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NEFDC - Shared screen with speaker view
Dana Leeman, Tufts/CELT
52:04
I read it, but didn’t look it up!!!
Libby Rhoades, SCSU
52:25
Way more behind than that...
Brad Wheeler - NEFDC Board | Brandeis Univ. CTL
56:12
***TECH TIPS FOR NEFDC ZOOM CONFERENCE***1 - Update your Zoom software: https://tinyurl.com/y7mxe8b22 - Display your full name and institution during the conference: https://tinyurl.com/y8dozw7q3 - Want to save this chat? See instructions: https://tinyurl.com/y64wo8yt4 - Turn on your webcam whenever possible and connect with colleagues***TEXT 617-383-4204 FOR TECH/ZOOM SUPPORT ‬***
Debra MacGregor
56:39
Deb MacGregor Regis College
Susan A. Hutchinson - Middlesex Community College
56:40
Susan A. Hutchinson; Middlesex Community College
Sue Tashjian_Northern Essex Community College NEFDC Board Member
57:09
Oh that's exciting!
Lisa Bergson (She/her) - Bridgewater State University
57:46
Lisa Bergson (She/Her) Bridgewater State University
Bryson Dean, NEIT
58:24
Bryson Dean-Gauthier, New England Institute of Technology
Lillian Ortiz
58:57
Lillian Ortiz, Quinsigamond Community College
Libby Rhoades, SCSU
59:21
Elizabeth Kelley Rhoades "Libby" Southern Connecticut State University
Audrey Aduama - Brandeis Univ
59:31
Audrey Aduama, Brandeis University
Boriana Marintcheva
59:45
Boriana Marintcheva from Bridgewater State University
Deborah Clark
01:00:03
Debbie Clark, Quinnipiac University
Jennifer Hudson, Southern Connecticut State University
01:00:04
Jennifer Hudson from Southern Connecticut State University
marla lynch Simmons University
01:00:15
Marla Lynch Simmons University
Anna Santucci (she/her)
01:00:22
Hello everyone! Sorry I had to jump in a little late, was in a meeting. I gather we’re doing introductions here? :-) Anna Santucci, Fac Dev, Advancement of Teaching and Learning, Univ of Rhode Island
Chris Rowse
01:00:55
Christopher Rowse from Northern Essex Community College - Haverhill, MA
Bryson Dean, NEIT
01:02:21
YOu’re muted-
Sharon McManus, NECC
01:13:07
Sharon McManus from Northern Essex Community College in Lawrence and Haverhill, MA
Karl Carrigan
01:14:01
Karl Carrigan, University of New England, Portland ME
Marc Ebenfield, NEFDC Board
01:15:37
Please copy this link and share your thoughts about our first virtual conference once it concludes: https://www.surveymonkey.com/r/nfdcfall20
Anna Santucci (she/her) Univ RI
01:21:17
Thanks for mentioning that the slides will be available!
Brad Wheeler - NEFDC Board | Brandeis Univ. CTL
01:23:59
**QUESTIONS TO DISCUSS IN BREAKOUT ROOMSQ1: What do you do to cultivate educational relationships?Q2. What are significant barriers to developing those relationships?
Deborah Clark
01:24:16
Are these are our relationships or those with students?
Deborah Clark
01:25:08
thanks that helps!
Deborah Breen she/her/hers
01:25:09
If we have recently joined will we be added to a room? Thanks!
Jennifer Whipple (she/hers)
01:25:53
i'm not assigned to a room?
Maryann Lecompte, UNE College of Osteopathic Medicine
01:35:16
create virtual chats
Eric LePage
01:35:20
Incorporating gaming into your teaching; pull students out of their comfort zone.
Eric
01:35:26
Arrive early, engage in small talk with students before class starts
Indrani Mandal, URI
01:35:27
synchronous sessions
Deborah Clark
01:35:38
Q1--the fact that we faculty are obviously struggling too has helped form faculty-student relationships
Bryson Dean, NEIT
01:35:38
hands-on math demonstrations via Zoom
Audrey Aduama - Brandeis Univ
01:35:38
Ql. Learn every student’s name so you can communicate with them outside of the classroom.
Elizabeth Whitney, Simmons University
01:35:39
Breakout room exercises
danqing xiao Regis college
01:35:40
Q1: have a learning assistant from my students, as a link between students and the instructor.
Melissa Winchell (she/her), Bridgewater State University
01:35:42
Thanks for the wonderful conversation in my Breakout Room! Another idea: I take notes on each individual student (esp now during the pandemic)--I use a Google doc, 1 per class, with each student's name at the top of its own page. Every time I learn something new about them/meet with them during virtual office hours, I take notes there so I remember what they told me about themselves.
Indrani Mandal, URI
01:35:43
breakout rooms with group activities just like we are doing here
Lori Rosenthal, Lasell University (she/her)
01:35:44
I’m curious how gaming was incorporated into teaching
Maureen Giacobbe she/her/hers
01:35:45
Not in breakout, but use of Jamboard
Anna Santucci (she/her) Univ RI
01:35:47
Resist customer-service transactional culture
Ray Pfeiffer (he, him) - Simmons University
01:35:47
Intentional efforts (name tents, ice breakers) to break down barriers and invite vehicles for connection.
Karen Pelletreau (she/her) UMaine
01:35:48
Be intentional about allowing students to get to know each other
Ruthann Thomas, Simmons University (she | her)
01:35:50
Q1. Expressing care for students' learning and well-being
Dana Leeman, Tufts/CELT
01:35:51
Knowing student’s names and making sure their names are pronounced correctly.
Eryn Klosko
01:35:53
helping/encouraging students to form relationships with one another and also with you as their instructor…
danqing xiao Regis college
01:35:55
from room7
Kirsten Helmer (she, her) UMass Amherst
01:35:55
Open breakout rooms at beginning of class for students just to check in with each other
Eric
01:35:58
You can't say enough, how can I help you, I am here to help you get unstuck"
Colleen Kuusinen UM Amherst (she/her)
01:35:59
Q1: allowing students access to zoom room outside of class time if they want to work together, chat
Deb Breen, Boston University, she/her
01:35:59
Q1: I heard about introducing ideas of relationship-building into any/all workshop
Mary Deane Sorcinelli UMass Amherst
01:36:03
Quick one-on-one Zoom meetings with individual students
Mary-Ann Winkelmes-CTL, she/her/hers
01:36:08
2) BARRIERS: social distancing/quaratine; systemic racism
Jennifer Hudson, Southern Connecticut State University
01:36:13
Q1: Faculty mentoring circle via video chat
Christina Hodel (Bridgewater State Univ.)
01:36:16
Q2. Technology…not everyone has it.
Laura O'Toole, Salve Regina University
01:36:17
Q2: Students need to be introduced to the whole concept of office hours!
Ruthann Thomas, Simmons University (she | her)
01:36:18
Q2. No spontaneous run-ins
Norma Willingham
01:36:26
honor or perhaps even encourage students chatting and getting off topic.
Maryann Lecompte, UNE College of Osteopathic Medicine
01:36:28
Q2 no more spontaneous in the hallway conversations
Brenda Edmands, Univ. of New England
01:36:29
Q1: training peer tutors in relationship-building
Maureen Giacobbe she/her/hers
01:36:34
Q2: Online only, hard to build relationships
Deborah Clark
01:36:35
2) cameras off even in breakout rooms so students can't even get to see each other
Caroline Beals, University of New England
01:36:36
Q1: Providing some informal opportunities for departments/cohorts coming together outside of formal class time (i.e. trivia, group games on Zoom)
Cindy Kane, Bridgewater State Univ
01:36:37
Q2: Barrier - missing out on the informal interactions without agendas
Skylar Davidson
01:36:39
Q2: technology issues e.g., limited access to high-speed internet
Eric
01:36:47
Don't think teaching now is the same as teaching pre world pandemic
Nickie Burney-Simmons University
01:36:49
Q2. Our students did not have a choice about being online
Michele Vanasse
01:36:51
Flip grid, Discord, and Remind are three kinds of technology that can be used to support relationship building. Barriers: lack of technology access.
Kevin Murray (Colby College)
01:36:51
Q2. Corporatization of higher education and its many downstream consequences.
Dana Leeman, Tufts/CELT
01:36:56
Barrier: How are students really doing? How do we know they are okay?
Lillian Ortiz
01:37:01
Q 2-Not enough synchronous courses and hybrid to see faculty and students weekly
Ray Pfeiffer (he, him) - Simmons University
01:37:04
Q2: Cultural habits - overemphasis on credits/grades/individual classes - students don’t view their education as primarily an opportunity to learn from one another beyond courses.
Brian Baldi, UMass Amherst CTL (he/him)
01:37:12
Barrier: students needing to learn how to be personal in “official” spaces like the classroom.
Robbin Miller
01:37:12
Q2:Students and/or faculty losing internet during the class.
Annie Soisson, Tufts, she series
01:37:14
It is a lot of pressure to feel like the classroom has this added wait!
Anna Santucci (she/her) Univ RI
01:37:21
Q2: high enrollment large lectures
Cindy Kane, Bridgewater State Univ
01:37:23
Q2 - barrier - struggling students are harder to identify
Caroline Beals, University of New England
01:37:26
Q2: Fatigue/Burnout on both faculty and student ends
Brad Wheeler - NEFDC Board | Brandeis Univ. CTL
01:37:45
***ZOOM TIP: Want to save this chat? See instructions: https://tinyurl.com/y64wo8yt
Chad Raymond, Salve Regina U
01:37:46
Q2: What Deborah Clark says about students with cameras off -- seeing this a lot also.
Norma Willingham
01:37:49
barrier - not seeing faces - not seeing smiles
Annie Soisson, Tufts, she series
01:37:51
*weight
Mary-Ann Winkelmes-CTL, she/her/hers
01:38:04
1) TILT Framework for faculty/student and advisor/student conversations: https://tilthighered.com/assets/pdffiles/Transparent%20Assignment%20Template%20for%20Students_v2.pdf
Anna Santucci (she/her) Univ RI
01:39:04
^^
Ruthann Thomas, Simmons University (she | her)
01:39:58
Mary-Ann, I use and share the TILT framework often. Thank you for this resource
Kirsten Helmer (she, her) UMass Amherst
01:41:20
One faculty member I worked with this semester gives students participation points for asking relevant questions after watching the pre-recorded lecture. Students really like it. And I think it normalizes not knowing, wondering, pondering.
Brenda Edmands, Univ. of New England
01:44:27
Really like that idea of normalizing wondering and not knowing. We train our tutors that it's a good thing when they admit "I don't know" to a tutee, then model how to find out something (using resources, talking it out).
Kirsten Helmer (she, her) UMass Amherst
01:45:56
And as instructors we can do the same...if students ask us a question and we don't know, model what you describe, Brenda.
Annie Soisson, Tufts, she series
01:46:24
Laura’s book is called Sentipensante (Sensing/Thinking) Pedagogy
Kirsten Helmer (she, her) UMass Amherst
01:49:50
I love that example! Reading about the impostor syndrome gave Joshua a conceptual model and language for understanding what he was feeling.
Annie Soisson, Tufts, she series
01:50:11
“Mentor of the Moment”…love that!
Anna Santucci (she/her) Univ RI
01:50:21
A note about what Peter just said: how often are our most precarious and less powerful faculty the ones that have this kind of impact on our students… Would be great to have data to talk about this, if anyone has a reference!
Mary Deane Sorcinelli UMass Amherst
01:50:43
We've called it the "just in time mentor" too
Heather Price, University of RI
01:51:22
the precarious and less powerful can relate in a very specific way
Mary Deane Sorcinelli UMass Amherst
01:53:52
There is a study in STEM I think indicating that contingent faculty/teaching assistants were more successful in terms of student learning outcomes than the full time, tenured professor. Would have to hunt for it but do recall reading the article. Someone might remember it?
Anna Santucci (she/her) Univ RI
01:55:21
^^ our fundamental structural problems re: equity opened up, right there…
Anna Santucci (she/her) Univ RI
01:55:31
Would love that reference, thanks Mary!!
Brad Wheeler - NEFDC Board | Brandeis Univ. CTL
02:04:39
THANK YOU QUOTE READERS!Danquing XiaoAnna SantucciDeb BreenTami StrouthRuthann ThomasBrian Baldi
Colleen Kuusinen UM Amherst (she/her)
02:05:31
Mary Ann, the Figlio article?
Colleen Kuusinen UM Amherst (she/her)
02:05:32
https://www.mitpressjournals.org/doi/pdfplus/10.1162/REST_a_00529
Colleen Kuusinen UM Amherst (she/her)
02:05:44
Mary Deane, sorry
Brad Wheeler - NEFDC Board | Brandeis Univ. CTL
02:06:32
PETER FELTONpfelten@elon.edu@pfeltenNC
Brian Baldi, UMass Amherst CTL (he/him)
02:06:35
Thank YOU, Peter!
Bryson Dean, NEIT
02:06:39
Thanks, Peter!
Dana Leeman, Tufts/CELT
02:06:48
Thank you, Peter,so much.
Anna Santucci (she/her) Univ RI
02:06:49
“Doesn’t always have to be me” - came up in our group as well, great point & reminder, thanks Peter!
Eric LePage
02:06:53
Thank you!
Anna Santucci (she/her) Univ RI
02:06:56
Thanks!!
Anna Santucci (she/her) Univ RI
03:38:21
Thanks for that Joe, best tip of the conference!!! LOL
Joe Finckel, Asnuntuck Community College
03:39:04
Sometimes they make you say inside because there is too much ash in the air :P
Brad Wheeler - NEFDC Board | Brandeis Univ. CTL
03:39:19
Please use raise hand feature in Zoom -- first 5 to raise hands will be quote readers for Peter.
Anna Santucci (she/her) Univ RI
03:40:11
Heck, I’ll raise my hand again if no one else does ;-)
Brad Wheeler - NEFDC Board | Brandeis Univ. CTL
03:40:27
Alright, speaker #1 is Anna...who else? ;-)
danqing xiao Regis college
03:40:41
I can do again also.
Chris Rowse
03:40:47
I will do one Chris Rowse
Brad Wheeler - NEFDC Board | Brandeis Univ. CTL
03:42:06
BREAKOUT ROOM DISCUSSION QUESTIONS:1 - What is one thing that seems to be working now to build relationship-rich learning in your (or your colleagues’) teaching?2 - What is a lesson or two we can learn from what is working now, despite all of the constraints in our current situation?NOTES ON FORMAT:-Intros (who you are, 1 thing that works)-Stories-Lessons Learned in Reflection6 MINS
Anna Santucci (she/her) Univ RI
03:43:10
Thanks for all the behind the scenes work, Brad!
Anna Santucci (she/her) Univ RI
03:54:21
Express care intentionally; share personal stories; carefully consider when to record over video-meetings or not; “be there” for students, but with boundaries that can be a good self-care model for them as well; know the resources available for students and direct them as needed (we cannot take it all on ourselves); meeting in smaller groups for deeper and longer conversations; talk explicitly about sense of belonging & imposter syndrome; cultivate our empathy capacity through personal work
Jennifer Hudson, Southern Connecticut State University
03:54:51
Use of whiteboard in Zoom to create safe space for students.
Brad Wheeler - NEFDC Board | Brandeis Univ. CTL
03:55:10
Want to read a quote from Peter's presentation? I need 3 more volunteers. :-)
Rachael Shea - Clark University
03:55:11
Chad Raymond had a good idea about using photographs of the area to support the lessons - rather than writing a response.
Deborah Clark
03:55:24
i can do one
Carie Cardamone (Tufts University)
03:55:30
We spoke about discussion boards, but acknowledged the challenges of prompting authentic engagement with them.
Brad Wheeler - NEFDC Board | Brandeis Univ. CTL
03:55:37
Thanks @Deborah
Susan Hutchinson - Middlesex Community College
03:55:42
In our group we discussed the importance of getting to know the student as a person first with individual interests, family members, etc. When college gets difficult, invoking the strength of family resources and relationship to key family members to get through tough times is often most effective.
Annie Soisson, Tufts, she series
03:55:51
We have discovered that the same is true for faculty, Peter!
Anna Santucci (she/her) Univ RI
03:56:36
^^
MaryBeth Rajczewski, Asnuntuck Community College
04:00:09
I can read if you still need more
Kirsten Helmer (she, her)
04:01:14
This is actually one area where digital tech comes in so handy, now you can read them.
marla lynch Simmons University
04:01:37
Absolutely helpful!! ;)
Brad Wheeler - NEFDC Board | Brandeis Univ. CTL
04:01:40
Thanks everyone, we've got 5 volunteers to read Peter's research quotes.
Kirsten Helmer (she, her)
04:02:18
Name tents also serve the important function that students learn each other's names.
Ruthann Thomas, Simmons University (she | her)
04:03:33
In all the ways that teaching in zoom adds to cognitive load, I am grateful for the name feature as one thing that reduces cognitive load for instructors
Brad Wheeler - NEFDC Board | Brandeis Univ. CTL
04:04:49
Pivotal Moments Book: https://www.amazon.com/Pivotal-Moments-Educators-Students-College/dp/1612501192
Joe Finckel, Asnuntuck Community College
04:06:13
If you do icebreakers in online classes at the beginning of a course and ask what students want/like to be called, it really helps to note this on a print out that you keep next to your computer as you grade online content or conduct synchronous online class meetings. You want to be able to quickly check what name a student likes to be called, because your online learning platform will likely only be showing you their name as it appears on the class roster. Your eyes will see their roster name on the screen far more often, and if you've asked a student what they want to be called, you then want to honor that and make them feel known.
Bryson Dean-Gauthier, NEIT
04:06:57
That’s great, Joe; I’ve used that technique when I was online teaching. It works very well.
Debra MacGregor - Regis College
04:10:05
we do individual/group testing in nursing at Regis College
marla lynch Simmons University
04:10:55
Debra, I'd like to learn more about that...! Maybe we can connect outside of the conference?
Anna Santucci (she/her) Univ RI
04:13:52
Generous Thinking: https://www.amazon.com/dp/B07KMG1GGB/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1
Denine Stracker (she, her) Umass Amherst
04:15:28
Thanks for adding that Anna.
Marc Ebenfield, NEFDC Board
04:16:18
@Anna Santucci you are hired! Great job adding resources to the chat.
Marc Ebenfield, NEFDC Board
04:16:51
Conference evaluation form. Please copy this link and complete before you’re forget. This is our first virtual conference so we really want your feedback. Thank you! https://www.surveymonkey.com/r/nfdcfall20
Brad Wheeler - NEFDC Board | Brandeis Univ. CTL
04:16:51
THANK YOU QUOTE READERS1 - Anna Santucci2 - Danquing Xiao3 - Deborah Clark4 - Donia Conn5 - Kirsten Helmer
Anna Santucci (she/her) Univ RI
04:17:09
LOL anytime! :-D
Indrani Mandal, URI
04:17:23
Can't share Anna. We need her at URI
Anna Santucci (she/her) Univ RI
04:17:33
<3
Brad Wheeler - NEFDC Board | Brandeis Univ. CTL
04:17:42
BREAKOUT ROOM QUESTIONS1 - What new (or existing) strategies will you use to cultivate relationship-rich education with your students this semester?2 - What will you do next year?NOTES:~8min