Teaching Tips

• Dr. Brad Johnson (Clinical Associate Professor of Higher Education) - I have set up a Google Form called a "Mental Health Check-In" where students can anonymously (if they choose) make a submission to the faculty letting us know how they're doing at that point in time and what we could do to possibly help. Students have responded so well to these check-ins because it shows…that faculty are human too and we can sometimes struggle with many of the same things they themselves are struggling with in the moment.
• Dr. Sandra Echeverria (Associate Professor of Public Health Education) - Share who you are with students and what motivates you in life. I open class telling students that I am the first person in my family to have graduated from college, and if no one has told them, I let them know that I see their brilliance and dedication. 
• Dr. Nicole Scalissi (Assistant Professor of Contemporary Art History) - Use concrete strategies to cultivate student agency in the class and their own learning…saving space in the schedule to add student suggestions, asking for and actually incorporating student feedback, and including students as co-authors in developing course policies, behavioral guidelines, and rubrics (at least asking for their feedback & consent). I’ve seen increased investment in big and small classes from using different kinds of strategies to embed and respond to student agency.
• Dr. Aileen Reid (Assistant Professor of Educational Research and Methodology) - Navigating Difficult Moments in Teaching Diversity and Social Justice (Kite, Case & Williams, 2021) is useful to me as a faculty member both inside the classroom as an instructor, and outside the classroom as a research mentor and advisor. It provides powerful examples and reflections from faculty to help me anticipate and address difficult dilemmas around diversity, inclusion and social justice.

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