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Institute for Education Leadership's Courageous Conversation About Race Protocol.

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Brené Brown's "rumble language" feedback toolbox.

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A rumble is a discussion, conversation, or meeting defined by a commitment to lean into vulnerability, to stay curious and generous, to stick with the messy middle of problem identification and solving, to take a break and circle back when necessary, to be fearless in owning our parts.

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Challenging discussions 3: Speaking about race and gender

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Never pronounce a name incorrectly again. This tool allows students to record their names as their names should be said.

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Namecoach - Your Solution to Perfect Name Pronunciation!

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Our innovative name pronunciation generator, powered by AI technology, seamlessly integrates into your favorite platforms.

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A resource that explores how to foster equity mindedness.

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The term "Equity-Mindedness" refers to the perspective or mode of thinking exhibited by practitioners who call attention to patterns of inequity in student outcomes. These practitioners are willing to take personal and institutional responsibility for the success of their students, and critically reassess their own practices. It also requires that practitioners are race-conscious and aware of the social and historical context of exclusionary practices in American Higher Education.

In order to understand and become "Equity-Minded", it warrants that various practitioners (faculty, administration, staff, etc.) assess and acknowledge that their practices may not be working. It takes understanding inequities as a dysfunction of the various structures, policies, and practices that they can control. "Equity-Minded" practitioners question their own assumptions, recognize stereotypes that harm student success, and continually reassess their practices to create change. Part of taking on this framework is that institutions and practitioners become accountable for the success of their students and see racial gaps as their personal and institutional responsibility.

Developing a Practice of Equity Minded Indicators

CUE Director Estela Mara Bensimon developed twelve indicators to help institutions develop a practice of Equity-Mindedness.
Developing a Practice of Equity Mindedness
1) Do you routinely examine and report racial/ethnic participation in:

Honors program

Institutional scholarships

Participation in undergraduate research

Study abroad

Transfer from community college to four- year college

Transfer from community college to highly

selective four- year colleges

Internships and other forms of high- value experiences

Student surveys

Fields of study

Graduation with honors

2) Do you have a set of racial equity indicators that you monitor annually?

3) Does your campus have goals that are explicitly stated by race and ethnicity to improve retention, graduation, STEM participation, etc. ? Does your campus recruit community college transfer students and report on transfer access by race and ethnicity?

4) Does your campus recruit community college transfer students and report on transfer access by race and ethnicity?

5) Does your campus publish an annual report on the state of racial equity? If it does not, who would need to make it happen?

6) Does your campus report on admissions applications, acceptance, and yield by race and ethnicity? Does your campus report on incomplete admissions applications by race and ethnicity?

7) Are you familiar with your campus recruitment and admissions practices?Is there a racial/ethnic map of the high schools where recruitment takes place?

8) Are faculty, administrators, and staff evaluated on meeting racial equity goals?

9) Does your campus report on faculty, administrator, and staff hiring outcomes by race/ethnicity for faculty, e.g., number of applicants, number interviewed, and number hired?Has your campus (or you) conducted a study of faculty search procedures to identify implicit bias in standard search procedures?

10) Would your campus leadership be open to routinely examine practices, policies, new initiatives, reports, etc., to determine if they meet criteria of equity-mindedness?

11) Would your vice president of academic affairs, deans, and department chairs be opento engaging faculty in the examination of course level data dis-aggregated by race and ethnicity? To examine their syllabi? To conduct classroom observations to understand interracial relations between instructors and students?

12) How much support would you get from your president to do items 1-11? The academic senate? Trustees?

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The term "Equity-Mindedness" refers to the perspective or mode of thinking exhibited by practitioners who call attention to patterns of inequity in student outcomes. These practitioners are willing to take personal and institutional responsibility for the success of their students, and critically reassess their own practices.

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USC Rossier's guide to an equity minded syllabus review

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5 suggestions about integrating anti-racist teaching practices into your course.

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LibGuides: Diversity, Equity and Inclusion Resources: DEI and pedagogy

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Skip to Main Content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

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National Museum of African American History & Culture's tools and guidance to inspire conversations about race.

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National Museum of African American History and Culture

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Talking about race, although hard, is necessary. We are here to provide tools and guidance to empower your journey and inspire conversation.

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A resource guide for instructors to better understand the ways that privilege operates in the classroom.

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Creating a positive classroom for diversity

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"Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race," the sequel to "Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation"

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Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race | Semantic Scholar

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This is a book finding its time, perhaps just in time. A sequel to Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation (2010), Race Talk and the Conspiracy of Silence offers the fruits of a ten-year period of research and observation of participants engaged in difficult conversat…

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A guide to the student-centered approach of inclusive pedagogy.

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Center for Excellence in Learning and Teaching

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Take steps to get to know your students and facilitate opportunities for them to get to know one another. These suggestions for the first day of class can help build rapport, read through CELT's 10 Ideas for a Great First Day of Class page.

Teaching a large enrollment course has many logistical challenges. It is unrealistic to connect with each of your hundreds of students personally; however, there are ways to promote students' sense of belonging in your specific class and on our campus more generally. Even in large enrollment courses, faculty interactions can help shape a web of academic, social, and institutional-level belonging (Freeman et al., 2007). Find ways to express your humanity, personality, and sense of humor with students. Tell your students that they belong in your course and at Iowa State University, and you will do all you can to make sure they succeed (McGuire et al., 2015; Strayhorn, 2019). Doing so will help them develop their trust in you, even if they don't get to know you as students might in a smaller enrollment course.

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Inclusive Pedagogy - Center for Excellence in Learning and Teaching

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Inclusive Pedagogy Inclusive pedagogy at its core is a student-centered approach to teaching that faculty create an inviting and engaging learning environment to all the students with varied backgrounds, learning styles, ...Continue reading “Inclusive Pedagogy”

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Ideas for integrating issues of social and economic justice into math classes.

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Curated by educational leader Jonathan Osler, RadicalMath empowers STEM educators to address issues of social and racial justice in math classrooms. RM is a hub for curriculum, resources, and professional development opportunities.

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6 strategies for anti-racist and decolonized teaching

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Faculty Focus | Higher Ed Teaching & Learning

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In the wake of the 2020 summer of racial reckoning, faculty and educators have increasingly felt the pressure to examine the role of institutions of higher education and their teaching in challenging white supremacy and oppression. Many educational institutions and academic associations published statements condemning police brutality and racism; signaling that academia was embarking on a journey of self-reflection and renascence. Despite the efforts of many faculty across the United States to display their commitment to racial justice, curricular and campus reforms have been slow to come.

This piece builds on our initial call to action pertaining to our colleagues in criminology. As faculty and criminologists, we felt especially responsible for initiating and sustaining change, an issue that directly relates to our discipline; however, it has become increasingly clear that our call to action for antiracist and decolonized teaching requires a broad commitment across all scholarly disciplines. On October 9 th, 2020, the White House issued a proclamation that sought to protect the celebration of Columbus Day from " radical activists [that] have sought to undermine Christopher Columbus's legacy..." and from " extremists [that] seek to replace discussion of his vast contributions with talk of failings, his discoveries with atrocities, and his achievements with transgressions." It is precisely such legacies that we are concerned about-mythologized characters, such as Columbus, and associated doctored propaganda does not provide students with an accurate understanding of history. Beyond history, antiracist teaching is about changing a culture that maintains a system of oppression and upholds disparities in education, health care, criminal justice, politics, science, and business. Institutions of higher learning are the critical node for stimulating such change and our aim is to provide faculty with a framework to assist in this process.

It is important to mention that we approach concerns over racial and social justice as practitioners and learners who strive towards the goal of antiracism and decolonization of the curriculum. This is ongoing and the purpose here is to share strategies to bring us closer to being ethical educators. The list and framework suggested here is not comprehensive and there is much more learning and growth that needs to be done, particularly when it comes to acknowledging our own biases and how they manifest in the classroom. It is important to realize that you do not have to be an expert on these topics to actively engage in these conversations with students. However, to effectively guide these conversations, faculty should continuously educate themselves.

The aim is for teaching practice to be more honest and encompassing. We are not challenging academic freedom, but rather encouraging a reflection on how our knowledge is abridged and distorted. Academic freedom does not give us the right to disregard integrity, professional values, and human rights. As scholars we have a social responsibility to provide students with the comprehensive education they deserve, not one that is inherently racist and colonizing.

Ethical and comprehensive teaching and learning begins with intellectual reflexivity; according to Emirbayer and Desmond (2011) reflexivity requires that individuals engage " in rigorous institutional analyses of the social and historical structures that condition one's thinking and inner experience." Such reflexivity requires a recall of the principles of antiracism and decolonization. Antiracism requires an acknowledgement of the role race plays in society and the recognition that reality is constructed around a person's social identity, location, and experience. As faculty, we need to actively engage with what is absent and missing in our courses. This requires a decolonization pedagogy and a move away from the Colonial University. Education needs to be unfettered and actively recognize selective narratives that exclude the knowledge, culture, and history of black, indigenous, and people of color (BIPOC).

The framework incorporates five key areas of action. The aims of each are supplemented with a series of questions that guide faculty in the reflection and the recall of antiracist and decolonizing strategies.

1. Acknowledge our own biases and privilege

According to Kendi (2019), active bias control " requires persistent self-awareness, constant self-criticism, and regular self-examination." Racial bias is interwoven in society and culture structuring how people think. It is a systemic problem that has created an unequal social reality. Knowing your biases is the first step toward becoming antiracist rather than nonracist. Being an ethical and antiracist educator requires regular and repeated reflection on the Eurocentric assumptions and education that guide our thoughts and actions.
Self-Assessment Guide Questions:
2. Revising courses and curricula

Courses and curricula need to ensure that social and racial inequalities are not re/produced. This requires a critical assessment of the core objectives of individual academic fields and an examination of the concepts that guide disciplines. Such work asks that faculty critically review the materials they were taught and identify how they perpetuate systems of injustice. As academics we need to interrogate established paradigms and canons, and identifying racial undertones in writings, productions, art, and other work. Faculty need to actively democratize and internationalize their courses and materials; non-Western approaches need to become integral to scholarship and education.
Self-Assessment Guide Questions:

How does your course/curriculum interrogate inequalities and injustices?

For whom is your course/curriculum designed? What assumptions do you make about your students' backgrounds and culture?

In what ways does your course recognize and tackle the dominance of Western pedagogy, content, and philosophy?

How are you working to ensure your course/curriculum is valuing a diversity of approaches and not privileging dominant forms of knowledge?

How are you acknowledging and addressing the omissions within the field through your coursework and lectures? What is given priority and what is relegated to less important?

How are you encouraging healthy skepticism which allows students to question what they are learning?

3. Amplify minoritized voices

The ivory tower needs to be diversified; this needs to be done meaningfully without allowing collectivity to overlook particular minoritized groups or intersectional experiences. Beyond ensuring that campuses are diverse, this requires that the expertise of Black and Brown scholars be integrated into disciplines, including in coursework, conferences, and other academic spaces. This cannot be tokenized inclusion, but requires incorporating materials that represent the scholarship, research, and firsthand experiences of BIPOC and those from the Global South. This requires consistent individualized efforts so that race and equity work is not borne by minoritized individuals.
Self-Assessment Guide Questions:

How have you incorporated BIPOC work into spaces where it has previously been excluded?

How are you integrating storytelling into your course? Whose stories are being told? What are you communicating when you exclude certain voices?

If your institution is located in a postcolonial secular nation, how are indigenous narratives integrated into your courses?

In what ways are you keeping up to date with scholarship in your field? Are these methods inclusive of minoritized voices?

How are you supporting and valuing your BIPOC students without assuming assimilation?

4. Incorporating high impact learning activities

High impact learning activities engage students in material on a personal level. Students are required to use critical thinking and analytical skills as they immerse themselves in hands-on exercises. Such activities allow students to recognize the historical biases that remain inherent in research, development, practices, programs, and policies. This affords students the opportunity to better understand the effects of systemic racism, racial disparities, and injustice. As students engage with material more holistically, they are better prepared to confront social problems.
Self-Assessment Guide Questions:

What types of coursework are you engaging in outside the typical assessment modalities?

What content in your course lends itself to hands-on engagement?

How do the assessments engage students in questioning and critiquing existing and established content?

In what ways does the activity require students to question their biases and knowledge to work toward a solution?

How do class activities encourage students to be self-critical and engage in self-improvement, both intellectually and civilly?

5. Developing community partnerships

Community partnerships enable students to engage with material in real-world settings. Agencies which work with historically underprivileged populations, assisting justice involved individuals, and reintegrating populations, are underfunded and overworked. This is the perfect opportunity to connect students with advocates. Students gain an array of tangible learning opportunities whilst communities and agencies receive needed support.
Self-Assessment Guide Questions:

What community agencies engage in the work you teach? How can students in your discipline support diverse community agencies that support the underprivileged, underserved, and underfunded?

What projects can benefit both the community partner, the individuals they serve, and the student(s)?

How are you ensuring the relationship is reciprocal and you are not adding labor to the community partner?

In what ways are your students learning more about the world around them?

It is not enough to be nonracist, faculty must make their courses and curriculum actively antiracist. This requires a decolonizing pedagogy that lifts those that have been oppressed. Many have already begun this work, however, it is high time for us to reach a critical mass. Students of all backgrounds benefit from ethical and inclusive teaching. Collectively, we must provide students with an honest representation of knowledge to heal and push toward a just society. Students deserve the opportunity to think critically about the world around them and as faculty, our job is to give them the tools they need to make the world a better place.
Anamika Twyman-Ghoshal is an associate professor of criminology at Stonehill College. She holds a PhD in criminology and justice policy from Northeastern University, a master's degree in international business law from Queen Mary, University of London and a bachelor's degree in law with honors from the University of Wolverhampton. Dr. Twyman-Ghoshal's research and teaching center on the relation between power, systemic injustice, social harm, and deviance in a globalized world. Danielle Carkin Lacorazza is an associate professor of criminology at Stonehill College and the editor of Crime & Delinquency. She holds a PhD in criminology and justice studies, a master's in community social psychology and a master's in criminal justice from University of Massachusetts, Lowell. Dr. Carkin Lacorazza's research interests are co-occurring disorders, reentry, juvenile delinquency & justice, and onset, persistence, and desistance of offending References:
Behari-Leak, K. (2020). "Toward a Borderless, Decolonized, Socially Just, and Inclusive Scholarship of Teaching and Learning." Teaching & Learning Inquiry, 8(1), 4-23. https://doi.org/10.20343/teachlearninqu.8.1.2

Chang, A., Martin, R., & Marrapodi, E. (2020). "Summer of Racial Reckoning." NPR: Special Series America Reckons with Racial Injustice. https://www.npr.org/2020/08/16/902179773/summer-of-racial-reckoning-the-match-lit

Davis, L. (2020). "Colleges Can Help Resolve our Racial Crisis." Inside Higher Ed. https://www.insidehighered.com/views/2020/09/24/colleges-must-work-establish-cultures-are-just-world-they-profess-value-opinion

Emirbayer, M., & Desmond, M. (2011). "Race and Reflexivity." Ethnic and Racial Studies, 35(4), 574-599. https://doi.org/10.1080/01419870.2011.606910

Executive Office of the President. (2020). Executive Order 13950: Combating Race and Sex Stereotyping. https://www.federalregister.gov/documents/2020/09/28/2020-21534/combating-race-and-sex-stereotyping

Executive Office of the President. (2020). Proclamation 10100: Columbus Day, 2020. https://www.federalregister.gov/documents/2020/10/16/2020-23107/columbus-day-2020

Flaherty, C. (2020). "Diversity Work, Interrupted." Inside Higher Ed. https://www.insidehighered.com/news/2020/10/07/colleges-cancel-diversity-programs-response-trump-order

Kachani, S., Ross, C., & Irvin, A. (2020). "5 Principles as Pathways to Inclusive Teaching." Inside Higher Ed. https://www.insidehighered.com/advice/2020/02/19/practical-steps-toward-more-inclusive-teaching-opinion

Kendi, I. X. (2019). How to be an Antiracist. One World.

Larkin, M. (2020). "Seeking Racial Justice, A 2-Day 'Scholar Strike' Disrupts Mass. Universities." WBUR. https://www.wbur.org/edify/2020/09/10/scholar-strike

McKenzie, L. (2020). "Calls for Change." Inside Higher Ed. https://www.insidehighered.com/news/2020/06/02/higher-ed-leaders-address-protests-racial-tensions-and-killing-george-floyd

Mineo, L. (2020). "How Textbooks Taught White Supremacy." The Harvard Gazette. https://news.harvard.edu/gazette/story/2020/09/harvard-historian-examines-how-textbooks-taught-white-supremacy/

Morreira, S. & Luckett, K. "Questions Academics Can Ask to Decolonise Their Classrooms. " Foluke's African Skies, November 18, 2018. https://folukeafrica.com/questions-academics-can-ask-to-decolonise-their-classrooms/?fbclid=IwAR3vO3NjeFFvRvI-FqZDJMZSsWGrfQuyeJ4oe-ZLNDkm4Tkj1jF5d5JpZow.

Pasquerella, L. (2020). "Higher Education's Racial Reckoning". Diverse Issues in Higher Education. https://diverseeducation.com/article/190266/

Scholar Strike for Racial Justice. #ScholarStrike September 8-9, 2020. https://www.scholarstrike.com

Simmons, D. (2019). "How to be an Antiracist Educator." Education Update Newsletter, 61(10).

Smart, B. (2020). "Practicing Afrocentric Ethical Teaching: Towards a Decolonized Pedagogy." Teaching Philosophy. https://doi.org/10.5840/teachphil202035119

The Guardian. "Are You Racist? 'No' Isn't a Good Enough Answer - Marlon James | Comment Is Free." January 13, 2016. Video, 2:15. www.youtube.com/watch?v=jm5DWa2bpbs.

Twyman-Ghoshal, A. & Carkin Lacorazza, D. (2020). "Antiracist & Decolonized Teaching: A Call to Action." The Criminologist, 45(5), 3-6. https://asc41.com/wp-content/uploads/ASC-Criminologist-2020-09.pdf

University College London. "Why Is My Curriculum White?" November 11, 2014. Video, 20:10. https://www.youtube.com/watch?v=Dscx4h2l-Pk.

# data[].attributes.attachment_link.authors[].name
Anamika Twyman-Ghoshal, PhD, and Danielle Carkin Lacorazza, PhD

# data[].attributes.attachment_link.title
Strategies for Antiracist and Decolonized Teaching | Faculty Focus

# data[].attributes.attachment_link.description
In the wake of the 2020 summer of racial reckoning, faculty and educators have increasingly felt the pressure to examine the role of institutions of higher education and their teaching in challenging white supremacy and oppression. Many educational institutions and academic associations published statements condemning police brutality and racism; signaling that academia was embarking on a journey of self-reflection and renascence.

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Practices that help in becoming anti-racist educators

# data[].attributes.body
'Ask Me': What LGBTQ Students Want Their Professors to Know

# data[].attributes.attachment_link.title
'Ask Me': What LGBTQ Students Want Their Professors to Know

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VoiceThread allows students to build online presentations and other students to record their comments, adding to the "thread."

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design discussions
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replace text-only discussions
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Transforming media into collaborative spaces with video, voice, and text commenting.

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PlayPosit enables instructors to transform videos into interactive lessons. It's compatible with YouTube, Vimeo, and some learning management systems.

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PlayPosit | Interactive Video Learning Objects

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With over 5 million learners and counting, PlayPosit offers a variety of options for interaction customization, premade templates, playback control, LMS LTI integration, and more. Instructors and instructional designers can build lessons as they envision them while expanding the traditional and onli

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ReaderSpeak is a text-to-speech tool that strives to allows users to listen to any text content.

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Lifelike Text to Speech for Your Customers

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ReadSpeaker provides lifelike online and offline text-to-speech solutions to make your products and services more engaging. Discover how TTS can benefit you

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Gradescope standardizes the grading of paper-based, digital, and coding assignments.

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Join our next Get Started with Gradescope workshop. Learn how to grade faster and provide better feedback to your students. Register now

Harvey Mudd College Harvard Georgia Tech Erasmus University Rotterdam Duke University UC Davis Cornell University University of North Carolina New York University MIT University of Michigan University of Maryland UC Los Angeles Johns Hopkins Stanford University University of Southern California Rutgers University UC Riverside UC Santa Barbara UC San Diego

Gradescope supports variable-length assignments (problem sets & projects) as well as fixed-template assignments (worksheets, quizzes, bubble sheets, and exams).

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Our team cares deeply about your grading experience. We built Gradescope for ourselves while in grad school and love feedback from our users.
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Grade your existing paper-based assignments in half the time and see exactly what your students learned, for free.

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MURAL provides shareable, collaborative digital whiteboards where members of a team simultaneously can work together in different places. Students can post texts, drawings, images, videos, and links.

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AI-powered visual workspace for team collaboration | Mural

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Boost team collaboration and innovation with Mural, the AI-powered visual workspace. Plan, strategize, and execute projects seamlessly on one intuitive tool.

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Ken Bain talks about his research into what the best college teachers do.

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Ken Bain - What the Best College Teachers Do: Results From a Long-Term Study

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Ken Bain, award-winning teacher, and Director of the Research Academy for University Learning at Montclair State University, spoke in October 2009 on his research and his acclaimed book What the Best College Teachers Do (Harvard University Press 2004).

Viewing note: Still shots are employed roughly 2/3 of the way into the video, when Dr. Bain was off-camera interacting with the audience.

Co-sponsored by the Dean for Undergraduate Education and the Bok Center.

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Provides stock music, video, images.

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Storyblocks - Royalty Free Stock Video, Audio & Images - #1 Stock Footage Site

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Make your videos stand out with our high-quality library of royalty free stock footage, unlimited downloads, tools, and top-notch licensing coverage.

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TalkWalker offers two free tools, one related to digital footprints and one related to monitoring mentions. Tip: Don't hand over your email, or you'll risk losing access to the free tools.

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Tired of tearing your hair, manually monitoring social media and following every conversation around your hashtags? Let us do the frustrating bits and collate all your brand mentions so you can concentrate on the fun stuff.

With our free marketing toolkit, we trace your social footprint online.

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Social Media Monitoring for free! Here are 2 tools to make your job easier!

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Tired of tearing your hair, manually monitoring social media and following every conversation around your hashtags? Let us do the frustrating bits and collate all your brand mentions so you can concentrate on the fun stuff. With our free marketing toolkit, we trace your social footprint online.

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Sprinklr is a social listening tool with a version tailored to higher education.

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Built on an industry-leading unified CXM platform, Sprinklr for Higher Education enables colleges and universities to transform their digital engagement strategy.

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NodeXL lets you create network graphs.

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NodeXL is a template for Microsoft® Excel® (2007, 2010, 2013 and 2016) on Windows (XP, Vista, 7, 8, 10) that lets you enter a network edge list into a workbook, click a button, see a network graph, and get a detailed summary report, all in the familiar environment of the Excel® spreadsheet application.

NodeXL has two versions: NodeXL Basic and NodeXL Pro.

NodeXL Basic is a browser for network files created with NodeXL Pro.

With the free and open NodeXL Basic , you can easily:

Customize the network graph's appearance

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Calculate advanced graph metrics

Import and export graphs to a variety of file formats

Get social networks using built-in connections to Twitter, Facebook, Flickr, YouTube, Wikis, Blogs, Instagram, Network Surveys, and email

Automate network graph collection and creation

If you use Excel® on Windows you can download and use NodeXL Basic now. Or license NodeXL Pro for additional features.

A collection of network maps and reports created with NodeXL can be seen in the NodeXL Graph Gallery, an archive of data sets uploaded by the NodeXL user community.

NodeXL is brought to you by the Social Media Research Foundation, a group of researchers dedicated to creating open tools, generating and hosting open data, and supporting open scholarship related to social media.

NodeXL development is supported by NodeXL Pro license fees.

# data[].attributes.attachment_link.description
NodeXL is a template for Microsoft® Excel® (2007, 2010, 2013 and 2016) on Windows (XP, Vista, 7, 8, 10) that lets you enter a network edge list into a workbook, click a button, see a network graph, and get a detailed summary report, all in the familiar environment of the Excel® spreadsheet application.

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MeaningCloud is a plug-in for Excel that helps you conduct sentiment analysis and topic clustering.

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To start using MeaningCloud, the only thing you need is to create an account. This account gives you a subscription to our Free plan, which allows you to process up to 20k requests each month (up to 10M words!). Once you have your account, you will be assigned a license key which you will need to analyze any text.

MeaningCloud is at its very core a set of APIs - that is, application programming interfaces - that provide different text analytics functionalities. In much simpler words, they are web pages where you send some information (a license key and the text you want to analyze) and a response is returned with text analytics in a less friendly way than a webpage would do.

This is perfect for developers as it provides tons of flexibility to add text analytics anywhere, but it's not exactly the best option for non-technical users (or technical users that do not feel like coding). To solve this, there are several integrations that provide that friendly response with exactly the information you need.

So how do you want to use MeaningCloud?

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How can you use MeaningCloud? | MeaningCloud

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To start using MeaningCloud, the only thing you need is to create an account. This account gives you a subscription to our Free plan, which allows you to process up to 20k requests each month (up to 10M words!). Once you have your account, you will be assigned a license key which you will need to analyze any text.

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Twitter Flight School offers "courses" on brand promotion, advertising, and social media marketing.

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#TwitterFlightSchool Video Badge

Earn the Twitter Flight School Video Badge by scoring 80% or higher on the Video Badge Assessment. You can test your knowledge by attempting the assessment now or after reviewing the Flight School Video Badge training courses.

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Earn the Twitter Flight School Video Badge by scoring 80% or higher on the Video Badge Assessment. You can test your knowledge by attempting the assessment now or after reviewing the Flight School Video Badge training courses.

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Media Blueprint teaches you ways to use Facebook and the rest of Meta's family of products.

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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An article that looks at what a professor learned after asking students the keys to reengaging them as we emerge from the pandemic.

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Two faculty members who read my story decided to turn those questions over to their students. Specifically, they designed class assignments around the article and asked students to respond. I wanted to share their ideas here because asking students what they want and need is one step toward figuring a way out of this problem.

First up is Eva Zygmunt, a longtime professor of early childhood, youth, and family studies at Ball State University. This semester she is teaching an undergraduate class on grant writing and research methods, and had been searching for a question for students to explore through a research method called "Lego Serious Play," in which they use personal storytelling and metaphor construction to work toward solutions.

Zygmunt asked students to read the article and respond to this research prompt: "What are the keys to re-engagement?" The students put their ideas into five different categories: content, teaching methods, relationships, and policies that would contribute to re-engagement. And they came up with five broad themes, which Zygmunt outlined for me:

Student Voice: This was the most important theme, Zygmunt said. Students don't just want to be recipients of information. They want to be active participants in their learning, through things like class discussion and the shaping of the course itself.

Flexibility: Education can't be one size fits all, students said. The notion that every policy holds true for everyone in every situation is wrong. That might mean continuing some of the pandemic-driven policies of flexibility with attendance and deadlines.

Care: Students want instructors who care about the content of what they're teaching because that helps students care about learning, Zygmunt said. They also want instructors who are accessible and approachable, who have high expectations of their students and are willing to put in the effort to make sure they succeed.

Variety/Interactivity: Students want a variety of approaches to teaching and learning, with an emphasis on interactive activities and engaging experiences. Information should not be presented in only one way. And they appreciate opportunities to learn from outside experts, including guest lectures and videos.

Relevance: Students want to know: How is this content relevant to me? How can I make meaning of it? How can I connect it to my personal experience?

"This particular moment in time really requires a different kind of teaching if we want students to be fully engaged," Zygmunt said. The ideas her students outlined match her experience: Get students moving, get them involved, and have some fun doing it. That makes people want to learn.

Zygmunt said that her teaching strategies might not make sense to someone who isn't steeped in what she terms pedagogies of engagement. But she knows they work.

"I'm not going to lie. Some people might look at my teaching and say, What are you doing building Legos? But students understand," she said. Her approach is: "What can we do that gets them out of their seats, that they have an experience instead of just being an audience? Then we can bring it back to, OK, what are the principles here?"

Zygmunt noted that faculty are also struggling with burnout. How can you be flexible, accessible, and interactive in your teaching when you're barely holding it together yourself?

Faculty members "may be in a position where they may not feel particularly cared for right now," she said. "Teaching into a void is not a good feeling."

I spoke with a couple of Zygmunt's students as well, Catherine Grasso and Corbin Harrison. They talked about how motivating it is to come to class when you know that the professor makes clear that they care about your success and value your opinion, to include asking what topics might be most interesting to study. They also discussed how courses that are designed to be interactive, whether through discussion or group activities, are naturally more engaging. "It gets your brain working more rather than just sitting in one spot," said Grasso.

I asked Zygmunt, too, about one of the common challenges faculty members faced when teaching in person this year: a sea of mostly silent students. What happens if you work hard to foster discussion, but nobody seems to want to engage? She chalked that up in part to habits students learned during the first phase of the pandemic online, when it was easy to disconnect on Zoom. "I think it's sort of a retraining,'' she said of what might come next. "They're saying, I want interaction. I crave getting out of my seat. But at the same time they're not used to that. And they're uncomfortable with that."

Zygmunt plans to share her students' ideas with colleagues and hopes to write about some of them while on sabbatical in the fall. "I don't think it's rocket science. It really isn't," she said. "But at the same time, there are always moments in time when people are primed to listen and learn."

Writing About Disengagement

Next up is David S. Weiss, a part-time instructor of English at Georgia Gwinnett College. He is using the article in a composition class with the theme of "Wrote My Way Out." The final assignment is to produce a research-based essay, podcast, video, or other project that addresses a question or theme around written communication.

After reading my story, Weiss thought his students might find inspiration in it for this final project. In short, he was hoping to connect with his disconnected students by getting them to write about their experiences.

Weiss sent the story to the 25 percent of his students who have so far not begun work on their project, including attending a required one-on-one advisory meeting. He wrote to each of them to say that he noticed they had become disengaged in class and that they were at risk of failing if they did not do well on the project.

"I do understand that it has been difficult to remain engaged in your college classes during Covid, especially while working," he wrote. Then he pitched the idea of asking if they would like to "write a reaction or response to the article, reflecting on your own experience of how it has been challenging to keep up with schoolwork and stay engaged with classes during the pandemic."

So far, says Weiss, one student responded to the idea. He also approached other students with the same idea, if he sensed that they did not seem interested in the topic they had come up with. "I've had a fair number of takers for that," he wrote, and he included a video clip of a conversation with one student, Mauricio Reyes, who said the story reflected what he saw and was experiencing.

Reyes, who works in construction while attending college, said to Weiss he thinks that students have slowly lost interest in class because they are intent on catching up on all of the things that got shut down over the past couple years. "They're just trying to literally enjoy the year and a half they missed," he said. "I kind of feel like that."

Have you begun talking to your students more explicitly about the widespread sense of disconnection students are experiencing right now? If so and you've come up with some creative ways to tie it into your coursework, write to me at beth.mcmurtrie@chronicle.com. Your story may appear in a future newsletter.

ICYMI

The "2022 Educause Horizon Report: Teaching and Learning" edition is out. Experts weigh in on the future of trends and technologies like learning analytics and hybrid-learning spaces.

A study by Achieving the Dream on how open educational resources can support equitable teaching looks at their impact within several community colleges.

Data from the Student Experience Project, which involved 300 instructors across several campuses and was led by the Association of Public and Land-Grant Universities and a coalition of urban-serving universities, demonstrated how syllabi revisions can increase students' sense of belonging.

Final Questions

The final session of Talking About Teaching happens at 2 p.m. ET on Friday, April 29. We plan to spend the whole hour on audience questions. You can ask yours , and the same link will allow you to register for the session and watch previous ones on demand. If you'd rather send a question via email, write to me at beth.mcmurtrie@chronicle.com. Hope you can join us!

Thanks for reading Teaching. If you have suggestions or ideas, please feel free to email us at beckie.supiano@chronicle.com or beth.mcmurtrie@chronicle.com.

- Beth

Learn more about our Teaching newsletter, including how to contact us, at the Teaching newsletter archive page.

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Students' Ideas on Overcoming Disengagement

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Two faculty members who read my story decided to turn those questions over to their students. Specifically, they designed class assignments around the article and asked students to respond. I wanted to share their ideas here because asking students what they want and need is one step toward figuring a way out of this problem.

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12 Strategies to Measure Teaching Effectiveness

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From the archives of Tomorrow's Professor: Facilitating controversial discussions

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Headlines are crucial and valuable real estate. This free tool helps to identify where your headline succeeds and where it could improve.

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Write Better Headlines: Headline Analyzer From CoSchedule

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The Headline Analyzer that will score your overall headline quality and rate its ability to result in social shares, increased traffic, and SEO value.

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An example from a course at Stanford.

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1. Introduction to Human Behavioral Biology

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EdX offers college-level courses from well-known universities.

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Discover thousands of offerings - from free courses to full degrees - delivered by world-class partners like Harvard, Google, Amazon and more.

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Carnegie Mellon University's OER.

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Students Create an account and start your course. News and Events The Simon Initiative Harnessing a learning-engineering ecosystem

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This resource offers open textbooks through its library.

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Open Textbook Library - Open Textbook Library

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Open textbooks are licensed by authors and publishers to be freely used and adapted. Download, edit and distribute them at no cost.

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Rice University created this open space filled with free educational material that can be organized as books or other academic assignments.

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Northwestern University's Knight Lab that has created a suite of open-source tools for media makers, including lessons, guides and examples about how to apply them.

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Northwestern University Knight Lab is a community of designers, developers, students, and educators working on experiments designed to push journalism into new spaces.

Zach Wise

The Podcast Discoverability group present their findings to the rest of the Knight Lab Studio class.

The Lab provides an open, collaborative environment for interdisciplinary exploration and conversation, where students and professionals learn together and from one another. In short, we're energized by hard questions worth answering; we believe in the process as much as the product.

We're probably best known for our innovative suite of open-source, adaptable, and lightweight tools for media makers. The most popular, TimelineJS, has been used by more than 250,000 people to tell stories seen hundreds of millions of times, and is available in more than sixty languages. We also develop prototypes of tools for reporting, data management, research, and storytelling, often in connection with Northwestern classes. Students from our community have gone on to work at the New York Times, Vox Media, NPR, Medium, FiveThirtyEight, the Washington Post, the Los Angeles Times, Huffington Post, and more.

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Northwestern University Knight Lab is a community of designers, developers, students, and educators working on experiments designed to push journalism into new spaces. The Lab provides an open, collaborative environment for interdisciplinary exploration and conversation, where students and professionals learn together and from one another.