Tag Archives: Alison Papadakis

Teaching Online: What Have We Learned?

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On Friday, October 9, the Center for Educational Resources (CER) hosted an online session, “Teaching Online: What Have We Learned?” where faculty were able to share and discuss best practices based on their experiences teaching online.  Mike Reese, director of the CER and faculty member in Sociology, and Allon Brann, teaching support specialist at the CER, moderated the discussion, structuring it with a few guiding questions as outlined below:

What is something you are doing differently this semester online that you will continue to do when you are back in the classroom?

Jamie Young from Chemistry described how he is using tools such as MS Teams and Slack to build classroom community. He anticipated students feeling isolated in an online environment, so he set up spaces for casual conversation for them to communicate and get to know one another. He said it has definitely encouraged and increased conversation among students. When asked how he motivates students to participate in these environments, Young responded that he made their participation a very small part of their grade. Young and his TAs make it a point to respond right away when students post to these spaces so that students know this is an active space and that they are being heard. This level of responsiveness has also helped boost participation. Back in the classroom, Young plans to continue using these tools for informal office hours.

Rachel Sangree from Civil and Systems Engineering shared that she has been holding evening office hours and what a difference it has made in the number of students who attend.  Acknowledging that it is sometimes exhausting, she stated that she sees more students now than ever before. When we’re back in the classroom, Sangree plans to continue to hold evening office hours, but perhaps not quite as late as she offers currently.

Alison Papadakis from Psychological and Brain Sciences described how she has adapted the “think pair share” active learning strategy to an online environment. Students are split into groups and assigned breakout rooms in Zoom, then use Google Sheets to record their ideas and notes while they’re in the rooms. This allows Papadakis to monitor the progress of students without having to manually drop in to each of the rooms. She is also able to add her own comments directly to the sheets in real time as students work on them. It was noted that separate tabs are created for each group in Google Sheets, so each group has its own space to work.  Initially Papadakis was concerned that students would feel like she was ‘spying’ on them and wouldn’t like this method, but so far the feedback has been positive.  Jamie Young shared a tutorial he put together on this topic: https://docs.google.com/document/d/1uvRB38GHIKNaxQL-dN-9vpWgC43Yslssyz_jh2uPtno/edit

Francois Furstenberg from History shared how he is using the e-reader platform Perusall which allows students to collaboratively annotate their online readings. The annotations inform Furstenberg what parts of the readings students are finding interesting and are helping to shape the in-class discussions. He plans to continue using this platform when in-person classes resume. It was noted that instructors need to have copyright permission before uploading reading material to Perusall. If they have questions about obtaining copyright, they are encouraged to contact their university librarian.

David Kraemer from Mechanical Engineering mentioned that he mailed USB oscilloscope boards and a kit of devices to each of his students so they could perform “hands-on” experiments at home. He recognizes the value of these kits whether or not students are learning online, and plans to keep using them when in person classes resume.

Joshua Reiter from the Center for Leadership Education described how he adjusted his approach to assessments by breaking up large exams into more frequent quizzes throughout the semester.  Some of these quizzes were meant to be ‘fun’ quizzes for participation points, but he noticed that students were feeling pressured when taking them, defeating their purpose. Reiter changed them from individual to group quizzes, using the breakout room feature in Zoom.  Since then, he’s noticed a significant reduction in stress among the students.

 

What is something that you are still struggling with?

Several faculty members mentioned that their workload is significantly higher this semester as they do their best to recreate their lessons online.  Some feel like they are putting in three times the normal amount of preparation time and as a result, are experiencing technological overload, having to learn and keep up with so many tools. Many faculty mentioned that their students are feeling this way, too.  It was suggested that adding technology should be done in a purposeful way and that faculty should not feel compelled to use all of the available tools. Some faculty acknowledged that although it has been very challenging, they have learned a great deal about tools that are out there, and which ones seem to work better for students.

Similarly, a faculty member mentioned how difficult it is to multitask within the online environment; for example, keeping up with the chat window in Zoom while lecturing synchronously. Many faculty agreed, commenting that they feel pressured to keep up with everything going on and that it often feels like a performance. Someone commented that sharing concerns with the students helps to humanize the situation, while setting realistic expectations helps to take pressure off of instructors. One instructor mentioned how he purposely builds pauses into his lectures to allow himself time to catch up. Others mentioned that they use their TAs to monitor the chat window; if the instructor does not have a TA, he or she could ask a student.  Another general suggestion is to ask students what works best for them, instead of trying to monitor everything.

Academic integrity was another issue that came up. At least one instructor acknowledged multiple instances of students cheating since moving online, while others shared that they are concerned it may happen to them. A brief discussion followed, with instructors sharing strategies they use to try and mitigate cheating: using online monitoring tools, lowering weights of exams, making all exams open-book/open-note, and placing more emphasis on project-based work.

Some technical questions also came up, such as how to recreate an interactive whiteboard. The responses ranged from configuring Powerpoint in a certain way to using multiple devices. Jamie Young shared a tutorial he put together that uses Open Broadcaster Software (OBS): https://docs.google.com/document/d/1JXptPGjnAOiqbpvrXJPGWDcbqE_l95C6Cm0moYpaelk/edit?usp=sharing  Faculty are welcome to contact the CER for help with this and other specific technological challenges.

Anything you would like to share with others?

A few faculty members shared how they are taking advantage of the online environment. Andrew Cherlin from Sociology mentioned how much easier it is to schedule outside guests, such as authors, since there are no travel arrangements, logistics, etc. to be worked out. He has had several guests this semester already. Cherlin also described how he has taken advantage of Zoom to meet with each student individually for about fifteen minutes to check in with them and make sure they are on track. He acknowledged that this is not practical for large courses, but it has been very beneficial to those in his seminar style course.

Lori Finkelstein from Museum Studies described how being online has reshaped her assignments. She usually has students go out into the field to different museums to conduct research. This semester, students are taking a look at what museums are offering virtually and whether or not they are successful, what seems to be working, what is not working, etc.

Lester Spence from Political Science is teaching a course with instructors from Goucher College and Towson University. Students from all three schools are collaborating together as they work on group projects, something that would not necessarily be possible in a face-to-face environment.

Amy Brusini, Senior Instructional Designer
Center for Educational Resources

Image Source: Pixabay

Lunch and Learn: Accommodating Students with Disabilities

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On Wednesday, December 11, 2019, the Center for Educational Resources (CER) hosted the second Lunch and Learn for the 2019-2020 academic year: Accommodating Students with Disabilities.  This was a brainstorming session for faculty to share issues they’ve faced as well as ask questions about the accommodations process. Terri Massie-Burrell, Director of Student Disability Services at Homewood, and Cathie Axe, Executive Director for university-wide Student Disability Services facilitated.  The conversation was moderated by Alison Papadakis, Associate Teaching Professor, Psychological & Brain Sciences.

Terri Massie-Burrell began the dialogue by giving an overview of the accommodations process.  She described how Student Disability Services (SDS) collaborates with campus partners to create an inclusive community for students with disabilities by proactively removing barriers, raising awareness of equitable practices, and fostering an appreciation of disability as an area of diversity. A step-by-step referral process for faculty is outlined on the SDS website. Massie-Burrell strongly encouraged any faculty that have questions about the process to contact her office. She also noted that accommodations are not retroactive; it is imperative that students contact SDS as early as possible to secure any accommodations they may need.

Massie-Burrell communicated that students may feel a stigma when registering with SDS. She said it is important to let students know we are all advocates for them and will protect their privacy. Sometimes faculty and students aren’t always satisfied with accommodations. SDS will do its best to resolve concerns and will meet students where they are with their disability.  Another point made is that it’s not the faculty’s responsibility to determine if students need an accommodation; the faculty’s role is to recommend students contact SDS and they will take it from there.

The discussion continued with questions and answers from the audience and facilitators, which are summarized below:

Q – What strategies have people used to initiate a conversation with students who may need accommodations?

Regarding students using equipment, one faculty member shared an example of how she attempts to normalize the situation by acknowledging that some people have difficulty with equipment and then lists possible solutions that may help. “Here’s how to deal with that…let’s talk about what’s best for you.” She feels this helps maintain student anonymity, so they are not singled out.

A faculty member who teaches freshmen remarked that her students are still developing and evolving academically and may not realize that they need assistance. She finds it helpful to contact the student’s advisor and the advisor then contacts SDS.

Other faculty members shared how they meet with students one on one to find out ways they can best help students keep up with the expectations of the course. They suggest SDS if necessary.

Q: Do accommodations last until a student graduates?

Massie-Burrell said that is possible, but they will review students’ needs each semester or each year to make any necessary adjustments.

Q: Do SDS staff come into spaces and make recommendations for improvement?

Cathie Axe responded that this is part of her role; she has been to several JHU campuses with facilities staff this past year in order to make suggestions during space renovations.  She said she would be happy to consult about making spaces more inclusive. They are currently taking a closer look at the pathways around the JHU campuses to identify and address gaps. She acknowledged the importance of accessible space when it comes to enhancing teaching.

Q: What types of things are you doing in your classes to reduce barriers?

Faculty members shared some strategies they are using: survey students before the semester begins, email all students individually to find out what their needs are, go through the syllabus with anyone with a disability, allow some flexibility with attendance and course deadlines, and reach out to students after the first exam/assessment to check in and listen to feedback. One faculty member suggested participating in ‘Safe Zone’ training, saying it’s another way of showing support for students, even though it’s not related to Disability Services.

Additionally, members of the CER staff mentioned the concept of Universal Design for Learning (UDL), an approach to teaching that removes barriers from the start by creating a flexible learning environment in order to meet the diverse needs of all learners.  Research behind this approach was done by the Center for Applied Special Technologies (CAST). A Hopkins Universal Design for Learning (HUDL) initiative was recently started by the provost’s office; each Hopkins division has its own HUDL ambassador who will assist faculty with implementing UDL strategies in their classrooms and answer any questions related to UDL.

Q: A recurring challenge for me is that many disabilities are invisible. How can I address those students proactively?

Axe recommended that faculty tell students who they can contact if something isn’t going as well as they expect. She also suggested including syllabus statements, using broad invitations, and preparing TAs, since they have a great deal of contact with students.

Q: Is there a process for what should be shared with TAs?

Axe replied that it is difficult to standardize this process because it’s not always appropriate to share disabilities with TAs. Yet, in other situations it is necessary.  She indicated that SDS is in the process of putting information together about this topic for faculty. In the meantime, these situations are currently being handled on a case by case basis.

The discussion wrapped up with some general comments from faculty:

One faculty member has observed that students often feel like there is a tradeoff between taking an exam at SDS with their accommodations (e.g., reduced distraction, extra time) vs. being in the classroom where they can ask questions and hear any additional instructions or clarifications provided to the rest of the class. She reminded faculty members to be sure to communicate with SDS any errors or corrections to the exam that are communicated to the class. Additionally, if a TA is present, she suggested giving SDS the TA’s cell phone number so the TA can triage any calls from SDS while the instructor manages the exam room.

Another faculty member suggested that the accommodations process seems focused on undergraduates, potentially excluding faculty or graduate students with disabilities. Axe replied that the SDS office supports graduate students. The Office of Institutional Equity supports faculty with disabilities. They would be happy to provide more guidance on an individual basis if needed.

Several faculty members mentioned the need for training and inquired about packaging all of the information shared by SDS into a program that could serve as a training for everyone. Axe replied that SDS is in the process of developing additional faculty resources which will be shared with all departments.

Amy Brusini, Senior Instructional Designer
Center for Educational Resources

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In Her Words: Alison Papadakis on Teaching

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Five times a year the Center for Educational Resources publishes an e-newsletter that is distributed to Johns Hopkins University faculty in the schools of Arts & Sciences and Engineering. Most of the content is of local interest: “… [highlighting] resources that can enhance teaching or research or facilitate faculty administrative tasks.” A recurring feature is the Faculty Spotlight, in which a CER staff member interviews an instructor about their teaching interests. For the April 2016 edition, the interview was presented as a video rather than text. Because it is of general interest, I wanted to share it.

Alison Papadakis received an AB in Psychology from Princeton University, and an MA and PhD in Clinical Psychology from Duke University. She taught in the Department of Psychology at Loyola University Maryland from 2005 to 2014, before accepting a position as Associate Teaching Professor and Director of Clinical Psychological Studies in the Department of Psychological and Brain Sciences at Johns Hopkins. She is also a licensed psychologist in the state of Maryland. Among her many awards are several that speak to her success as a teacher, advisor, and mentor: 2015-2016 JHU Faculty Mentor for Provost’s Undergraduate Research Award, 2014-2016 JHU Faculty Mentor for Woodrow Wilson Fellowship Grant, and 2015 JHU Undergraduate Advising Award, Krieger School of Arts and Sciences.

At JHU Papadakis is teaching three undergraduate courses: Abnormal Psychology (enrollment 200), Child and Adolescent Psychopathology (enrollment 40), Child and Adolescent Psychopathology (enrollment 19), and Research Seminar in Clinical Psychology (enrollment 19). The large enrollment for Abnormal Psychology was a particular challenge for her after the small classes she taught at Loyola Maryland. As she notes in the video she sought ways of teaching much larger classes and keeping a conversational style and an environment that engages students. Papadakis also talks about ways in which she sets expectations for students and specific activities she uses in class.

You can watch the video here.

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Macie Hall, Senior Instructional Designer
Center for Educational Resources