The Benefits of Getting to Know Your Students

There are  many benefits to getting to know your students. Creating a more personable experience makes the classroom a place for both growth and nurturing, which often improves engagement. In some traditional environments it is common for students to remain at a distance as it relates to their instructors, however there is a lot to be said for spaces that foster a communal approach to education. Outlined below are five important aspects of teaching and learning that can all be positively affected when there is purposeful effort put towards getting to know your students. 

1. Builds Community. Building community is especially important in the current season of "social distancing", now more than ever instructors are being tasked with the challenge of creating high levels of engagement in both their online and face-to-face courses. It is so easy to feel disconnected when you have very little contact with your instructor. Building community creates a sense of belonging. Through community students are more likely to help each other and lean on each other for basic troubleshooting and assignment clarity. When there is a strong sense of community, students become more self-reliant, which helps to build their confidence. Through a solid foundation of community, instructors and students can create long-lasting academic relationships that are both supportive and authentic.  

2. Allows for personalized instruction. With recent technological advancements in the area of teaching and learning, there has been a rise in personalized instruction. It is no longer a hassle to teach and assess students who are performing at different levels in the classroom. Many students now understand that even if they feel left out or behind in the classroom setting, there are tools and tutorials they can use on their own time in order to further explore the concepts and ideas they found hard to grasp at the same pace as their peers. Personalized instruction is also a benefit for the instructor in the classroom, meaning they can move forward with the majority and provide short tutorials on both internal and external websites to further support those students who might need it. Through getting to know the student, we can address their individual learning requirements which are expressed through conversations and thoughtful feedback on assignments.   

3. Fosters Empathy. It goes without saying that empathetic instructors are quite favorable to students. When they feel as though the instructor is putting effort towards understanding what's happening in their lives such as, a recent financial problem or their arduous work schedules, students often become more dedicated to both the instructor and the coursework. Getting to know why a students is always five minutes late or why they miss class every third Wednesday of the month taps into both the instructor's and the student's humanity. There may be services the instructor might be able to direct the student to, in an effort to make the student's life a bit easier. Through this process bond between student and instructor is allowed to flourish. The student understands that they are not just a number and that the instructor truly cares about them as a whole person and that they are not just another face in a crowded lecture hall.    

4. Promotes Inclusion. Most recently, there's been lots of talk related to diversity and inclusion. Some of this talk stems from the idea that students who might be considered outliers as it relates to areas such as their academic background, their race or ethnicity, a special need or their socioeconomic status; do not feel fully included in classroom instruction and conversations. Some students feel as though assumptions are made about them, which reveal unconscious biases instructors might be harboring. The best way to combat this is by getting to know them. The more we get to know about the lives and experiences of each student the more we are exposed to broader ideas as it relates to who is sitting in our classrooms.      

5. Creates Mentorship Opportunities. I don't know about you but I can honestly say that my entire academic career has been advanced through relationships with mentors. I have had subject matter mentors, personal mentors, teaching mentors and career mentors. Many of those relationships started in the classroom with a professor who decided to take time out to get to know what my aspirations were and to eventually share with me how I might achieve my goals. These mentors might have given up two hours per month of their, but their impact was vast and priceless. As a mentor myself, I find that the these relationships are mutually beneficial. I gain an abundance knowledge, if not more than when I myself was a mentee. 

This short list of reasons why it can be beneficial to get to know your students is just the tip of the iceberg, but keep in mind that there are many, many more positive outcomes. It is so important to engage the whole student since we see more and more how the outside lives of our students effect their behavior in the classroom. It effects how connected they feel to the university, their peers, the instructor and their academic journey as a whole. We should take every opportunity we can to promote academic success and getting to know your students is an excellent starting point!

Jameelah Ra'oof MIS, MS 

Coordinator of Teaching, Learning & Academic Excellence

Center for Faculty Excellence (CFE)

Texas Woman's University 

Stoddard Hall - Room 305A

940.898.3427 

Creating Engaging Micro-Lectures

Micro-Lecture Sample

Micro-lectures have become an increasingly common staple in college courses. In light of recent changes to higher ed instruction due to Covid-19 health precautions, many instructors find themselves migrating a ton of F2F material into an online platform. In a previous discussion, “Migrating a F2F course to an Online Platform,” I share some tips and tricks to moving preexisting material and how to handle the shift as it relates to time management and student interaction. One of the suggestions is to record some video. I am firm believer in having a visual component in class instruction whether it is F2F, fully online or hybrid. Creating a catalog of video clips for students to return to at a later date or that can be used from one semester to the next, has the ability to provide long-term benefit for both the instructor and the student. 

Below I have outlined some specific elements to consider when creating engaging micro-lectures for your courses:

Be specific about what the video is addressing

It is not necessary to have the entire video fleshed out before hitting the record button but having clarity on why you need a specific video and exactly what learning outcomes it will support and/or address can streamline the process.

      Look professional

Having a professional appearance doesn’t necessarily include hair and makeup but instead background, lighting, sound and your demeanor. My rule to creating online video is to always dress as if I were conducting a lecture live in class. The lighting is also important, being able to see your face is more engaging than trying to listen to a shadowy figure moving back and forth on the screen. Your background does not have to be perfect, but be sure to remove any distracting posters, props or people. Having loved ones walk about in the background can detract from your presentation. Be relaxed, sit up straight and try to have your camera at eye level for maximum visual engagement.

Have a script or guide prepared

While I am all for shooting from the hip or improvising, when you are not very experienced with creating engaging micro-lectures it always helps to have some pre-written notes at your disposal. There is a fine line between preparation and improvisation that the most engaging micro-lectures are able to balance seamlessly. Don’t be afraid to improvise but come prepared.

Keep it short

No matter what needs to be covered, information can always be presented in short blurbs that truly captivate the attention of viewers and leave them wanting more. Be sure to chunk your information into bite-sized portions that are easily digestible. Having several parts for the same lecture is fine. Even if you have recorded longer lectures in previous courses, it is a good idea to break them down into sections. Not only are these short videos more engaging, but they are much easier to incorporate into various areas of an online course. This especially works well when the same concept or term is covered across multiple courses. Record it once and use it infinitely.

Incorporate Multi-Media Elements

Incorporating a slideshow presentation, existing video or pictures (animations, memes, GIFs, graphics, etc.) can truly take your micro-lecture to the next level. Students get a break from a talking head and are also offered visual components that further explain the subject at hand. Background music is not necessary, but if you find some clever sound effects that work well with your presentation, don’t be reluctant to take a chance. Your videos can always be edited again later. If using a slideshow, it is good practice to record the voice-overs for each slide separately, this way you aren’t trying to be mistake-free (some mistakes are okay) for a full 5-7 minutes at a time.

Be sure your micro-lecture is accessible

In an effort to be fully inclusive of our entire student body and the special needs they may have, be sure your video is captioned and that the audio is loud and clear. For a more in-depth look into accessibility, feel free to reach out to TLT.

The most important thing to remember is that creating engaging micro-lectures is a work-in-progress. They don’t have to be flawless the first time around. The more you create, the better you will become. Students aren’t judging us as much as we might think, most simply have a strong desire to connect with an actual instructor, be it F2F, online or hybrid. It is so hard to cover all aspects of engaging micro-lectures in one presentation, but I encourage you to research the topic online and check out my 2min micro-lecture example here. 

Jameelah Ra'oof MIS, MS 

Coordinator of Teaching, Learning & Academic Excellence

Center for Faculty Excellence (CFE)

Texas Woman's University 

Stoddard Hall - Room 305A

940.898.3427    

Some inspiring TED talks that promote great leadership...

TED Talks have become a very integral part of the professional development world. Many business owners, social media influencers and educators vie for a spot on the TED stage in order to share their stories of success, triumph over adversity or some novel way that they see the world. When I'm searching for inspiration related to a specific subject matter like, "the future of higher ed", "connecting with students" or "professional development", I tend to type the letters T-E-D behind it just to be sure I find a great presentation that's both entertaining and engaging. For me, that's what TED offers, Ideas Worth Spreading. Below, I have compiled a list of some very inspirational TED talks as it relates to personal and professional leadership skills.  

How Great Leaders Inspire Action

Simon Sinek's official title is Leadership Expert. He explores how leaders can inspire cooperation, trust and change. He's the author of the classic "Start With Why"; his latest book is "Leaders Eat Last." This TED talk taps into the leadership aspect in a way that it can be applied to both our personal and professional lives. Sinek discusses good leadership as a lifestyle and not merely a specific job description. Leadership can happen in many different ways but inspiring those around you to do their best has a much more viable lasting effect than manipulation or fear. This is a great tool for anyone who is considering their "why", and how knowing why you do anything you do can provide the clarity needed to make a real impact in any environment and institution we happen to be connected to.  

Trial, Error and The God Complex

Tim Harford is an Economics writer who studies complex systems. For this TED talk he shares his findings of a surprising link among the successful systems: they were primarily built through trial and error. Harford asks the audience to embrace our randomness and start making better mistakes. He purports that the more ideas we try the higher the likelihood of our success. He believes variation and selection boils down to trial and error. This idea can be applied to educational institutions, businesses, and economics. Harford discusses how trial and error should be taught in schools and should be the platform that most politicians run on. He believes humans benefit a great deal from admitting their own fallibility and ultimately ditching the God complex in order to create more successful systems. 

Listen, Learn, then Lead

Stanley McChrystal is a four-star general who shares what he learned about leadership throughout his 25-year career in the military. He begins by sharing a story about jumping out of  a plane and how that moment impacted the way he feels leaders should conduct themselves. His focus is building shared purpose across different age groups and across various skillsets. McChrystal explains the value of listening and learning while always addressing the possibility of failure. His storytelling abilities tap into an almost campfire feeling. He's direct, personable and authentic, while educating the audience on specific ways to improve their leadership skills, which would ultimately improve the culture of their institutions.   

Why We have Too Few Women Leaders

As the COO of Facebook and author of the best-selling book, Lean-In, Sheryl Sandberg has dynamic insight on why there are so few women in leadership positions. She discusses how there is a negative correlation between likability and women leaders and how this might discourage many women from reaching for those high positions. This is a great TED talk for not only women who are looking to lead but for men who want to further understand the importance of female representation and its impact on future generations of women. The main takeaway is understanding our own biases when interacting with women leaders or women who are developing their careers to lead. Sandberg does a great job of outlining some of the common challenges women face in many institutions and how to address them.    

The Difference Between Winning and Succeeding

Another great story-teller and renowned UCLA coach John Wooden shares his perspective on success and some especially profound tidbits of wisdom he received from his father. He shares a deep understanding for the importance of doing your personal best and not focusing your attention on doing better than others. This personable approach to success is attributed to his simple upbringing on a farm. He discusses his "golden" rules; "never be late, be neat and clean when you do show up, no profanity and never criticize a teammate". This is a simple but very reasonable approach to great leadership, while always operating under the premise that success is about much more than simply winning.
     

Jameelah Ra'oof MIS, MS 

Coordinator of Teaching, Learning & Academic Excellence

Center for Faculty Excellence (CFE)

Texas Woman's University 

940.898.3427

Stoddard Hall - Room 305A

Cultivating Positive Classroom Culture

In my experience, every instructor wants a class that is attentive, studious, thoughtful, respectful and a host of other characteristics that we have likely seen more of in a movie than in our actual classroom. The expectation of these outcomes is not unrealistic, but what can often be unrealistic is the idea that it should come with very little effort on the part of the instructor. In my previous blog I discussed the importance of instilling confidence in your students, which outlined a few practices that might assist in that process. For this blog, lets look at the flip side of that coin and discuss some attitudes, habits and practices we should avoid in order to create the thriving space for teaching and learning that we desire.

• Avoid accusatory behavior. We've all had students who miss class, show up late to class or ask to turn in late assignments. This is not new. However, it is important to remember that accusing students of being lazy, being careless, being entitled or that they aren't taking their education seriously will create the type of negativity that has the ability to clutter the classroom for weeks on end. Of course the student should do a better job to stay on top of their academic career, but accusing them with our tone, our words or even our facial expressions does not create the relationships in the classroom we might desire. It is better to assume that we don't know and to ask thoughtful questions first.

• Don't allow the positive aspects of the students efforts to be cancelled out by one act that you might perceive to be negative. Its the same idea as having one bad moment in a day, not being equal to having an entire bad day. Be sure to put both their strengths and weaknesses into perspective before coming to a conclusion about who the student is and what they are capable of. We may be missing some great qualities that could contribute to the classroom culture in a very productive way. 

• Avoid taking a students' approach to your course too personal. I know how passionate most instructors are about their subject matter. Most of us have learned to eat, sleep and breathe it for the purposes of being a solid resource for students in the classroom. However, keep in mind that we are generally only experts in one subject area, while many of our students, especially undergrad students, are enrolled in 3 to 5 different courses. Many students are not even sure about what their major will be and are possibly taking our course to fulfill a requirement. This does not mean that we should match the lack luster approach some students might display, but it does mean that we should keep in mind that not all students are in love with our subject matter to the same extent that we are. And that is okay.  

• Do your best to be clear about what is expected at all times. One of the most common student complaints is that the instructor is not clear about what is expected. They turn in research papers and often get an arbitrary score with very little feedback. Or they submit a discussion board post and get points taken off for something along the lines of, "not being thoughtful enough". When students see comments like these, they have no idea what is being requested of them. Usually they just submit a longer response the next time which does not always mean their approach to the discussion was any more "thoughtful". Clarity can also wane when instructors only chime in when they feel a student is not doing something right as opposed to also chiming in when they do well.   

• Be as efficient as you want your students to be. When we expect students to be flawless we leave no room for our own inevitable human mistakes. This becomes an issue when an instructor is very hardcore about something like tardiness. The instructor may deduct points for late arrivals or unknowingly treat students who are late as if they aren't taking their education seriously. But what happens when the instructor is late? If the behavior of the instructor is allowed to be judged by a double-standard, the students might build up a bit of resentment. This also applies to things like requesting that students have no grammatical mistakes in their papers, discussions or emails. This puts the instructor under a microscope too, and since we all make mistakes, this approach often does not work for the instructor in the long-run. This doesn't mean high standards are no good, but it does mean that we should always leave room for human error. Nobody is perfect.

I hope you've enjoyed these pointers on behaviors to avoid in order to create a more positive classroom culture. If you feel something was missed, please drop it in the comments below!

Jameelah Ra'oof MIS, MS 

Coordinator of Teaching, Learning & Academic Excellence

Center for Faculty Excellence (CFE)

Texas Woman's University 

940.898.3427

Stoddard Hall - Room 305A           

Instilling Confidence in Your Students

Our students come to us from a variety of backgrounds, all with different motivations for being in our classrooms. Finding commonalities among students can be challenging if they never open up or participate during the class. Sometimes a lack of participation might be a sign that the student doesn't feel their opinion is valuable or there may be a general sense of alienation. These feeling might stem from having had a series of less than positive interactions in previous academic settings. When we see a smart student who exhibits waning confidence, there are a few useful tools we might use in order to boost their self-worth, as it relates to how they feel about themselves in the classroom. 

• Remember that our opinion of their work product is highly subjective. In subject areas where there is wiggle room to interpret the meaning of theories and concepts differently, we can try validating the student's perspective even if it is vastly different from our own. In my personal experience as a new graduate student many years ago, I can remember feeling really defeated if an instructor ripped my perspective apart instead of first validating it and then explaining to me why another perspective might be a better approach. It made me feel as though I didn't belong and that I was in over my head. These same ideas I later tested in papers for other professors were praised for their uniqueness. Its important to remember how much our opinions mean to students and while our opinions are backed by years of study and experience, it doesn't mean there isn't a new way to see an old concept. This type of exploration should be encouraged.     

• Try multiple methods of assessment. For those who don't perform well on tests a multifaceted presentation might be a better fit. For those who don't present well, building a website could be where they shine. For someone who doesn't have the skill-set to build a website, try allowing them to develop and shoot a short film. Many of these methods can be used in combination with others. In recent years, traditional ways of sharing information have been challenged by innovative tools that are now available for personal use. With current technological advancements, there is so much room to try various ways of assessing whether or not students have gained a working knowledge of the material. A research paper maybe be safe but the possibilities are truly endless.     

• Share stories about yourself and how you were once just like them. Many students deal with impostor syndrome, which is also commonly experienced by instructors. At the end of the day, we are all human, therefor it should be easy to understand how a student might feel intimidated in an environment they are not accustomed to. I know I have personally dealt with the feeling of not feeling as though I was qualified enough to be in a position or to attain a specific degree. But after getting my footing, I quickly got over that "not enough" feeling. I remembered that no matter the position or how much others seem to be thriving, they are also dealing with some type of insecurity I have no knowledge of. I found that sharing some of my early struggles with being a first generation college student allowed students the space to be easier on themselves. I had created an opportunity for them to settle into their new role as a student and the expectations that come along with it.

The ultimate goal of any instructor should be to facilitate student success to the best of their ability. This doesn't mean that the onus of responsibility is all on the instructors but it does mean the instructor should do their best to not be another place of insecurity for the student. I hope you have enjoyed reading this short list of ways we can assist in instilling confidence in our students. Feel free to share a few of your own in the comment section below. 

Jameelah Ra'oof MIS, MS 

Coordinator of Teaching, Learning & Academic Excellence

Center for Faculty Excellence (CFE)

Texas Woman's University 

940.898.3427

Stoddard Hall - Room 305A 

       

Conditioning Yourself for Excellence

On the wall in my office, I posted a quote about excellence that reads, "Excellence is the gradual result of always trying to do better..."

When I first read it online, it spoke to me in such a meaningful way that I had to print it out and place it in my line of sight as a simple reminder each day to do better. Not just at work, but to be a better listener, to procrastinate less, to stick to my exercise regimen even when I'm tired and to work towards the goals that are important to me even on the days where nothing seems important to me. This mindset doesn't come easy, I find that there are always contradictory forces at work attempting to help us under-perform if we allow them to (hashtag binge watching, internet browsing, Face-booking, etc.).

This is why I appreciate people and environments that keep me stimulated and encourage me to do work I'm proud of. Sometimes negative reinforcement pushes me in a way that no well-meaning, sweet-talking motivational life coach could. Excellence should not be confused with perfection since the idea of "perfect" work is mostly a subjective matter. Below I have listed some positive reinforcements that I use to not only get it all done but to also produce thoughtful, high-quality, timely and most of all, excellent work.

Conditioning is similar to repetition. It's training yourself through repetitive actions to become, better. Athletes, singers and even professional networkers use conditioning to become the best at what they do. If you want to improve your email response time with students, practice by responding to all emails from students within 24 hours, even if its just a reply to let them know that you'll look further into their issue. Or, if you decide that waking up an hour earlier in the morning would make you more productive, try setting the alarm to rise and shine even on the weekends. This process conditions your body to the sleep pattern you choose.

   

Mentorship is a very useful tool since some solid guidance can help you avoid common professional mistakes. Having a good mentor can provide you with a blueprint to success in whatever areas you desire. If someone has accomplished something you wish to accomplish yourself, they're likely the best person to shadow. This also works both ways, being a mentor to others can also sharpen our skillset.

   

Studying your craft is another path to excellence. As a sociologist, this is one of the best tools I've utilized in order to improve my knowledge-base and overall understanding of the field. Finding research topics and theoretical perspectives that coincide with my studies has improved my clarity in a way that only dedicated and deliberate study time could. 

   

Competing is not always a bad thing, especially when the person you are competing with is yourself. That's right, since excellence is the gradual result of always trying to do better, what can be more rewarding than outdoing what you considered to be your best. The sky is the limit here. 

Reminders don't have to be done constantly or they might become annoying, and subsequently you may start to ignore them, like those smartphone apps that are supposed to remind you to drink water. For this I would take more of a clandestine approach. For example, each time I happen to see repeated numbers like 555 or 111, its a subtle reminder to myself to pay attention to my thoughts and to make sure they are positive, productive and uplifting. The more I notice repeating numbers, the more I happen to see them, (thanks to my reticular activating system). These gentle reminders set me on the path to excellence at moments when I least expect it. 

Connection is so important when deciding to produce excellent work. If I'm not connected to the projects I am working on to some degree, I get bored, and boredom does not foster excellence on any level, unless your goal is to be excellent at being bored. Having a personal connection to your work product will ensure that you put the required time and energy into getting it right in order to be proud of your results. 

Environments can foster productivity or procrastination. Getting involved in unproductive claptrap throughout your day is bound to interfere with how productive you can be. So often our environments don't challenge us or bring out the best in us but we rarely make the changes that are needed to improve our space. Upgrade your environment, upgrade your life. Place motivational posters on your walls, maybe a vision board for your career or some happy pictures of family so you can remember why excellence is so important to you in the first place.

  

Distractions like social media, office gossip or browsing Amazon ten times a day, filling, emptying and refilling one's virtual cart is the definition of distraction. Distractions can come in so many forms, but its up to you to decide if something is a much needed break from the monotony or a rabbit hole that will suck several hours out of your day.  

Agility is one of my favorite aspects as it relates to shooting for excellence. Being able to roll with the punches or having the ability to quickly adapt without having a conniption says a lot about your character. Falling to pieces at the slightest discomfort does not scream excellence. This doesn't mean that you won't want to fall apart when the school calls to tell you to pick up a sick child right before you're due to pitch a project idea that you've been working on for months. But when you choose to keep a cool head solutions are clearer. "Never let them see you sweat!" doesn't mean you don't sweat, it just means that its not everyone's business when you do. 

I hope you've enjoyed reading what excellence means to me. If you have any suggestions or examples of your own, please feel free to comment below.   

Jameelah Ra'oof MIS, MS 

Coordinator of Teaching, Learning & Academic Excellence

Center for Faculty Excellence (CFE)

Texas Woman's University 

940.898.3427

Stoddard Hall - Room 305A

Five inspiring social media profiles for professionals to follow!

Brigette Hyacinth

I remember when social media first became a prominent aspect of our daily lives nearly a decade ago. I had always been involved in the latest technical advancements, so social media was very easy for me to adapt to. But for many, the idea of having your identity, in any form, plastered up and down the information highway was downright scary. And with so many discussions related to identity theft, hacking and online stalking, these worries were not completely unfounded. 

However, today, many of us don’t even second guess paying for a product online with our credit cards, sharing personal pictures of our family and friends or taking people we meet online at face value, because for the most part, the information highway is no less safe than the world we experience in our everyday lives. In the current state of affairs, many of us have found ourselves online much more than usual.
   

Being an educator and a writer has always driven me to find online mentorship and inspiring social media accounts I could follow in order to remain in “the know” and to have relevant information to share with my colleagues and students. Understanding that social media is such a huge part of our lives, I knew that a short list of some very innovative people and accounts to follow would help you to continue to create an online world that is equally as resourceful and inspiring as those we have created face-to-face.

Gretchen Rubin is a happiness coach and the bestselling author of the The Happiness Project. From her Linkedin Profile, “On her popular weekly podcast Happier with "Gretchen Rubin," she discusses happiness with her sister Elizabeth Craft. It was named in iTunes’s lists of “Best Podcasts of 2015” and won the Academy of Podcasters “Best Health & Fitness Podcast 2016.” 

• Rubin is a versatile public speaker 
• Rubin Specializes in habits, happiness, positive psychology, writing, memoir, blogging, social media, self-improvement and self-help
• She regularly posts inspiring messages about cultivating a happy lifestyle

Greg Mckeown is an essentialist. Part of being an essentialist is saying no to many things so that we can focus on the things that matter. From his Linkedin Profile, “Greg McKeown is the author of the New York Times and Wall Street Journal bestseller "Essentialism: The Disciplined Pursuit of Less." 

• He is a blogger for the Harvard Business Review and an accomplished public speaker 
• He speaks frequently at major corporations including Apple, Facebook, Google, LinkedIn, Pixar, Salesforce.com, and Twitter and organizations including SXSW 
• McKeown shares daily posts about "innovation, being focused, leadership, discipline, simplicity and execution

Dorie Clark is the author of Stand Out and Reinventing You. Clark can help you craft the professional image you’ve always wanted. From Clark's Linkedin Profile, “I'm a strategy consultant, executive coach, and keynote speaker (with deep experience in virtual presentations) who has worked with clients including Google, Microsoft, Morgan Stanley, Fidelity, Yale University, the IMF, and the World Bank."

• Clark has been named one of the Top 50 Business Thinkers in the World by Thinkers50
• Clark also writes a weekly LinkedIn Newsletter which you subscribe to via his Linkedin profile
• Clark posts regularly on several platforms about the importance of a professional image

Adam Grant is a Wharton Professor and the author of Give and Take, which provides advice on why being helpful at work can accelerate your career. From his Linkedin profile, “Recognized as Wharton's top-rated professor and one of the world's 10 most influential management thinkers and Fortune's 40 under 40. Author of three New York Times bestsellers that have sold over a million copies and been translated into 35 languages." 

• His book ORIGINALS explores how individuals champion new ideas and leaders fight groupthink
• His book GIVE AND TAKE examines why helping others drives our success, and was named one of the best books of 2013 by Amazon, Apple, the Financial Times, and The Wall Street Journal
• His book OPTION B, with Sheryl Sandberg, is a #1 bestseller on facing adversity and building resilience
• Follow him on Linkedin to receive daily posts about leadership and personal success

Brigette Hyacinth is a bestselling Author, and an International Keynote Speaker on Leadership, Management, HR, Digital Transformation and Artificial Intelligence. From her Linkedin profile, "Brigette Hyacinth is a bestselling Author, and an International Keynote Speaker on Leadership, Management, HR, Digital Transformation and Artificial Intelligence." 

• She has been ranked Top 100 HR Influencers (Leadership & Development) of 2018 & 2019. Top 20 EMEA-Based Tech Experts to inspire Digital Transformation Efforts. Top 100 Most Influential people of African Descent under 40
• Hyacinth is dedicated to helping others succeed in the workplace
• Her passion for bridging the gap between technological advancement and the workplace is apparent in her daily posts 
• She conducts seminars and workshops in leadership, management and education as well as provide motivational speeches

I hope you can find as much inspiration and motivation as I have through following these amazing professionals. If you have a few to share, please feel free to comment below.

Jameelah Ra'oof MIS, MS 

Coordinator of Teaching, Learning & Academic Excellence

Center for Faculty Excellence (CFE)

Texas Woman's University 

940.898.3427

Stoddard Hall - Room 305A

Ways to maintain your sanity while working, schooling and “leisuring” from home...

Many of my friends and acquaintances have called and texted in a frantic panic about schooling their kids while working from home and not getting their usual breaks to chill and hangout with other adults. They know that for many years I worked from home while homeschooling both my daughters. What they don’t get is that even though we didn’t live a conventional lifestyle, we still enjoyed many leisurely activities during the day when most people were at work or school. There is nothing like visiting the Arboretum with your kids and them actually being able to try all of the fun equipment without standing in a line for thirty minutes at a time. However, this current situation we find ourselves in is far different than the conscious decision I made to homeschool and work from home. For many who have no interest in that lifestyle, the day-to-day mental demands can be much more trying. Below are some ways I've learned to meet the challenge of unconventional parenting and coping which has met my needs throughout the years.

Bedtime. The bedtime rules in my home are shifted according to what is going on in our lives. I have always allowed my daughters to stay up later than usual if they had nowhere to be the next morning. Two major benefits I’ve noticed with extending bedtime is that first, they fall asleep when they’re actually tired. Many times in the past when I allowed parenting magazines to dictate our sleep schedules, my daughters would lie awake for hours before finally getting some shuteye. They would still wake up the next morning groggy and I would always feel defeated by this. A second bonus to extending bedtime that I noticed was how peaceful my mornings became. If my normal uptime was around 7am and their uptime was around 9:30am, this meant I got a whopping two and a half hours to work, eat breakfast and have coffee in peace. Nothing like a quiet, zero interruption morning before helping my kids get their day started.

Support systems. Since what many parents are currently doing is “not homeschooling”, I repeat “not homeschooling” in the traditional sense of the practice, there is a huge support system of teachers and administrators we should all be taking advantage of. Send for help as much as you need it. Many instructors are offering video chat, instant messaging, texting, phone calls and email, to help support you and your children during this unique transition. The teachers at my daughters’ schools are so efficient that I have only had to help them once or twice a day. In the traditional sense of homeschooling you’re often all alone as the teacher (of several subjects, even the ones I had no business teaching lol), disciplinarian, cafeteria lady, PE coach and school therapist (for the many, many, many mental breakdowns occurring on a weekly basis by both child and parent). Let’s just say that being your own therapists might not be the best solution but oftentimes its necessary. I can’t express enough how reassuring meeting these demands are when you know you’re not the only person the kids have to rely upon in order to be successful. Take full advantage of having a curriculum and teacher for each subject and grade level provided for you. 

Screen time. This may not be popular among many parents but in this current situation my whole family has been violating all screen time rules we ever put into place. I have relaxed on the rules related to technology use because, well… I can. To keep the whole household sane we need to be able to reach out to our friends and family members whenever we choose and self-entertain with our Words with Friends addiction (oh, that might be only me), but whatever Fortnite, Overwatch, Roblox, Minecraft, or Tik Tok madness needed in order to get through the day. We work first then relax. If screen time surveillance is something you’re stern about, then take breaks by playing board games, doing puzzles and making homemade soap (which we did, but didn’t realize it has to sit for 8 whole weeks before we can use it), next is our homemade toilet paper project. Screen time is not the monster it once was since we literally have no choice at this point. Give yourself and your kids a break by declaring one or two days a week where device time isn’t measured, and everyone can relax and do as they please. These are unfathomable circumstances so act accordingly (which translates to, whatever works each day).

I hope these coping tools I’ve shared will help some of you relax and give yourselves and your families a break. Six months ago I went back to work full-time and told my daughters that our homeschooling and working from home days were far, far behind us (this is where I would insert the emoji with the straight face if I were texting). Which just proves however, that we never know what’s coming next, which is even more of a reason to remain calm, think outside of our boxes and simply enjoy today.

  

Jameelah Ra'oof MIS, MS
Coordinator of Teaching, Learning & Academic Excellence
Center for Faculty Excellence (CFE)
Texas Woman's University
940.898.3427
Stoddard Hall - Room 305A    

Staying Active While Practicing Social Distancing and Self-isolation

As we become acclimated with our new social norms, one of the biggest challenges for many is trying to remain physically active. With closures of fitness centers and yoga studios, many of us are struggling with developing a regular fitness routine that we can commit to. Below I have outlined some fun activities you can do alone or with family members. 

Go for a walk or jog. This may seem like the most basic idea, but you wouldn’t believe the number of people I have spoken to who are complaining about gyms being closed but have yet to take a stroll in their own neighborhood. I am personally seeing people walk and run who I didn’t even know were my neighbors.

Dust off that bike. Instead of going to the local supermarket in your car, try cycling. This way you can get some exercise in while also grabbing a carton of eggs or a loaf of bread. If you don’t have a basket attached, you can trap on a backpack and enjoy your surroundings from a brand-new perspective. It’s the best way to feel the warmth of the sun and the cool Spring breeze all at once.

Play outside with the kids or pets or both. Sometimes the most energizing activities are so impactful because they’re actually fun. Exercise does not have to be rigid or laborious in order to be effective. My family has owned a couple of drones for more than a year and it wasn’t until just last week that we decided to go to the empty field next to our home to take them for a test drive. After an hour of repeatedly chasing it down and rescuing the apparatus from a tree, we were all spent. It turns out drones are a lot harder to control than they look.

Wash that dusty car. It is said that, “washing the car by hand for 30 minutes burns 135 calories if you weigh 125 pounds and 200 calories if you weigh 185 pounds,” (Webmd.com). While many of us may not be remotely interested in keeping our vehicle shiny and fresh with all our attention being focused on COVID-19, however having a cleaner space can have a very positive effect on our psyche. I’m sure that those calories burned will climb even higher should you decide to clean the inside too.

Youtube! You like yoga, Zumba or salsa dancing? Do any of these activities from the comfort of your bedroom, living room or garage. One of my most favorite corners of Youtube is the plethora of professional and of course the less than professional videos fitness coaches share with the world. Its free, very easy to access and once you find a favorite channel you can subscribe and receive alerts each time they post a new video. It’s the perfect time to discover your personal brand of fitness and who knows you may find that those yoga studio and gym memberships aren’t as necessary as you once thought.

Stay calm, enjoy your family and get moving!

Jameelah Ra'oof MIS, MS 

Coordinator of Teaching, Learning & Academic Excellence

Center for Faculty Excellence (CFE)

Texas Woman's University 

940.898.3427

Stoddard Hall - Room 305A

Five Tips for Migrating a F2F Course to an Online Platform

Regarding recent health precautions put in place on college campuses across the country, many instructors are now moving their face-to-face courses online indefinitely. Moving a course that was intended to be taught in class to an online platform can be both over-whelming and time-consuming. Below are a few tips and tricks that might make this transition more seamless for both the instructor and the student.

Don’t reinvent the wheel. While it may seem to be more logical to simply start from scratch in order to avoid assignment confusion most assignments, even those set up as group work, can be implemented on Canvas through discussion boards or conferences. Students are very savvy online and can adapt much faster than we might think.

Remove non-essentials. Having to move a course online could provide a great opportunity for cleaning house. This means getting rid of classroom-based exercises that may have been added for the purpose of filling class time. While many of us would like to think all of our assignments are essential, very often we find that some might be redundant or might not truly address the overall learning outcomes for the course.

Communicate often. Since moving a course online is such a big shift, the most important aspect of getting students on board is to make them aware of why the class is moving, what to expect and any changes that may be coming in the future. Give regular daily updates that are both informative and friendly. Let them know you are open for discussion and able to provide any clarity related to an assignment they might need.

Record some videos. Video lectures and updates are not only welcomed by students, many encourage instructors to create more of them. One impressive method I have employed in the past is using my existing written summaries but also adding hyperlinked videos that explain or further expand upon the subject matter I am covering in the summary. For example, places in the F2F lecture where I might normally stop and explore a particular subject a bit deeper now becomes a hyperlink where I define a term or share a real world example. (See Video) Posting a short video can improve student comprehension much more than 1,000 extra words might. Students love to see their instructors, especially in the midst of a huge platform shift. Videos can be uploaded to YouTube directly from most devices.

Don’t be afraid to postpone. Since the current campus restrictions are indefinite, it might be more fruitful to simply postpone the assignments you have yet to figure out the best way to migrate. While some assignments are easier to continue online, others provide some not so clear hurdles that may require more time and attention to hammer out. As long as students understand that the assignment will still be required, most won’t have any issue with having more time to work on it.

If you have any questions about some of the techniques listed above, please feel free to contact TLT (Teaching and Leaning with Technology) or CFE (Center for Faculty Excellence). I hope these tips help minimize any angst and maximize your free time. Good luck and be well!

Jameelah Ra'oof MIS, MS 

Coordinator of Teaching, Learning & Academic Excellence

Center for Faculty Excellence (CFE)

Texas Woman's University 

940.898.3427

Stoddard Hall - Room 305A

Three Highly Productive Active Learning Activities That Can Be Done in Groups!

If your students are anything like most students, you may already know that group assignments are often the last activity any of them want to engage in. 

Many students are apprehensive about:

• meeting and interacting with their peers

• feeling they don’t have enough to contribute

• time constraints (as it relates to meeting up outside of class)

• receiving a grade based on the performance of the whole team

Some of these fears are valid, especially the idea that one member might complete the majority of the assignment but the group will all receive the same score, no matter the contribution of each member. This is especially an issue since the entire purpose of group work is to have students “work together”. Taking these concerns into consideration, below are three uniquely effective group exercises that promote active learning, which might change the way both you and your students approach group work.

Chain notes. For this exercise students are placed into groups of 3 to 4 students. The instructor will compose several questions, placing them on separate sheets of paper. Each group receives one question. The group answers the question to the best of their ability, taking input from all members, then passes their sheet of paper to the next group so they can expand upon what was written by the last group. This project is brilliant in that it moves at a pace that helps students focus on the task at hand and not on themselves and it also implies that there are no wrong answers, just building blocks.

Mystery quotation. For this exercise students get to show their understanding of a particular quote, the theoretical perspective related to the quote, who might have said it and why. The instructor chooses a quote or blurb that students are the least familiar with from the assigned reading material. For example, if the class was studying the works of notable sociologists, the quote might be, “The history of all previous societies has been the history of class struggles”. Drawing on their previous knowledge about these sociologists and their theoretical perspectives, the students will decide who most likely made this statement and what message they might have been trying to convey. Once the group believes they’ve compiled a solid argument, one member is able to present. The unique aspect of the mystery quote is the combination of brainstorming, social interaction and application. This exercise mimics the collective work spaces many students will soon enter after college.

Idea Speed Dating. For this exercise the group would be the entire class (20-30 students). Each student prepares an elevator pitch related to their chosen position on a topic or why they chose a particular topic for a class research paper. As in speed dating, students sit across from each other for one minute or less, share their pitch and then move on to the next. After students complete this exercise a few times, they gain a better understanding of their own positions and they often find clarity as it relates to their paper topics. It’s also just fun to move around and learn something new about others.

Group exercises can be a perfect opportunity to socialize with peers, enjoy the expansiveness that is unique to team work and it can help prepare students for collaborating while not being afraid to share their new ideas.

Share in the comment section below:

Do you have any fun group exercises that promote the beneficial aspects of group work? How was your project received by students?

Jameelah Ra'oof MIS, MS 

Coordinator of Teaching, Learning & Academic Excellence

Center for Faculty Excellence (CFE)

Texas Woman's University

940.898.3427

Stoddard Hall - Room 305A

Tips for Approaching Sensitive Topics in the Classroom

Tips for Approaching Sensitive Topics in the Classroom

So you’re enjoying your lecture, the students are responding well and you’re just skipping through a field of daisies, when suddenly you (or one of your adoring students) unknowingly steps on a metaphorical landmine. Landmine might be a bit dramatic, but if you’ve ever mentioned a topic in class that sparked outrage among your students, landmine might not sound so dramatic after all. Below are a few tips describing ways to approach sensitive topics, especially when teaching one of the many areas that fall under the umbrella of social science.

• Know what issues are hot button issues. I am often guilty of not knowing the ins and outs of the most pressing social events. Some of what’s happening in the world may not affect me in the same way it might affect many students. For example, if we are discussing topics related to depression or suicide, I’ve found that it is good practice to be aware of recent court cases, new laws being considered and of course major political shifts that students may want to react to in an open discussion. Often the classroom is their only face-to-face outlet to address many social or personal concerns.      

• Stay away from personal opinions as much as possible. I would say this is arguably one of the most obvious ways to stay out of hot water, but alas, instructors are human and with that responsibility comes many biases that we aren’t always aware of until it’s a problem. The best way to not take sides is to first analyze where you really stand on the issue. By doing this, you know how to approach the topic from an honest place. Some good self-reflection before teaching on a sensitive topic can save an instructor from a ton of misunderstandings.  Be mindful that we can be just as biased as our students are.

• Allow students to lead discussions. In an effort to minimize the impact of my own predispositions, I made it a regular practice to allow students to discuss these topics freely (in a respectful manner of course). My only job was to ask questions that might provoke the student to probe through their own deeply held positions or that might lead them to a profounder understanding they might not have previously considered. Sometimes it’s okay to remove yourself from the hot seat. Allow them to engage with each other, since ultimately their peers have the ability to provide a great sounding board for how the workforce, their community and how society in general might receive their ideas and beliefs.

  

• Don’t shame students In front of the class for their beliefs. One of the biggest mistakes an instructor might make while expressing support for a misunderstood or marginalized group, is to verbally ostracize a student who might be expressing themselves in a way that could be perceived as offensive to others. The desire to verbally penalize a student who is being negligent with their words could be tempting. However, being able to show students how to hear ideas and belief systems they don’t agree with and still have the capacity to engage in a mutually beneficial dialogue is priceless. Promoting the importance of an individual to freely share their own perspectives, even if you don’t agree, is an earnest desire for instructors who aspire to be excellent.

• Be prepared to share information for student support services. The same way instructors might direct students to the right department as it pertains to their academic needs, we must do the same when we are attempting to address the whole student. There are several student support services here on campus that may understand a sensitive issue in a unique way. If instructors aren’t comfortable approaching some topics that must be discussed, they can always call on a willing participant from the student services department to assist. Some students might be triggered negatively during a class discussion. Having up-to-date contact information for campus services accessible for students before, during or after the class could be a tremendous help.

Being mindful, respectful and establishing consistent classroom discussion boundaries can truly improve the culture in not only the classroom but ultimately campus-wide.

In what ways have you approached sensitive topics in the classroom? 

Jameelah Ra'oof MIS, MS 

Coordinator of Teaching, Learning & Academic Excellence

Center for Faculty Excellence (CFE)

Texas Woman's University 

940.898.3427

Stoddard Hall - Room 305A

Five Tips for Creating Engaging Lesson Plans

Five Tips for Creating Engaging Lesson Plans

Whether you are a k-12 teacher or a college instructor, we all must do some level of legwork to prepare for a class session. The goal is to have a successful class and not one where you and the students are watching the clock waiting for the end, as if the end is a tropical oasis in the middle of the scorching hot Nevada desert. My favorite class sessions were the ones where I would run out of time and students were still engaged and asking questions. Sometimes I would have to usher them out so I could grab a quick break before my next class. I have only experienced boring class sessions a couple of times and for me, that was a couple of times too many.

What I noticed over time, whether I was teaching computer science or sociology courses, was that I couldn’t just wing it and be as effective as I wanted to be. While our experience, and the fact that we’ve taught the class before might lead us to believe we can just walk in the room and all will go well, if you’ve ever fallen short, the lesson plan might have been your problem. I have had successful classes just going off the cuff, but a well-organized lesson plan can save you so much time and you’ll have a proven template for the next time.

I’ve compiled five quick tips for creating a powerful lesson plan, that is both engaging and informational.

1.      Don’t shy away from multi-media breaks. Instructors often spend the vast majority of their time lecturing, having class discussions and/or some sort of assessment. Many keep great videos on standby just in case time allows. They may encourage the student to view the videos later, but I find that if they don’t watch videos in the classroom, rarely do they watch them at home, (unless a grade is attached to it). Leave room in your lesson plan for a video that further explains the topic, that gives real world examples related to the subject matter. Being that students are highly adapted to social media, they actually pay closer attention and sometimes learn more from the videos, rather than from a carefully prepared lecture. Don’t let the inclusion of multi-media be an after-thought.

2.      Chunk your activities. Chunking is a termed often used to describe how students commonly read data, in chunks. Instead of scrolling downward on a computer screen, they are much more likely to swipe right or left to read an article in its entirety. Some text book publishers design their ebooks based on this idea. Interesting right? So, use this "chunking" mindset to your advantage in the classroom. I have a rule that I never talk for more than 15 minutes at a time, mostly because I value my classroom time and I don’t want to waste it if students are no longer retaining the data. For example, if I'm teaching a one hour and twenty minute course; I spend 20 minutes on lecture topics, 20 minutes in a group exercise, 20 minutes on a power point or video and 20 minutes on class discussions. I always end with the discussion. I found that it kept students looking forward to more interaction with me and their classmates in the next session.

3.      Watch what other instructors do. There is no shame in shadowing an instructor who runs a classroom the way you see yourself doing so one day. If you’re not familiar with Youtube, get acquainted with the platform and use that free online resource to search how your subject matter is being taught all over the world. Most instructors are really dynamic people. You wouldn’t believe the plethora of methods instructors use to not only keep students engaged, but have them absorb and retain information long-term. Ask instructors around you for their lesson plans, then tweak it to fit your classroom needs. Most instructors will be flattered and are quite giving, as they give away knowledge every day in the classroom, why would sharing with you be any different?

4.      Don’t wait until the last minute. This tip is self-explanatory with the obvious reason not to procrastinate, being the lack of preparation. But a less obvious reason is not exploring all the avenues through which you could teach the subject matter or convey important perspectives. When you’re short on time you may make an okay lesson plan, but with a little more time, it could be excellent and life-changing for students. There is nothing like teaching a class and then going home that same night, only to find the perfect article or the perfect video or the perfect activity, that would have brought your lesson home. You can share it later, but when the moment has passed, its hard to recapture their attention the same way. Give yourself time, not only for preparation sake but for depth and creativity too.

5.      Practice it the night before. Okay, now to many this may seem a bit crazy, but as person who does public speaking, conducts workshops and teaches courses, I can honestly say, I don’t know where I would be without practicing my routine the night before. I have caught so many flubs and areas of missing information just by reciting what I plan on going over before I actually go over it. I have even recorded many of my presentations, so I could remind myself to do or not do something that stood out in the video; like fidgeting or overusing a particular word. I then practice with the adjustments in an effort to garner the maximum amount of confidence before presenting or teaching. Some subject matters are tough, especially in sociology, and require instructors to be extra mindful about how they cover it. I have been known to put my foot in my mouth on more than one occasion, so if I can tackle the lesson beforehand, I can avoid some of those common pitfalls.

Most students love lesson plans and knowing what comes next. Its like receiving a program at a children’s ballet recital. Even if your kid is in dance number thirteen, you feel better waiting through the other performances if you know exactly when your child is hitting the stage. Plans help us with patience. Engaging and informative lesson plans are a necessity in a world filled with over-stimulation and short attention spans. My biggest overall advice in all of this is to just remain present. If something pops in your head while teaching, you may veer completely away from the plan and inadvertently create magic.

Do you have any tips for designing engaging lesson plans?

Jameelah Ra'oof MIS, MS 

Coordinator of Teaching, Learning & Academic Excellence

Center for Faculty Excellence (CFE)

Texas Woman's University 

940.898.3427

Stoddard Hall - Room 305A

It's Official! We're in the thick of it...

It's Official! We're in the thick of it...

Often referred to as "the most wonderful time of the year," the holidays can be both rewarding and exhausting. I guess that quote is true or false depending who's being asked. For kids who get loads of holiday gifts, its most definitely the most wonderful time, for the parents that have to foot the bill for said holiday gifts, maybe not so much.

For academics, this is likely one of the busiest times of the year, mostly filled with endless emails related to the various ways in which a failing grade can be turned into a passing one, in the next 10 days no less. If given the opportunity some students actually pull this off, although still pretty rare. The other part of the day is likely engulfed by office hours, creating finals, giving finals, grading finals, reading papers, grading papers and falling asleep with stacks of papers in your bed. Lets just say that being "in the thick of it" can create some less than flattering behavior if we're not careful. ;-)

This brings me to my list of not so great advice that was given to me at different times in my career during this very hectic time of year. Disclaimer: I never took any of this advice.

• During my second year of teaching, I remember venting to a nearby colleague about having very little time to finish grading the essay portions of my exams and she simply turned to me and said, "just give the grade they usually get..." Of course I did not follow this advice, but in her defense I think her rationale behind it was that most students score the same throughout the semester on most of their assignments. I'm guessing?

• Another semester I was pretty much venting about the same workload I experienced each year around this time, and was once again urged to take some less than savory advice about curving my exam for the sole purpose of "not looking bad" as an instructor. After this, I think I learned my lesson about venting to everyone. 

• "Just copy and paste the same feedback to the whole class." I got this lovely nugget of advice from an online teaching trainer. While I do like the idea of having a feedback shell that addresses each item I will grade, I don't think students would appreciate their very detailed feedback that praised their final paper only to find out their best friend, also in the course,  received an identical message. 

• And lastly, the same colleague that urged me to use identical feedback also suggested that I don't use any info for the final from the text since, "students don't read it anyway."

While its true, we are smack in the middle of the final countdown, its good to stay mindful about the advice we both give and receive. Can you remember receiving some left field advice that was handed to you with the utmost seriousness? Or have you ever given some advice that might have been questionable during crunch time?

Jameelah Ra'oof MIS, MS 

Coordinator of Teaching, Learning & Academic Excellence

Center for Faculty Excellence (CFE)

Texas Woman's University