14 research outputs found
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Supporting the success of online students who are deaf: Lessons presented at #SWDE2017
Guest post for the "Teaching & Learning in Social Work: Exploring Ways to Enhance Life-Long Learning for Professional Practice" blog by Laurel Hitchcock. (2017, June 23). Post available at http://www.laureliversonhitchcock.org/2017/06/23/supporting-the-success-of-online-students-who-are-deaf-lessons-presented-at-swde2017
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Reflection Journals - Examples of using this powerful tool to help students synthesize course content
For new and experienced online instructors, or those who work with them, this interactive session will share examples of well received reflection journal assignments from online courses at Columbia University. The presenters will open by touching on research on the value of reflection journals, sample uses of reflection journal assignments, and how to provide instructor feedback and grading to deepen student work on future journal entries while maintaining a feasible instructor workload. Next, the presenters will share examples of reflection journal assignment instructions, grading rubrics, and lessons learned from two online courses. Finally, the presenters will facilitate a chat-based discussion to encourage the session participants to share their experiences, advice, and questions.
Most learning management systems, including Blackboard and Canvas, include a journal tool. This session will help instructors share and spark ideas of ways to use this tool effectively in their own online courses, regardless of the course topic or academic discipline.
The presenters will be Beth Counselman Carpenter, Assistant Professor, Southern Connecticut State University's School of Health and Human Services; and Matthea Marquart, Director of Administration, Online Campus, and Lecturer, Columbia University School of Social Work
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Supporting the success of online students who are deaf
One social justice victory of online education is the ability to expand access to higher education and serve a diverse student body. This roundtable discussion gave instructors and administrators the chance to share strategies and tools for supporting the success of students who are deaf. Online courses with synchronous components generally include audio elements in the form of live virtual classes; homework assignments that include videos, podcasts, or other media; and student-generated media assignments such as introductory videos or video role plays. To enable students who are deaf to fully participate in these courses, school administrators and instructors need to be ready with tools and strategies, such as live captioners or American Sign Language translators, media captioners, and plans for inclusive lessons.
This roundtable discussion provided a forum for those with experience supporting the success of students who are deaf to share their experiences, and for those without experience to learn and ask questions. The goals for this session included:
1) Sharing concrete tools and resources that can support online students who are deaf
2) Sharing strategies for inclusive lesson planning and instructional design
3) Identifying areas where schools of social work can better prepare to support students who are dea
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Engaging Adult Learners by Creating Inclusive Online Classroom Communities
Drawing from experience teaching synchronous, hybrid, and asynchronous courses on topics of diversity, in multiple academic settings, the presenters will share case studies, experiences, challenges, and solutions around creating inclusive online classroom communities that engage adult learners. The session will be interactive and supportive of participants, and will include concrete, practical strategies and practices for addressing issues of power, privilege, and oppression in online classrooms.
Learning Objectives: By the end of this session, participants should be able to:
- Describe ways to build a respectful and supportive classroom community that encourages participation from all students, including nontraditional adult learners.
- Discuss strategies for dealing with potential challenges around power, privilege, and oppression that may come up in courses.
- Identify pedagogical best practices from courses on topics of diversity that can be applied to courses on any subject
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Supporting ourselves and others by encouraging self-care: Strategies that educational developers can build into courses for instructors and students (and consider using ourselves) -- #EDC2019
Members of the Millennial and iGeneration generations report higher levels of anxiety and depression, lower levels of self-esteem and happiness, lower levels of intrinsic motivation for school, and have less experience with independence, self-directed learning, and decision-making than past generations, and as a result require more guidance to be able to succeed in higher education (Twenge, 2018). These students and early-career professionals may benefit from explicit support around building self-care into academic experiences.
This one-page showcase item asks educational developers and instructors to consider ways to build self-care strategies into their courses, to bolster both students and instructors, and shares sample strategies; these strategies can apply to different types of courses and across disciplines. As part of the showcase, the presenters will invite participant interaction to share ideas, discuss challenges, and ask questions
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Self-care practices in online faculty: Strategies for professional satisfaction and program retention -- #SWDE2019
SESSION DESCRIPTION:
This presentation/discussion looked at what self-care practices online distance social work faculty engage in to manage teaching stress and academic burnout, how faculty members' perceptions of self-care connect to their in-class modeling and experience with online students, what institutional strategies are identified by online faculty members that may promote lower rates of burnout, and what (if any) role professional mentorship plays in improved self-care outcomes and role satisfaction.
SESSION DETAILS:
● Participants will learn a six-pronged model of professional self care for social workers.
● Participants will share their faculty perceptions of self-care in an online teaching environment and
discuss in-class modeling strategies and experience with online students.
● Participants will discuss what institutional strategies should be promoted for lower rates of burnout
and what if any role does professional mentorship play in improved self-care outcomes and role
satisfaction?
● Participants will have the ability to engage in a year-long practice to improve their self-care
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Leadership Development for Social Work Educators & Trainers - Best Practices for Addressing Power, Privilege and Oppression when Teaching Topics of Diversity & Increasing the Intersectional Lens in the Classroom
Drawing from experiences teaching courses at Columbia University’s School of Social Work, the presenters will share case studies, best practices, challenges, and emerging issues when teaching diversity courses and for professionals interested in running diversity trainings at their agencies. The session will be interactive and supportive of participants, and build participants’ skills around disruptive leadership that maximizes inclusion
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Faculty Self-Care, Mental Health, and Community Support Through Pandemic Teaching
These are the slides from a webinar for the Madison College Open Community Fridays series, which is hosted by Dr. Tina Rettler-Pagel of the Madison College Center for Excellence in Teaching and Learning.
Webinar description:
This session will discuss multiple models of professional self care for faculty and students particularly related to teaching and learning during the COVID-19 pandemic. Participants will discuss what institutional strategies that can and should be promoted for lower rates of burnout as well the role of professional mentorship, and peer-based accountability partners can play in improved self-care outcomes. Participants will consider ways to build self-care strategies into their courses to bolster both students and instructors, and sample strategies across disciplines will be shared. Participants will also be able to identify skills to begin a year-long practice to enhance self-care practices during this time of collective stress
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Teaching diversity in the synchronistic classroom: student perceptions, best practices and continued challenges
This panel at the 2018 Social Work Distance Education Conference shared case studies, best practices, challenges, and emerging issues when teaching on topics of diversity in online courses from Columbia University’s School of Social Work. The panel included audience participation, interaction between the panelists and time for Q&A at the end. The courses discussed included a course on racial identity development and a course on gender and sexuality
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Webinar #3: Inclusive online teaching and teachable moments in online classrooms (Zoom version)
These are the slides from the third webinar in a webinar series to support faculty who are new to teaching online. The series was hosted by Columbia University School of Social Work's Online Campus, and was free and open to all faculty anywhere. The series was offered to support faculty moving quickly from face-to-face teaching in residential classrooms, to remote teaching online, due to the COVID-19 pandemic.
This third webinar covered Inclusive online teaching and teachable moments in online classrooms: Creating an inclusive classroom community online, responding to microaggressions online, and other teachable moments online. It was held in Adobe Connect on Thursday, April 2nd, 2020, 8:30-9:30pm ET. The recording is available on the Columbia Social Work YouTube channel, at https://www.youtube.com/user/columbiassw. The direct link to the recording is https://youtu.be/aD2GEL8DpIM.
The recordings, resources, and info for the full series are collected here: https://bit.ly/CSSW_WebinarSeries_TransitioningOnline