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One thing I already do pretty consistently, is build upon complexity, especially for stats based courses.

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What are the most efficient ways to foster engagement?

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1. Building upon complexity. I often use quizzes (no points) to check in on where people are at, clarify lack of understanding, and then once I've gotten everyone back on track, use that understanding to build upon more complex topics
2. Community building matters - It is always worth spending some time on buy in and reminding students of their expectations as citizens of the classroom.
3. Not sure if this is a did or did not, but I like universal design, but I just don't have the time yet. For me, that seems like one of those luxuries that you get on the 3rd or 4th time you teach a class. Luckily I am getting to that point in my career
4. I really like and agree with the notion that responding to student interest is paramount. I think this is such a validating experience for students, especially when faculty do not know the answer.

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1. Feedback can be used to both reinforce good forms of community building and corrective experiences.
2. The five C's. I especially like the notion of building upon complexity.
3. Building collective resources, I think it is really important for statistics given that they will eventually pursue their own research study.

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Building community to me is walking through burnout / compassion fatigue scales and enthusiasm for their learning and work each seminar class. This build connections, allows others to connect and help others, and a way to share where they are at in that moment.

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How do we as teachers integrate different learning and community building without "overworking" or burning ourselves out faster trying to integrate all the things.

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1. Screen sharing is really helpful and a tool I use often.
2. Providing opportunities in the way discussions are posted is a fabulous ideas.
3. Building community makes it feel safer to the audience.
4. Inclusion of all voices in the room is important and necessary for community learning.

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I used to have a "Hall of Fame" after I graded a major assignment like their research essays, and took snippets from their essays to showcase and praise as examples of good writing. But to build community, I want them to do that for each other instead of me doing it for them. I think they could do this after a peer review session. That could build community as well as get them to think more critically about what they think "good writing" is.

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1.  Assessment: how to assess student work when students are composing in multiple modalities (needing a separate grading criteria for every mode)
2. Difference between "screen cast" and "Screen share?" I've heard people use these terms interchangeably, but they're not the same thing... I think I'm getting confused by all the terms!

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1.  Yes: co-authored community norms for the classroom
2. Yes: we're all working toward a common goal as a community
3.  Meh: multiple modalities for student work--very hard to have separate grading criteria for different modalities (video vs. written responses, for example)--really complicates assessment
4.  Yes: facilitate students forming relationships with EACH OTHER and learn to rely on each other to understand content and navigate the course
5. Make course content relevant to their lives.

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1.  Students need to be vital members of a classroom community ("citizens")
2.  5 “C’s” of adult ed from Kanevsky and Keighly (2003): Control, choice, challenge, complexity, and caring
3.  have students contribute to a collective study guide over the course of the semester with key concepts

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Asking students to help define how they interact with you... I've typically been pretty open with acquiring and implementing specific feedback from students.

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As indicated on my previous response, how do I create motivation for students to be citizens of the learning environment as opposed to students in a classroom?

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1. Ask students to help define how to engage with you.  I think this is very useful and I have always been flexible around shifting my approach to meet students needs.
2. While I like the idea of creating multiple formats for students to engage in, I also feel like it could create a lot of extra work for me.  I have mixed feelings there.
3. The point differentiating a citizen in a learning environment vs a student taking the class is interesting, but I'm not sure how to visualize this difference.
4. I like the idea of creating a community statement to help set the tone and culture for the class.

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1. Engage and represent information in multiple modalities
2. Consider what you are trying to accomplish with your students before you think of how to do so.  Let that goal be your guide.
3. Co-create the norms in the online learning environment with your students

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I currently use multiple resources in teaching materials. Besides my direct teaching practice, I also strongly and consistently encourage them to use the Writing Center and the eBrarian tutorials, as well as supplemental short TEDx single writing concept videos and other topic-specific resources.

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How do I strike a balance for engagement within small group work? Many times not all members of a group take ownership/ responsibility in their group work.

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1) Screen sharing was an idea that I'm not so keen on or don't know how I'd use it.
2) Not sure about allowing more than one way to respond to an assignment with a writing course. Need to think about that one.
3) Encouraging student ownership is a good way to engage students. I'm thinking about the idea of empowering students to take a grammar rule or an APA rule to learn and then teach it to the rest of the class.
4) Focus on bring out as many voices as possible in the online classroom.

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1) Building community by co-creating i.e. identify and create co-teaching opportunities. (Have students choose a grammar rule or an APA rule to learn and then teach it to the class.
2) Create options for student engagement such as submitting a task/assignment in video or audio or written form.
3) Use existing tools for engaging students such as the campus library/librarian, the Writing Center, Tutorials, and TedEd, Tedx, TED, Youtube, etc.

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1. Building community entails creativity and collaboration
2.Find different and creative ways to engage in discussion
3. Allow connection to foster learning together
-Brittany Vega

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We use multiple resources on campus to expose students to different concepts. We also have opportunities for students to hear about/learn about different areas of nursing than may be covered in lectures.

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How do you encourage all students to assume the same responsibility as "citizens"? Especially for an assignment like a group project?

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1. The idea of screen sharing between students is an idea I'm not sure about.
2. Creating not only a community but also encouraging student ownership of that community is important.
3. Allowing for more than one way to respond to an assignment based on the students' needs is important.
4. I agree with using the resources available on campus to enhance student learning.

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1. Students' experience can be shaped by resources other than the instructor.
2. Creating not only a community but also citizen involvement is important.
3. Using multiple methods to engage students (within the same assignment) enhances learning.

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Whenever possible, I attempt to allow students to write about / research topics of interest related to the course learning material.

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How do I find the balance (the golden mean) between creating a collective learning environment and encouraging students to be self directed?

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1. Specific focus on marginalized voices is important.
2. Additional opportunities to engaged. ( I agree, but how many opportunities is needed?)
3. Establish a brand of sorts that is infused into the ethos of the class.
4. Try to infuse as many voices as possible into the classroom.

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1. Students should feel like citizens.
2. Implement their names/backgrounds into various assignments.
3. Continue to establish relationships.