone

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Reach Everyone, Teach Everyone is aimed at faculty members, faculty-service staff, disability support providers, student-service staff, campus leaders, and graduate students who want to strengthen the engagement, interaction, and performance of all college students. It includes resources for readers who want to become Universal Design for Learning experts and advocates: real-world case studies, active-learning techniques, UDL coaching skills, microand macro-level UDL-adoption guidance, and use-themnow resources.

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Many times it may be difficult to know the correct phrase or term to use when referring to others who differ from ourselves. It speaks volumes when we try to get these terms right as much as we can. We will make mistakes as we are humans and works in progress but at least we can/should educate ourselves!