Teaching from a place of respect, equity, and compassion

Today, my Centre for Teaching and Learning published this statement as the lead item in our monthly newsletter.

Teaching from a place of respect,
equity, and compassion

In light of recent world events, I want to assure our community that the resources coming from the Centre for Teaching and Learning will always come from a place of respect, equity, and compassion. We are committed to helping UBC educators create welcoming and supportive environments for every learner, regardless of religious belief, sexual orientation, gender identity, ability, or racial or ethnic background.

Discussions about society absolutely have a place in our classrooms, in any and all disciplines. UBC educators and students must be able to have critical, scholarly discussions about hatred, racism, oppression, colonialization, and more. These are not easy conversations for educators to initiate or moderate, and the CTL is ready to share our resources and seek out other support if necessary.

We are proud to be part of this teaching and learning community. We are grateful for the opportunity to contribute.

Peter Newbury, Ph.D.
Director, Centre for Teaching and Learning
Sr Advisor, Learning Initiatives

Notes about how and why I wrote it:

  • This is most definitely not the first draft. Or the second. Or the third. The first version was much longer. My boss, the Provost and VP Academic at UBC Okanagan, Cynthia Mathieson, sent back a “less is more” revision. Remarkably, but not surprisingly, all the phrases and sentences I’d struggled the most to write were removed. The ones I wrote easily and with conviction are still here. Imagine that, huh?
  • Several other statements have come from UBC this week, like this and this from UBC President Santa Ono and another from UBC Okanagan Deputy Vice Chancellor, Deborah Buszard. They mention respect, diversity, and inclusion and share the concerns of my campus and my institution. I felt it was important to include compassion, too, because every instructor I know cares about the success of their students.
  • Revisions flipped back and forth between “These are not easy conversations…” and “These may not be easy conversations…” In my experience observing other instructors, and definitely in my own classroom, these are not easy conversations to initiate and moderate. I’ve been fortunate to see some excellent class-wide discussions about racism and I can tell you, that instructor (I’m looking at you, Simeon) worked hard to design that lesson and worked hard to facilitate the discussion. He made it look easy and natural – that’s one of the reasons students genuinely and thoughtfully engaged. So, I advocated for the bolder statement – “these are hard” – and the Provost respected it. (I’m very grateful for the trust she puts in me.)
  • It was important that my name appear at the bottom of the statement. The newsletter comes from my centre so ultimately, everything has my name under it eventually. I wanted it to be explicit, though, so people know this is what I stand for. And to let the campus know this is what they can expect from everyone of the people in my centre. I also want to let the people in my centre know this my expectation for them and that I’ll support them if someone questions their motivation for the support they provide.
  • I deliberately added “ability” to the “regardless of religious belief, sexual orientation, gender identity, or racial or ethnic background” phrase often found in statements like this. Students and educators with different abilities need the same respect, equity, and compassion when it comes to teaching and learning.
  • Oh, and the Oxford comma. It’s now part of my style guide. I use it in emails, documents, and blog posts. Having declared to myself that it’s what I do, I no longer pause at the end of a list, wondering if this is or isn’t a place where I could or couldn’t, should or shouldn’t, add a comma. Saves me a tiny bit of cognitive load I can use elsewhere.

Outcomes and feedback

I’ll let you know what I hear as more and more people open their email…

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My first conference

No, no, not the first conference I attended. The first conference I’ve organized. I’m really enjoying the opportunity (try to) do all the things I’ve said about conferences that started with, “If this was my conference, I’d…”

Engaging Every Learner

That’s the theme for the 2017 UBC Okanagan Learning Conference, May 3-4, 2017. To quote the conference website (which I can cuz I wrote it):

The 13th annual learning conference explores how we can design, assess, and facilitate learning that engages every learner, allowing each student to build their own knowledge and contribute their own strengths to their learning and the learning of their classmates and instructors.

Here are some of the features and events I’ve decided on, very often with input from my more experienced colleagues:

Theme: Engaging Every Learner
The conference theme has been cycling through pedagogy, student experience, and education research. It was time for a pedagogy theme again so I picked something I think will have lots of entry points: the whole backward design process, diversity of students, critical pedagogy, #edtech. I’m still wondering if this theme is too wide? too narrow? Will people have things to propose for sessions? Is it interesting enough that people will attend? All the questions. We’ll see in 3 months, I guess.
Names and name tags
I’m ensuring name fields on the proposal form and registration form that ask people how they want their name to appear in the program and on their name tag. Which can be different than the name on the paper or poster. And I’m giving people space to write special instructions about their names in case there are accents or special characters that a typical web browser form doesn’t recognize. (Thanks, Aimée Morrison @digiwonk for telling me how much she hates having to draw in the accent on her name tag. Every. Single. Time.)

Yes, this means there may be name tags that have to be created “by hand” rather than pouring the registration database into the labeling program. That will take time for my organizing committee colleagues. But how can I advocate for engaging every learner if I can’t afford the effort to get each conference attendee’s name correct?

Twitter handles on name tags
I’m tired of writing my twitter handle @polarisdotca and crappily drawing a Twitter bird on my name tag. Every. Single. Time. So the registration form asks people to give their Twitter handle if they want it to appear on their name tag. Yes, it means creating some name tags with the Twitter stuff and some without. Again, how can I not ensure each learner is welcome and supported?
Keynote speaker: Sarah Eddy
SarahLEddy_headshot_sq

Dr. Sarah L. Eddy, Florida International University

The landmark 2014 active learning meta-analysis by Freeman et al. provides, once and for all, the evidence that effective active learning helps students learn. (Aatish Bhatia wrote an excellent summary.) I know the analysis comes from the science, technology, engineering, and math (STEM) disciplines because that’s where the data exist, not because that’s the only place active learning exists successfully. Sarah is one of the “et al.” on the Freeman paper and her “Getting under the hood” paper with Kelly Hogan is one of my favorites. Their paper shows that the structure instructors provide, in the design and delivery of the course, is critical. It’s not about content knowledge (“chemistry”). It’s not even about pedagogical content knowledge (“how people learn chemistry”). It’s about teaching and learning. And that’s why I’m so thrilled Sarah agreed to give the conference keynote, “End of Lecture?  Active learning increases student achievement.” Yeah, and I got to ask her!

Minimize TTWWADIs
This is the 13th annual conference and my colleagues here at UBCO have running this conference down to a fine art. Need this done? Here. Need that done? Yep, no problem. It’s so smooth, sometimes people don’t notice what just happened. I’ve got fresh eyes, though, and I’m forcing myself (and my patient and generous colleagues) to critique “That’s The Way We’ve Always Done It.” I’m looking forward to sharing some new practices and events with the campus and conference attendees. Like

  • a Programming Committee to review and select proposals
  • a poster session
  • wine and cheese reception at the end of the first day, in the same time and place as the poster session
  • charging a conference fee
  • conference hashtag #everylearner17
Students and the Conference Registration Fee
I was having trouble thinking something through so, like I often do, I turned to my personal learning network on Twitter:

So many helpful responses:

Stay tuned: I’ll fill in what I chose to do…

I hope this list will grow over the next 3 months as I encounter more things that matter to me and make the choices and decisions entrusted to me.

Got any tips and things to watch out for? Comment away!

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