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Check in if they are missing classes or the assignments.

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Check in if they are missing classes or the assignments.

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the importance of how we frame our problems and asking better questions

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the importance of how we frame our problems and asking better questions

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Send encouraging messages when I see students struggling or missing assignments. I tell them, "You've got this!"

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Send encouraging messages when I see students struggling or missing assignments. I tell them, "You've got this!"

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use their names, share appropriate personal details, am appropriately vulnerable (share ADHD and sober status with students who share those), welcome video, dog pictures

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use their names, share appropriate personal details, am appropriately vulnerable (share ADHD and sober status with students who share those), welcome video, dog pictures

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Connect with them in the beginning of the class by asking them how they are feeling today with an emoji. 

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Connect with them in the beginning of the class by asking them how they are feeling today with an emoji. 

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"Higher education is the construct.." We have the power to change it.

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Choosing an intro prompt that allows students to share about themselves (safely) and react to the sharing with kindness and support

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Lack of diversity in STEM hurts everyone

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Lack of diversity in STEM hurts everyone

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So true... so important to address

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that their is ZERO research showing that people learn well within toxic rigor

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that their is ZERO research showing that people learn well within toxic rigor

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We need to be intentional about humanizing our students beyond names on a screen. YES!

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We need to be intentional about humanizing our students beyond names on a screen. YES!

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The extent to which our systems and procedures are deeply based on outdated patriarchal systems.

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The extent to which our systems and procedures are deeply based on outdated patriarchal systems.

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We must identify qualities of PD that change mindsets and build faculty confidence

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We must identify qualities of PD that change mindsets and build faculty confidence

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Creating an interesting and fun ice breaker for students in week one introductions. For example, two truths and one lie. 

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Creating an interesting and fun ice breaker for students in week one introductions. For example, two truths and one lie. 

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Were the pre and post surveys from pre-existing research tools?

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Were the pre and post surveys from pre-existing research tools?

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Being colorblind does not work. Being intentional works.

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Being colorblind does not work. Being intentional works.

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Encouraging words and tips for growth on weekly home pages. Weekly reflection assignment to communicate with each student on clear/cloudy concepts, how they feel about their approach, and how I can help/answer questions/share resources. 

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Encouraging words and tips for growth on weekly home pages. Weekly reflection assignment to communicate with each student on clear/cloudy concepts, how they feel about their approach, and how I can help/answer questions/share resources. 

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Reach out to students who don't attend office hours, use surveys/feedback that allows students to update the instructor how things are going, and use discussion boards that allow students to bring in their experiences and express themselves/points of view.

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Reach out to students who don't attend office hours, use surveys/feedback that allows students to update the instructor how things are going, and use discussion boards that allow students to bring in their experiences and express themselves/points of view.

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More flexibility and building relationships puts us on the "same team" ...loved that quote. 

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More flexibility and building relationships puts us on the "same team" ...loved that quote. 

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Ask students "What more can I do to help you succeed and get what you need from this course? I want you to do well and use what you learn in this class." "What are your (learning/professional) goals (that way I can draw connections from the course content/concepts to their goals making it relevant to them).

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Ask students "What more can I do to help you succeed and get what you need from this course? I want you to do well and use what you learn in this class." "What are your (learning/professional) goals (that way I can draw connections from the course content/concepts to their goals making it relevant to them).

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I am developing a series of Success Vouchers to keep students motivated and give second chances. For example, if they access our Career Center or Success Center, they can earn the opportunity to get a 48 hour extension on an assignment. Or if they come to Support Hours, they earn the opportunity to resubmit a difficult exam question

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It's not primarily about self efficacy. It's about identity.

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It's not primarily about self efficacy. It's about identity.

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Quality mentorship provides psychosocial, instrumental, and networking support.

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I am struck by the participant demographics: mostly white females. Is that because the participating departments are composed of primarily white females, or are white females more likely to participate in professional development opportunities like this?

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Invite students to connect with classmates early and often through discussion, breakouts, etc. Once students know, like, and trust their peers, they are eager for more.

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Kindness is something that another person doesn't HAVE to do.

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Kindness is something that another person doesn't HAVE to do.

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Emotions and Cognitions are inseparable!

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Kindness=acts that affirm the dignity of another person. ❤️

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Kindness=acts that affirm the dignity of another person. ❤️

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Kindness = acts that affirm the dignity of another person. 💖

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Kindness = acts that affirm the dignity of another person. 💖

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Sometimes slower is faster.... plant seeds. 🌱

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Sometimes slower is faster.... plant seeds. 🌱

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some of the pushback for kind policies like no late penalties and allowing revisions is that that doesn't prepare students for the real world. well no, in the real world you often get extensions, you get sick days, and you get second chances. But yes, sometimes the real world is harsh. Instead of helping students assimilate to a harsh world, maybe by showing kindness, the next generation of leaders will remember how kindness helped them be successful and they will be kind leaders.

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I have writing discussion assignments at the beginning of the week that are in groups of 8-10 people. Later in the week, they  have a required "synchronous" group meeting with at least 1 and up to 4 team members (they do have an alternative option). It's called "talking to learn" and we start with an assignment based on this article: 

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I have writing discussion assignments at the beginning of the week that are in groups of 8-10 people. Later in the week, they  have a required "synchronous" group meeting with at least 1 and up to 4 team members (they do have an alternative option). It's called "talking to learn" and we start with an assignment based on this article: 

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"Ambiguous spaces are cognitively taxing" - Mica Estrada

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Being willing to make mistakes and even pointing them out when they happen.

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Being willing to make mistakes and even pointing them out when they happen.

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having my kindness make a difference in a student's life

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having my kindness make a difference in a student's life

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Flatten hierarchies! Intentionally, mindfully, carefully cultivate inclusion. YES!!

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Flatten hierarchies! Intentionally, mindfully, carefully cultivate inclusion. YES!!

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Early on in teaching, I was an adjunct and brought myself to the classroom. My first time as a full timer, I was advised to "be more professional" and it went terribly (even though my students did well, I felt like a failure). Finding a place where I could be true to me, sharing my experiences, was essential to successful teaching and walking away feeling good about my teaching.

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Humanized pedagogy has a greater impact on minoritized students

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I would love to hear more about this!

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positional authority vs relational authority

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positional authority vs relational authority

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Move from positional authority to relational authority.

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Inspired about how my university can train our IDs so that we can effectively model humanizing strategies in our own PD courses.

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Inspired about how my university can train our IDs so that we can effectively model humanizing strategies in our own PD courses.

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Active Minds and Association of College and University Educators. (2020). Creating a culture of care faculty resource: Practical approaches for college and university faculty to support student wellbeing and mental health. Retrieved from https://www.activeminds.org/wp-content/uploads/2020/04/Faculty-Resource_Creating-a-Culture-of-Caring.pdf

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Active Minds and Association of College and University Educators. (2020). Creating a culture of care faculty resource: Practical approaches for college and university faculty to support student wellbeing and mental health. Retrieved from https://www.activeminds.org/wp-content/uploads/2020/04/Faculty-Resource_Creating-a-Culture-of-Caring.pdf

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Here are some resources I curated for our SUNY faculty at the start of the pandemic (Maslow’s before Bloom’s): https://online.suny.edu/onlineteaching/page/communicate/

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Here are some resources I curated for our SUNY faculty at the start of the pandemic (Maslow’s before Bloom’s): https://online.suny.edu/onlineteaching/page/communicate/

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OSCQR 1 Communication is Key
Know your learners. Whether you are teaching online because of an emergency, because you have been asked to, or because you want to, it is important to take a moment to reflect on the learners who will be taking your online course. Taking their perspective from the outset will help you consider them in the decisions you make in how you choose to design and teach your course online.

Take a moment to consider learner needs and circumstances before the course begins to check your assumptions and guide your decision making about course design and delivery.
2. Consider options and the need for regular communications with learners before and after the course begins. What Communications & Announcements Can You Envision/Plan?
Think of regular whole class and private communications as an essential activity in your role as a remote/online instructor. Messages, announcements, course/email are a primary way you make your social and teaching presences felt by course participants. Digital communications promote trust, group cohesion, interaction, and a sense of community.

What types of communications will your learners need, and when - before, during and after the course?

Can you draft/prepare any of them to have them ready?

Getting Started - 2 weeks before the course begins/goes live download your roster and send a note.

Draft a Welcome message to send as each learner appears in the course.

Post an opening announcement for learners to see as they enter the course.

Draft Announcements for the opening of each course module.

Draft weekly announcements for the other weeks, to reinforce activities, participation, due dates, etc.

Mid semester send course participants an encouraging personalized private note on their progress in the course, to make sure they feel your presence.

End the course with a farewell email to bring closure to the experience for all course participants.

3. Consider how will you meet with learners to conduct office hours.
Set Up Virtual Office Hours. You can use synchronous, asynchronous, or a combination of both approaches for your office hours. The most important thing is to make sure that your learners know how to reach you, when, and by what means. Make sure that you provide clear information regarding the options and expectations pertaining to your virtual office hours.

Use synchronous office hours to check-in with the learners on their progress in the course/with projects, provide feedback on work/progress, provide the option for drop-in or scheduled appointments for students to get extra help, or to discuss issues privately with you, etc. With synchronous platforms (e.g., Zoom, Collaborate, etc.) you can use the text chat, audio, and video features to talk one-on-one with your learners. These synchronous platforms have features such as a whiteboard, and have screen sharing capability, so you and/or the learner can view materials, share images, or draw diagrams. You can also use the session to provide private critique of student work, or listen to a student oral presentation or demonstration.

You can use email, or use the asynchronous private communications tools within your LMS to have private conversations with your learners.

Provide and promote detailed instructions on how to reach you.

Establish a regular schedule in advance.

Document expectations on response time and the process they should follow to set up an appointment with you, including the process for cancellation.

Keep the schedule and be on time.

Resources

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Teach Online:Communicate with your Students.

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OSCQR 1 Communication is Key Know your learners. Whether you are teaching online because of an emergency, because you have been asked to, or because you want to, it is important to take a moment to reflect on the learners who will be taking your online course.

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SuperBetter uses the psychology of game play in all of life to improve resilience, mental health and social-emotional learning. Played by over 1 million people, SuperBetter unlocks your heroic potential to overcome obstacles and achieve your goals.
How it Works

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Social-Emotional Learning, Mental Health & Resilience Training

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SuperBetter uses the psychology of game play in all of life to improve resilience, mental health and social-emotional learning. Played by over 1 million people, SuperBetter unlocks your heroic potential to overcome obstacles and achieve your goals. How it Works

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I am finishing up my certificate with this organization. It is great info. 

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I am finishing up my certificate with this organization. It is great info. 

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4 Reasons to Become a

Mental Health First Aider

Be Prepared
When a mental health crisis happens, know what to do

You Can Help
People with mental illnesses often suffer alone

Mental illnesses
are common
1 in 5 adults in any given year

You Care
Be there for a friend, family member, or colleague

What You Learn

Risk factors and warning signs of mental health problems.

Information on depression, anxiety, trauma, psychosis, and addiction disorders.

A 5-step action plan to help someone developing a mental health problem or in crisis.

Where to turn for help - professional, peer, and self-help resources.

Course Format

Activities

You learn by getting involved with the material and relating what you learn to real-life applications. Discussion topics, exercises, and other activities keep you engaged in the course and give you an opportunity to practice helping skills.

Environment

One or two certified instructors lead each course and follow a national curriculum and teaching standards, while emphasizing hope for recovery. Classes usually consist of 30 people or less are offered in a respectful, comfortable environment.

Adult Course

The adult Mental Health First Aid course is appropriate for anyone age 18 and older who wants to learn how to help a person who may be experiencing a mental health related crisis or problem. The adult course is available in both English and Spanish.

Youth Course

The youth Mental Health First Aid course is primarily intended for adults to learn how to help young people experiencing mental health challenges or crises. It reviews the unique risk factors and warning signs of mental health problems in adolescents ages 12-18 and emphasizes the importance of early intervention.

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Why should you take a Mental Health First Aid course? Find out more here.