Lumen Circles are asynchronous faculty professional development experiences that use virtual learning communities to connect faculty with peers, helping them refine their expertise as student-centered educators. Grounded in evidence-based teaching practices and self-reflection, Lumen Circles are designed to benefit faculty members across disciplines and career stages.

Dr. Iona Ringgold and Dr. Katherine Orlando participated in the Lumen Circles Belonging and Inclusive Teaching Fundamentals Circle, where they embraced teaching strategies that foster engagement and belonging. The foundational knowledge gained through their Lumen Circles experience empowered them to extend these practices into their campus community, encouraging other faculty to engage in belonging work through their own learning collective.

This blog shares their journey and the transformative impact Lumen Circles had on their work, demonstrating how Lumen Circles faculty professional development experiences can inspire meaningful change in higher education.

Authors: Dr. Iona Ringgold and Dr. Katherine Orlando

 At Towson University in Maryland, we have been applying what we learned during our time as Lumen Circle fellows to two different professional learning series for faculty and staff.  The Lumen Circles program provided the foundational knowledge and collaborative environment that inspired us to create our own space to foster student belonging.  With the support and framework provided by Lumen Circles, we established The Inclusive Teaching Collective—a community aimed at engaging faculty and staff in enhancing students’ sense of belonging in their learning spaces.

 For this post, belonging will be defined as a subjective feeling of deep connection with social groups, physical places, and individual and collective experiences as a fundamental human need (Allen et al, 2021). Our approach to fostering belonging has been deeply influenced by the evidence-based practices and collaborative methods we learned through Lumen Circles. Research shows that when higher education students do not feel a sense of belonging, this negatively impacts academic and social success, persistence, and mental health, and is especially true for students from marginalized groups (Davis, Hanzsek-Brill, Petzold, & Robinson, 2019; Gopalan & Brady, 2019). In contrast, Gopalan & Brady’s (2019) findings suggested that a greater sense of belonging might have a positive longitudinal impact on academic performance and persistence and is protective for mental health in year three for undergraduate students. 

Recent research findings reveal that professors are uniquely situated to advance social justice issues in higher education learning spaces (Liera & Dowd, 2019). However, some do not see themselves as agents of change regarding student belonging. In addition, some faculty may have different experiences based on the intersectionality of their own identities (Pittman & Tobin, 2022). In our work, we also found that many who are working on inclusive and affirming practices also seek support and new learning in these efforts.  In addition, just saying that students “belong” is not enough according to Walton (2021). Showing students through intentional conversations about learning and growth, modeling that belonging is a process, supporting students’ diverse identities, letting students know that they are not alone, and allowing space for these exchanges is essential (Gopalan, Linden-Carmichael, Lanza, 2022; Walton, 2021).  

Belonging and Inclusive Teaching Fundamentals Lumen Circle: Circle Activities

We created S.P.A.C.E. (Semester-Long Intensity, Participant and Identities-Centered, Awareness and Agency for Creating Cultures of Belonging, Collective Responsibility and Accountability, Engagement and Empowerment for Equity: Belonging Matters) to provide faculty with a supportive, collaborative environment focused on fostering student belonging.

Here are our top 5 tips for increasing faculty agency and awareness to create inclusive spaces where students truly feel they belong. We’ve also included powerful quotes from members of the Collective, sharing their personal experiences in this transformative journey.

Semester-Long Intensity 

The members of the Collective committed to the project for an entire semester. Following the principles of the Lumen Circles program, we created a semester-long commitment for the participants. Our series was based on the effective professional learning communities model of Lumen Circles. Lumen Circles are 9-week asynchronous virtual communities of practice with faculty peers and coaches engaging in weekly activities to explore, apply, and reflect on effective teaching practices.  

• Grounded in adult learning theory, much time and effort were made to create and sustain community across and between participants in the professional learning series. Our goal was to co-create a semester-long, cross-university collaboration, and inclusive space that would allow time for critical inquiry, conversation, and reflection. Applying principles of effective professional learning communities and Lumen Circles, we knew that a “one and done” workshop would not suffice as it would not permit the learning and reflection cycle that adults need. In his work with K-12 principals, DuFour found that student outcomes improved when educators collaboratively engaged in inquiry-based improvement efforts at their work site (McLaurin, 2021). 
• Participants had the opportunity to learn, plan, apply to student interaction, and assess in “real time” during the semester. Others used the time to plan and strategize to implement for an upcoming semester or a bigger project.  

Reflection from Collective Member

I really appreciate hearing the ideas that other people have in terms of what they’re doing in their classrooms and the projects that they’re working on because it really sparks, you know, my own sense of wonder.

Participant and identities-centered  

The design of The Inclusive Teaching Collective was influenced by Lumen Circles’ focus on identity and inclusivity. We emphasized understanding diverse identities and their impact on learning environments, encouraging participants to reflect on their own identities and those of their students.

• “Inclusive Teaching Collective,” signifies the importance of focusing on belonging in the professional learning series. We worked with diverse university participants from nearly every college, and our participants are representative of different tenured (or not) ranks, course instructors or staff, and more.  
• Based on the professional learning we provided, participants were asked to name a goal to “start” or “stop,” something that they felt would assist with fostering an inclusive environment of belonging in their learning spaces.   
• Participants were asked to identify a specific focus for the goal (for example, mitigating bias or pedagogical partnership). They were partnered with another collective member to work with for the semester. In addition, Drs. Ringgold and Orlando held individual conferences with each participant in addition to holding regular “Collective” meetings each semester.  
• We were intentional in having our initial meetings in person to provide greater opportunities to connect to others. Subsequent meetings were hybrid to provide convenience and flexibility.  

Reflection from Collective Member

…allows the students to have a voice in the class and hopefully not only give them a sense of belonging but engage them more with the class content and the university as a whole… that experience in the classroom permeates other places during their experience here. 

Awareness and Agency for Creating Cultures of Belonging  

Grounded in cultural responsiveness, we sought to see and hear students, the intended beneficiaries of our “Inclusive Teaching Collective” efforts.  This integration of student voices was a key takeaway from our Lumen Circles experience, reinforcing the need to listen and adapt based on student feedback.

We included student input in the professional development process by taking the following steps:

• Graduate and undergraduate students were invited into the Collective to share their experiences and voices about what instructors did to help them feel a sense of belonging. Examples shared were connections to student identities, involving the students as pedagogical partners, and more.  
• Participants shared that these first-hand accounts of students’ perceptions of belonging and the conditions instructors created were incredibly insightful and made a significant impact. From these experiences, many of the Collective looked to replicate some of their colleagues’ strategies and efforts and make space for listening to students’ perspectives in their classrooms.   
• Participants were also encouraged to share their goals with their own students and elicited student feedback as part of their reflective process.  

In the discussion forum, one faculty member reflected on her learning by stating: 

So, I think sometimes it can feel like belonging can feel very theoretical… hearing students actually explain what belonging means, and how their professors can actually make them feel like they belong, has really been helpful. 

Collective responsibility and accountability  

Lumen Circles’s emphasis on ongoing collaboration and empowerment influenced how we structured our activities, encouraging participants to engage across departments and work collectively towards equity and belonging. None of us are experts; however, together we learn, are inspired, and seek to do better.

• Collectively, we provided opportunities for reading, discussion, inquiry, reflection, learning and un-learning. Participants shared their ideas, efforts, and risks with each other as they sought to create inclusive spaces. Because participants had their own lived experiences, and not all participants were at the same level of development, collective space was essential.   
• Participants were transparent in goal setting, progress, reflection, and outcomes.   
• Members of the collective celebrated their efforts, inviting department members and chairs, family members and others to our end of semester events:

In the discussions, faculty reflected 

…it’s easy to feel really isolated and it’s sometimes feels like, you know, struggling to meet these goals by myself. 

…appreciate the opportunity to interact with faculty from a range of disciplines and colleges and programs at the university.                

Engagement and Empowerment for Equity: Belonging Matters  

Continuous engagement, a cornerstone of Lumen Circles, was crucial in our series. The program’s emphasis on ongoing collaboration and empowerment influenced how we structured our activities, encouraging participants to engage across departments and work collectively towards equity and belonging.

• Some Collective members formed collaborative projects that crossed departments and other colleges within the university, effecting change beyond their classrooms or spaces.  

 

Reflections from Collective Members on Change Beyond their Classrooms or Spaces

What I really appreciate about the Inclusive Teaching Collective is just knowing and being able to identify and name and wave at people on campus who share the same goals as me and who want to transform the culture of higher education in a positive direction. 

It just really helps me think about how I am being inclusive. So, I do appreciate this group for that reason and just giving me a greater sense of belonging. 

 

Our participation in Lumen Circles was instrumental in shaping our teaching and inspiring us to pursue similar collaborative and evidence-based approaches. The impact of Lumen Circles on our work underscores the value of asynchronous professional development programs that emphasize community, inclusivity, and continuous growth. We encourage you to consider joining Lumen Circles, as it was foundational in allowing us to bring the teaching strategies that foster engagement and belonging to Towson University.

Resources

Allen, K.A., Kern, M.L., Rozek, C.S., McInherney, D.M., & Slavich, G.M. (2021). Belonging: A review of conceptual issues, an integrative framework, and directions for future research. Australian Journal of Psychology, 73(1), 87-102. https://doi.org/10.1080/00049530.2021.1883409 

Davis, G. M., Hanzsek-Brill, M. B., Petzold, M. C., & Robinson, D. H. (2019). Students’ sense of belonging: The development of a predictive retention model. Journal of the Scholarship of Teaching and Learning, 19(1). https://doi.org/10.14434/josotl.v19i1.26787  

Gopalan, M., Linden-Carmichael, A. Lanza, S. (2022). College students’ sense of belonging and mental health amidst the COVID-19 pandemic, Journal of Adolescent Health, 70(2), 228-233. https://doi.org/10.1016/j.jadohealth.2021.10.010 

Liera, R., & Dowd, A. C. (2019). Faculty learning at boundaries to broker racial equity. The Journal of Higher Education, 90(3), 462-485. 

 McLaurin, J. (2021). The principal’s playbook on instructional leadership: 23 things that matter most for improving student achievement [pdf]. Archway Publishing. https://www.theprincipalsplaybook.com/ 

Pittman, C., & Tobin, T. J. (2022). Academe has a lot to learn about how inclusive teaching affects instructors. The Chronicle of Higher Education. 

Walton, G. (2021). Stop telling students, “You belong!. Education Week, 9. https://www.edweek.org/leadership/opinion-stop-telling-students-you-belong/2021/11 

Before you start collecting feedback, there are a few things you should consider to make sure you achieve your desired results.

1. Think about what you’re hoping to achieve – do you want to improve your teaching or just check that your students are understanding everything? Both?
2. Consider how your students are performing and feeling at the time you’re asking for feedback.
3. Plan out how you will use the results of the feedback you receive.

By considering your goals for collecting this student feedback, you can create effective and meaningful questions to ask your students at a time that will generate the most engagement and honest feedback. 

If you’re not sure where to start, don’t worry – we’ve got some tips to help you get going.

Share your why with students

To better engage students,  share the role their feedback plays in the classroom and how you plan to use it. Sharing the “why” behind your request for feedback and how you plan to use the information helps students see the value in their voice and how their feedback will help them and future students. This will not only help build pedagogical partnerships but also help to foster an inclusive learning environment. 

Get to know your students

As you gear up for the new teaching term, one of the most impactful things you can do is get to know your students better.

A simple, effective way to do this is to ask students to complete a short survey at the start of the term. Lumen One makes this easy with its built-in “Introduce Yourself” survey, designed specifically for faculty. This tool allows you to gain valuable insights into your students’ backgrounds right from the beginning, setting the stage for a more personalized and effective learning experience.

Taking the time to understand who your students are can make all the difference in how you connect with them and how they engage with your course. So, as you start the term, consider making this small but significant step a part of your teaching routine.

The following questions can be incorporated into a survey for students to introduce themselves. 

• • • • • • • What is your goal for this course?

• • • • • • • How are you feeling about this course? 

• • • • • • • Do you have any obligations outside of class that would be helpful for me to know about? 

Once you’re ready, here are some ways effective strategies to gather feedback:

• Leverage Discussion Boards: Don’t just limit discussion boards to simple Q&A. Transform them into dynamic forums where students can ask questions, share thoughts, and engage in meaningful discussions throughout the course. By creating a dedicated feedback thread, you open up a space for students to voice their opinions and concerns in real-time, making the feedback process ongoing and interactive.
• Use Anonymous Feedback Boxes: Encourage candid feedback by providing anonymous feedback options. Whether it’s a physical box in your classroom or a digital version online, anonymity can help students feel more comfortable sharing their honest thoughts without fear of repercussions. This approach often uncovers valuable insights from those who might be hesitant to speak up otherwise.
• Conduct Online Surveys: Online surveys are a convenient and effective way to gather detailed feedback. Utilize tools like Kahoot, Polling Apps, Google Forms, or your LMS to create surveys and email them to your students. Be sure to include both open-ended and closed-ended questions to capture a broad range of insights that are easy to analyze and apply.
• Prompt Feedback After Assignments: Integrate feedback collection into your regular workflow by adding prompts after assignments or assessments. Ask students to share their input weekly as they complete their work. Additionally, consider using Classroom Assessment Techniques (CATS) to quickly gauge what’s working, what’s unclear, and what needs further reinforcement, helping you adapt your teaching on the fly.

Things to Consider:

 If you’re already collecting student feedback, take a moment to reflect on how you gather feedback and explore ways to make it more impactful for you and more accessible for your students., here are some tips to elevate student engagement: 

• • When gathering student feedback, it’s important to consider the diverse ways students might feel comfortable sharing their thoughts. Some students may prefer to remain anonymous, while others might be more inclined to share verbally or need time to write out their responses thoughtfully. To truly involve students in feedback, consider asking them how they’d like to provide input. This approach respects their preferences and helps build pedagogical partnerships, leading to more meaningful and effective feedback.
  • Consider whether you want to “compensate” students for their time. Feedback takes time, and most students have other responsibilities. Incentives can come in many forms, including extra credit, early release time from class, or additional assignments during the feedback window.
  • Whenever possible, acknowledge students’ contributions to your changes due to their feedback. Students will appreciate seeing how you’re using the feedback! This will help you build trust with your students and show them that you are actively listening to their feedback and involving them in the process.

By Angelica Halbert and co-authored by Lumen Team

Resources: 

https://schoolguide.casel.org/resource/strategies-for-gathering-student-feedback/ 

https://www.linkedin.com/advice/1/how-can-entry-level-critical-thinking-professionals-jye6e 

https://vcsa.ucsd.edu/_files/assessment/resources/50_cats.pdf 

While some educators have expressed concerns about AI’s impact and use, Lumen has proactively explored ways to leverage AI that are rooted in equity and aligned with our mission to enable unprecedented learning for all students.  

David kicked off the webinar with a brief introduction to generative AI and then shared an overview of study strategies, which vary in effectiveness. Some of the most popular study techniques that students typically use are often some of the least effective. Generative AI and large language models (LLMs) can help reverse those patterns, so students support their own learning with evidence-based study strategies, including developing study prompts with platforms such as ChatGPT or Gemini. 

For example, students can develop prompts for spaced practice (studying material over a period of time), interleaved practice (mixing more than one topic to better understand an overall subject), or retrieval practice (recalling facts or concepts to enhance learning). Here is an example of a prompt for retrieval practice: 

I’m taking a college class in <class name> and I want to review what I’ve learned about <chapter name>. 
Give me a quiz where you ask me two questions about each of the following topics:

- Topic 1
- Topic N

Ask me one question at a time and wait for my answer.
Interleave the questions so that you don’t ask me two questions in a row about the same topic. 
After each answer, give me feedback on my answer and explain anything it seems like I don't understand. 
Then ask if I'd like additional information on that question. 
When I indicate I'm finished, ask me the next question.

These types of prompts can be especially beneficial in getting students to engage in high-level strategic thinking about their own learning, leaving them feeling more empowered about their academic journey. 

David concluded his portion of the webinar with some final thoughts: 

• Using generative AI as an effective learning tool is a critically important literacy for students to develop, and it can only be developed through practice. This is especially crucial for historically underrepresented students who may not have this kind of literacy readily available to them. 
• Generative AI systems will likely present students with information that is inaccurate. While it is remarkable that such systems can create the content we need right when we need it, we must be mindful of misinformation and biased content. 
• However, these interactions present a way of helping students think critically and think through the techniques they will use to uncover such instances of inaccuracies or biases.

For more of this engaging presentation from David, watch the full webinar here.

Reflecting on the conversations that have profoundly impacted my thinking this year, one in particular has persistently occupied my thoughts: the SXSW EDU panel, “Reimagined STEM Courseware: Equity-Centered Digital Learning.” For the second consecutive year, I had the privilege of joining leading academics on this equity-focused platform. Moderated by Professor Aireale Rodgers, Ph.D. from the University of Wisconsin-Madison, the panel featured esteemed voices such as Dr. Ariel Anbar from Arizona State University and Dr. Brian McGowan from American University. Together, we delved into how courseware and technology, especially in STEM subjects, can support equitable student success for minoritized students.

Here are a few key takeaways from our conversation: 

• Digital courseware does not replace the faculty member/instructor.

  The faculty member is the primary source of instruction and establishes a human connection with students. Caring is an evidence-based practice that we know students respond to and courseware can help enable that practice. For example, in Lumen One, we offer an Introduce Yourself assignment that gives students the opportunity to share more about themselves – their background and goals – with the instructor . This information helps faculty members better understand their students and tailor instruction accordingly.   

  

  Example of a question found in Lumen One’s Student Introduce Yourself Survey.

• When it comes to digital courseware, instructors need support.

  There is a cognitive process in learning and using technology effectively. My fellow panelist, Dr. McGowan, spoke of reimagining professional development in a way that becomes more institutionalized, involving everyone from the IT department to faculty and equity centers on campus.  

• The practice of designing and using equity-centered courseware isn’t easy.

  After nearly one year of introducing Lumen One to our partners and other institutions, we are excited by what we’ve seen so far, but we are still learning and building community. I remain energized and encouraged by the fact that the equity conversation is growing, as evidenced at SXSW EDU, and equity-centered courseware is increasingly in demand. 

The lasting impact of our panel discussion is deeply rooted in the insights shared by my fellow panelists. Their perspectives have served as a guiding light, helping to navigate through the challenges we encounter. In a time where it is crucial to build equitable products and engage faculty, the wisdom exchanged during our conversation has been invaluable. It has provided me with direction, keeping me (and my team) focused on real issues and practical solutions.

As we move ahead, it is important to revisit and underscore the significance of these insights. They should stay at the heart of our plans and strategies as we navigate the complexities of education. In doing so, we ensure that our efforts are aligned with the principles of equity and inclusion, propelling us towards a future where every student has the opportunity to thrive.

You can listen to the full panel here. If you would like to learn more about Lumen One, you can reach out and request a demo.

Generative AI as the logical successor to OER

There are several parallels between OER and new generative AI models. Both OER and AI can and should be viewed as tools to increase educational opportunities. David cautions that higher ed should avoid falling into the trap of too heavily promoting the solutions themselves and losing sight of the true outcome of making course materials more accessible. Additionally, content created with generative AI  is not eligible for copyright protection, making it OER. Consequently, it can be continually updated and improved (unlike traditional textbooks).

AI’s impact on instructional design

AI will have significant positive impacts on instructional design. Establishing clear learning goals is the first step in building a strong instructional framework, and according to David, AI models can be trained to create learning objectives that are foundational to how instructors should design their lessons.  AI can also be used to develop more effective content and assessments based on these learning objectives. Integrating AI throughout the entire course design process can make it more efficient and effective.

How colleges and universities should approach AI policy

It is still too early for higher ed institutions to develop specific policies around AI. David compares our current understanding of AI to our understanding  of the internet in the late 1990s. We have not even begun to imagine the transformative potential of generative AI, and instructors and institutions both need more time to discover and experiment with its capabilities. If specific policies are established too early, they will likely inhibit innovation and experimentation now and be difficult to revoke or amend in the future. The untapped potential of AI and the current early stage of development necessitates light policy frameworks that serve more as living documents that can be revisited or updated as the technology and our understanding of it develops. 

AI developments on the horizon

Developers are already building faster and cheaper AI models, which will increasingly support the current push for equitable access to AI learning solutions across higher ed. Generally, as technologies develop and become more ubiquitous, costs go down and performance improves. David predicts that the same will happen with AI – eventually, all educational institutions, including smaller community colleges, will be able to afford AI solutions for their students.

Upcoming Webinar

Join David as he shares innovative ways to leverage AI technology with students on Tuesday, April 16, 2024 @ 2:00 p.m. ET.
Register here.

As an advocate for inclusivity and equity within our educational community, I  am excited to discuss a powerful approach to help us achieve this goal: pedagogical partnerships. Originating from the work of Alison Cook-Sather, pedagogical partnerships involve collaborative relationships between faculty and students, where both parties actively engage in co-creating the learning experience.

This approach recognizes that students bring valuable perspectives, experiences, and insights to the educational process. By inviting students to participate as partners in their education, we not only enhance the learning experience but also promote inclusivity by valuing the diverse experiences of our student body.

A Story of Transformation

Let me share a quick story that illustrates the transformative potential of pedagogical partnerships. 

A faculty member I worked with recently implemented this approach in their business course. Instead of solely dictating the course content and structure, they invited students to co-design the syllabus, suggest readings, and even lead discussions on topics of interest to them.

The faculty member initiated the pedagogical partnership by fostering an open and inclusive classroom environment where students felt empowered to contribute to the course design. They started by explaining the concept of pedagogical partnerships and highlighting the importance of student engagement in shaping their own learning experiences. This transparent communication laid the groundwork for collaboration and set the tone for mutual respect and shared responsibility.

Active Involvement: Co-Designing the Course

To actively involve students in the co-design process, the faculty member organized collaborative brainstorming sessions where students could voice their interests, preferences, and learning goals. These sessions allowed students to share their ideas and collectively identify key topics and themes they wanted to explore in the course. Additionally, the faculty member provided guidance and support throughout the process, ensuring that students felt supported and that their contributions were valued. 

The reaction from students was overwhelmingly positive. They felt empowered and valued as active participants in their learning journey. Students who had previously felt invisible or overlooked in traditional classroom settings found their voices amplified and their perspectives validated. As a result, they became more engaged and enthusiastic learners, eager to contribute to class discussions and collaborate with their peers.

Why Partnerships are Essential

This example underscores why pedagogical partnerships are an essential approach in higher education. By centering the experiences and voices of our students, educators can cultivate a dynamic learning environment where every individual can flourish. Moreover, this approach fosters a sense of ownership and agency among students, empowering them to take control of their education and become lifelong learners.

While the approach of pedagogical partnerships, as exemplified by the faculty member’s story, may not be feasible for every course to the same extent, there are smaller steps educators can take to involve students in the learning process. 

Challenges, Considerations, and Meaningful Steps for Engagement

It is also essential to acknowledge that implementing pedagogical partnerships requires time, resources, and a willingness to adapt teaching practices. However, even in courses where full-scale faculty-student collaboration may not be feasible, educators can still take meaningful steps to engage students beyond the traditional model of knowledge transfer. These steps might look like:

• Soliciting student feedback on course content and teaching methods via short surveys.
• Allowing students to share authors, experts, or scholars they are familiar with or interested in learning more about.
• Providing opportunities for students to reflect on their learning and set personal goals.
• Offering choices in assignments or project topics to accommodate diverse interests.

By embracing these incremental changes, educators can foster a more student-centered approach to teaching that empowers learners and promotes deeper engagement with course material. As you consider incorporating pedagogical partnerships into your teaching practice, here are a couple of key elements to keep in mind:

1. Welcome Collaboration: View your students not just as recipients of knowledge but as collaborators in the learning process. Invite them to co-design the curriculum, provide feedback on assignments, and share their insights and experiences.
2. Value Diversity: Recognize and celebrate your students’ diverse backgrounds, perspectives, and experiences. Create space for historically marginalized voices to be heard and amplify their contributions to the classroom dialogue.
3. Embrace Uncertainty and Flexibility: Be comfortable with uncertainty and allow room for the unexpected. Pedagogical partnerships thrive on openness to new ideas and perspectives. Embrace the “chaos” of collaborative learning and allow the process to evolve organically.
4. Demonstrate Transparent Communication and Patience: Be transparent with students about your approach and how the class might evolve over time. It’s important for everyone to exercise patience and show grace, humanizing the faculty-student relationship and fostering a supportive learning community.

Pedagogical partnerships offer a powerful pathway to enrich the learning environment by honoring the diverse experiences of every student. Through this approach, educators can foster educational experiences that empower students, equipping them with the skills needed to thrive in an increasingly diverse and interconnected world. While implementation may require adjustments, even small steps towards engaging students in co-creation can have a profound impact. As we strive to create a more equitable and effective educational experience for all, let us embrace pedagogical partnerships as a powerful pathway to empower our students and prepare them to become active agents of change in the world.

Reference:

Cook-Sather, Alison, Melanie Bahti, and Anita Ntem. 2019. Pedagogical Partnerships: A How-To Guide for Faculty, Students, and Academic Developers in Higher Education. Elon, NC: Elon University Center for Engaged Learning. https://doi.org/10.36284/celelon.oa1.

About Daysha Jackson-Sanchez:

As Lumen’s Vice President of Equity Solutions, Daysha oversees the equity-centered design strategy, approach, and implementation. A first-generation college graduate, Daysha has served in leadership roles, such as Dean of Student Success and Assistant Vice Chancellor of Student Affairs, and has spent over fifteen years in higher education administration, building collaborative communities focused on identifying and eliminating systemic barriers faced by students.

Cultivate a Pedagogy of Welcome

Classes in all modalities can use simple strategies to welcome and make students feel valued. Simple activities such as introducing yourself as a person, having pairs of students introduce each other, having students complete an introduce yourself survey, or doing a fun activity together go a long way to demonstrate you care about them. You can utilize Lumen’s Introduce Yourself survey with students to help cultivate belonging and welcome.

As the pandemic has shifted some of education to online, new pedagogies have emerged to bring the level of engagement students expect and deserve.  Niya Bond, Lumen Circles* Facilitator, talks in detail about how faculty can create welcoming online classrooms that encourage success for every student. “Pedagogies of Online Welcome” provide an approach for faculty members to welcome students into online learning experiences by focusing on creating friendly, open-minded, and inclusive online environments.

Build a Supportive Learning Community

Students thrive in a supportive learning environment where they can connect with their peers and form meaningful relationships with their instructors. Building a sense of community promotes an atmosphere where students feel more confident asking questions and seeking assistance.

Being part of a learning community results in higher rates of attendance, participation, and persistence. Examples of establishing such a learning community can be found in the reflections of Lumen Circles participants. In one reflection, Darsha Katwala explains how she built a class community with ease. Another reflection, titled “Welcome and AH-HA! I Saw That” by Dennis O’Reilly, highlights the significance of fostering a community of learners.

Encourage Reflection and Self-Assessment 

Reflection and self-assessment are keys to helping students grow throughout their college experience. It’s critical that students learn reflective practice in order to learn from mistakes, develop curiosity, and learn how to improve their performance. One way to encourage reflection and self-assessment is by setting small and achievable goals.  

• These goals can include encouraging students to complete their study plan activities in Waymaker and Lumen One or providing additional practice assessments in OHM. By achieving these small goals, students gain a sense of accomplishment, which motivates them to continue reflecting on their progress.

• Another way to encourage reflection and self-assessment is by involving peers, faculty, and mentors. Peers can offer feedback on assignments or presentations, while faculty and mentors can provide guidance on academic or career progression.

By following the above student success tips, you can create a welcoming and supportive learning environment that motivates and engages students at the beginning of the semester. Remember that the small actions you take can have a significant impact on your student’s success. By leading with excitement and openness, you can help your students tap into their full potential and achieve their goals.

*Lumen Circles is Lumen Learning’s professional development program that offers virtual learning communities in different focus areas to provide educators with the tools they need for student success. 

by: Angelica Halbert, Lumen Learning 

Making changes is easy. Making improvements is hard.

Lumen Learning’s Improve It Challenge grant program invites anyone and everyone to engage in the continuous improvement of open educational resources. Our goal is to foster community engagement in the improvement of learning materials for all students. We want to leverage the power of community and collaboration by catalyzing and supporting efforts to make changes to existing OER, validate the effectiveness of those improvements, and share them with students everywhere.

Through the analysis of aggregated, anonymized student data using our RISE Framework, each semester we identify a set of learning outcomes from our courses that students struggle with most. Because all of our open content is aligned with specific learning outcomes, we can identify which OER are supposed to be helping students learn those difficult outcomes. And that’s where you come in – we want to pay you to help us improve the OER supporting these difficult outcomes.

You’ll begin by summarizing your ideas about how to improve the OER in a brief written proposal. As part of that process, we’ll ask you to describe the way the changes you propose to make are rooted in instructional design principles and learning science research. We’ll also ask you to take the opportunity to address any issues you find relating to accessibility and inclusion. We believe that one of the primary advantages of gathering perspectives from the wider community will be how it helps shape the material in ways that are more sensitive to the needs of students of all abilities, racial, ethnic, gender, and economic backgrounds.

Rather than proceeding with the implementation of changes and merely hoping that novel – even if well-reasoned – changes will improve learning, we will use randomized controlled trials (RCTs) to test the impact of your revised and remixed OER on student learning. Once our team reviews your suggested changes for accuracy and quality, we will deploy the changes alongside the original content for A/B testing. After a semester of use by students across the country, we will be able to tell whether your changes actually made a measurable impact on student learning. Changes that improve student outcomes will become the default OER for all future students. Changes that neither improve nor harm student learning will be linked as alternative presentations as a way to diversify the materials and offer faculty and students other perspectives on the material.

How it works

Applicants will select a learning outcome from Lumen’s list of outcomes students across the country struggle with. Then, applicants will draft a proposal and submit it to Lumen for review. Those submitting the best proposal for each learning outcome will receive a $250 grant to revise / remix / create new, openly licensed learning activities aligned with these difficult outcomes. If A/B testing demonstrates that the updated learning activities significantly improve student learning, grantees will receive a 10x bonus – $2500.

Stage 1: Proposals. What are we looking for?

The first stage of the grant process is to write up a proposal for changes. We are seeking concise proposals of 250-500 words that clearly explain your plan to improve learning based on the following criteria.

• Select a topic from our identified outcomes and review the OER that currently support the outcome you’ve selected.
• Describe instructional design principles you intend to apply in your improved version of the OER. Whenever possible, provide citations showing that the principles have been empirically validated in peer-reviewed research.
• Address accessibility standards to ensure your proposed changes can be used by all students. Your new OER should conform with the applicable requirements of Section 508 of the Rehabilitation Act of 1973 as Amended in 1998 and the Web Content Accessibility Guidelines (WCAG) 2.0. These are Lumen’s policies on accessibility.
• Explain how your changes will be sensitive to and engage with representation, diverse perspectives, and decreasing bias.

The due date was May 31, 2022 for the first round of proposals. The next round will be announced in September, 2022.

This is the rubric we will use to evaluate proposals. Take a look at it to better understand what we’re looking for, and don’t hesitate to contact us with any questions.

Stage 2: Build and submit changes

After review, those with the highest scoring proposals will be invited to build out the changes. Lumen will then implement the changes in our A/B testing process for the following semester. Once the semester has run its course, student outcomes will be assessed. If your changes result in a statistically significant improvement, you will be awarded an additional $2,500. If not, and if your changes do not result in poorer performance by students, we will link to them as a way to offer alternative perspectives on the material.

Why we’re excited

We believe that community collaboration can be a cornerstone to achieving our mission to improve learning for all students. The Improve It Challenge is about operationalizing that potential by leveraging the power of

• OER to enable iteration,
• Collaboration to diversify and improve content, and
• Testing to validate effectiveness

For more information or to inquire further, please contact us through our support page and put “Improve It Challenge” in the subject line. We look forward to hearing from you!

Synchronous vs. Asynchronous Learning: The Basics

Both synchronous and asynchronous learning are available methods for online instruction. They differ in the delivery of coursework and student interaction, however.

Synchronous Learning

Synchronous learning involves students being either in-classroom or in an online learning environment at the same time. During class, students can interact with their instructors and other students in real-time. If online, students do this through web conferencing tools or chat rooms.

In an online synchronous learning environment, you’ll need to teach your students in real-time via teleconferencing tools such as Zoom or Google Meet. You can schedule your classes just like a traditional classroom and require your students to join at predetermined times.

Once your students log in, you can take attendance and proceed with your lecture. During class, your students will need to interact and ask questions via webcam, chat or message boards. If you require group work, teleconferencing tools can also be used to break students into small groups.

As for assignments, students can complete them as they would in a traditional classroom setting and return them to you digitally. Synchronous learning is often used for courses that require physical demonstrations or immediate discussion.

Asynchronous Learning

Asynchronous learning allows students to enter their online learning environment and complete coursework on their own time. Asynchronous learning doesn’t require students or instructors to be inside the learning environment together.

In an asynchronous learning environment, you’ll pre-record your lectures and prepare course materials ahead of time. Students can access their learning materials from the course portal at any time, day or night, on their own time. You have the option to allow students to choose which materials they finish first or you can set the pace by scheduling materials in a specific order.

After students watch or listen to the audio or video lecture, you can then require students to take a quiz or complete an assignment before moving forward. Students can interact with one another via message boards and chat rooms, which are also great for facilitating group work.

Asynchronous instructors can also offer optional face-to-face instruction for students who want or need it via online office hours or class meetings.

Which Type of Learning Will Work Best for Your Classroom?

As more and more students opt for online learning, the topic of synchronous learning vs. asynchronous learning is hot within the education community. Which is best for your classroom?

In this section, we’ll discuss examples of synchronous vs. asynchronous learning, as well as the pros and cons of each.

Sync Learning Procs

• Immediate feedback: Students can deliver immediate feedback to instructors during synchronous learning sessions. Plus, they can engage in classroom discussions in real-time.
• Structured classes: Structure simplifies learning, as students will have a set schedule for classes each day.
• Interaction with peers: Discussion and conversation can happen in real-time, delivering the social interaction students need for a complete classroom experience.
• Immersive learning experience: Instructors can deliver live presentations and demonstrations regarding course material. If students have questions or need additional support, all they have to do is ask.

Sync Learning Cons

• Equipment requirements: Unfortunately, synchronous learning requires students to have webcams and microphones as well as a strong internet connection. This equipment might be difficult for some students to access.
• Lack of flexibility: Students who must work or take care of their families during the day will find that synchronous study isn’t an option for them. This is also true for those who have other commitments beyond their education.
• Time barriers: Most college programs will include students from varying time zones. This can create barriers when trying to schedule lectures and classroom study.

Async Learning Pros

• Coursework flexibility: Students can complete their coursework on their own time. This enables them to have the work/life/school balance they need to thrive.
• Enhanced accessibility: Asynchronous learning eliminates the need for students to be able to access a strong enough internet connection to run video conferencing tools from home. As a result, more students can take part in asynchronous learning environments.
• Student-paced work: Asynchronous learning allows students to complete course materials at their own pace. And studies show that self-paced learning leads to better outcomes for students.
• Time savings for instructors: Through asynchronous learning tools, instructors can record all course materials ahead of time, reducing their workload during each semester.

Async Learning Cons

• Lack of social interaction: Although discussion boards and chat rooms provide opportunities for interaction, asynchronous environments don’t allow for face-to-face interaction with instructors or peers.
• Increased distractions: Students must complete coursework in their own environments without instructor supervision, which can lead to distraction.
• Potential learning difficulties: Students who learn best through physical instruction and demonstration may have difficulty with asynchronous course material.

What Do Professors & Students Prefer?

Some students prefer synchronous learning for its structured learning and the ability to ask questions in real-time. Other students prefer the flexibility asynchronous learning offers.

Professors deciding which is best for their classrooms also share varying preferences. Some professors prefer the rigid schedule that synchronous learning provides, so students don’t fall behind. Others must provide instruction to students with varying needs, so asynchronous learning is their choice.

There is no right or wrong choice when it comes to selecting the best method for your classroom. It all comes down to what you believe your students need for success. If you’re a professor, consider asking your students if they have a preference. You could also talk to other professors to see what worked best for them.

Learn More About Effective Teaching & Learning

Lumen Learning provides tools that enhance teaching and learning. Our award-winning digital courseware is a great choice for asynchronous learning environments. To learn more about Lumen Learning, our available courses or how we can support your classroom, contact us today.